A+3.2+Graphic+Organizer

Rebecca Neighbors Ashley Cooper 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. __**Planning**__ · **Reading Comprehension Strategy**(RCS) Name the RCS:
 * 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.** 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 ||
 * 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.
 * Reading Comprehension Strategy:**
 * Instructional Level:**
 * Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
 * 1.1.5- Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance and social and cultural context.
 * 1.1.6- Read, view, and listen for information presented in any format in order to make inferences and gather meaning.
 * 1.1.9- Collaborate with others to broaden and deepen understanding.
 * 2.1.2- Organize knowledge so that it is useful.
 * 2.1.3- Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
 * 2.1.6- Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 3.1.2- Participate and collaborate as members of a social and intellectual network of learners.
 * 3.1.3- Use writing and speaking skills to communicate new understandings effectively.
 * 3.1.4- Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
 * 3.1.5- Connect learning to community issues.
 * 4.1.2- Read widely and fluently to make connections with self, the world and previous reading.
 * 4.1.8- Use creative and artistic formats to express personal learning.

· **Reading Development Level:** However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book. · **Instructional Strategies** Review these strategies on page 13 in CS4TRC. v Which of these research-based instructional strategies have you used in your teaching? Name them. Identifying similarities and differences, summarizing, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, questions, cues and advance organizers. v Which of these instructional strategies do you need to learn? Name them and describe them. Note taking · **Lesson Length** v What are your questions about the lesson length? You must have at least one. How long is each day session? How will students catch up if they don't finish their assignment by the end of the session? I would work with the teacher on a time I could come to the class to do the lesson. We could possible work the time into the class's ELAR or social studies time. A class wiki could also be very important here for reflection, questions and assignment ideas throughout the week.
 * 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
 * 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? I think the purpose of distinguishing primary sources from secondary sources is exactly what should be taking place in the library. Research should be a huge part of the instruction taking place in the school library. Students have to understand sources and how to find quality sources in order to complete research. I agree that this lesson is perfectly tailored to the type of instruction that "should" take place in a school library for the reasons Ashley mentioned. I would also add that this lesson is a good model to the students of what collaboration looks like and provides a safe place for the students to practice collaboration with each other.

· **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. **Example:** · **Resources, Materials, and Equipment** None
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || define || remembering ||
 * Objective 2 || make || remembering ||
 * Objective 3 || design || creating ||
 * Objective 4 || synthesize || analyzing ||
 * Objective 5 || self-assess || evaluating ||
 * Children’s Literature -
 * //The Bus Ride That Changed History: The Story of Rosa Parks,// by Pamela Duncan Edwards, Illustrated by Danny Shanahan
 * //The Other Side,// by Jacqueline Woodson, Illustrated by E.B. Lewis
 * //Remember: The Journey to School Integration,// by Toni Morrison, illustrated with photographs from the 1950s and 1960s.
 * //Rosa,// by Michelle Levine
 * //This Is the Dream,// by Diane z. Shore and Jessica Alexander, illustrated by James Ransome
 * Websites -
 * Graphic Organizers - The graphic organizers for CS4TRC are on the ALA Editions Web site
 * Teacher Resource: Informational Book Self-Monitoring Graphic Organizer
 * Informational Book Self Monitoring Graphic Organizer
 * Sample Summary
 * Group Information Sheet and Synthesis Product Checklist
 * Materials
 * One note card per student
 * One folder for each group
 * Equipment
 * One Overhead Projector or Interactive Whiteboard

v Which are the different formats or genres used to support learners? Nonfiction picture books about Rosa Parks are easily understood when read aloud to second and third graders. Also, there are graphic organizers to help students stay involved and reinforce daily learning. 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. There were no technology tools used in this lesson. I think the educators could have used a Web 2.0 tool, such as Cacoo, instead of the paper graphic organizer. The educators could have also allowed the students to create their end of unit project using technology. Instead of offering a PowerPoint slide show, the students could have created a video using Animoto or One True Media. The students could have also used Voki or Xtranormal to create a video with the information. They could have used Glogster to make a poster. I think that any of these would have been great to offer to the students, if they had previously learned the Web 2.0 tool. This would also answer my question of "How will the students catch up if they do not complete an assignment by the end of the class period?" If they are using a Web 2.0 tool, they can most likely work on it at home. If the graphic organizers were provided in Wiki form rather than a hard copy, then they could finish those anywhere they had internet access. v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. While one teacher is reading, the other teacher is recording class notes. Educators collaboratively read the story by alternating turns. This allows one educator to monitor the students during the reading to make sure they are focusing and paying attention. This also models for the students how to correctly read with a partner. Each educator monitors the students while working collaboratively. This allows from more attention to be given to each group. Educators also break the class apart for the closure on day 3 to review information. This again makes the ratio of teacher to student smaller and gives more attention. When it is time to start working on projects, they may both monitor research, writing and presentation making. At the culmination of the unit, they will both grade the projects. v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? The students are using Information Book Self-Monitoring Graphic Organizers to assess their progress from lesson to lesson. This particular graphic organizer ensures that the student utilized every part of the book to glean new information or to confirm known information and adds exigency by prompting the student to apply it at the end. In the closure section of the last day it says that students will self-assess their learning products using a checklist. The checklist was given to the students when they started the project, so they have an opportunity to evaluate their work as they progress.
 * · Collaboration**
 * · Assessment**
 * The students information book self-monitoring graphic organizers
 * Synthesis products
 * Checklists


 * · 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.

3.13 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:
 * Reading and/or writing

(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;

3.26 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from multiple sources of information, both oral and written, (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer; 3.27 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). 3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. 3.29 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and (B) follow, restate, and give oral instructions that involve a series of related sequences of action. 3.30 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. 3.31 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. Social Studies 3.5 Throughout social studies in Kindergarten-Grade 12, students build a foundation in history 3.1 History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities, past and present; No technology is involved
 * Listening and speaking
 * Other content areas
 * Educational technology

v Which AASL indicators align with this lesson? Give both the number and the description for each. __**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? Ultimately, I think the acceptance of the motivation depends largely on the students and their prior knowledge of the Civil Rights movement. The enthusiasm of the co-teachers will also play a large roll in the students motivation level. Art is generally a great motivator because "a picture speaks one thousand words." The two books in the introduction of this lesson contain especially powerful illustrations that convey considerable emotion even without the accompanying text. These books were certainly well chosen for the hook in this unit. v What are your ideas to increase student buy-in to this lesson? Give at least one. Student-friendly Objectives v Are these objectives at the instructional level of the targeted students? Give an example. The student-friendly objectives are appropriate for students in second and third grade. They can easily learn how to identify primary and secondary sources. This should not be their first exposure to the concept of identifying main ideas or answering questions in a group situation. It will be a good opportunity to practice these vital academic skills. There is also a lot of modeling going on and the educators are walking them through the process in the first couple of session and slowly adding more student participation. At the end the students are on their own, but with the guidance and help from both educators. v Are there terms in these objectives that may need to be taught to students? Give an example. The aforementioned "primary and secondary sources" terms may need to be taught to students in second or third grade, but the students should catch on quickly to a brief definition of each. Then they will get an opportunity to "embed" their knowledge of these new terms by seeing actual primary and secondary sources in the illustrations of the first two books in this lesson. Synthesizing is a term the students may not be familiar with, even though they have synthesized information in the past the word itself maybe new.
 * Information literacy Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
 * 1.1.5- Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance and social and cultural context.
 * 1.1.6- Read, view, and listen for information presented in any format in order to make inferences and gather meaning.
 * 1.1.9- Collaborate with others to broaden and deepen understanding.
 * 2.1.2- Organize knowledge so that it is useful.
 * 2.1.3- Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
 * 2.1.6- Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 3.1.2- Participate and collaborate as members of a social and intellectual network of learners.
 * 3.1.3- Use writing and speaking skills to communicate new understandings effectively.
 * 3.1.4- Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
 * 3.1.5- Connect learning to community issues.
 * 4.1.2- Read widely and fluently to make connections with self, the world and previous reading.
 * 4.1.8- Use creative and artistic formats to express personal learning.
 * 1) Begin building background knowledge before the commencement of the lesson. Seed the classroom with books concerning the Civil Rights movement. Include books that are and are not included in the actual lessons of the unit.
 * 2) As co-teachers, practice this initial lesson together beforehand to ensure the proper amount of enthusiasm and emphasis on the important points.
 * 3) Project choice also helps the students buy-in to this lesson. They get to decide how to present the information which is powerful to a young student. They take more ownership of what they are doing when given more choice.

Presentation v Describe the modeling aspect of this lesson. On the first day, while one teacher reads the book, the other will complete the Informational Book Self-Monitoring Graphic Organizer with the class. Together, the class will learn how to effectively complete and utilize this graphic organizer with the careful assistance of the co-teachers. v How are the benefits of two or more educators maximized in the presentation component? One teacher can read the book, the other can be free to be at the board, watching for hands to raise from the students who have ideas to input into the Graphic Organizer, which makes the process run more smoothly. Student Participation Procedures or Student Practice Procedures v Are the directions clear? Give an example. The directions are concise and straightforward. If the students have the graphic organizer in front of them, they can easily understand the meaning of the command, "Choose a Category." The directions go step by step, instructing the educator of what to do and which materials should be used. The specific graphic organizer is listed at the beginning under materials and during the lesson so it makes preparation much easier. Guided Practice v How are the benefits of two or more educators maximized in the guided practice component? Each educator monitors the students while working collaboratively. This allows far more attention to be given to each group. With more time being spent with each group, educators can catch any mistakes the groups are making before the students waste too much time doing the wrong thing. Students also get more positive comments from the educator, so they know they are on the right track. Toward the end of the lesson when students begin work on their projects, they will have the insights of both teachers concerning creative ideas for sharing their new understanding. Different teachers may know the strengths of different students better and can work with them to encourage success. Closure v Are students active in the closure component? What are students doing for closure? Day 1- Students are involved in a think-pair-share about what they just learned. Then volunteers are asked to record their ideas. Day 2- Students read the summary the class wrote together. They again do a think-pair-share activity to discuss what they learned from the book today. Day 3- Students add any new information to the class notes. Students may be able to do an individual response. Day 4- Students are making text-to-text connections between all the books they have read. Then they brainstorm ideas on how to present the information they have learned. Students write down and share their first and second choice. Day 5- Students present their information and self-assess their work. Reflection v How is the reflection component related to the learning objectives? The reflection component reviews the information taught during the lessons. Students have to define synthesize and tell what they need to add to facts in order to synthesize. This goes along with objective 3- synthesize the information from at least three sources. The students are not exactly synthesizing in their reflections, however synthesis could be easily encouraged by having them incorporate their own experiences with synthesis and possible benefits that could result from synthesis. v What are your other ideas for extensions to this lesson? Describe at least one. ** Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
 * · Extensions**
 * Students could create a website showcasing all of their project presentations. They could link the website to the main school and library websites.
 * Students could complete the same activities with a different subject, such as the planets for science.