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Checklist: Classroom-Library Lesson Plan Deconstruction

|| ||  **Checklist: Classroom-Library Lesson Plan Deconstruction **  || ** Lesson Plan Deconstruction – A.3.2  ** ** IMPORTANT: **This is a checklist–not a rubric. A checklist simply gives students and teachers a check-off box in which they can mark whether or not that aspect of the learning engagement was completed. A rubric gives various levels of achievement. (The file name is rubric in order to be parallel with the other assessments for the assignments in this course.) ** SLIS Students’ Names: ** Janis Hogan and Damaris Thorn ** ______________________________ URL for Mind-mapping/Brainstorming: _________________________________________  ** ** URL for Deconstruction Graphic Organizer: **http://nhsreads.wikispaces.com** _____________ ** ** Reading Comprehension Strategy: **Questioning** ____________________________________ ** ** Proficiency Level: **Challenging (grades 8-12)** _______________________________________ ** ** Checklist: Shared score (30 possible points)  **

Name ones** have used ** (None is a possible response.) || Name ones ** need to learn ** (None is a possible response.) || Describe ones ** need to learn ** (None is a possible response.) || Questions about the time need to teach the lesson… (at least one) || What is the connection to library teaching environment? || All objectives listed  || All ** verbs ** listed || All Bloom’s ** levels ** listed (A blank may be possible for a verb such as “read.”) || Formats and/or genres listed || Technology tools listed || Narrative about specific benefits || Name assessment strategies/tools || Name opportunities for student self-assessment || Content areas addressed (including reading) || Indicator numbers || Indicator language || Narrative about effectiveness || Other idea(s) for motivation for this lesson || Example of compatible with instructional level || Example terms that may need to be taught || Narrative description of the modeling || Narrative about specific benefits || Example of clear directions || Narrative about specific benefits || Narrative about students’ active participation || Relationship to learning objectives || Describe at least one || ||
 * || Each partner uses a different color font to indicate her/his contributions to this collaborative assignment. Neither one uses black!  ||
 * || ** Planning (18 items)  ** ||
 * || Reading Comprehension Strategy: Questioning  ||
 * || Reading Developmental Level: Challenging (grades 8-12)  ||
 * || Research-based Instructional Strategies
 * || Research-based Instructional Strategies
 * || Research-based Instructional Strategies
 * || Lesson Length
 * || Purpose
 * || Objectives
 * || Objectives
 * || Objectives
 * || Resources
 * || Resources
 * || Collaboration
 * || Assessment
 * || Assessment
 * || Standards
 * || AASL Indicators
 * || AASL Indicators
 * || ** Implementation (11 Items)  ** ||
 * || Motivation
 * || Motivation
 * || Student-friendly Objectives
 * || Student-friendly Objectives
 * || Presentation
 * || Presentation
 * || Student Participation/Practice Procedures
 * || Guided Practice
 * || Closure
 * || Reflection
 * || Extensions
 * || ** 30 possible points – one for each item  **

** Reflection: Individual score (20 possible points) ** **Formatting:** Two paragraphs (10 points each) – **Up to** one double-spaced 12-point font page ** Paragraph 1: ** Reflect on the lesson planning you have done in the past. What are your strengths as a curriculum designer? ** Paragraph 2 (or 2 and 3): ** Reflect on what you learned from deconstructing this lesson plan. Write about what you learned about lesson design, about your experience of collaborating with your partner, or both. ** File Name: Last Name_A.3.2_Rubric **