Graphic+Organizer

Jordan Carrion Victor Montes
 * ​ ​Lesson Plan Deconstruction – A. 3.3

Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet. ** A graphic organizer differs from a worksheet in several important ways.
 * **Worksheet** || **Graphic Organizer** ||
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||

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.


 * Important: **
 * 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.

Planning

· Reading Comprehension Strategy


 * Making Predictions and Inferences **

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

**Skills: Indicator 4.1.2 (make connections with self, the world and previous reading), 4.1.5 (connect ideas to own interest and previous knoweldge and experience), 2.1.1 (continue an inquiry-based research process by applying critical skills to information and knowledge in order to constuct new understanding and draw conclusion.** ** Indicator 2.1.2: Organize knowledge so that it is useful. Indicator 2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and furhter investigations. Indicator 1.1.9: Colaborate with others to broaden and deepen understanging. **

Some of these standards are not closely aligned with the reading comprehension strategy. (Those that aren't can be indicated below.)

· Reading Development Level

**Advanced: Grades 4-6**

· 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.

**Identifying similarities and differences Summarizing and note taking Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Questions, cues, and advanced organizers** Identifying similarities and differences Summarizing and note taking Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Questions, cues, and advanced organizers

v Which of these instructional strategies do you need to learn? Name them and describe them.

**Although I have used all of these instructional strategies in my classroom, they have been used to develop a math concept rather than to teach reading comprehension. Further reading and learning on all of these strategies is needed so that I can apply them as they are related to subjects other than math. Having taught English and Reading before, it was important to use all of the instructional stragegies at different points throughout the lessons. However, I believe that I should learn more about nonlinguistic representation and apply it more often in the classroom. Nonlinguistic representation involves using models, pictures, mental images, something other than the regular old paper and words, for the students to be able to connect to the lesson being taught .**

Good self-assessment. Note: Questioning is particularly important for resource-based lessons (research/inquiry). It is important to develop a range of strategies for engaging students in questioning. · Lesson Length

v What are your questions about the lesson length? You must have at least one.

**How many class periods will the lesson acually take (45 minute class periods)? According to the lesson plan, it should take 2-4 sessions. Becuase this is a little broad it can make it difficult to plan and schedule library time. Many teachers are already feel pressed for time to cover all of their curriculum so any library time spent out of the classroom must be used effeciently. Can the lesson by broken down further into more sessions or days? The lessons says it should only take two days to complete the activity, however, this isn't always the case. Sometimes you take to long doing one part, or there is a lot of contribution from the students. So I'm wondering if it is possible to break down into smaller sessions to fit time restrictions. **

For me, the session length is dependent on students' attention span and engagement and scheduling issues. In my libraries, a session equals a class period (50 minutes to an hour). Ideally, you would allow a bit more time just in case students were too engaged to stop! In my experience, when classroom teachers see how successful their students can be, they will willingly give up precious classroom time for classroom-library collaborative lessons.


 * 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?

**The purpose of making inferences is a valuable skill that can be used in all curricular areas. Connecting new learning to prior knowledge helps students solidfy concepts in any subject. It is very much connected to my idea of the instruction that should occur in the school library. The ability to create inferences and predictions based on textual inference, previous information, and background knowledge is essential. The school library is a place in which to learn how to inference and make predictions and should be one of the types of instruction occuring in school libraries. **

Thoughtful responses. If we think about reading and information seeking as a interrelated processes, there is very little if anything that we do in schools that is not appropriate for a classroom-library collaborative lesson.

· Objectives

**Objective 1) Pause the readings at certain points to determine inferences or predictions Objective 2) Use specific evidence and background knowledge to make inferences Objective 3) Record all evidence, background knowlegde, and inferences, to help create theme. Objective 4) Notemaking format Objective 5) Make one sentece themes**

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. Good. Always ask yourself if you feel a balance between what we think of as lower and higher level thinking learning experiences.
 * Objective || Verb || Level on Bloom’s ||
 * ** Objective 1 ** || ** determine ** || **knowledge** ||
 * ** Objective 2 ** || ** combine ** || ** application ** ||
 * ** Objective 3 ** || ** record ** || ** knowledge ** ||
 * ** Objective 4 ** || ** use ** || ** comprehension ** ||
 * ** Objective 5 ** || ** craft ** || **synthesis** ||
 * ** Objective 5 ** || ** craft ** || **synthesis** ||

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

v Which are the different formats or genres used to support learners?

Historical fiction, biography, and/or informational picture books - these choices make students interested in the lesson ** Can be applied to any genre. **
 * Graphic organizers - support different learning styles and can offer support at different academic levels
 * The use of evidence-background knowledge-inference category matrix helps the students to reach a conclusion of the theme of the lesson.

Yes.

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.

**Educators can use an overhead, projector, or interactive whiteboard. However, I don't think that these are necessarily necessary to the activity, it can be done on a simple chalkboard or whiteboard. The technology does make it easier and more visually helpful, but it is not a determinant in the lesson. More technology can be used in the lesson. **

How could students use technology tools in this lesson? Should technology for student use always be integrated into classroom-library collaborative lessons?

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.

**This lesson is designed so that one educator reads the anchor book while the other educator writes and records their evidence and inferences during and after reading. It is also set up to have one or two small groups in the library at a time. It allows both educators to play important roles and cut down on time. One reads the book and leads the discussion, the other records what the class says and their inferences as they go along. It allows the lesson to be fully hands on with both educators playing an important role and to participate and interact. **

This does keep the lesson moving, which helps students remain engaged.

· Assessment

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

**Classroom matrices are used to assess, the Evidence-Background Knowledge-Inference Category Matrix **

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?

**Educators can provide rubrics for the matrices so that students can self-asses.** Rubrics are one way, but educators can also set expectations for the completion of a graphic organizer. Students can self-assess the completeness of their work and reflect on whether or not it was easy or difficult for them to accomplish the learning tasks. These are all self-assessments.

· 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.

**Reading standards: make inferences, predications, story theme Social studies standards: recognize the relationship of events and people, connections between current events and historical events Information literacy standards: select information appropriate to the problem or question at hand, organize information for practical application**

Ooops! You needed to select specific standards from the TEKS (or other state standards). Please remember to do this in your A.4.3 lesson. (Remember: This book was written for a national audience so the standards had to be written in general rather than specific terms.)

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.

**Read, view, and listen for information presenteed in any format in order to make inferences and gather meaning. (1.1.6) Develop and refinae a range of questions to fram the search for new understanding (1.1.3) Use prior and background knowledge as context for new learnign (1.1.2)**
 * Respond to literature and creative expressions of ideas in various formats and genres (4.1.3). **

Good. (I am not sure I would include 1.1.3 because students do not actually develop questions in this lesson.) These objectives are measurable with the graphic organizer - the most important criteria for their selection.


 * 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?

**Students will gain interest in the lesson because the Motivation uses familiar stories like "Little Red Riding Hood" to begin discussion on themes.**

v What are your ideas to increase student buy-in to this lesson? Give at least one.

**Themes from movies could also be discussed. Educators can show movie trailers from recent and well-known movies then have students discuss themes for these movies. Discuss themes from previous stories they have read. Also, themes in folk stories or legends that the students know in order to get them excited about discussing themes in stories. **

Excellent ideas. Never let a published lesson plan compromise your creativity and your commitment to help students make connections and deepen their engagement with the learning.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example.

**Yes, objectives are at the level of the targeted students. Students at the advanced level should be able to use specific evidence and backround knowledge to make inferences. Then by using all three they should be able to deterimne the appropriate theme.** ** Objectives are built on skill benchmarks that were supposed to be learned by second grade. For example, by grade 2 learners should be able to write, draw, or verbalize the main idea and supporting details (Indicator 1.1.6) and draw conclusions about the main idea with guidance (Indicator 2.1.3). **

Excellent analysis!

v Are there terms in these objectives that may need to be taught to students? Give an example.

** The idea of a theme might be a term that the students don't understand or haven't heard yet, thus this lesson helps students determine what theme is and how to determine the theme. Students may need to be taught what inferences are but most other terms should already be known.**

It is important to make sure this is the case, particularly if you have ELL or special needs students in the class.

Presentation

v Describe the modeling aspect of this lesson.

**Educators model how to fill in the classroom matrix and discuss thier inferences from the reading. Educators model how to determine the theme of a story through the use of evidence, background knowledge, and inferences and how to use a matrix to aid them in their quest to determine the theme. **

v How are the benefits of two or more educators maximized in the presentation component?

**Having more than one educator is helpful because each can give their take on the themes of the reading and can demostrate to the students the type of conversation that needs to take place between groups or partnerships. Also the educators are better able to faciliate the discussion of themes within the classroom, by having one read and the other taking notes on evidence and inferences made by the class. Also it allows the classroom to be breakdown into smaller groups for more one on one witht the studetnts. **

Good. These are all benefits to students (and to teachers to some extent). Making inferences is a higher-level thinking skill. Students will need more support for learning complex strategies.

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example.

** The directions are clear, however they are summarized in a very simple manner. For example, in one area they discusss how the experinces of the characters agree or disagree with the theme created by the class, however, it goes no further in discussing this and skips to the next step. Directions for student procedures are clear but could be more useful if an example were given. The directions could give an example of the kidn of note that should be recorded as per instruction #2.** The completed graphic organizer for the teacher gives examples: http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon_supplement6k.pdf

There are many resources for teaching these lessons at: http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon09294.cfm

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component?

**Ability to montor the students' work more closely is a major benefit of having more than one educator.**

Excellent - from both the students' and the educators' perspectives.

Closure

v Are students active in the closure component? What are students doing for closure?


 * Students are asked to share their one-sentence themes with the entire class or within their small groups. Each student must play a part in the closure making this an active closing component. **

Reflection

v How is the reflection component related to the learning objectives?


 * The reflection asks the teacher to think back about the objectives given at the beginning of the lesson. For example, how did making inferences help the students create their one sentence themes. It relefects on how inferences are important and how they met the objectives, as well as meantioning somethine not in the learning objectives which I found was missing, "do all readers come away from the text with the same theme?". **

Agreed. The differences in their themes would surface in the reflection. This could be an objective for a future lesson and built over time. Always ask yourself: How am I assessing this objective? · Extensions v What are your other ideas for extensions to this lesson? Describe at least one.


 * Students can create a digital or hand-made image or collage of images that represent their one-sentence theme. This would allow students to demonstrate their creativity as well as provide a visual representation for the themes. Use of more technology, extend how the presentation of the one-sentence theme is presented, use other assesment tools other than just the matrix. **

Bravo! When this book was written (2006), many of the Web 2.0 technology tools we are using today did not exist!


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


 * Project Due: November 13th at 9:00 p.m. – 30 Possible Points for the Graphic Organizer. **
 * Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.3 for details. **