Lesson+Plan+Deconstruction+Graphic+Organizer

 **Jennifer-Blue**
 * Group Member Color Key **
 * Kathy-Green**
 * Dr. M. - Red**


 * Reading Comprehension Strategy: Using Sensory Images **
 * Instructional Level: Middle School **


 * Planning **
 * · Reading Comprehension Strategy (RCS) **

v Name the RCS. Using Sensory Images

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.

The following are the indicators aligned with the Reading Comprehension Strategy “Using Sensory Images” as found in //Standards for the 21st Century Learner In Action//: Yes, there are most often numerous S4L indicators that align with a particular lesson plan. My advice is to think "less is more." Select only the indicators that you will actually assess. Which of these would you choose?
 * “Indicator 1.1.2: Use prior and background knowledge as context for new learning.” (19)
 * “Indicator 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.” (22)
 * “Indicator 2.1.1: Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.” (25)
 * “Indicator 2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.” (26)
 * “Indicator 4.1.1: Read, view, and listen for pleasure and personal growth.” (33)
 * “Indicator 4.1.2: Read widely and fluently to make connections with self, the world, and previous reading.” (34)
 * “Indicator 4.1.3: Respond to literature and creative expressions of ideas in various formats and genres.” (35)
 * “Indicator 4.1.5: Connect ideas to own interests and previous knowledge and experience.” (37)

Advanced
 * · Reading Development Level **

Cues, Cooperative Learning, Metaphors (Simile), Notemaking (Quotes) and Summarizing
 * · 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. Cooperative Learning, Setting objectives and providing feedback, questions, cues and advance organizers, and non-linguistic representations

I have used cooperative learning, summarizing, and cues to facilitate learning.

v Which of these instructional strategies do you need to learn? Name them and describe them. I need setting objectives and providing feedback. I like feedback fairly quick after I complete an assignment. This gives me confirmation that I am dong things correctly. I also need cooperative learning, I work best when I can bounce ideas off of other people. Do you know how to use these strategies in lesson planning and in teaching students?

I need to learn more about teaching students to use notemaking in an ethical manner. Notemaking is the writing of information in your own words using single words or phrases, lists, abbreviations, drawings, and references to a page number. (CS4TRC, 12). This requires prioritization, and analysis including the use of prior knowledge to enhance understanding.


 * Lesson Length **

v What are your questions about the lesson length? You must have at least one. I think two days is enough if you have block classes that are longer (ours are 90 minutes). I'm not sure the length is appropriate for shorter class periods (45-55 minutes). This time would definetly not be enough time if you were teaching ELL students.  While two days may be enough to teach this lesson, extension activities and followups to these reading comprehension strategies will take more time. I also agree that ELL students may need more time to assimilate these strategies and use them effectively. Excellent analysis. Scheduling for learning time in the library program is different from the classroom where it is easier to continue beyond the time set aside on the library calendar. It is important to have these conversations with your collaborators in order to meet students' specific needs.

**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? One way to work around this is the ask teachers to be flexible. Also, the lesson doesn't have to be taught in the library. The librarian could go to the teacher's room. At our school there is a paraprofessional in the library as well that could handle another class being in their while the librarian is teaching in a classroom. Good thinking. This is one reason why having a full-time paraprofessional in the library is critical to the librarian's success as a co-teacher.


 * · 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? I have not had very much experience working with the school librarian. But I think the parts of the lesson that are directly related to the book "should" be a type of instruction that takes place in the library. I see how composing a persuasive paragraph goes along with the lesson but I don't necissarly think it's a type of instruction that "should" take place in the school library. I'm not opposed to this because it goes along with the lesson, I just don't think writing should be the main focus of a school librarians teaching time. Yet writing is the other side of the literacy coin (reading the other). Teachers really need support in providing writing conferences, a critical part of effective writing teaching. When we teach students notemaking, citations, storyboarding an Animoto video and more, these become parts of their final product. Shouldn't we participate in the entire process? (Clearly, I have an opinion... ;-)

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The integration of the librarian into a literary lesson such as this offers students an example of how different areas of the school can combine to produce a more relevant effect. The role of the “traditional” librarian in this lesson is changed through the presentation and role-playing demonstrations as well as the involvement in guidance. When I visualize this lesson, it is taking place within the classroom. The lesson could, however, take place within the library, which may also give students more access to computers, upon which they could draft their paragraphs or search for more information. I don’t think that there is a specific place where learning of this nature “should” take place, but rather that learning on this scale “should” take place everywhere within the school. ======

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Crossing disciplinary boundaries is one of the benefits of school librarianship. Reading in the math class; writing in science. These are examples of ways librarians can help discipline focused educators see the part literacy plays in the big picture of learning content. (It's also how the brain works!) ======


 * · ** **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 ||= Verb ||= Level on Bloom's ||
 * = Objective 1 ||= Utilize ||= Knowledge ||
 * = Objective 2 ||= Identify ||= Comprehension ||
 * = Objective 3 ||= Analyze ||= Analysis ||
 * = Objective 4 ||= Synthesize ||= Synthesis ||
 * = Objective 5 ||= Self-assess ||= Evaluation ||

Children’s Literature - Owl Moon by Jane Yolen Websites - [|www.owling.com] Graphic Organizers- Admit Slip, Category Matrix, Sample Persuasive Paragraph, Persuasive Paragraph Rubric  Materials- train whistle  Equipment - overhead, data projector, or interactive whiteboard
 * · ** **Resources, Materials, and Equipment**

v Which are the different formats or genres used to support learners? Fictional text Owling website for audio/visual learners.

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. Students listen to an owl call from [|www.owling.com]. Using an interactive white board is suggested, but I think students would really benefit from using one in this lesson. They can go up and write their metaphor or similes.

Sadly, not all schools/libraries have interactive whiteboards in all rooms. ;-(

I think that using the website and interactive whiteboards are good uses of technology, but they are very limited and do not expand the students ability to create. The further use of mind-mapping tools, wikis, or presentation tools could be utilized to enhance the students’ work and creativity. Excellent suggestions. These are the types of tools educators can include in extensions to published lessons.


 * · Collaboration **

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. Both days of the lesson have the educators modeling what they want the students to complete. If this is a new type of activity for students it is beneficial for them to see exactly what is expected of them before they begin. It is also helpful to have two educators in the class when students are writing their paragraphs. This allows for more individualized instruction because the student to teacher ratio is lower. Hurray for modeling and lowering the student-to-teacher ratio.

This type of co-teaching also provides students with specialists in their fields. As an information specialist, the librarian can assist students in the search for information, such as further understanding of owling, owls, ethical notemaking, or other examples of similes in books they may have read. As the instructional specialist, the teacher will be able to assist students in their understanding of concepts and vocabulary, and guide them in writing. Working together these two professionals offer students the fullness of their expertise. Agreed.


 * · Assessment **

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.

Students can be assessed through their notemaking, graphic organizers, and persuasive paragraphs.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? On day two students can self assess their paragraphs using the rubric that was provided and explained to them.

Through this self-assessment, students can view their work and evaluate it compared to the rubric. This allows students the ability to see their work and what they need to do to successfully achieve the all of the objectives.

Yes, and when used propoerly throughout the process, it gives them the opportunity to self-correct and revise at any point in the process.

Reading and/or writing: comprehend; vocabulary; determine the meaning of figurative language (similes), write persuasive text; paraphrase information; use literal and figurative language; use evidence from text Listening and speaking- effectively listen and speak Other content areas Information literacy- recognize the need for information; develop and use successful strategies for locating information; organize for practical application; use information ethically; integrate information into one’s own knowledge. Educational technology
 * · Standards **

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.

7th Grade Reading TEKS (8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

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. The following are the indicators aligned with this lesson as found in //Standards for the 21st Century Learner In Action//:
 * “Indicator 1.1.2: Use prior and background knowledge as context for new learning.” (19)
 * “Indicator 1.1.5: Evaluate information found in selected sources on the basis or accuracy, validity, appropriateness for needs, importance, and social and cultural context.” (21)
 * “Indicator 1.1.6: Read, view and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.” (22)
 * “Indicator 1.1.9: Collaborate with others to broaden and deepen understanding.” (24)
 * “Indicator 2.1.1: Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.” (25)
 * “Indicator 2.1.2: Organize knowledge so that it is useful.” (25)
 * “Indicator 2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.” (26)
 * “Indicator 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.” (27)
 * “Indicator 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.” (28)
 * “Indicator 3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.” (29)
 * “Indicator 3.1.2: Participate and collaborate as members of a social and intellectual network of learners.” (29)
 * “Indicator 3.1.3: Use writing and speaking skills to communicate new understandings effectively.” (31)
 * “Indicator 3.1.6: Use information and technology ethically and responsibly.” (32)
 * “Indicator 4.1.1: Read, view and listen for pleasure and personal growth.” (33)
 * “Indicator 4.1.2: Read widely and fluently to make connections with self, the world, and previous reading.” (34)
 * “Indicator 4.1.3: Respond to literature and creative expressions of ideas in various formats and genres.” (35)
 * “Indicator 4.1.5: Connect ideas to own interests and previous knowledge and experience.” (37)
 * “Indicator 4.1.6: Organize personal knowledge in a way that can be called upon easily.” (38)


 * See above comment about S4L.

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? I think playing the owl call will be an effective way to capture students' interest because it is something different in class. I have found that doing something out of the ordinary get students to pay attention to find out what is going to happen next.

Students who are also not familiar with owls, such as international students, may be interested in learning more about this mysterious creature.

v What are your ideas to increase student buy-in to this lesson? Give at least one. I have found if you occasionally let students pick their partners they surprise you and get good work done. If you don't normally do this, that might be an idea. Another idea is to have students talk about what senses they use when they are hunting. Living in Texas, this is a big deal to many students. It's not exactly the same as owling, but it deals with animals and the outdoors. Excellent ideas and connections.

<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Perhaps by providing a collection of sensory image rich materials and having students choose one to explore and write about. This may provide students the chance to choose materials in which they are interested. By choosing such materials students will have a more vested interest in the project and students may present a variety of persuasive paragraphs. <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">
 * Student-friendly Objectives**

v Are these objectives at the instructional level of the targeted students? Give an example. I think these are on the instructional level of the students because they are much simpler and to the point. Instead of telling the students they are going to "Analyze the text for the author's use of figurative language" the teacher writes on the board "Identify and quote similes and metaphors that relate to each sense." This is much more student-friendly because there are not as many "big" words.

The “Student-Friendly Objectives” offer students a more attainable and understandable version of the “Objectives” While some words in the “Student-Friendly Objectives” may be difficult for ELL students, the majority of students should be able to understand and react to these objectives. These objectives also lay out an easy road-map for students to follow. Yes, you will need to explain the terms used in the student-friendly objectives. This is one benefit of classroom-library collaboration. When educators build a shared vocabulary, students learn the terms and what is expected of them in both the classroom and library.

v Are there terms in these objectives that may need to be taught to students? Give an example. One of the objectives in day two uses the phrase "figurative language." Students will know what similes and metaphors are but they may not know that those are figurative language.

ELL students may also need assistants with wording such as "tally marks" and "predominantly".


 * Presentation**

v Describe the modeling aspect of this lesson. Day 1 - One educator reads the first page of the story while the other educator is listening. The listener then tells the reader what she visulaized while she was listening. They then model how to make tally marks for the sensory images and record similes and metaphors used in the text. Day 2 - The educators model the discussion of the senses used in owling and review the rubric together. The educators discuss the main elements of persuasive writing, including the use of evidence from the text, and similes and metaphors, whether from the text or of their own invention. This process facilitates their writing and leads to a discussion of the Sample Persuasive Paragraph. One educator reads the paragraph aloud and then the other educator leads the class in assessing it using the rubric provided.

The think-aloud strategies are important. They provide examples and help build students' metacognition.

v How are the benefits of two or more educators maximized in the presentation component? They are maximized because students are seeing what they need to do with their partner. A lot of time educators assume that students know how to work together in groups and don't give them explicit directions. This helps students understand what their group interactions should look like and sound like. True.

Students do not instinctively work together in an efficient and effective manner. In order to solve this issue, the presentation component provides students with a guide to facilitating group work that emphasizes the input of all group members. True.


 * Student Participation Procedures or Student Practice Procedures **

v <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Are the directions clear? Give an example. <span style="color: #008000; font-family: 'Times New Roman',Times,serif;">I think the directions are very clear and easy to follow. "Take turnes reading one page at a time and listening/visualizing the story." This sentence uses as few words as possible to get the point across. Students should not have trouble following these directions because they use common words that students already know.

The “Student Practice Procedures” give students a checklist of tasks that must be done to achieve success in the stated objectives. This allows students to easily move from one “procedure” to the next without wondering about a missed step. On the second day, students are asked to “review your category matrix” and then to “discuss the senses used in owling with your partner”. These instructions emphasize the use of materials provided and the interaction between group members. This helps prevent students from disregarding provided materials and completing the assignment separately. <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">
 * Guided Practice**

v How are the benefits of two or more educators maximized in the guided practice component? Having two educators monitoring students while they are working is always better. This allows the educators to ensure the students are staying on task and completing their assignment. They can also spend more time with students that are struggling because their is another educator in the room available to help other students.

Additional educators assist not only in classroom management, but also provide students with more resources in the sense of expertise and understanding. Sometimes students do not understand an explanation or instruction from one person, but understands more clearly from another. Being able to provide different examples and understandings to different students is essential to ensuring that all students are achieving their desired outcomes.

Excellent analysis - and rationale for team teaching!
 * Closure**

v <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Are students active in the closure component? What are students doing for closure? <span style="color: #008000; font-family: 'Times New Roman',Times,serif;">At the end of both days students are sharing what they have done in the lesson. Day one they are sharing their tally marks and some of the similes and metaphors they found in the text. Day two they are sharing their persuasive paragraphs.

The active closure of the two days allows students to review what they have done and to think about what they would like to do better. Students are actively thinking about their own progress and analyzing their involvement in the process. <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">
 * Reflection**

v How is the reflection component related to the learning objectives? All of the questions in the reflection relate back to the learning objectives. It has students reflect on how figurative language helps the reader visualize what is happening in the story.

The reflection component asks students “how” and “what” is happening so that they can further analyze the process of using sensory images. It is not enough to just know what something is and be able to use it. Being able to identify how and why something works is a further extension of the learning process. Yes, this is metacognition.


 * · Extensions **

v What are your other ideas for extensions to this lesson? Describe at least one. Another extension activity could be to read students another short story that has a lot of figurative language. Students could then write about what they visualized and how that helped them understand the story better. Great idea. They could also write one.

Students could write poems or prose using similes and metaphors and have a partner draw a picture or use some other form of creative expression of their impression of the reading while listening to it. Students could also choose a book out of a selection of sensory image rich titles and present a creative representation of the imagery (drawing, video, dramatic reading, etc). Students presenting this work is where you could bring in tech tool choices.