Graphic+Organizer


 * ​Lesson Plan Deconstruction – A. 3.3**

**Planning:** Shannon Dutton and Camille Pierce ; ​One Answer

· Reading Comprehension Strategy Using Sensory Images

v Which AASL indicators align with this reading comprehension strategy ? Note both the number and the actual language of the indicator. Standard 1: Inquire, think critically, and gain knowledge. Indicators: 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. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Seek appropriate help when it is needed. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Indicators: 2.1.2 Organize knowledge so that it is useful. 2.3.1 Connect understanding to the real world. 2.4.3 Recognize new knowledge and understanding.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Indicators: 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. 3.2.2 Show social resonsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

Standard 4: Persue personal and aesthetic growth. Indicators: 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.8 Use creative and artistic formats to express personal learning. 4.4.2 Recognize the limits of own personal knowledge. 4.4.3 Recognize how to focus efforts in personal learning.  Some of these standards indicators are not closely aligned with the reading comprehension strategy. (Those that aren't can be indicated below.)

· Reading Development Level Advancing: Grades 2-3

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.

· Instructional Strategies ~Nonlinguistic representations ~Cooperative learning ~Questions, cues, and advance organizers

Review these strategies on page 13 in CS4TRC.

v Which of these research-based instructional strategies have you used in your teaching? Name them. Instructional strategies I have used: ~Nonlinguistic representations ~Cooperative learning ~Questions, cues, and advance organizers

Instructional strategies 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

v Which of these instructional strategies do you need to learn? Name them and describe them.

I have used all strategies listed.

I have used all strategies listed.

Questioning and notemaking and summarizing are particularly important for resource-based lessons (research/inquiry). It is important to develop a range of strategies for engaging students in these strategies.

· Lesson Length

One Session

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


 * 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?

Does one session provide learners with enough time to truly grasp the process of the water cycle? If this is new information there might not be enough time to build the foundation of understanding the water cycle, as well as reviewing sensory images through movement.

Was this lesson created as a reinforcement activity to support classroom learning about the water cycle? This activity poses as a way for the teacher librarian to support classroom learning and be a part of the curriculum team. If previously introduced this lesson could pose as an extension to a concept already introduced.

About how long does this lesson usually take? Do students come into this lesson with any prior knowledge about the water cycle? If not, is this enough time for students to understand the concept? If the lesson takes longer than time the time allotted, is it possible to break it up into two lessons with the teacher and teacher/librarian?

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! I have taught this lesson many times. One 45-minute session does work. The repetition of the pattern and teacher modeling make this concept accessible to students, even if they do not have prior knowledge of the water cycle. Of course, this lesson could be an introduction or an extension of a further study.

· Purpose

Page 52 in CS4TRC ~The purpose of this lesson is to use sensory imagery and body-kinesthetic movement to learn, remember, and draw the water cycle. Page 52 in CS4TRC ~The purpose of this lesson is to use sensory imagery and body-kinesthetic movement to learn, remember, and draw the water cycle.

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?

In order to create a successful learning environment for students, all learners must feel safe and free to explore. The purpose of this lesson focuses on supporting all types of learners and allowing for various experiences during the learning process through the incorporation of sensory imagery, movement, verbal share time, and hands on creations. The lesson supports curriculum instruction, which is how the library should be visualized. In order for the school library to become a place of instruction the librarian needs to take the role of a teacher and leader in the move towards collaboration. Students need to have these experiences to be able to visualize the library as a learning environment that not only supports their personal needs, but also extends classroom learning.

When paired with what is being taught in the classroom I think that the purpose of this lesson is a good example of what should be taking place in the library. I think that it is important for there to be a connection from the library to the classroom therefore, I would plan this type of lesson when the concept is being taught in class. It is a non-threatening lesson that speaks to all students regardless of their learning style or level. I like the fact that the students have a way to "check" their work through a checklist and a rubric. These will ensure success for every student. Thoughtful responses. 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

1. Recall the sequence of the water cycle as depicted in the book. 2. Draw a diagram (nonlinguistic representation) of the water cycle.

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.

Even in strategy lessons such as this one, we should seek a balance between what we label lower-order and higher-order thinking. One could make a case for the reflection being at the analysis level on Bloom's.
 * Example:**
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Recall || Knowledge ||
 * Objective 2 || Draw/Illustrate || Application ||

· Resources, Materials, and Equipment Children's Literature Websites Graphic Organizers Materials Equipment v Which are the different formats or genres used to support learners?

Water Dance, by Thomas Locker: Fiction book that includes factual information on the water cycle. Graphic Organizers: Student example of water cycle replica and a Water Cycle checklist and rubric. Equipment: CD player Materials: Environmental CD with rain and thunder sounds; white construction paper marked and folded into quadrants for each student; crayons; one blue crayon for each student.

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.

A CD with rain and thunder sounds is included in this lesson. In addition to the CD used in the lesson, a document camera could be used to project the book while reading it. Although it is not technology, a rain stick could be used for the students to "hear" what rain sounds like in nature. An overhead is used in the lesson to show students the correct way to complete their water cycle project as well as how to complete their checklist/rubric. These tasks could also be done using a document camera and projector.

Another technological tool that could be used in this lesson along with a document camera is the handheld CPS Chalkboard. A document camera not only has the capability to project the book, but when joined with the CPS chalkboard readers can actively engage with the text on the screen. Creating post it notes on the screen to track questions, predictions, inferences, etc. take the message the author is sending one step further. Students and teachers have the option of walking the room with this handheld chalkboard, which allows them to share from where they feel comfortable.

Appropriate possibilities – I have never heard of a CPS Chalkboard much less seen one used. This sounds like a useful tool. Do we always need to integrate technology tools for student use into a lesson?

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.

This lesson implements the team teaching method of instruction. This method calls for educators to assume different roles during the lesson, which in this case one is reading the book, while the other is modeling the hand movements. Both educators share in the think aloud process, which gives students an opportunity to see various ways of learning and modeling. They both produce a replica of the water cycle as a team and share their individual thoughts and questions throughout the process to serve students with an example of what is expected. As students make their way to creating their own replica with a partner they have the support of two educators that can walk the room and share in the planning process. This allows them to pinpoint needs and redirect when needed. This lesson calls for two educators to be involved throughout the lesson, thus implementing the collaboration method. One educator reads the book while the other "illustrates" the hand movements for the students to follow. This allows students to not only hear the story but to see it as well. Students who are auditory learners as well as visual and kinesthetic learners will benefit from the lesson being presented this way. The two educators then share in the modeling of the sequence of the story. Again, this method lends itself to the success of all types of learners. As students create their own representations of the water cycle, the teachers will monitor their progress and provide suggestions and assistance where necessary.

I believe this lesson would take longer and be less effective, if one educator were teaching it by herself. The ability to move smoothly through the reading and hand motions and monitoring students' own representations are definite benefits.

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.

~Rubric ~Water Cycle Checklist In addition to these methods students will partner together in areas of the lesson which will maximize student's success.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?

Learners are provided a rubric and checklist to self assess their replication of the water cycle and guide the production process. The process is structured and guided in a step by step fashion that allows for students to self assess and work with others to ensure they understand the process. This tool labels what must be included, the sequence to follow, and a reflection question that prompts them to look at their thought process as a whole. Students and teachers are both expected to monitor the individual work product by initialing when a part is finished correctly, which will allow them to work together to make sure everything is included and understood completely before turning in. Web supplement 4G is a water cycle checklist/rubric for the students to use throughout the lesson. It gives the students something tangible to go by when creating their product at the end of the lesson. I liked the way that the parts of their project that are to be done in a blue crayon are written in blue on the rubric and then when it is ok to use other colors, the words are multi-colored. This will help the students remember that they should only be using one color until they get to the end of their water cycle drawing. The checklist/rubric has a space for not only the student to initial to show his/her progress, but for the teacher to initial as well. This way, if the learner is off-track, they will be able to correct themselves before they have finished the project.

Excellent analysis.

· 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.

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

TEKS Grade 2 Science: 10 (A) Science concepts. The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere. The student is expected to: (A) describe and illustrate the water cycle;

TEKS Grade 2 English Language Arts and Reading: 1 (A) (B) (C) (D) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate; (B) respond appropriately and courteously to directions and questions; (C) participate in rhymes, songs, conversations, and discussions; (D) listen critically to interpret and evaluate;

TEKS Grade 2 English Language Arts and Reading: 4 (C) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (C) retell a spoken message by summarizing or clarifying. TEKS Grade 2 English Language Arts and Reading: 10 (C) Reading/literary response. The student responds to various texts. The student is expected to: (C) support interpretations or conclusions with examples drawn from text; TEKS Grade 2 English Language Arts and Reading: 10 (A) (B) (D) Reading/literary response. The student responds to various texts. The student is expected to: (A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama; (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology; (C) support interpretations or conclusions with examples drawn from text and; (D) connect ideas and themes across texts.

Which of the TEKS does this lesson actually ASSESS?

v Which AASL indicators align with this lesson? Give both the number and the description for each.

Standard 1: Inquire, think critically, and gain knowledge. Indicators: 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. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.3 Seek appropriate help when it is needed.

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Indicators: 2.1.2 Organize knowledge so that it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3.1 Connect understanding to the real world. 2.4.3 Recognize new knowledge and understanding.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Indicators: 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. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social resonsibility 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. 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyone the learning community. 3.4.1 Assess the processed by which learning was acheived in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product.

Standard 4: Persue personal and aesthetic growth. Indicators: 4.4.1 Read, view, and listen for pleasure and personal growth. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.8 Use creative and artistic formats to express personal learning. 4.4.2 Recognize the limits of own personal knowledge. 4.4.3 Recognize how to focus efforts in personal learning. 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. All of these standards indicatorswork 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**.

· 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 What are your ideas to increase student buy-in to this lesson? Give at least one.

As stated previously, using a rain stick is something that all sudents enjoy hearing and exploring with. Let each student have a turn making rain sounds using the rain stick.

Providing students opportunities to see processes they are learning about first hand and applying them to real world applications effects the level of interest and motivation. Showing a video clip demonstrating the process or using cotton balls to absorb and then release water will allow students to see how clouds pull in and release moisture and visualize the cycle.

Good ideas. Never let a published lesson plan compromise your creativity. You and your collaborator will know the abilities and interests of your students and should adapt all lessons to the students in your care.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example.

The student-friendly objectives support the levels of learning for the target grades 2-3 students and clearly mark what the goals of this lesson are. Objective one states that the students will tell the water cycle in sequence, which is a term that is applied to other previously learned techniques, such as storytelling, problem solving, and science experiments. This commonality and cross curriculum aspect creates familiarity for them in what the term sequential means.

The student-friendly objectives that are stated in the lesson are at the instructional level of the targeted students. Telling a story or procedure in sequence is something that the students will be familiar with. Drawing a representation of the water cycle should be an attainable task for most students after the story has been read and the hand movements taught.

v Are there terms in these objectives that may need to be taught to students? Give an example

Nonlinguistic representation is a term used in objective two that will require previous exposure and understanding to grasp what they mean and how they apply it to what is being taught. Many terms such as nonlinguistic must be addressed and explained to students in terms that they are familiar with. A nonlinguistic representation could also be referred to as a drawing or illustration, which are terms that they have had experiences and exposure to in various school settings.

The term nonlinguistic is a term that may need to be taught. Some students may not know what this means (not consisting of or related to language) and may need to be told that this just means they will draw a picture of the water cycle and will not use words to show this.

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 Describe the modeling aspect of this lesson.

The modeling aspect of this lesson are a large component. While one teacher is reading the story to the students the other teacher is modeling how to do the hand movements that go with it. They also use modeling after the reading when they re-tell the story only using the hand movements. They do not speak during this time. They then model the water cycle again using the think-aloud process where they repeat verbally the water cycle and the hand movements that go along with it. The teachers also use modeling when they show the students how to fold their papers and how the paper is to be completed using blue chalk or blue marker on the whiteboard.​

The educator roles in the modeling component of this lesson are essential to learning success. Each educator is modeling a strategy that can be used as a tool for comprehending various texts. One educator is modeling reading aloud, fluency, and expression to help students follow along with the story. The other educator is providing students repeated opportunities to become active members in the learning process to understand the water cycle. Through repetition and guided assistance students will be able to carry these movements with them and apply them in the future. The educators set clear expectations of the student practice process by creating a product step by step with them in a think aloud manner. This gives students a picture of what they need to create and an opportunity to ask questions to clear up any misunderstandings. Not only are the educators modeling they are also showing students how to apply all the resources and tools they have been given in this lesson.

True: http://storytrail.com/Impact/Chapter_4/main2.htm

v How are the benefits of two or more educators maximized in the presentation component?

Both educators have modeling roles during the presentation component of this lesson. One educator displays and reads the book, while the other educator models the hand movements so the students can follow along. Both roles are supporting various learning styles and providing learners with multiple tools for recalling the water cycle. The educator reading the book has the opportunity to focus on modeling good reading skills and stressing key parts of the story's message. The educator modeling the hand movements is allowed to step into that role fully focused and positioned where students can clearly follow along. Both educators are given a chance to make observations and assess student learning during the presentation.

Each educator has specific roles in the presentation of this lesson. The lesson could not be completed the way it is written without two educators working together. While one educator is reading the book, the other is modeling the hand movements. Each educator is providing students multiple ways in which to recall the water cycle. Visual and kinesthetic learners will connect more with the hand movements while auditory learners may get more from the actual reading of the story. The educators will also reach all learners by first helping students to visualizie the water process with the hand movements and no spoken words, and then by modeling the water cycle by speaking each step and having the children repeat after them while thinking about which one of their senses they used the most in this process. Having two educators take part in this part of the lesson will also help to keep distractions to a minimum, will help keep students on task, and will be beneficial in the distribution of supplies to the students. Agreed.

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. The student practice procedures inform students in a clear and straightforward manner of what their expectations are. The language used to guide them in their practice are words heard often. Helping their partner, illustrating, checking over work, raising their hand for requests, and using the rubric to guide them are all actions that should be actively used in grades 2-3 levels and beyond. Creating clear expectations for students will pave their way to success. The manner in which we state them is vital and must reach out to all levels.

The directions given to the students are step-by-step and easy to remember. "Illustrate the water cycle using a blue crayon. Check your work with a checklist." There are very few materials needed and the students are provided with a checklist to make sure they are completing the assignment correctly. These uncomplicated directions with help ensure that all students are successful on the assigned task.

Yes.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component?

Having two educators participating in the guided practice component allows for more student success and focused learning. The students are provided an extra component of support and guidance during the practice procedures, which means they will be given more answers to questions and re-focusing and clarity when feeling misguided. The educators receive the benefits of having support as well, which will allow for more monitoring and observations to be made. They will then be able to take those individual observations and reflect on the lesson components together.

During the guided practice component of the lesson having two educators will be beneficial in many ways. First, there will be two educators to monitor the students' progress on their water cycle illustrations. If a student is on the wrong track, there will be two sets of eyes to catch mistakes and help get students moving in the right direction before the student is too far along in the project to be able to correct it. Having two educators will also aid in keeping students focused on the task at hand by asking questions about the senses being used while completing their project. This could also cut down on the time that students have to wait if they have a question about a certain part of the assignment. Having two educators will allow these questions to be answered in a more timely fashion, cutting down on student wait time. These are all excellent "selling points" for classroom-library collaboration for instruction. Very few administrators would observe this lesson in progress and fail to realize the benefits to learners.

Closure

v Are students active in the closure component? What are students doing for closure?

Students are active members in the closure component in a variety of ways. Not only is their work shown and displayed for all to see and learn from, but they are given opportunities to share their experience with their partners to reinforce that learning. All students are asked to participate in a final hand movement activity to show off the learning shared together while learning the water cycle. They apply their sensory images with this activity and reflect together on how and what images helped them learn successfully.

Students are active in the closure of the lesson by recalling the water cycle chorally as a class using hand movements. They will face a partner while doing this and will then which senses they used the most during the retelling of the water cycle. This will allow for reinforcement of the sequence of the water cycle as well as the hand movements.

Reflection

v How is the reflection component related to the learning objectives?

The reflection component is asking students to think about how they were able to remember the water cycle in order to complete the objective of telling it in a sequence through nonlinguistic representation. They are asked to reflect on the pieces that were used to reinforce learning such as hand movements, illustrations in the book, and the images created in their mind to support individual learning. The reflections were taken a step further by then asking students to apply this process to comprehending texts as a whole, which will allow for them to see the relevance and importance of using sensory images in other areas.

The objectives of the lesson state that the student will be able to: 1. Recall the sequence of the water cycle as depicted in the book and 2. Draw a nonlinguistic diagram of the water cycle.

The reflection asks the students how they used the illustrations, hand movements, and visualizations to help them remember the water cycle, which is a direct correlation to the objectives of the lesson. The students are then asked how they can use these techniques can help them comprehend text in any story.

Yes, students (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.

Extensions v What are your other ideas for extensions to this lesson? Describe at least one.

Provide students with further exposure to texts and resources that discuss the water cycle. Then have students write an informational paper that explains to readers the water cycle process using the same vocabulary presented in this lesson to explain each step. They will transform their nonlinguistic representations into words to teach others about what they learned about the water cycle.

Provide students with the opportunity to find other examples of the water cycle using Discovery Education online. Collaborate with the teacher to plan a lesson (or lessons) that will teach them basic searching techniques using this site. With a partner, have them search for short videos or stories that will reinforce the concept of the water cycle and have them write a short description of the water cycle using the information found.

Bravo! Of course, all published lesson plans should be adapted for the resources available at the school site. What about having students create electronic water cycle illustrations. This could be done with a mind-mapping tool. When this book was written (2006), many of the Web 2.0 technology tools we are using today did not exist!


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


 * Project Due: November 13th at 9:00 p.m. – 30 Possible Points for the Graphic Organizer. **
 * Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.3 for details. **