Graphic+Organizer

**LP Deconstruction Graphic Organizer**

 * Lesson Plan Deconstruction – A. 3.3 **

Monica Bramall Muriel Larry · Reading Comprehension Strategy ~ **Making Predictions and Inferences CS4TCR pg. 92-95.**
 * Planning **

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

1.1.2 Use prior and background knowledge as context for new learning. 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. 2.1.3 Use strategies to draw conclusions form information and apply knowledge to curricular areas, real world situations, and further investigations. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.2 Organize knowledge so that it is useful. Excellent analysis.

· Reading Development Level ~ **Advanced: Grades 4-6 **

· Instructional Strategies

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


 * *Instructional strategies used in this lesson **

v Which of these research-based instructional strategies have you used in your teaching? Name them. I have used: Identifying similarities and differences Summarizing and note taking Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Questions, cues and advance organizers

I have used: Identifying similarities and differences Summarizing and note taking Nonlinguistic representations Cooperative learning Setting objectives and providing feedback 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, I would like to strengthen my questioning and cueing strategies. Open-ended questions, closed-ended questions, cueing, and dialogic reading (one on one questioning) extends knowledge and engages readers, therefore increasing comprehension.

Questions, cues, and advance organizers—I use both questions and cues, but I did not understand what advance organizers were. After some investigation, I realized that it was just a difference in vocabulary. In my district (we use a lot of inquiry) it is common to include advance organizers in our “frontloading” exercises. These are anything a teacher uses to activate scheme for student understanding and engagement.

Good self-assessment. It is interesting to note your overlap and your individual strengths or areas for growth. Questioning is particularly important for resource-based lessons (research/inquiry). It is critical to develop a range of strategies for engaging students in questioning. (I have never before hear the term "frontloading" in relationship to activating students' schema. Now I have!) · Lesson Length **2-4 sessions**

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

Will my teachers be able to adjust their schedules to come to the library on 4 consecutive days to complete the lesson sessions? Will I be able to schedule all ELA classes to teach this lesson (3-4 sessions), to include all 7th and 8th grade students?

If I am going to complete four lesson days, would it be more feasible to teach the lesson in the student classroom? If I teach it in the library, is it feasible to teach more than one class at a time? (In my middle school two classes would be approximately 60 students)

These are great questions. You may or may not co-teach this lesson to all classes at a particular grade level. Some classroom teachers may determine that their students don't "need" it. Yes, consecutive days are best; that is how a classroom teacher would teach this lesson on her/his own, right? Deciding whether to implement the lesson in the library or the classroom is based on the availability of library support staff and negotiations with the classroom teacher. Ideally, the decision is based on what's best for student learning.

**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 this lesson is connected to the instruction that should take place in a school library. The lesson is aligned with the TEKS, the district curriculum and the policy/mission of the library. It is the library's purpose to teach critical reading, comprehension skills, and to extend and reinforce what is taught in the classroom. The purpose of this lesson is connected and aligned to the purpose of the library.

I believe that any issue that involves reading is connected to the appropriate instruction in the library. I also believe that by having another teacher discuss a skill that is hopefully being discussed in the regular classroom will result in a higher retention of reading comprehension.

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

·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Objectives

Review Bloom’s Taxonomy: [] v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> 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.

distinguish || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">application comprehension analysis || synthesis || report || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">application synthesis comprehension  || explain || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">synthesis comprehension comprehension || Even in strategy lessons such as this one, we should seek a balance between what we label lower-order and higher-order thinking.
 * ** Objective ** || ** Verb ** || ** Level on Bloom’s ** ||
 * <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Objective 1 || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">determine identify
 * <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Objective 2 || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">combine construct || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">synthesis synthesis ||
 * <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Objective 2 || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">make || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">synthesis ||
 * <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Objective 3 || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">record compose || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">knowledge
 * <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Objective 4 || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">use formulate
 * <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Objective 5 || <span style="color: #ff00f8; display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">craft express

·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Resources, Materials, and Equipment Children’s Literature Websites Graphic Organizers Materials Equipment

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Which are the different formats or genres used to support learners? <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">The different formats used are graphic organizers and historical fiction, fiction and non fiction books. Children’s Literature Graphic Organizers Materials Equipment

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> 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.

<span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">The overhead projector, the data projector and the interactive whiteboard. The whiteboard can be used to record the category matrices to give students a visual. <span style="color: #008000; font-family: 'Times New Roman',Times,serif;"> This lesson uses a projector to model the graphic organizer exercise, but I feel like it could be better by adding a mind-mapping tool to make a prediction and then web all of the text that supports the prediction.

These are appropriate possibilities. Whole class modeling using a mind-map is an excellent idea. Do we always need to integrate technology tools for student use into a lesson? Note: This book was written in 2006 before many of the Web 2.0 tools we have used in our class were available.

·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Collaboration

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;"> Because of the complex learning that is being taught, the only way to teach this strategy would be with two or more educators. I like the beginning process where one teacher is reading while the other is modeling the completion of the graphic organizer.

<span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">This lesson maximizes the benefits of having two educators co teaching by decreasing the student teacher ratio, thus giving students more individual instruction. The co teachers will also have the privilege of learning from one another. All members involved will benefit from having two educators co teaching. Brava - and for including benefits to students and to educators. There are also planning benefits. Even with published lesson plans, prior planning - although shorter - is needed.

·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Assessment

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;"> The lesson gives many opportunities to assess the mastery of the objective. Assessments can be formal and informal, during teaching and through observation. The method of assessment is a category matrix and student presentations. Graphic Organizer, Note-taking, One-sentence theme

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?

Ooops... There are opportunities for students to self-assess in this lesson. Educators must set expectations for the completion of graphic organizers. 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.

·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> 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.

Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.

<span style="color: #008000; font-family: 'Times New Roman',Times,serif;">7.1.A determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif; font-size: 110%;">7.1.D listen to learn by taking notes, organizing, and summarizing spoken ideas <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">7.3A infer the implicit theme of a work of fiction, distinguishing theme from the topic <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">7.10.A use his/her own knowledge and experience to comprehend 7.10.H draw inferences such as conclusions or generalizations and support them with text evidence and experience 7.11.D connect, compare, and contrast ideas, themes, and issues across text <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif; font-size: 110%;">7.12.B recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry 7.13.B use text organizers, including headings, graphic features, and tables of contents, to locate and organize information <span style="color: #008000; font-family: 'Times New Roman',Times,serif;">
 * Texas** **Essential Knowledge and Skills**
 * ELA-Reading **

<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">7.15.C write to inform such as to explain, describe, report, and narrate
7.26.A paraphrase the major ideas and supporting evidence in formal and informal presentations <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">7.21.B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions <span style="color: #008000; font-family: 'Times New Roman',Times,serif;">7.23B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Which of the TEKS does this lesson actually ASSESS?
 * Social Studies **

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Which AASL indicators align with this lesson? Give both the number and the description for each.

<span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">1.1.2 Use prior and background knowledge as context for new learning. 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. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.4.3 Recognize new knowledge and understanding. 2.4.4 Develop directions for future investigations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. 4.1.5 Connect ideas to own interests and previous knowledge and experience. All of these standards work to a greater or lesser extent. When you design your own lesson, you will want to select three or four that you will actually **assess**.

·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Process Motivation
 * Implementation **

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? v. Oops... Motivation narrative is missing. Will the one given capture students' interest? Connection to themes in folklore - Anticipation Guide - Will these motivate?

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">What are your ideas to increase student buy-in to this lesson? Give at least one.

Play a popular song that the students are familiar with and stop, pause and have the students to infer. Show a short cartoon where the students can practice inferring and predicting.

Good ideas. You will also be able to go beyond published lesson plan ideas for motivation when you can focus that component of the lesson on actual students, their backgrounds and their interests.

<span style="font-family: 'Times New Roman',Times,serif;">Student-friendly Objectives

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are these objectives at the instructional level of the targeted students? Give an example. <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">These objectives are that the instructional level. An example is to list steps in making an inference and compose a one sentence theme. Yes, they are at the level of the targeted students. For example, the text is below the students’ reading level, and thereby allows the students to concentrate on the targeted objectives instead of struggling with vocabulary.

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are there terms in these objectives that may need to be taught to students? Give an example.

I think that the teacher would need to define theme, inference, and prediction. <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;"> Students may not understand //craft. Craft// means to create, construct or make. Good. Educators need to ensure that students know all the terms even in student-friendly objectives. (This can be especially important for ELLs and students with special needs.) Of course with repeated use through co-teaching and collaboration, students will comprehend more terms - especially because educators will use the terms in both the classroom and library settings.

Presentation

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Describe the modeling aspect of this lesson. <span style="color: #008000; font-family: 'Times New Roman',Times,serif;"> The modeling aspect is demonstrated as one educator reads and pauses while reading and makes an inference and a prediction. The think aloud strategy is also modeled allowing students to see how this strategy allows one to infer and predict. The recording of the matrix is modeled by another educator giving the students a guide to record their evidence.

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How are the benefits of two or more educators maximized in the presentation component? <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;"> <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;"> These benefits are maximized by having one educator read and the other teacher records and complete a classroom size matrix. Modeling the expectations is presented to the fullest.

<span style="color: #008000; font-family: 'Times New Roman',Times,serif;">It is helpful for the students to immediately see what they need to do. This is especially helpful to the visual learners in the class. The fact that one educator can remain focused on the students while the other is recording not only speeds up the lesson and increases opportunities for students to contribute their ideas, it also is, as you note, a model for collaborative work.

Student Participation Procedures or Student Practice Procedures

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;"> v Are the directions clear? Give an example.

Directions are very clear. Example: restate one of the possible themes.

The directions are very clear in most examples. 1. Select a piece of evidence from the text and record it on the graphic organizer. 2. Connect the evidence with background knowledge and record a note about it. 3. Restate one of the possible themes or compose an original one-sentence theme based on the inference.

Guided Practice

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How are the benefits of two or more educators maximized in the guided practice component?

<span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Having two educators during guided practice gives educators an opportunity to access mastery, individualized instruction, small group practice and immediate reteaching.

<span style="color: #008000; font-family: 'Times New Roman',Times,serif;">I think that by one teacher monitoring while the other is teaching, the students have immediate feedback on their practice. During the guided practice, both educators should be monitoring student practice. Student participation and promote feedback sooooo important. Research does not consistently bear out the benefits of smaller class size, but anyone who has worked with a group of 15 students as compared with a group of 30 KNOWS the difference.

Closure

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are students active in the closure component? What are students doing for closure? <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;"> <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Yes—they are sharing their one-sentence themes with the other students.

<span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Students are active in the closure component of the lesson. They are engaged in composing a one sentence theme and then sharing them with their classmates. This is a process that connects past learning knowledge with new acquired knowledge.

Students are actively involved in the closure by sharing the process of making inferences and developing one sentence themes.

This is important. Students should always be summarizing their learning.

Reflection

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How is the reflection component related to the learning objectives? <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;">Reflection is an opportunity for students to express a connection to the lesson/objective. This is also a time that the educators can assess mastery of the objective.<span style="color: #000000; font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">

The reflection allows the students to become metacognitive about the procedures they have learned. (Name what they know). Yes! Sudents and educators must reflect on their learning. This is a critical aspect of metacognition and learning how to learn, which is truly what we are teaching when we teach strategies.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Extensions v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What are your other ideas for extensions to this lesson? Describe at least one. <span style="color: #ff00f8; font-family: 'Times New Roman',Times,serif;"> Students will be divided into five groups of five each. Each group is to create a five line chorus describing/defining inferencing. After each group has completed their chorus, each groups' chorus will be combined together to make a song. Examples of inferencing should be included. Groups will then sing their chorus.

I think that the students could use more practice. I would pay attention to the assessment results—re-teach if necessary. If no re-teaching is necessary, I would make sure they would have more chances to predict, infer, and name the theme with other reading materials. Possibly have the librarian highlight books by making presentations that include this reading strategy.

Fun and effective ideas. Modeling and guided practice will most likely need to be repeated numerous times before students are ready to do this work independently.


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