Lesson+Plan+Deconstruction

A 3.3 Lesson Plan Deconstruction Karrie Dillon's contributions Muriel Johnson-Redd's contributions

Level: High School Students Lesson: 8.2 Fix up options for Emily Dickinson poem

· Reading Comprehension Strategy - Using Fix-up Options *Synthesizing for Extended Interpretation *Achieve insight and gain new line of thinking ​  v  Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. *Read, view, and listen for information presented in any format (e.g., textual, visual, media digital) in order to make inferences and gather meaning (1.1.6) *Seek ideas and opinions from others (1.19) * Take notes, using one or more note taking strategies, including reflecting (1.16)
 * Planning **
 * Collaborate with others to broaden and deepen understanding (1.1.9)
 * Monitor gathered information and assess for gaps and weaknesses (1.4.3)

You had the benefit of having these on the lesson I provided for you; students who used lesson from my book did not. For A.4.3, remember to select only indicators that you are actually assessing in your lesson.

· Reading Development Level

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 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. *Advanced Reading Level for High School Students ·  Instructional Strategies Review these strategies on page 13 in CS4TRC. *For this assignment: Categorizing, Notemaking and Summarizing
 * Advanced Reading Levelfor High School students

v Which of these research-based instructional strategies have you used in your teaching? Name them. *Identifying similiarities and differences, summarizing and note taking, nonlinguistic representations, setting objectives and providing feedback, and Questions, cues, and advance organizers Summarizing and note taking. identifying similiarities and differences, nonlinguistic representations, setting objectives and providing feedback, and cooperative learning

Which of these instructional strategies do you need to learn? Name them and describe them. *Cooperative Learning-educators role play cooperative strategies and students engage in cooperative learning *Questions, cues, and advance organizers-Helps students activitate their prior knowledge and prepare them for learning tasks 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 *1 or 2 sessions *1 or 2 sessions v  What are your questions about the lesson length? You must have at least one. *Do the sessions need to be on consecutive days to perserve momentum or can they be Tues./Thurs., etc.? 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! Consecutive days are ideal. That is what a classroom teacher would do so that should be our goal in the library. That said, we must also be flexible.
 * 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?
 * Would the desired effect be achieved if you saw the students daily?

*My main strategy to getting out of the fixed library box would be to collaborate with teachers as much as possible so that they will integrate the library into their daily teaching, across subjects as well. You could also offer guided practice before/after school and have a website that reinforces skills learned in the library. *One way that I could ensure that I get out of the fixed library box schedule would be to allow small groups to come back to the library in an effort to reinforce the skills that they have learned. In my library, I permit up to four students to come from the same class without an instructor and I could use that time to make sure that they understood what they had learned previously.

Secondary school librarians are lucky in that they rarely have to deal with fixed schedule issues. The ideas you mention are good ways to position the library at the center of the school's academic program.

·  Purpose *The purpose of this lesson is to use fix-up options to interpret the tone (feeling) of a poem. *The purpose of this lesson is to use fix-up options to intrepret the tone (feeling) of a poem.

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 my idea of school library instruction by the emphasis on Reading Comprehension and by the resources, materials, and equipment used. The only aspect that seems not connected is that I usually associate library instruction with searching strategies and bibliographical citations. The purpose of the lesson for me is connected to the idea that should take place in the school library is my idea that libraries should serve as an extension to what was learned in the classrooms across curriculums. Libraries shouls be the place where further exploration about a topic can inspire a new way of thinking.

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. ·  Objectives *The student will be able to : Define all sixteen fix-up options, Determine when they have lost comprehension, Practice metagcognition and record when they apply the fix-up options, Interpret the tone of a poem using the information they gained while using the fix-up options, Justify their interpretation using examples from the text, Describe the process of using fix-up options, Share their interpretations in half-class groups.

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.

Recognize || Knowledge || Decide || Comprehension || Apply || Application || Translate || Application || Prove || Evaluation || Detail || Analysis || Allot || Synthesis ||
 * Objective || Verb || Level of Bloom's ||
 * Objective 1 || Define
 * Objective 2 || Determine
 * Objective 3 || Record
 * Objective 4 || Interpret
 * Objective 5 || Justify
 * Objective 6 || Describe
 * Objective 7 || Share

· <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Resources, Materials, and Equipment Literature- Emily Dickinson poem Websites- Emily Dickinson pathfinder : [] Graphic Organizers- Fix-up options Graphic Organizer and Checklist, Teacher Resource: Completed Fix-up options Graphic Organiser, Checklist, and Sample Paragraph Materials- Fix-up Options PowerPoint Equipment- Overhead, Internet access, and data projector or interactive whiteboard

Which are the different formats or genres used to support learners? textual, visual, auditory, digital, media

Excellent analysis. As school librarians, suggesting resources is a critical part of what we bring to the collaboration table. Always query yourself about your resources. Are they student-centered? Are they the best choices to reach the learning outcomes? Do they address variety learning styles and multiple literacies?

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. PowerPoint, pathfinder, graphic organizer, Internet access, overhead, data projector or interactive whiteboard The power points would provide an opportunity for the student to put the presentation together (As written, the students do not create PowerPoint presentations in this lesson.) and the graphic organizer would allow them to bring all ideas together. The internet would provide the necessary research to look at various interpretations of the poem

·<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 Educators role play losing comprehension, model and monitor student use of fix-up options and graphic organizer recording, and facilitate half-class groups.

This lesson maximizes the benefits of two educators by integrating role play, allowing instructors to model partner work, and allowing each instructor to facilitate smaller half-class groups. One of the educators could monitor as the other teaches the lesson. (Yes, but this would be on the low end of the co-teaching potential of this lesson. This is often what happens with secondary educators who are most accustomed to teaching in isolation from their peers. It would be important to help colleague get beyond this practice - as is suggested in this 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;"> 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. Completed graphic organizer and paragraph 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? Yes, students can self-assess by using the checklist, peer questioning, note-taking and reflection. Students ta Students could also self assess by sharing ideas with other peers and check for understanding.

<span style="color: #000000; font-family: Symbol,sans-serif;">·<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. **TEKS for English 1: Writing: 2.A.** use prewriting strategies to generate ideas, develop voice, and plan; **1.C**. organize ideas in writing to ensure coherence, logical progression, and support for ideas; **4.A-F.** use writing to formulate questions, refine topics, and clarify ideas; use writing to discover, organize, and support what is known and what needs to be learned about a topic; compile information from primary and secondary sources in systematic ways using available technology; represent information in a variety of ways such as graphics, conceptual maps, and learning logs; use writing as a study tool to clarify and remember information; compile written ideas and representations into reports, summaries, or other formats and draw conclusions **5.B.** respond productively to peer review of his/her own work
 * Reading: 7.A-I**: Reading/comprehension. The student comprehends selections using a variety of strategies **Listening/Speaking: 14.** **Listening/speaking/critical listening**. The student listens attentively for a variety of purposes **18.** **Listening/speaking/literary interpretation.** The student prepares, organizes, and presents literary interpretations

Which of the TEKS does this lesson actually ASSESS?

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

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. *Read, view, and listen for information presented in any format (e.g., textual, visual, media digital) in order to make inferences and gather meaning (1.1.6) *Use prior and background knowledge as context for new learning (1.1.2) ·<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 Role playing of a blind date with miscommunication of the language.
 * Collaborate with others to broaden and deepen understanding (1.1.9)
 * Monitor gathered information and assess for gaps and weaknesses (1.4.3)
 * Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connectionfor using this process in own life (1.1.1)
 * 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? Yes, I think that the role playing will be effective for the students because it demonstrates how misscommunication due to a lack of comprehension can affect their social lives. Students always enjoy role palying because it is interactive and they learn more when they are involved.

Of course, the role play can and should be tailored to the students' background and the unique context of their school or community culture. The motivation is a great opportunity to combine the creativity available by putting together two heads.

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 ideas to increase student buy-in to this lesson? Give at least one. Educators could give instructions to the lesson in complicated vocabulary and assess student's reaction. Then explain the importance of comprehension. Teachers also provide good hooks to get the student interested. Student-friendly Objectives 1. Use fix-up options to explicate the text line by line. 2. Record interpretation in terms of fix-up options and evidence in the text. 3. Compose a paragraoh to justify the interpretation using evidence in the text. 4. Compose a second paragraph that describes how fix-up options helped in interpreting the poem. 5. Share interpretation and process of using fix-up options with classmates.

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. Yes, I believe that using fix-up options to interpret a poem, finding evidence in the text, composing paragraphs, and sharing with the class, are all skills at the instructional level of a freshman in highschool. 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;">Are there terms in these objectives that may need to be taught to students? Give an example. Yes, students will definitely have to be taught about "fix-up options". They might also need help in understanding "interpretation" and the process of "justifying" your interpretation.

Good. Educators need to ensure that student know all the terms even in student-friendly objectives. Of course with repeated use through co-teaching and collaboration, students will comprehend more terms. Since fix-up options are the reading comprehension strategy under study, this would be taught. I am in the process of designing a Web 2.0 presentation for these options. <span style="color: #000000; font-family: 'Times New Roman',Times,serif;"> Presentation One educator reads the entire poem. Students with partners follow along. Educators model reading, think aloud, line-by-line interpretation. Project graphic organizer. Check off fix-up options when used and record comprehension in note format. Circle portions of text which may require further exploration. Invite students to contribute and record their ideas as well. <span style="color: #000000; font-family: Arial; 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. The educators model reading in chunks and thinking aloud about their line-by-line interpretation of the first one or two stanzas of the poem. Educators also project the graphic organizer and model checking off fix-up options, note making, and circling portions of text that need to be further explored. *How are the benefits of two or more educators maximized in the presentation component? Educators can model partner work. One educator can walk around and guide students while the other demonstrates on the overhead or whiteboard. Student Participation Procedures or Student Practice Procedures 1. Take turns reading lines of text with partner, no more than one stanza at a time. 2. Think aloud. 3. Note which fix-up options were used and where they were used. 4. Record notes on graphic organizer. 5. Circle words and phrases that need further exploration.

v <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;"> Are the directions clear? Give an example. Yes, I think that directions such as "Take turns reading lines of text with partner, no more than one stanza at a time" and "Record notes on graphic organizer" are very clear and have a step by step approach. The directions are clear and leave no room for error.

Guided Practice The educators support partners in thinking aloud, completing the graphic orgnanize, and discussing the poem. * How are the benefits of two or more educators maximized in the guided practice component? Because there are two people to walk around and guide students or one can demonstrate on the projector while the other walks around. They can also model the fact that two people can have different interpretations. Divide the class into two groups. Each educator facilitates sharing of interpretations and fix-up option process. Discuss unanswered questions. Student and educators assess together which fix-up options were most fequently used and speculate why.

Dividing into two groups is always an option, but may not be necessary with this partner work.

Are students active in the closure component? What are students doing for closure? Yes, the students are active in the closure component. They are sharing their interpretation paragraphs, fix up option process, discussing any unanswered questions and analyzing which options were used the most often and why. The students participate fully in the closure. They have an opportunity to discuss and share their ideas about the poem during think alouds. They may also bring up new questions the more that they understand the interpretation of the poem.

Reflection How do we determine when to delve more deeply into a text? Why is this important? How do fix-up options help in meaning making? 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? The reflection is related to the learning objectives by asking students to assess and monitor their own comprehension, evaluate why comprehension is important, and analyze how fix-up options assist in meaning making and when to use them.

<span style="color: #000000; font-family: Symbol,sans-serif;">·<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;">  Extensions Educators may decide to extend this lesson into an inquiry of Emily Dickinson and her work. They can use the Synthesis Advanced Lesson found in this book. The instructors may also have students do a comparative analysis of Emily Dickinson's work with another poet who's writing style is similiar.

The 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. Educators could extend this lesson into the students writing their own stanza of poetry or into an inquiry of other contemporary poets of her time in order to compare and contrast style, tone, etc. This lesson could be extended by having the students have engage in a cooperative learning exercise and discuss or create different endings for the same poe

To reinforce and practice the fix-up options strategy, students could apply fix-up options to interpreting other literary works. Ideally, content-area teachers in disciplines outside of English language arts would use this strategy with texts in their disciplines, including textbooks, print, and online resources.