A.3.2 - Lesson Plan Deconstruction Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet.
Kim is using red. Debbi is using green Dr. M. is purple.
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
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CRCESL or on page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing. Important:
Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black!
Where you see a diamond-shaped bullet (or *), you will need to provide a response.
“Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist.
Planning · Reading Comprehension Strategy (RCS) * Name the RCS.
The reading comprehension strategy we analyzed was Synthesizing.
Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
(1.1.6) Read, view, and listen for information presented in any format in order to make inferences and gather meaning. (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 understanding, draw conclusions and create new knowledge. (2.1.2) Organize knowledge so it is useful. (3.4.2) Assess the quality and effectiveness of the learning product. (4.1.3) Respond to literature and creative expressions of ideas in various formats and genres.
For the synthesizing reading comprehension strategy, I would list only ONE or TWO of these AASL indicators: 1.1.6 and/or 2.1.1.
IMPORTANT: Your lesson plan is stronger in terms of measurable outcomes if you limit the number of standards listed. · Reading Development Level 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. For example, I have used some of the CRCSESL advanced lesson with less proficient 8th-grade students.
· Instructional Strategies
Review these strategies on page 13 in CRCSESL or on page 16 in CRCSSL. * Which of these research-based instructional strategies have you used in your teaching? Name them. It has been 17 years since I have taught full time, so I don't remember all that I have done. I do know that I used:
activating or building background knowledge
questioning
drawing inferences
determining main idea
synthesizing
The above are reading comprehension strategies - not research-based instructional strategies. Please review the list on page 13.
I have used all of these strategies in my 20 years of teaching reading to 4th, 5th, and 6th graders. By 6th grade, students are very familiar with the Venn diagram and know how to identify similarities and differences within the text and across texts. Summarizing and note taking are also a common practice. Non linguistic representation is used during vocabulary and word study. I have been to many workshops on incorporating Robert Marzano's book, Building Academic Vocabulary. I know for at least the last seven years my classroom was set up for cooperative learning. The desks went away and tables have become the norm. The daily agenda for the day was visible so students could see what objectives we were working on. The feedback came after testing was done and when we received the data. As a class, we would look to see how we did on each objective. This helped the students and I know which objectives were our strengths and which ones were our weakest links. I modeled questioning daily. Advanced organizers were displayed around the room as well as placed in student's folders. I either modeled the graphic organizers use, guided the students through the process, or had the students work collaboratively on them. Please note there are many ways to identify similarities and differences besides Venn diagrams. Marzano suggests category matrices, category webs, and metaphors/analogies as well.
Kinesthetic activities are another kind of non-linguistic representation. The hand movements in Lesson 4.2 (without verbal accompaniment) are an example.
* Which of these instructional strategies do you need to learn? Name them and describe them.
I don't know that I used:
Using sensory images - using our senses to build background knowledge - using our senses and sensory imagery to improve reading comprehension
Using fix-up options - strategies to help a reader make sense of what they're reading when they become lost in the text
See above.
I am not sure what the cue strategy is referring to. When I think of cue, I think of a signal for an actor to perform. Cues are communicated to students in various ways, including emphasising the learning objective(s) and essential question(s). Advance organizers are another strategy. See the Admit Slip for lesson 4.3 (p. 57).
IMPORTANT: Debbi, You missed an opportunity here to help Kim. She did not understand this section of the lesson. Please share your knowledge.
· Lesson Length
* What are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL). All libraries I have subbed in have fixed schedules. The kids come in for 30 minute time blocks every 2 weeks. My biggest question is how do I carve out longer time periods more frequently for a class? In reading through the lessons in the text, I see that it would be difficult to implement lessons this in-depth given the schedules the librarian is given. Plus, most elementary schools in our area have more than 800 students in them. The classes come into the library 2 at a time. That is a lot of bodies to work with to try to teach such involved lessons.
Here's my question to you, Kim. What can anyone teach in 30 minutes, particularly if half of that time is spent checking out books? My answer: Nothing.
I am the librarian of record on my 5th and 6th grade campus. There are (4) 5th grade ELAR teachers and (4) 6th grade ELAR teachers. These teachers plan as a department weekly. Their basic lesson plan is the same. My question is how can I coteach a lesson that includes 6-8 sessions that are at least 45 minutes each times 4 or more than likely times 8? On my campus the librarian doesn't work with a teacher, I am expected to work with the department.
Easy! Have a flexible schedule in which library time is based on the students' learning and teachers' instructional needs. Attend their department meetings. Share how you can coteach to help them meet standards. Then set up the schedule to meet those 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? I would have to talk with individual teachers to get them on board with teaching multi-day lessons. Once they are on-board, I would have to ask other grade levels to give up their library time so that I could focus on the grade level doing the unit. You may have to start with just one or two if the schedule is so tight. Arrange your schedule so those teachers can get consecutive days in the libary.
I am fortunate that I have a library assistant through out the day and a High School student worker from 1:30-4:00 each day. It is possible for me to go to the classrooms instead of the classes coming to the library. My associate principal several months ago even mentioned that I needed a classroom. He already had a plan for moving a wall and re positioning a door to make it happen! Currently, the ELAR teachers are on a fixed schedule for checkout of books weekly, but the use of the library, computers, and me can be scheduled using an online sign up. Going to the classroom is good if that is the best place for the instruction to occur. Can more than one class occupy the library at one time? There is not reason for intermediate students to have fixed library times. They know when they need a new book. With an assistant, you can easily have an open library where students come as needed to get fresh reading materials... just as they will for the rest of their lives.
· Purpose * 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?
The purpose of Lesson 9.2 is to synthesize information from several sources, to distinguish primary from secondary sources, to self-select a product, and to self-assess it using a rubric. This lesson is a good example of a way for the teacher and the librarian to work together. Coteaching in the library will be my goal when I become the librarian in an elementary school. Lesson 9.2 on Synthesizing does not need to be taught in a library. The information is coming from sources that are probably found in the library, but can easily be pulled and taken to a classroom. This lesson lends itself for the librarian to coteach in the classroom.
I believe that the lesson can take place in either location, but this is the type of learning activity that must be part of the library program.
* 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
Define
Remembering
Objective 2
Make
Understanding
Objective 3
Synthesize
Evaluating
Objective 4
Design
Creating
Objective 5
Self-Assess
Evaluating
· Resources, Materials, and Equipment Children’s Literature, Young Adult Literature, or Other Resources - MIssing Websites Graphic Organizers - The graphic organizers for CRCSESL are on the ALA Editions Web site. The graphic organizers for CRCSSSL are on the ALA Editions Web site. I expected you to describe the resources here.
Materials One note card per student and folder for each group Equipment Data projector or interactive whiteboard * Which are the different formats or genres used to support learners?
This lesson includes only a few materials; only one note card per student and a folder for each group. I have always found this a plus in lesson planning. I don't have time to be hunting down a list of materials needed. Nonfiction books, poetry and biographies on Rosa Park will be used to support learners in synthesizing across genres. The graphic organizers provide a visual picture of the information discovered. They help to facilitate the learning process. Minimal materials are needed: note cards and folders. In addition, a selection of book about Rosa Parks will be needed. Each student will need a graphic organizer. What kind of graphic organizer?
* 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.
The technology used is a data projector or interactive whiteboard. Some other possible tools would be web 2.0 tools that students could use for their final presentation. They could record their skit and post online. They could use Animoto to create a slide show to show their knowledge. Agreed
An interactive whiteboard is suggested in the equipment list. I had an interactive whiteboard in my ELAR classroom. The whiteboard allows the students to interact with the graphic organizers. Agreed
· Collaboration * How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. Having two educators monitoring the students while they work results in the students getting more one on one time. It is also easier to keep all students on task if there are two sets of eyes watching the groups while they work. Being able to divide the class in half to read a story and find main ideas and details means the students can be more actively involved in the lesson. The classroom teacher and the librarian can model synthesizing information from a variety of sources. The responsibility of guiding and assessing student's learning products are shared. Coteaching also allows for center rotations and dividing the class in half. The lesson also suggest that the educators coread This Is the Dream by reading alternating lines/pages.
* Are there multiple methods/tools for Educators to assess student outcomes? If there’s one, name it. If there are multiple, name them.
The different methods used to assess student outcomes are: graphic organizers, synthesis products and checklists. The educators will also be constantly assessing the students informally during class discussions. There are several methods/tools used to assess the student outcomes in this lesson. Graphic organizers, synthesis products and checklists, and during the recording of students' ideas will show the process and results of student learning. There are many other opportunities for informal assessments with reading, making notes, and during the think-pair-share times.
Agreed
* Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
The learners will use a checklist to self-assess their learning in this lesson. They will also be using the self-monitoring graphic organizer. They also can self- assess when they do the think-pair-share. There are many opportunities for students to self-assess in this lesson. They can self-asses through their Informational Book Self-Monitoring Graphic Organizer, reading, think-pair-share, synthesis product checklist, and through collaboration.
Agreed
· Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology
* 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.
2nd Grade 110.13 (b): (3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions. (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning. (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the main idea in a text and distinguish it from the topic; (27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.
Agreed
3rd Grade: §110.14. English Language Arts and Reading: (2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). (3) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the details or facts that support the main idea; (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts; and (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. (27) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). Agreed - For your lesson you will select only ONE grade level.
* Which AASL indicators align with this lesson? Give both the number and the description for each. 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 1.1.0 Collaborate with others to broaden and deepen understanding 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information d knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so it is useful. 3.4.2 Assess the quality and effectiveness of the learning product. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. Implementation · Process Motivation Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not? The motivation in this lesson would only be effective if the student is interested in the chosen topic. If the student is not interested in civil rights, then the student will not be motivated to participate in the lesson.
I disagree. I think students in 2014 would be very surprised to see the segregation photographs from Remember: The Journey to School Integration. (That has been my experience anyway.) These images prompt them to ask questions and might prompt them to ask their grandparents questions about their schooling experiences.
Sharing the book covers that will be used will generate a curiosity that leads to motivation. Photographs and paintings will get the students' attention and help make the learning real.
* What are your ideas to increase student buy-in to this lesson? Give at least one. In order to increase the student by-in to this lesson, I would tell the students about the final product they will be producing. We would discuss the different ways they can show their learning: skits, song, poem, story, dance, report, slide show, poster, Web 2.0 tools. If the student is excited about what they can do for their final presentation, then maybe they will be more interested in listening to the lessons in order to get the information needed to create the product. Agreed - showing a final product can be motivating.
I would show video clips from the Rosa Parks Story. I found from my own experience that video clips or movie trailers are a great hook to help the students to buy-in to a lesson. Agreed. I suspect the will know more about Rosa Parks than the know about school segregation.
Student-friendly Objectives * Are these objectives at the instructional level of the targeted students? Give an example. Yes, the objectives are at the 2nd or 3rd grade level. The students at this age need to learn how to find the main idea and details from a text. Making text to text connections is also a strategy that 2nd and 3rd grade students can use. Yes, these objectives are at the appropriate instructional level for 2nd and 3rd grade students. Students will be able to contribute ideas for group notes orally.
* Are there terms in these objectives that may need to be taught to students? Give an example. They may not understand what primary and secondary sources are. The word synthesizing is probably also a word they don't know. I agree with Kim that these students may have a difficult time with identifying the difference between primary and secondary sources and the word synthesize. Most of my 6th graders have a difficult with these words too. It is possible that they won't have a lot of experience self-assessing their work too. Students are not used to reflecting on their own work. They expect the teacher to provide the feedback.
Agreed - We must always teach academic vocabulary. We should not, however, shy away from using it.
Presentation
* Describe the modeling aspect of this lesson.
During this lesson, the educators show the students how to fill out the self-monitoring graphic organizer. They also show the students how to make notes. They model taking turns and sharing new information when they come together on Day 4. There are many opportunities during this lesson for the educators to model their thinking, but on Day 4 during the presentation it has the educators model by taking turns and sharing new information and responses. This allows the students to "hear" what good readers do when they are putting the pieces together to make new meaning.
Agreed
* How are the benefits of two or more educators maximized in the presentation component?
Having two educators participating in the lesson, the students can be divided into two groups to work on different texts. While working with the whole group, one educator can read while the other is making notes. When students are working with partners, both educators can walk around monitoring the students and answering questions. During the work on their presentations, having two educators monitoring helps the groups stay on track. Agreed - Four hands are also better than two!
I have tried to read a text and make notes at the same time. Usually, I would ask a student to help jot down the notes. It would be ideal if another educator was present and the two were team teaching. Having another educator also helps crowd control especially when a teacher is working on a whiteboard because their back is often facing the students. Agreed - This is a huge benefit of coteaching. The lesson can move along at a brisk pace.
Student Participation Procedures or Student Practice Procedures
* Are the directions clear? Give an example.
The directions are very clear. The students are told to raise their hand to pause the reading - this keeps students from blurting out questions or answers. Listen for main idea is a procedure that is listed frequently. This keeps the students actively involved in the lesson.
The directions are very clear because students usually know they are expected to participate in a lesson, but don't always know how to participate. The student participation procedures give specific directions for the students to follow. Each procedure uses a verb that the students are familiar with. Instead of the teacher asking the children to listen, which we do all the time, the teacher specifically tells the students to listen for main ideas (five Ws and How).
Agreed - Posting the student participation procedures can be very useful.
Guided Practice * How are the benefits of two or more educators maximized in the guided practice component? Having two educators walking around while the students are working helps keep the students on track and makes sure that all students are participating. The educators can also give more attention to the students. During guided practice, the educators are supporting and monitoring collaboration as well as cooperation. Two or more educators can devote more time to working with smaller groups, so students are kept active throughout the practice.
Agreed and this can be especially important if you have ELLs and special needs students in the class.
Closure * Are students active in the closure component? What are students doing for closure?
During the closure, students use think-pair-share to share what they have learned. They also create a shared writing to answer questions on the graphic organizer. They make text to text connections. They present their final product and self-assess their work.
Students are active during the closure component. Students are busy answering questions, making suggestions, self-assessing, and presenting.
Agreed - This is a step where many educators summarize for students rather than the students doing it for themselves. This, and the reflection, are essential for metacognition.
Reflection * How is the reflection component related to the learning objectives?
The reflection makes the students summarize what they have learned about the synthesis process. They have to think back through what they have learned. They will talk through the first 3 objectives as they discuss what they have learned.
The reflection component brings the students full circle about the synthesis process. It allows the students to think back through the learning that took place during these lessons.
Agreed
· Extensions * What are your other ideas for extensions to this lesson? Describe at least one. If possible, the educators can find someone in the community who works for civil rights, or did in the past, to come in and talk with the students - to describe what they did/or do, discuss obstacles put in their way. This will make the learning real to the students. Brilliant! You could also conduct a Skype interview with such a person.
Rosa Parks saw a need to help make changes in her community. She chose to stand up, or in her case, to stay seated, against discrimination to begin the change process. Have students brainstorm ideas that they might have to positively change their school or community. Divide the class in two, so students feel more comfortable sharing and talking about their ideas. Outstanding!
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet.
Kim is using red.
Debbi is using green
Dr. M. is purple.
A graphic organizer differs from a worksheet in several important ways.
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CRCESL or on page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
Important:
Reading Comprehension Strategy: Synthesizing
Instructional Level: Advancing Grades 2/3
Planning
· Reading Comprehension Strategy (RCS)
* Name the RCS.
The reading comprehension strategy we analyzed was Synthesizing.
(1.1.6) Read, view, and listen for information presented in any format in order to make inferences and gather meaning.
(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 understanding, draw conclusions and create new knowledge.
(2.1.2) Organize knowledge so it is useful.
(3.4.2) Assess the quality and effectiveness of the learning product.
(4.1.3) Respond to literature and creative expressions of ideas in various formats and genres.
For the synthesizing reading comprehension strategy, I would list only ONE or TWO of these AASL indicators: 1.1.6 and/or 2.1.1.
IMPORTANT: Your lesson plan is stronger in terms of measurable outcomes if you limit the number of standards listed.
· Reading Development Level
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. For example, I have used some of the CRCSESL advanced lesson with less proficient 8th-grade students.
· Instructional Strategies
Review these strategies on page 13 in CRCSESL or on page 16 in CRCSSL.
* Which of these research-based instructional strategies have you used in your teaching? Name them.
It has been 17 years since I have taught full time, so I don't remember all that I have done. I do know that I used:
The above are reading comprehension strategies - not research-based instructional strategies. Please review the list on page 13.
I have used all of these strategies in my 20 years of teaching reading to 4th, 5th, and 6th graders. By 6th grade, students are very familiar with the Venn diagram and know how to identify similarities and differences within the text and across texts. Summarizing and note taking are also a common practice. Non linguistic representation is used during vocabulary and word study. I have been to many workshops on incorporating Robert Marzano's book, Building Academic Vocabulary. I know for at least the last seven years my classroom was set up for cooperative learning. The desks went away and tables have become the norm. The daily agenda for the day was visible so students could see what objectives we were working on. The feedback came after testing was done and when we received the data. As a class, we would look to see how we did on each objective. This helped the students and I know which objectives were our strengths and which ones were our weakest links. I modeled questioning daily. Advanced organizers were displayed around the room as well as placed in student's folders. I either modeled the graphic organizers use, guided the students through the process, or had the students work collaboratively on them.
Please note there are many ways to identify similarities and differences besides Venn diagrams. Marzano suggests category matrices, category webs, and metaphors/analogies as well.
Kinesthetic activities are another kind of non-linguistic representation. The hand movements in Lesson 4.2 (without verbal accompaniment) are an example.
* Which of these instructional strategies do you need to learn? Name them and describe them.
I don't know that I used:
- Using sensory images - using our senses to build background knowledge - using our senses and sensory imagery to improve reading comprehension
- Using fix-up options - strategies to help a reader make sense of what they're reading when they become lost in the text
See above.I am not sure what the cue strategy is referring to. When I think of cue, I think of a signal for an actor to perform.
Cues are communicated to students in various ways, including emphasising the learning objective(s) and essential question(s). Advance organizers are another strategy. See the Admit Slip for lesson 4.3 (p. 57).
IMPORTANT: Debbi, You missed an opportunity here to help Kim. She did not understand this section of the lesson. Please share your knowledge.
· Lesson Length
* What are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL).
All libraries I have subbed in have fixed schedules. The kids come in for 30 minute time blocks every 2 weeks. My biggest question is how do I carve out longer time periods more frequently for a class? In reading through the lessons in the text, I see that it would be difficult to implement lessons this in-depth given the schedules the librarian is given. Plus, most elementary schools in our area have more than 800 students in them. The classes come into the library 2 at a time. That is a lot of bodies to work with to try to teach such involved lessons.
Here's my question to you, Kim. What can anyone teach in 30 minutes, particularly if half of that time is spent checking out books? My answer: Nothing.
I am the librarian of record on my 5th and 6th grade campus. There are (4) 5th grade ELAR teachers and (4) 6th grade ELAR teachers. These teachers plan as a department weekly. Their basic lesson plan is the same. My question is how can I coteach a lesson that includes 6-8 sessions that are at least 45 minutes each times 4 or more than likely times 8? On my campus the librarian doesn't work with a teacher, I am expected to work with the department.
Easy! Have a flexible schedule in which library time is based on the students' learning and teachers' instructional needs.
Attend their department meetings. Share how you can coteach to help them meet standards. Then set up the schedule to meet those 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?
I would have to talk with individual teachers to get them on board with teaching multi-day lessons. Once they are on-board, I would have to ask other grade levels to give up their library time so that I could focus on the grade level doing the unit.
You may have to start with just one or two if the schedule is so tight. Arrange your schedule so those teachers can get consecutive days in the libary.
I am fortunate that I have a library assistant through out the day and a High School student worker from 1:30-4:00 each day. It is possible for me to go to the classrooms instead of the classes coming to the library. My associate principal several months ago even mentioned that I needed a classroom. He already had a plan for moving a wall and re positioning a door to make it happen! Currently, the ELAR teachers are on a fixed schedule for checkout of books weekly, but the use of the library, computers, and me can be scheduled using an online sign up.
Going to the classroom is good if that is the best place for the instruction to occur. Can more than one class occupy the library at one time? There is not reason for intermediate students to have fixed library times. They know when they need a new book. With an assistant, you can easily have an open library where students come as needed to get fresh reading materials... just as they will for the rest of their lives.
· Purpose
* 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?
The purpose of Lesson 9.2 is to synthesize information from several sources, to distinguish primary from secondary sources, to self-select a product, and to self-assess it using a rubric. This lesson is a good example of a way for the teacher and the librarian to work together. Coteaching in the library will be my goal when I become the librarian in an elementary school.
Lesson 9.2 on Synthesizing does not need to be taught in a library. The information is coming from sources that are probably found in the library, but can easily be pulled and taken to a classroom. This lesson lends itself for the librarian to coteach in the classroom.
I believe that the lesson can take place in either location, but this is the type of learning activity that must be part of the library program.
· Objectives
Review Bloom’s Taxonomy: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
* 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:
· Resources, Materials, and Equipment
Children’s Literature, Young Adult Literature, or Other Resources - MIssing
Websites
Graphic Organizers - The graphic organizers for CRCSESL are on the ALA Editions Web site. The graphic organizers for CRCSSSL are on the ALA Editions Web site.
I expected you to describe the resources here.
Materials One note card per student and folder for each group
Equipment Data projector or interactive whiteboard
* Which are the different formats or genres used to support learners?
This lesson includes only a few materials; only one note card per student and a folder for each group. I have always found this a plus in lesson planning. I don't have time to be hunting down a list of materials needed. Nonfiction books, poetry and biographies on Rosa Park will be used to support learners in synthesizing across genres. The graphic organizers provide a visual picture of the information discovered. They help to facilitate the learning process.
Minimal materials are needed: note cards and folders. In addition, a selection of book about Rosa Parks will be needed. Each student will need a graphic organizer.
What kind of graphic organizer?
* 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.
The technology used is a data projector or interactive whiteboard. Some other possible tools would be web 2.0 tools that students could use for their final presentation. They could record their skit and post online. They could use Animoto to create a slide show to show their knowledge.
Agreed
An interactive whiteboard is suggested in the equipment list. I had an interactive whiteboard in my ELAR classroom. The whiteboard allows the students to interact with the graphic organizers.
Agreed
· Collaboration
* How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.
Having two educators monitoring the students while they work results in the students getting more one on one time. It is also easier to keep all students on task if there are two sets of eyes watching the groups while they work. Being able to divide the class in half to read a story and find main ideas and details means the students can be more actively involved in the lesson.
The classroom teacher and the librarian can model synthesizing information from a variety of sources. The responsibility of guiding and assessing student's learning products are shared. Coteaching also allows for center rotations and dividing the class in half. The lesson also suggest that the educators coread This Is the Dream by reading alternating lines/pages.
Co-reading, co-modeling, and comonitoring all benefit students. This was the previous lesson (using fix-up options) before the synthesizing lesson you deconstructed:
http://storytrail.com/Impact/Chapter_8/main2.htmhttp://storytrail.com/Impact/Chapter_8/main2.htm
· Assessment
* Are there multiple methods/tools for Educators to assess student outcomes? If there’s one, name it. If there are multiple, name them.
The different methods used to assess student outcomes are: graphic organizers, synthesis products and checklists. The educators will also be constantly assessing the students informally during class discussions.
There are several methods/tools used to assess the student outcomes in this lesson. Graphic organizers, synthesis products and checklists, and during the recording of students' ideas will show the process and results of student learning. There are many other opportunities for informal assessments with reading, making notes, and during the think-pair-share times.
Agreed
* Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
The learners will use a checklist to self-assess their learning in this lesson. They will also be using the self-monitoring graphic organizer. They also can self- assess when they do the think-pair-share.
There are many opportunities for students to self-assess in this lesson. They can self-asses through their Informational Book Self-Monitoring Graphic Organizer, reading, think-pair-share, synthesis product checklist, and through collaboration.
Agreed
· Standards
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology
* 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.
2nd Grade
110.13 (b):
(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions.
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and
(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.
(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the main idea in a text and distinguish it from the topic;
(27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.
Agreed
3rd Grade:
§110.14. English Language Arts and Reading:
(2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and
(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
(3) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
(13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) identify the details or facts that support the main idea;
(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;
(C) identify explicit cause and effect relationships among ideas in texts; and
(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.
(27) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).
Agreed - For your lesson you will select only ONE grade level.
* Which AASL indicators align with this lesson? Give both the number and the description for each.
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
1.1.0 Collaborate with others to broaden and deepen understanding
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information d knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so it is useful.
3.4.2 Assess the quality and effectiveness of the learning product.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
Implementation
· Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?
The motivation in this lesson would only be effective if the student is interested in the chosen topic. If the student is not interested in civil rights, then the student will not be motivated to participate in the lesson.
I disagree. I think students in 2014 would be very surprised to see the segregation photographs from Remember: The Journey to School Integration. (That has been my experience anyway.) These images prompt them to ask questions and might prompt them to ask their grandparents questions about their schooling experiences.
Sharing the book covers that will be used will generate a curiosity that leads to motivation. Photographs and paintings will get the students' attention and help make the learning real.
* What are your ideas to increase student buy-in to this lesson? Give at least one.
In order to increase the student by-in to this lesson, I would tell the students about the final product they will be producing. We would discuss the different ways they can show their learning: skits, song, poem, story, dance, report, slide show, poster, Web 2.0 tools. If the student is excited about what they can do for their final presentation, then maybe they will be more interested in listening to the lessons in order to get the information needed to create the product.
Agreed - showing a final product can be motivating.
I would show video clips from the Rosa Parks Story. I found from my own experience that video clips or movie trailers are a great hook to help the students to buy-in to a lesson.
Agreed. I suspect the will know more about Rosa Parks than the know about school segregation.
Student-friendly Objectives
* Are these objectives at the instructional level of the targeted students? Give an example.
Yes, the objectives are at the 2nd or 3rd grade level. The students at this age need to learn how to find the main idea and details from a text. Making text to text connections is also a strategy that 2nd and 3rd grade students can use.
Yes, these objectives are at the appropriate instructional level for 2nd and 3rd grade students. Students will be able to contribute ideas for group notes orally.
* Are there terms in these objectives that may need to be taught to students? Give an example.
They may not understand what primary and secondary sources are. The word synthesizing is probably also a word they don't know.
I agree with Kim that these students may have a difficult time with identifying the difference between primary and secondary sources and the word synthesize. Most of my 6th graders have a difficult with these words too. It is possible that they won't have a lot of experience self-assessing their work too. Students are not used to reflecting on their own work. They expect the teacher to provide the feedback.
Agreed - We must always teach academic vocabulary. We should not, however, shy away from using it.
Presentation
* Describe the modeling aspect of this lesson.
During this lesson, the educators show the students how to fill out the self-monitoring graphic organizer. They also show the students how to make notes. They model taking turns and sharing new information when they come together on Day 4.
There are many opportunities during this lesson for the educators to model their thinking, but on Day 4 during the presentation it has the educators model by taking turns and sharing new information and responses. This allows the students to "hear" what good readers do when they are putting the pieces together to make new meaning.
Agreed
* How are the benefits of two or more educators maximized in the presentation component?
Having two educators participating in the lesson, the students can be divided into two groups to work on different texts. While working with the whole group, one educator can read while the other is making notes. When students are working with partners, both educators can walk around monitoring the students and answering questions. During the work on their presentations, having two educators monitoring helps the groups stay on track.
Agreed - Four hands are also better than two!
I have tried to read a text and make notes at the same time. Usually, I would ask a student to help jot down the notes. It would be ideal if another educator was present and the two were team teaching. Having another educator also helps crowd control especially when a teacher is working on a whiteboard because their back is often facing the students.
Agreed - This is a huge benefit of coteaching. The lesson can move along at a brisk pace.
Student Participation Procedures
or
Student Practice Procedures
* Are the directions clear? Give an example.
The directions are very clear. The students are told to raise their hand to pause the reading - this keeps students from blurting out questions or answers. Listen for main idea is a procedure that is listed frequently. This keeps the students actively involved in the lesson.
The directions are very clear because students usually know they are expected to participate in a lesson, but don't always know how to participate. The student participation procedures give specific directions for the students to follow. Each procedure uses a verb that the students are familiar with. Instead of the teacher asking the children to listen, which we do all the time, the teacher specifically tells the students to listen for main ideas (five Ws and How).
Agreed - Posting the student participation procedures can be very useful.
Guided Practice
* How are the benefits of two or more educators maximized in the guided practice component?
Having two educators walking around while the students are working helps keep the students on track and makes sure that all students are participating. The educators can also give more attention to the students.
During guided practice, the educators are supporting and monitoring collaboration as well as cooperation. Two or more educators can devote more time to working with smaller groups, so students are kept active throughout the practice.
Agreed and this can be especially important if you have ELLs and special needs students in the class.
Closure
* Are students active in the closure component? What are students doing for closure?
During the closure, students use think-pair-share to share what they have learned. They also create a shared writing to answer questions on the graphic organizer. They make text to text connections. They present their final product and self-assess their work.
Students are active during the closure component. Students are busy answering questions, making suggestions, self-assessing, and presenting.
Agreed - This is a step where many educators summarize for students rather than the students doing it for themselves. This, and the reflection, are essential for metacognition.
Reflection
* How is the reflection component related to the learning objectives?
The reflection makes the students summarize what they have learned about the synthesis process. They have to think back through what they have learned. They will talk through the first 3 objectives as they discuss what they have learned.
The reflection component brings the students full circle about the synthesis process. It allows the students to think back through the learning that took place during these lessons.
Agreed
· Extensions
* What are your other ideas for extensions to this lesson? Describe at least one.
If possible, the educators can find someone in the community who works for civil rights, or did in the past, to come in and talk with the students - to describe what they did/or do, discuss obstacles put in their way. This will make the learning real to the students.
Brilliant! You could also conduct a Skype interview with such a person.
Rosa Parks saw a need to help make changes in her community. She chose to stand up, or in her case, to stay seated, against discrimination to begin the change process. Have students brainstorm ideas that they might have to positively change their school or community. Divide the class in two, so students feel more comfortable sharing and talking about their ideas.
Outstanding!
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.2 for details.