A.3.2+-+Lesson+Plan+Deconstruction

Dr. M.
 * Collaborators:** Janis Hogan and ﻿ ﻿ ﻿ Damaris Thorn

Instructional Level: High School Students (grades 8-12)

Coteaching Reading Comprehension Strategies in Secondary Schools: Maximizing Your Impact (ALA Editions, 2011) Lesson: SCI - Forensics

Pre-writing Tool: Bubbl.us URL for Mind-mapping/Brainstorming: http://www.bubbl.us

A.3.2 - Lesson Plan Deconstruction

Hogan's Final Copy

Thorn's Final Copy Mind-mapping Tool: [|http://www.bubbl.us]

Dr. M's Graphic Organizers: [] Dr. M's Matrix: []

AASL ToolKit Questioning Strategy: []

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.

Reading Comprehension Strategy: Questioning

Instructional Level: High School (grades 8-12)

Planning

· Reading Comprehension Strategy (RCS)

v Name the RCS. Questioning

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evualuate, and select appropriate sources to answer questions. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

I believe the three above align with the questioning RCS.

4.1.6 Organize personal knowledge in a way that can be called upon easily.

· Reading Development Level: Challenging

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 Challenging: Grades 8-12

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: Cues and Questions and Classifying

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 Notetaking Cooperative Learning Setting Objectives and Providing Feedback Questions, Cues, and Advance Organizers Nonlinguistic representations

I expected both people to reply to questions for which there was more than one response. Each of you have different experiences with these strategies.

From the assignment sheet: []
 * Both members of the partnership will make notes on the wiki page to respond to each bullet on the deconstruction graphic organizer. Note: Each person must use a different color font to show her/his contributions to the shared graphic organizer. Both people must answer each question, except where there is only one possible answer.

v Which of these instructional strategies do you need to learn? Name them and describe them. None.

Advanced organizers, Admit Slips and Anticipation Guides, are particularly effective for teens when they are asked to work with concepts for which they have little or no background knowledge. If you are not as familiar with these, be sure to explore them.

· Lesson Length

v What are your questions about the lesson length? You must have at least one. Will two class periods be sufficient for all discussion, closure and reflection activities? What is the time limit for each session?

The lesson length is approximately 45 minutes (page 15). Of course, you will need to adjust the length depending on the students' reading proficiency and work habits. Sometimes classroom teachers will activate students' background knoweldge in the classroom before they come to the library if access to library time is in short supply.

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? (1) The school librarian can organize a meeting with the classroom teachers to brainstorm about the instructional and collaborative benefits that the school librarian can offer to both the teachers and students. (2) The school librarian can offer before and after school programs to reinforce literacy skills that students need to learn in order to become better writers.
 * 1) 1 is a great idea. I would be relunctant to offer extra (#2) when the work could be done within the school day for ALL students and teachers with an appropriate schedule. Fortunatley, this is rarely a problem at middle or high school. Yes, the bell schedule is a constraint but the library rarely operates on a fixed schedule basis.

· 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 lesson focuses on the development of questions, which is not connected to the idea that the library “should” be a place to find answers. "Rather than concentrating on answering questions per se, this lesson focuses on recording questions and categorizing them before, during and after reading" (Moreillon 1). This lesson is primarily a classroom-type instructional lesson plan rather than a school library-type instructional lesson plan. However, the school librarian may colloborate with both the classroom teacher and students by introducing the concept of the reference interview, the process of how to discover what question one is actually trying to ask.

Clearly, I disagree with both of you (I think). Learning to pose relevant, effective questions is a critical information literacy/inquiry skill. In this lesson, students are engaging with a multimedia resource in order to learn and make notes, another critical information literacy skill. Didn't you cite AASL S4L indicators above???

· Objectives L esson Objectives: After reading about a forensic science case, students will be able to 1. **Pose** questions before, during, and after **reading** a court case. 2. **Categorize** and **record** questions during, and after **reading** a court case. 3. **Determine** questions for further study.

Day 1: Student-friendly Objectives: 1. Raise hand to **pose** a question before, during, or after **reading**. 2. **Categorize** it on the graphic organizer. 3. If appropriate, **suggest** where an answer may be found.

Day 2: Student-friendly Objectives: 1. **Pose** questions before, during, and after **reading** an informational text. 2. **Record** questions and **categorize** them based on the topic. 3. **Identify** and **record** new information, changed perspective, or unanswered questions.

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. Also included in this chart are the verbs in the Student-friendly Objectives. Example: Reading || Analyzing || Reading || Understanding  || Suggest Identify Record || Evaluating  Creating Applying Remembering || Agreed.
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Pose
 * Objective 2 || Categorize
 * Objective 2 || Record || Remembering  ||
 * Objective 3 || Determine

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

v Which are the different formats or genres used to support learners? In this lesson, the following formats or genres were used to support the learners: a book, two web resources, three graphic organizers, an overhead, a data projector, or an interactive whiteboard. Learners are supported with resources in both print and digital formats. The Jeffrey text, as well as the two teacher generated documents are printed material. The Innocence Project and Fun Trivia Web sites are digital resources.

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. Technology tools, like Web 2.0 Tools, were not used in this lesson. I would encourage students to collaborate together and create a powerpoint presentation, or a movie, that would appeal to their peers, presenting what they have learned about forensic science. The optional overhead, data projector or interactive white board would be technology tools. In addition, students will access the Web resources on Day 2 of the lesson, which will require them to use a computer. If as an extension, students use email or a social site, such as Facebook, to contact individuals for additional information, then these Web 2.0 tools would be additional use of technology.

Agreed. These additional tools are can be integrated into the inquiry project extension. (To my knowledge, most public schools block Facebook...)

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. "While one educator reads the introduction and one famous case, the other records before, during, and after reading questions on a category matrix" (Moreillon 2). This could be an example of collaboration between a classroom teacher and a school librarian. Coteaching also increases the depth of the lesson. Together, the teachers are able to save time, which is then invested in the presentation of additional instruction. For example, one teacher engages students while the other records responses, thus doing twice the work in the time allotted. In addition, modeling discussion and questioning, two teachers are able to go beyond demonstrating the tasks to include a working model of how to complete the tasks cooperatively.

The educators are also able to guide more students in their question posing and recording during the guided practice. This is important when trying to keep the focus on asking questions rather than answering them.

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. In this lesson, (1) "The students' category matrices and exit slips show their use of questioning to achieve comprehension[, and] (2) Educators establish criteria for the quality of completed matrices" (Moreillon 2).

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? 4.4.1 Identify own areas of interest. 4.4.2 Recognize the limits of own personal knowledge. 4.4.3 Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context. 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. Learners can self assess during the closure and reflection components of the lesson on Day 2, as well as while completing the exit slip. During closure, students examine their completed matrices and discuss what they have learned. The reflection component gives them the opportunity to examine the effectiveness of questioning as a comprehension tool. The exit slip allows students to organized and present what they have learned in a written document.

Agreed.

· 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.

§121.12. Scientific Research and Design (c)(2)(A) Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology (c)(2)(C) Organize, analyze, evaluate, make inferences, and predict trends from data;

§126.22. Computer Science I  (c)(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge

§110.34. English Language Arts and Reading, English IV  (b)(10)(A) Reading/Comprehension - evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; (b)(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (b)(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. (b)(24)(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; (b)(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language (b)(26) Listening and Speaking/Teamwork. Students work productively with others in teams

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. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts 2.1.2 Organize knowledge so it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 4.4.4 Interpret new information based on cultural and social context.

5443 students who deconstructed lessons from my first book did not have the advantage of the S4L. Since I gave them to you, you will need to be sure to select only the indicators that you are actually assessing in the lesson. Yes?

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 activity on Day 1 will capture students’ interest. Students in general are always eager to discuss their favorite TV shows. When asked about crime shows they watch on TV, students can be counted on to immediately engage background knowledge. Students also enjoy watching movies on their computers and discussing them on the internet.

Agreed. Appealing to students attraction to and knowledge of outside-of-school literacy/media is one key to making lessons relevant.

v What are your ideas to increase student buy-in to this lesson? Give at least one. As a precursor to this lesson, students could familiarized themselves with the various aspects of forensic science and activate prior knowledge by exploring the game/tutorial based on the popular CSI television series, available from Rice University: http://forensics.rice.edu. The site is designed in segments and could be easily incorporated into the curriculum during the days before this lesson. Students could be given an opportunity to meet a forensic scientist or a student who is studying forensic science.

Excellent ideas. Never let a published lesson plan limit your creativity.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. The three objectives given for Day 1 of lesson implementation are compatible with most high school students. Even as freshmen, students know to raise their hand before speaking, separate things into categories, and suggest the location of an answer. The first objective of this lesson will probably be the most difficult for high school students. Most high school students do not feel comfortable asking questions in front of their peers. They are afraid that their questions might be seen as "dumb" questions among their peers.

Modeling will be important.

v Are there terms in these objectives that may need to be taught to students? Give an example. None of the terms found in the Day 1 objectives should need to be directly taught to high school students. However, generally speaking, the term appropriate always needs to be reinforced. "[P]ose a question" might be difficult. Most high school students do not like to voluntarily ask a question. The educator will need to encourage the high school students to ask questions.

If the adults engage in lifelong learning in a spirit of inquiry they can influence the entire learning community.

Presentation

v Describe the modeling aspect of this lesson. On Day 1 the two educators model the production of questions, completion of the K-W-L-Q Category Matrix, and discussion of questioning as an effective comprehension tool. Many students enjoy listening to their educators read aloud to them.

And modeling proficient fluent reading should not end... ever.

v How are the benefits of two or more educators maximized in the presentation component? On Day 2 educators are able to monitor student practice procedures more effectively, as well as increase student participation in closure activities because the student to teacher ratio is reduced by one-half. The students receive more individualized attention from their educators due to the reduced class size, when they have questions about the sequence of events in the presentation.

Agreed.

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. Student Practice directions are stated simply and concisely. For example, students are instructed to “View the first slide, stop, and ask “before” questions.” The result is that students know exactly what actions they need to perform and the order of the operations. The verbs used in the student practice procedures are very clear and simple: View, stop, ask, discuss, record, categorize, and identify.

Agreed.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? With reduced student to teacher ratio, the guided practice discussion, questioning and categorizing on Day 2 can be more closely monitored, providing increased opportunities for educator/student interaction that will individualize the instruction and improve student success. Due to the reduced class size, the educators can better assess the students' understanding of the lesson.

Agreed and if we agree that questioning is a challenge, students can receive more guidance.

Closure

v Are students active in the closure component? What are students doing for closure? Yes, students are active in the closure component by educators "allow[ing] time for students to discuss reflections with partners, in small or half-class groups, or with the entire class" (Moreillon 7). Students are actively examining the categorized questions recorded on their matrices, identifying areas of particular interest that may provide avenues for additional research. Students are also determining the degree of change between their knowledge before the lesson, as recorded in the Day 1 brainstorming, to the knowledge currently held.

Agreed.

Reflection

v How is the reflection component related to the learning objectives? The reflection component is related to the learning objectives because it helps students evaluate their learning. The objectives were to pose questions, then categorize them to identify areas of interest and find additional questions to motivate further exploration. The reflection component relates to those objectives by asking students to assess their own thought processes for specific indications of how the questioning affected understanding of the text.

Educators often summarize from students rather than making time for reflection. We should remember the importance of metacognition... and privilege it in our lessons.

· Extensions

v What are your other ideas for extensions to this lesson? Describe at least one. Students can investigate the contrasting role of forensics in the outcome of a high profile criminal case in history. For example, there are multiple case studies available related to the mysteries surrounding Jack the Ripper, O J Simpson, Lizzie Borden, and many others. A forensic scientist can be invited to the class, and he/she can offer a hands-on lab on the accuracy of DNA Testing.

Great ideas. This is a thoughtful, thorough analysis of this lesson.


 * 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. **