3.1+Lesson+Plan+Deconstruction

=3.1 Lesson Plan Deconstruction=

Collaborators: Gwen Waller & Jessica Holland

Instructional Level: Advanced

Lesson: Reading comprehension Strategy Four Drawing Inferences (Lesson Plan 6.2)

Prewriting: Popplet [|Lesson Plan Deconstruction]

A.3.1 Graphic Organizer
Gwen will be using GREEN Jessica will be using Blue Dr. M. used pink.
 * Lesson Plan Deconstruction – A.3.1**
 * Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet.**

A graphic organizer differs from a worksheet in several important ways.


 * **Worksheet** || **Graphic Organizer** ||
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||
 * Less flexibility || Greater differentiation and support for ELLs and special education students ||
 * Does not always stimulate higher-order thinking skills || More likely to provoke higher-order thinking due to open-endedness of the possible responses ||

A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CRCSESL or page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing. 1. Each partner should use a **different color font** to indicate her/his contributions to this collaborative assignment. Do not use black! 2. Where you see a **diamond-shaped** bullet (turned into a ‘v” by wikispaces), you will need to provide a response. 3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn **zero points**, except as noted on the checklist. Strategy Four: Drawing Inferences Advanced
 * Important:**
 * Reading Comprehension Strategy:**
 * Instructional Level:**

The idea here was that you would pick just one or two that align with the reading comprehension strategy. I would pick: 1.1.2 or 1.1.6 only. Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6
 * Planning**
 * Reading Comprehension Strategy (RCS)
 * Name the RCS.
 * Drawing Inferences (6.2 Lesson Plan) Which AASL **ONE or TWO** indicators align with this **reading comprehension strategy**? Note both the number and the actual language of the indicator.
 * Listed from page 107 CRCSSSL 1. Use prior and background knowledge as context for new learning (1.1.2) 2. Read, view, and listen for information presented in any format (eg textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)
 * Also : Find, evaluate, and select appropriate sources to answer questions (1.1.4); Follow ethical and legal guidelines in gathering and using information (1.3.3); Organize knowledge so it is useful (2.1.2) ; Use technology and other information tools to analyze and organize information (2.1.4); Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning (3.1.1); Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions (3.2.2)
 * I'm glad that you added the other indicators because I know that this Graphic Organizer has ONE or TWO but there is another one that does not stipulate. For this organizer which do you think are the TWO most significant indicators?
 * I'd say 1.1.2 and 1.1.6, the two you first selected. Well done!
 * Reading Development Level
 * Advanced 9-10

Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows: Advancing: Grades 7-8 Advanced: Grades 9-10 Challenging: Grades 11-22

However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. For example, I have used some of the advanced lessons in CS4TRC with less proficient 8th-grade students. Review these strategies on page 13 in CRCSESL or page 16 in CRCSSSL. Identifying similarities and differences Summarizing and note taking Nonlinguistic representations Cooperative learning Setting Objectives and providing feedback Questions, cues, and advance organizers
 * Instructional Strategies
 * Which of these research-based instructional strategies have you used in your teaching? Name them.
 * I use all of them to an extent. It really depends upon the demographic of my classroom as to which I use more often. I teach regular ed. English so I can have students that should be AP to Special Ed in one classroom. I use these strategies the most of the group: Identifying similarities and differences, Summarizing and note taking, cooperative learning, questions, cues and advance organizers.
 * I also have used all of these strategies to varying degrees, depending on the subject matter, the grade or content level, and the ability level of the students involved. I have taught High School English, High School French, and have been a librarian at the Elementary and Middle School levels. The most common have been: identifying similarities and differences (all subjects), summarizing and notemaking (HS English mostly), Cooperative Learning (all subjects); and Setting Objectives and Providing Feedback (all subjects), although I have used NonLinguistic Representations and Questions/Cues/Advance Organizers as well. I am a big fan of graphic organizers.

Agreed. These would make great topics for teacher learning and sharing.
 * Which of these instructional strategies do you need to learn? Name them and describe them.
 * I have used nonlinguistic representation within my class. I have had students do character sketches from literature and act out that character in class. My students have had to make music videos from American Literature/History Impact on society. I have learned that with nonlinguistic and cooperative learning strategies you have to have the right mixture of students with in the classroom, so that you do not have, as I call them Sponges.
 * After looking over this wiki about Marzano's instructional strategies to better understand the terminology, I think I don't need to "learn" any of them, in that they are all familiar to me. But I definitely could learn more about ways to implement all of them!
 * I wish that my school would use in-service days to learn different ways to implement strategies.

Brava for your kinesthetic representations as well as visual and musical representations. Summarizing and notemaking are essential to library work. Developing questioning skills is also essential to library work. Through modeling, we can help students learn to ask better questions.

If you do not already, please consider a variety of advance organizers beside K-W-Ls. Anticipation guides and admit slips can be useful to building background knowledge when students do not have it. Venn diagrams are the most common similarities and differences graphic organizers but there are others that can be more effective. Category matrices and webs can allow for more precise comparisons.

Great questions, comments, and strategies. Scheduling can be challenging in the library environment. In my experience block scheduling is truly the most idea for school library work. There is time to go deep and time to, as you note, widely vary to learning activities to keep students engaged. The best way to ensure that you are meeting the needs of all students is to... collaborate! The classroom teacher will know about individual student's needs. All of the lessons in this book are intended for Tier I RTI, which is targeted to all students. Differentiating must be accomplished as needed.
 * Lesson Length
 * 3-4 session
 * What are your questions about the lesson length? You must have at least one. See page 15 (CRCSESL) or page 17 (CRCSSSL).
 * As with any lesson when I am dealing with length, I try to schedule for more than what is called for within the lesson. It never fails that what I think as a teacher students are going to grasp quickly, they do not get or they get it and move faster than you anticipate. The session length is 50 minutes. I also know that you always need extra copies of any handout and that technology might not be working right that day. Have a plan B ready to go. I would also want to be sure that this lesson meets the IEP and ELL's that are in the class. How can I adapt the lesson to fit the needs of all students?
 * I also wonder about adaptability when it comes to block scheduling. When I was a classroom teacher, I only ever taught in 90-minute blocks. As a librarian, I now primarily have about 45 minutes with students at a time, out of a 55-minute class period. In what ways can this lesson be adapted to fit this schedule?
 * Also dealing with schedule I wonder if there are ways that this lessons could be adapted for a variety of schedules that school have: 45 min, 55 min, and 90 min class periods. This would make it easier for the librarian who has different time restraint that they have to follow. This would also help with the co-teaching atmosphere in moving from the classroom to the library.
 * Merely doubling the number of components taught will not work, as students need a variety of activities within the block to remain focused and productive. Perhaps combining the activities in this lesson with other ongoing classroom activities would work well: twenty minutes of DEAR time, or a journaling activity, or an SAT vocabulary quiz, for example.
 * As a librarian, I do not work in a fixed schedule, and could easily adapt to meet students during the class time when they are scheduled to meet with their classroom teacher. I am lucky in that my current schedule is very conducive to collaborating with teachers.

My opinion: Every day in the library should be a day for classroom teachers, specialists, and librarians to coteach. What else should the librarian be doing if not serving as an instructional partner? Yes, using background knowledge to drawing inferences (and cite evidence in the text) is an essential activity of learning. The global perspective of the librarian who works with teachers in all disciplines great facilitates integrating RCS and inquiry across grade levels and content areas. Brava! Review Bloom’s Taxonomy: @http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm The verbs I see in the objectives for this lesson are: combine (application/analysis), record (knowledge), craft (create), use (apply), and create (create). I disagree with your assessment of "design" or "create." For me, this is at the top of the new Bloom's. Students must synthesize their learning in order to craft an essay or develop a multimedia product.
 * Note:** If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
 * Purpose
 * Have the library be an extension of the class for supporting lesson that are taught in the classroom. Have specific days of the week that are open for teachers to come in for co-teaching of lessons with the librarian to reinforce objectives taught in the class
 * The purpose as listed in the lesson plan on pp. 106-109 in CRCSSSL is "to draw inferences about the influence of the arts from other cultures and previous decades on today's U.S. popular culture" (Moreillon 106).
 * How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?
 * Being able to draw conclusions about anything is important in life situations. Helping students use their background knowledge to establish new ideas is a skill that they will need to be productive citizens of today.
 * I think students often view the skills and content of their courses as independent of and disconnected to other disciplines, especially in secondary settings where they have a different teacher for every course. School librarians can see them in multiple classes, across disciplines and grade levels. I think we therefore have a unique opportunity to help students see the connections between what they learn in different classes, as well as the utility and "real-world" applications of these strategies.
 * Objectives
 * 1. Combine specific evidence from the text with background knowledge, research, to draw inferences. 2. Record evidence, background knowledge, research and inferences in preparation for crafting expository paragraphs for why a particular icon enters into popular culture. 3. Use Notemaking formats, 4. Alternate product: Create a multimedia product that demonstrates making inferences about why a particular icon reoccurs in US popular culture and other cultures around the world.
 * List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
 * Example**
 * Objective || Verb || Level on Bloom's ||
 * Objective 1 || Formulate || Knowledge ||
 * Objective 2 || Write || Application ||
 * Objective 3 || Identify || Understand ||
 * Objective 4 || Design || Knowledge ||

Children’s Literature, Young Adult Literature, or Other Resources Websites Mentor Test : The Scream(painting) by Edvard Munch, Scream (film), by Wes Craven, "The Scream Video:, Animoto: [] Websites Other resources for Guided Practice: images of The Thinker by Auguste Rodin, Mona Lisa by Leonardo DaVinci; audio recording of the William Tell Overture by Gioachino Rossini, Audio or Video of Act IV, Scene 3 of William Shakespeare's Romeo and Juliet (the suicide scene); text, video or audio of Bram Stoker's Dracula (Chapter 8), and video of Capoeira dancing.
 * Resources, Materials, and Equipment

Graphic Organizers (Graphic organizers for both books are on the ALA Editions Web Extras Web site.) 6.2 Category Matrix, 6.2 Teacher Resource--Completed Category Matrix, 6.2 Teacher Resource--Research Topics and Notes, 6.2 Teacher Resource--Works Cited for Video.

Materials Equipment Internet access and overhead, data projector, or interactive whiteboard, or optional Elmo projector Agreed Agreed
 * Which are the different formats or genres used to support learners?
 * There is the visual format of the print of the paintings, the visual and audio of the film. There is the visual, audio and written of the video.
 * Other visual, video and audio formats for the guided practice section, as listed above.
 * Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
 * Interactive Whiteboard for all portions of lesson, Web 2.0. I think that this lesson uses technology to grasp students attention and helps them recall important icon images within society.
 * Students will need computers with internet access and word processing capabilities in order to do the research and writing components of this lesson.
 * Collaboration: How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.
 * By providing think-alouds with the background knowledge teachers can reinforce what is being discussed from day to day. Teacher can also model the research process for the groups throughout the lesson. They can draw inferences from other classes that have had the impact of symbols throughout society. (Peace Sign, Cross).
 * Having two educators model their thinking processes also gives students insight into more than one way to approach thinking about a problem, and the ways in which inferences can differ but remain valid. It also allows students to ask questions of more than one adult as they work on guided or independent practice.
 * Assessment: Are there multiple methods/tools for **educators** to student outcomes? If there’s one, name it. If there are multiple, name them.
 * Students have a matrix to show their evidence and teacher set criteria for the students' matrices. Educators determine what the final product is and how it is to be produced. Students and educators will use the 6 traits of writing or other expository writing rubric to evaluate paragraphs or group work and multimedia products.

Agreed and more importantly, they will have a writing rubric to guide their essays. A Group Work Multimedia Project Rubric is provided fro the alternate product. Reading and/or writing Draw inferences and conclusions; analyze and provide evidence from the text, consider cultural, historical and contemporary contexts Listening and speaking //Plan, design, and present// multimedia academic products; participate in collaborative //communication// activities to share products with audiences inside and outside the classroom. Other content areas Understand the relationship between the arts and the times during which they were created; identify the impact of popular American culture on the rest of the world; identify examples of art, music, and literature that transcend the cultures and convey universal themes. Information literacy Educational technology Plan, design, and present multimedia academic products; participate in collaborative communication activities to share products with audiences inside and outside the classroom.
 * Are there opportunities for **learners** to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
 * By comparing their own completed matrices to the model provided by the educators in the presentation portion of the lesson, students are able to assess their work.
 * Standards

(26) Culture. The student understands the relationship between the arts and the times during which they were created >>> (C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. Good Good - but too many in my opinion. Please see the whole class feedback.
 * What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
 * TEKS ELA 9th Grade / English I: (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding
 * 12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
 * TEKS Social Studies: 9th Grade : 25) Culture. The student understands the relationship between the arts and the times during which they were created.
 * TEKS Social Studies 10th Grade:
 * Which AASL indicators align with this lesson? Give both the number and the description for each.
 * Use prior and background knowledge as context for new learning. (1.1.2) Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning (1.1.6) Use technology and other information tools to analyze and organize information (2.1.4) Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning (3.1.1)
 * Also : Find, evaluate, and select appropriate sources to answer questions (1.1.4); Follow ethical and legal guidelines in gathering and using information (1.3.3); Organize knowledge so it is useful (2.1.2) ; Use technology and other information tools to analyze and organize information (2.1.4); Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions (3.2.2)

Motivation: Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Whatever it takes! It is important to match the motivational set to your students (and the educators' personalities and strengths). Student-friendly Objectives
 * Implementation**
 * Process
 * Will this invitation to learn be effective in capturing students’ interest? Why or why not? I think it will be effective, particularly because even though the movie is not particularly new, many students will have seen the Scream series. I think connecting it to a piece of art that some will and some will not be familiar with is a great way to make a connection to their everyday lives.
 * What are your ideas to increase student buy-in to this lesson? Give at least one.
 * I tend towards the over-the-top lesson "hooks" when needed. I might even encourage one of the educators to don a Scream mask, or project an image of the Homer Simpson send-up of The Scream by Matt Groening as students enter the library.
 * Are these objectives at the instructional level of the targeted students? Give an example.
 * Record Evidence, background knowledge, research and inferences in preparation for crafting expository paragraphs for why a particular icon enters into popular culture. Tenth grade End-of-Course Testing Writing student have to write an expository paper for graduation standards.

Yes! we should always be coteaching academic vocabulary in our lessons. Giving students more opportunities to practice using terms in various contexts helps ensure they will comprehend them and use them in their own speech and writing. Presentation
 * Are there terms in these objectives that may need to be taught to students? Give an example.
 * I do not see any terms that would need to be address to a regular classroom. You might need to look at your ELL students since they do not have a great deal of background knowledge with US Pop culture.
 * I agree with the presentation step below that it is important to define evidence and inference for the students to be sure they understand the terms.


 * Describe the modeling aspect of this lesson. One of the coteachers "describe[s] The Scream painting while the other records evidence on the graphic organizer...Educators think aloud to share background information about the character in the foreground...use[s] think-alouds to share how she [or he] combines evidence in the text, [his or] her own background, and research to draw an inference about the meaning of each aspect of the painting" (Moreillon 108). The teacher and librarian can also switch back and forth during the modeling / presentation portion of this lesson, fulfilling both the role of scribe and of thinker.

Absolutely to all of your ideas.
 * How are the benefits of two or more educators maximized in the presentation component? Having one educator act as scribe allows the other to explain and model his or her thinking aloud for students without interrupting the flow of ideas. Having them take turns allows for students to experience a greater diversity of thinking. It also ensures that students see both the librarian and the teacher in foreground and background roles: both are teachers and both are "support staff," so to speak.
 * Another aspect of having two educators is that sometimes students need to hear and see modeling from different people to learn the objectives. I know that some students can connect with certain educators better than others.

Student Participation Procedures or Student Practice Procedures

Yes, the educators will model and establish the criteria for a complete graphic organizer. The graphic organizer can expand if needed. I personally do not believe it's necessary to say how many. I would be more interested in the quality versus the quantity of inferences.
 * Are the directions clear? Give an example. I think the directions are clear, but perhaps not specific enough. For example, students are told to "connect the evidence with background knowledge and record it," but aren't told how many examples to give. The educators' modeling of the process will presumably make up for this, but if students are absent on the day of the lesson, how will they get this information? Are they allowed to list fewer examples than on the model? More?

Great question. That is another benefit of two educators. Absent students can work with one educator (alternate teaching) while the other goes on with the rest of the class.

Guided Practice It is much easier to facilitate small group work and inquiry in a cotaught lesson. Closure Yes! to Exit Slips. Reflection Good Excellent but how would students practice making inferences in this extension? > Students could search for examples of mainstream pop culture versus internet-based memes. How have traditional examples of the fine arts been modified by modern software such as Photoshop and used in social media sites or other web-based avenues? Know Your Meme is an internet meme database that would be useful to students as they research this phenomena. How will they be applying the drawing inferences strategy?
 * How are the benefits of two or more educators maximized in the guided practice component? Having two or more educators during guided practice means that students are able to ask for help or guidance more frequently, with less of a wait time.
 * Are students active in the closure component? What are students doing for closure? Students are asked to share their inferences, either in small groups or to the class as a whole. I think the small group idea is best because there is more of a chance that everyone will have the chance to speak. The educators could encourage groups to report out to the larger class in one or two sentences after they discuss in small groups.
 * For the closure students could use inferences that they came up with and use those as 'Tickets Out of the Room'.
 * How is the reflection component related to the learning objectives? Asking students when readers/listeners/viewers know when to stop their own reading or viewing to engage in metacognitive tasks like drawing influences helps them apply these strategies to their own learning in a variety of contexts. It helps make them more effective and critically-engaged consumers of information.
 * Extensions "Challenge students to continue to search for pop culture icons, determine their origin, make connections or conduct research, and draw inferences. Create a display or web page to post or link students' work." (CRCSSSL 109).
 * Another extension would be to use this lesson across curriculum in seeing what pop culture icons have influence in English, Science, Social Studies and Math through out those subjects.
 * What are your other ideas for extensions to this lesson? Describe at least one.

**Remember:** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!


 * 30 Possible Points**


 * Plus Individual Reflection – 20 Possible Points – See the A.3.1 Rubric for details.**