Deconstruction+Graphic+Organizer

Partners: Grace & Tamra
 * Graphic Organizer: Classroom-Library Lesson Plan **
 * Deconstruction **
 * Lesson Plan Deconstruction – A.3.2**
 * Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet. **

Dr. M.

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 CS4TRC. 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.
 * Important: **


 * Reading Comprehension Strategy: ﻿ ** Determining Main Ideas, note taking, writing a summary and writing bibliographic records.


 * Instructional Level: ﻿Advanced- probably 5th or 6th grade. **


 * Planning **

· Reading Comprehension Strategy (RCS)

v Name the RCS. The RCS in this lesson is "Determining Main Ideas." v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.

I was thinking just one or two indicators for this single RCS. See the RCS and S4L Alignment Matrix - []

Indicators for Skills in the 4 Standards for Grade 5. Grade 5 is used since it is in the middle of grade range for this lesson. Indicator 1.1.5: identify facts and details that support main ideas; evaluate facts for accuracy; select information to answer questions or solve a problem Indicator 2.1.1: use different clues to determine important ideas in illustrations and text; identify facts and details that support main ideas Indicator 2.1.2: organize notes and ideas to form responses to questions; organize the information in a way that is appropriate for the assignment or question; use common organizational patterns to make sense of information Indicator 2.1.3: draw a conclusion about the main idea; identify connections to the curriculum and real world Indicator 4.1.1: read, listen to, and view a range of resources for a variety of purposes Indicator 4.1.2: read widely to explore new ideas

Source: American Association of School Librarians. 2009. //Standards for the 21st-Century Learner in Action//. Print. Chicago: American Library Association.

· Reading Development Level Grades 4-6

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

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. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book.

· Instructional Strategies

Review these strategies on page 13 in CS4TRC.

v Which of these research-based instructional strategies have you used in your teaching? Name them. I have used identifying similarities and differences using Venn diagrams. I have used summarizing but not note taking or making with 3rd graders. I have used non-linguistic representations. I constantly try to implement cooperative learning in every lesson. I have used setting objectives and providing feedback. I have also used questioning with think aloud strategies and organizers to help with comprehension. Notemaking is one of the backbones of school library work. Learning how to teach several notemaking strategies for different developmental levels is beneficial.

I have used all six of the instructional strategies, but at various levels of implementation. I have used cooperative learning extensively in Social Studies and Science. Students work in various groupings, either random or selected, to complete projects for class. I have also used cooperative learning in Math, though that is usually students self-selecting a partner to work with. In this situation, they play content related math games or work together to solve problems. I've also used "identifying similarities and differences" with the use of Venn Diagrams. This is typically done in Social Studies and Science as well. Summarizing and note-taking is used in Math, Language Arts, Science, and Social Studies frequently. I have not used nonlinguistic representations as much as other strategies. Less frequent has also been setting objectives and providing feedback. Questions, cues, and advance organizers are used daily in all content areas, though advance organizers are not used daily, but certainly several times a week. Brava!

v Which of these instructional strategies do you need to learn? Name them and describe them. I need to learn more about note making. Agreed. I also think advance organizers are important for particularly for intermediate and middle school age students.

I could benefit from learning more about nonlinguistic representations. This makes me think of using images and physical activity to relate information and concepts. I find it difficult to pictorially represent some ideas and content or make it a kinesthetic activity. I know that his would greatly aide my ELL and low-level learners. Agreed.

· Lesson Length

v What are your questions about the lesson length? You must have at least one. This lesson was broken into 2 days. It seems like a lot was covered in day one. I know I don't have large blocks of time to teach lessons. Our curriculum has me completing 1.Reading Workshop which includes strategic reading focus, guided reading groups, independent reading/share time 2. Language word study which includes focus on cognitive strategy, read alouds, spelling focus for the week, vocabulary study and instruction 3. Writer's Workshop which includes mini lessons on the focus, conferencing and grammar focus for the week using mentor texts. 4. Social Studies. I only have about 2 1/2 hours to complete all of this daily. How do you fit long lessons in this block of time? We visit the library once every 2 weeks for about 30 minutes. I think the children would forget what they were doing on the lesson with that much time in between.

Absolutely! Hence the need for a flexible schedule in which students can accomplish their library-based learning on consecutive days.

I was surprised that this lesson is only slated to take two classes. I only go to the library once a week for 45 minutes. Knowing my students and the demands of this lesson, it would take at least 3 sessions to complete all of the lesson. Also, given the way my school structures our classes, there is not another time I can bring my Language Arts class in the same week to the library. How long are the class periods intended to be for this lesson? What type of schedule was in mind when this lesson was planned? In a fixed library schedule system, where the librarian has no support staff to cover her to leave the library, how does this work? Would this lesson have the same impact if it were spread out over four library visits as opposed to two? Would it be more, less, or equally effective?

Actually, it says "2 (or more) sessions." In this book, sessions are about 45 minutes (page 15). All of the lessons in this book are based on the best practice of a flexible library schedule. In my experience, most students benefit from extended, focused periods of learning in the library. See the note below...


 * 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

v 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? We attend the library as a class once every 2 weeks for approximately 30 minutes. I have started a research project in my classroom with students choosing a country of interest to research. I invited the librarian to come into my class to help to teach how to research. She came with the passwords to get on databases at our school. She stayed to help get children on the databases, but many of my 3rd graders need help reading the information they are finding. I guess my response is I am not sure what "should" take place in the library or classroom from what I am actually seeing in the school. From college I have learned we should collaborate together making rubrics and helping conferencing with writing with the students. I see how the lesson is connected to determining the main idea, but I have to learn how it should take place in the library in collaboration because I am not familiar with the process in my teaching career.

This is a good example of how the librarians lack of involvement in planning leads to a minimal impact on student outcomes. She is not invested in their success because she hasn't been part of the process. That isn't your fault; it may be hers... Clearly, the schedule does not allow for classroom-library coteaching.

I honestly have not seen this type of collaboration in my teaching experience. Through my coursework, I am learning more about what "should" be occurring between the library and classroom. So I don't know exactly how this lesson fits my own idea of what "should" be taking place. I would love to have this kind of collaboration with my librarian. This lesson, based on what I've learned, does fit in with the role of the librarian as a teacher and instructional partner. The librarian, in this case, is collaborating, facilitating, and assessing with the classroom teacher. Seeing as how being an instructional partner and teacher are two of the five roles as described by the AASL, I would have to say that this lesson does demonstrate what "should" be taking place in the library.

I practiced this level of classroom-library collaboration from my first school library position in 1991-1992 to my last in 2008-2009. I am on a mission to help every student, classroom teacher, and library experience the benefits of this level of professionalism. I am truly sorry you have never "seen" it. It is my sincere wish to make you want it so badly you will make it happen in your career.

Source: American Association of School Librarians. 2009. //Empowering Learners: Guidelines for School Library Media Programs.// Print. Chicago: American Library Association.

· Objectives

Review Bloom’s Taxonomy: []

v 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. Objective 2 Objective 3 Objective 4 || ﻿determine record use and compose self-assess ﻿ || ﻿Understanding Remembering Application Evaluating ||
 * Example:**
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1

· Resources, Materials, and Equipment Children’s Literature Websites Graphic Organizers Materials Equipment

v Which are the different formats or genres used to support learners? There are five expository texts about inventors and inventions including poems. There are also four different graphic organizers for student and teacher use.

v 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. Technology tools utilized for this lesson are: o verhead, data projector, or interactive whiteboard- PowerPoint for extension.

What other tech tools could you use for the extension? This book was written in 2006... before Web 2.0. There are many more exciting tools for students to use today!

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. On day 1 educators take turns reading aloud selections of the stories about inventions. Students are hearing the read alouds from both educators. The educators model how they record notes. Both educators can then rotate around the room to monitor the accurate recording of the students own individual notes and bibliographies. On day 2 educators can model a problem-solution summary paragraph using the notes, summary paragraph, using a rubric to guide the composition. The educators can both conference with the students and monitor the writing process.

In preparation for this lesson, the teacher and librarian can collaborate to identify the sources and materials that will be needed to carry out the lesson. Also, they can decide ahead of time which stories and poems to read. Coteaching in this lesson is demonstrated in Day 1, where the teacher and librarian take turns reading selected stories about inventions and poems that pair with them. In Day 1, while one educator is projecting and writing on the graphic organizer, the other educator could be doing the think aloud and locating bibliographic information. This would reduce the amount that one person is having to do. Additionally, as the lesson continues, one educator can model thinking aloud while the other is the scribe on the graphic organizer. While students are working, both educators can circulate and work with students in their small groups. For the "Closure," the educators could each take a group of students to do the "think-pair-share."

In Day 2, the educators can, again, have one model composing the summary paragraph, while another either acts as scribe or provides support to ensure that all students are tuned in. As students are writing, the teacher and librarian can monitor the students' progress, conference with students, and ensure all are on task. During the closure, the educators can circulate and monitor the small group discussions.

Now doesn't that sound like it would be effective for learning and teaching? Doesn't that sounds like fun?

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Yes- the educator can assess the completed bibliographies, the notemaking graphic organizers, the problem solution summary paragraphs, and rubrics that identify the main idea. The educator can also assess how the students work well together.

There are multiple methods/tools for assessing student outcomes. One is the Bibliography and Notemaking Graphic Organizer. This can evaluated for completion and accuracy. Students can also be assessed on their Problem-Solution Summary Paragraph, as well as the Rubric for Problem-Solution Summary Paragraphs.

Yes.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? The students can gather feedback from their teachers and peers when working in small groups or with partners while filling out bibliographic information and notemaking. They can also gather feedback at educator and peer conferences. They can apply their learning to the real world. The students have the opportunity to self- assess using the rubric for the problem-solution summary paragraph.

Students have the opportunity to self-assess with the Rubric for Problem-Solution Summary Paragraph. Students can also self-assess based on feedback from peers and teachers, and by comparing their work to the models demonstrated by the teacher and librarian.

Hurray for feedback in peer and educator conferences.

· Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

v 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.

*establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension *ask literal, interpretive, and evaluative questions of text *make inferences about text and use textual evidence to support understanding 11.A: summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order 11.B: determine the facts in text and verify them through established methods 15: Student use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 18: Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. 23: Students ask open-ended research questions and develop a plan for answering them. 24: Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. 25: Students clarify research questions and evaluate and synthesize collected information. 26: Students organize and present their ideas and information according to the purpose of the research and their audience. 29: Students work productively with others in teams. 5.1: Acquire information including text, audio, video, and graphics 3.D: connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists
 * TEKS Reading/Comprehension Skills that span grades K-5 **
 * TEKS for Grade 5 ELA **
 * TEKS for Technology Applications for Grades 3-5 **
 * TEKS for Science, Grade 5 **

**IMPORTANT:** A word about standards: I am from the "less is more" school of standards. Which of these are actually assessed in this lesson? If we hope to promote evidence-base practice, then we should think in terms of collecting data. Which of these TEKS and S4L indicators are we actually measuring? On your own lesson plan, be very aware of this.

Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.

v Which AASL indicators align with this lesson? Give both the number and the description for each. 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to grame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer question. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriatenss for needs, importance, and social and cultural context. 1.1.6 read, view and listen for information presented in any format in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting infomration, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from infomration and apply knowledge to curricular areas, real-world situationsm and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that ex[ress new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understanding and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.7 Use social networks and information tools to gather and share information. 4.1.8 Use creative and artistic formats to express personal learning.


 * Implementation **

· Process Motivation

Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.

v Will this invitation to learn be effective in capturing students’ interest? Why or why not? Thinking about times children have invented things would capture other studetns' interest. Everyone would love to invent something. Activating prior knowledge (think-pair-share, "Have you ever invented anything?") and reading about kids who have invented things makes the learning more relevant and interesting.

One of my favorite all-time units of instruction involved students creating inventions. Here's a synopsis of it, linked to the "how-to" page for this lesson on my Web site (http://storytrail.com/Impact/Chapter_7/main3.htm):

http://storytrail.com/Impact/Chapter_7/advanced_envelope_licker.htm

v What are your ideas to increase student buy-in to this lesson? Give at least one. Having students write a letter to a child inventor asking them questions. To create student buy-in, students can brainstorm inventions they don't think they could live without. Discuss why these inventions are important to their daily life and what purpose they serve.

Great ideas! Never let a published lesson plan inhibit your creativity.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. An advanced level learner should be able to determine the main idea in a problem-solution text structure. They should be able to record notes and maintain a bibliographic record,use the writing process, and self-assess using a rubric. Students in grades 4-6 should have prior experience with identifying main idea and details in text. They should be able to transfer that knowledge to the problem-solution structure. Students will have had experience with the writing process, so this is applying knowledge. They have likely done some note-taking in other classes, so this should be attainable.

Making connections to problem-solution text structures in math may also help some students transfer their background knowledge to this context.

v Are there terms in these objectives that may need to be taught to students? Give an example. The term bibliographic record may need to be taught Students may need to know what a "bibliographic record" is, as that term may be new or less familiar.

Yes. It is necessary and logical to teach vocabulary that is part of the learning objectives.

Presentation

v Describe the modeling aspect of this lesson. Thinking aloud while modeling recording notes and bibliographic information is so important for students to watch and then try and imitate. The modeling part of this lesson is crucial to student understanding. The educators model using the graphic organizers, writing a summary paragraph, and self-assessing with the rubric. This modeling is important for students to see being done at the highest expected level so they know the expectations and what "good" work looks like.

Agreed.

v How are the benefits of two or more educators maximized in the presentation component? Two or more educators are beneficial to reduce the student to teacher ratio. The educators can monitor that students have understanding by being able to give individual help to partners and small groups. Having two educators allows students to see how two adults work together and think through the processes the students themselves are expected to carry out. It also provides for increased monitoring and feedback.

For most classrooms of students, monitoring notemaking and recording bibliographic information takes two (or more) educators!

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. Yes the directions are clear. The directions tell students to 1. skim the table of contencts or bookwalk to locate a few inventors/inventions of interest. Read about at least three. It is specific. 2. Choose one to reread. 3. fill out bibliographic information 4. Make notes These directions are specific and clear. Clear expectations for student work are evident in this lesson. Clear and concise directions are explicit. For example, on Day 2, students are expected to: 1. Circle the problem and solution (main ideas). 2. Review the rubric. 3. Compose a rough draft with a partner. 4. Conference with a peer or teacher. 5. Revise and edit the paragraph. 6. Make an individual final copy. 7. Self-asses using the rubric.

Posting procedures can assist both students and educators in staying on track.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? Having two or more educators to monitor students' writing process and peer conferences lowers the students to teacher ratio so the teachers can offer more help. In the guided practice component, having two or more educators allows for a lower student to teacher ratio. This means that all students will be assisted more quickly than if there was just one teacher. It decreases student wait time to conference or work with a teacher.

Yep. Closure

v Are students active in the closure component? What are students doing for closure? The students are sharing information about inventor or inventions. They are in small groups reading their paragraphs to their peers and sharing an illustration from the book they used for research. The are actively listening and speaking. Students are active participants in the closure. In Day 1, they are doing a "think-pair-share" for the most surprising information they read. They are actively engaged with each other. In Day 2, students are in small groups sharing their paragraphs with peers, as well as a source of their information.

This is important. Many times teachers summarize the learning themselves rather than making time for students to practice metacognition. It is time well spent.

Reflection

v How is the reflection component related to the learning objectives? They are relecting if they were able to determine the main ideas in a problem-solution text structure. The reflection component brings the lesson full circle to the main objective of determining main idea. It is having the students reflect on how they determined the main idea and supporting details.

Yes.

· Extensions

v What are your other ideas for extensions to this lesson? Describe at least one. Students determine what inventions could be made from recycled products. Students can investigate the process for obtaining a patent for an invention. They can also research to see if their own ideas have already been invented or patented by someone.

Yes! The Kids Invention Book has a section on taking out patents.

Brava for a thoughtful and thorough analysis.


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


 * Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details. **