Lesson+Plan+Deconstruction

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
 * ** Lesson Characteristics ** || Monica’s Reflections/Analysis  || Allicia’s Reflections/Analysis ||
 * ** Reading Comprehension Strategy ** || Synthesizing for Extended Interpretation

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. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 **

Collaborate with others to broaden and deepen understanding. 1.2.1 **

Display initiative and engagement by posing questions and investigating the answers beyond the collection of superfi cial facts. 1.2.4 **

Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.6 ** Display emotional resilience by persisting in information searching despite challenges. ** 1.2.7  ** Display persistence by continuing to pursue information to gain a broad perspective. ** 1.3.4  ** Contribute to the exchange of ideas within the learning community. ** 1.3.5  ** Use information technology responsibly. ** 1.4.1  ** Monitor own information-seeking processes for eff ectiveness and progress, and adapt as necessary.


 * 1.4.2 **Use interaction with and feedback from teachers and peers to guide own inquiry process.

2.1.2 ** Organize knowledge so that it is useful. ** 2.1.3 **Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. 2.2.3 ** Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.3.1 ** Connect understanding to the real world. ** 2.4.3  ** Recognize new knowledge and understanding. ** 3.1.1  ** Conclude an inquiry- based research process by sharing new understandings and refl ecting on the learning. ** 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 eff ectively. ** 3.1.4 **Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. ** 3.1.5 **Connect learning to community issues. ** 3.2.1  ** Demonstrate leadership and confi dence by presenting ideas to others in both formal and informal situations. 3.3.5 ** Contribute to the exchange of ideas within and beyond the learning community. Assess the processes by which learning was achieved in order to revise strategies and learn more eff ectively in the future. 3.4.1 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.3 Organize personal knowledge in a way that can be called upon easily. 4.1.6 Recognize the limits of own personal knowledge. 4.4.2 || Synthesizing for Extended Interpretation
 * 1.4.3 **Monitor gathered information, and assess for gaps or weaknesses.
 * 2.1.4 **Use technology and other information tools to analyze and organize information.
 * 2.1.5 **Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.2.4 **<span style="color: #221e1f; font-family: Warnock Pro Light,Warnock Pro Light;">Demonstrate personal productivity by completing products to express learning. **
 * 3.2.2 **<span style="color: #221e1f; font-family: Warnock Pro Light,Warnock Pro Light;">Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
 * 3.2.3 **<span style="color: #221e1f; font-family: Warnock Pro Light,Warnock Pro Light;">Demonstrate teamwork by working productively with others.

<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 9.5pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">AASL <span style="font-family: 'Times New Roman','serif'; font-size: 9.5pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> 1. 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) 2. Collaborate with others to broaden and deepen understanding. (1.1.9) 3. Monitor gathered information and assess for gaps and weaknesses. (1.4.3)  || High School Grades 9-12 ||
 * ** Reading Development Level ** || Advanced || Advanced
 * ** Instructional Strategies ** || Categorizing, Notemaking, Summarizing

v Which of these research-based instructional strategies have you used in your teaching? Name them.

As a teacher and a librarian, I have used all of these instructional strategies (identifying similarities/differences, summarazing and note taking, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, and questions, cues and advance organizers) when working with students. Sometimes, my lesson might consist of several of these strategies.

Though I feel fairly comfortable using all of these strategies, I've often found myself having problems with questions, cues, and advance organizers. I've noticed that, while I have had my students practice asking higher-order questioning on paper, I still catch myself asking lower-level questions when put on the spot. I could definitely use more practice in this area. || Catgorizing, Notetaking, Annotating, Summarizing are the strategies with which I am most comfortable.

In teaching ELA over the past eleven years, I have had to use these strategies at all of the levels of instruction (Grades 7-11). It is important to teach these skills in order for students to understand and interpret all forms of literature and prose. They are key strategies in becoming successful as a lifelong learner and passing our current state assessment.

A strategy with which I would like more practice is nonlinguistic representations . ||
 * ** Lesson Length ** || 1 or 2 sessions

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

How long is each session in this plan? One issue I can foresee is that my classes come in to the library depending on how often their teachers sign up. Usually, 2 teachers will sign up, bringing in a total of 10 classes per day. This allows for only a 20 minute session with each class each period. I think one solution to this problem would be increased collaboration with the teachers. It would be great to work together in order to cohesively plan an entire lesson, so that the learning students experience in the library is then reinforced in the classroom through other activities. || 1-2 sessions.

Why is this project only two sessions? It could be extended to address so much more. I also don't know if this is possible in the forty five minute blocks of time allotted for library use. I know it can definitively address one Dickinson poem, but it has such potential. ||
 * ** Purpose ** || Use fix-up options to interpret the tone 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?

I think this lesson is very well connected to my idea of the kind of learning that should take place in a library. As librarians, not only do we want to encourage a love of reading in our students, we want them to read //well//. These strategies offer students the opportunity to practice reading for meaning, recognizing the steps they need to take in order to comprehend. || Being able to interpret tone is key TEKS; it is also connected to the TAKS test and the typcial freshmen research paper. Where I am employed, the district requires a brief biography and analysis of a 2 poems of a student selected poet. If one misinterprets tone, they often fail to recognize the theme (lesson about life) that the poet is trying to convey. ||
 * ** Objectives ** || The learner will: Know 16 fix-up options, monitor reading comprehension, practice metacognition and monitor use of fix-up options, analyze results of fix-up options and interpret tone, justify this interpretations with textual evidence, describe the overall process and share their interpretations with their peers.

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.

(See chart below) || <span style="color: #0070c0; font-family: Times New Roman; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">At the end of this lesson, students will be able to  1.  Define all sixteen fix-up options. 2. Determine when they have lost comprehension. 3. Practice metacognition and record when they apply the fix-up options. 4. Interpret the tone of a poem using the information they gained while using fix-up options. 5. Justify their interpretation using examples from the text. 6. Describe the process of using fix-up options. 7. Share their interpretations in half-class groups.

__Objective__ __Verb__ __Bloom's__ Obj,.1 Understand Comprehension Obj. 2 Solve Application Obj. 3 Document Analyze Obj. 4 Critique Evaluate Obj. 5 Defend Evaluate Obj. 6 Explain Synthesis Obj. 7 Interact Synthesis ||||  ||
 * ** Resources, Materials and Equipment ** || Dickinson poem and pathfinder: [], fix-up options PowerPoint, graphic organizers (for fix-up options, teacher resource: completed fix-up options graphic organizer, checklists, and sample paragraph), overhead, internet access, data projector or whiteboard.

Literature (poem), websites (pathfinder), graphic organizers (Fix-up options and checklist for students and teacher), Materials (sample paragraph, Fix-Up Options PowerPoint), Equipment (Overhead, Internet, Data projector/whiteboard)

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.

The technology tools used include the PowerPoint and use of the pathfinder and equipment. It's amazing to see how a PowerPoint presentation can really help get the lesson across. As an English teacher, I always noticed that putting on a PowerPoint vs lecturing and note taking always resulted in my students' immediate attention. The pathfinder allows students to learn on their own, checking out provided websites according to what exactly they want to know about the poet. Finally, the data projector and overhead provide a useful means of modeling desired fix-up options to students.

v Which are the different formats or genres used to support learners? Genres/formats include textual, visual, digital, media and auditory. ​ || __Resources and ​ Materials __ poem, optional website [], fix up options powerpoint, graphic organizer, checklists, samples

__Technology:__ overhead projector, data projector or interactive whiteboard, internet access

The formats appeal to all types of learners: visual, auditory, textual, kinesthetic,etc... No learner should be lost during this lesson. It has something for everyone, so each type of learning style should be intrigued by the lesson. ||
 * ** Collaboration ** || v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.

Educators role play losing comprehension, model using the fix-up strategy, monitor students' use of the strategy and graphic organizer recording, facilitate half-class group sharing and reflections.

The role play could immediate serve to motivate students to learn and draw their attention to the concept. Team modeling can be very useful in reaching all students. When I've had a co-teacher in my classroom, I have often found that two heads are better than one when trying to reach certain students. Sometimes, I will not be able to find the words to make something clear to a confused students and my co-teacher will be able to recall a specific scenario that would explain the whole thing. Having more than one educator in the classroom to assist with monitoring students' use of the strategy could be beneficial because it ensures that all students are getting the help they need. This could further alleviate classroom management issues because there will be an extra set of eyes in the classroom ensuring that all students are on task. I find the half-class group sharing and reflections could be a lot easier with collaboration as well. Students may not feel as intimidated when presenting to a smaller group of their peers. Again, this could help alleviate any classroom management issues as well. || The collaboration of the educators consitst of role play and modeling of the actions the students are to be performing, monitoring student progression through the com[pletion of the graphic organizers and checklists, and facilitating the the half class discussion and oral reflection.

Students will be intrigued by the teachers performance. It will be interesting to see how easily misinterpretation occurs and how the options from the powerpoint can be used to overcome the misinterpretation to establish what the speaker's tone is.

Both teachers can monitor students completing their think alouds and graphic organizers. If they see any gross minunderstanding of the task, they can regroup and address the issues before the next class session (Re-teach and re-model).

Also, with two instructors, it is easier to monitor behavior and ensure that they class is focused on the objectives of the assignment.

Next, in facilitating the class discussion, they can encourage students to be open about what they enjoyed, what they disliked and what strategies were more prevalent. They can also help students relect on what they would change or practice as they develop the skills in question. Since the group will be in divided into half, there will be a more personable discussion. Students who are often unheard or talked over will have the opportunity to be noticed. Teachers can ensure that students definiteively observe the rules for discussion. They will be aware of what difficulties students faced in order to revise for the next lesson. || Completed graphic organizers and their paragraphs
 * ** Assessment ** ||
 * Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.


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

Students can self-assess using their graphic organizer/checklist. Self-assessment will also take place when they determine where they have lost comprehension. They will also self-assess through peer evaluation and when they reflect and describe the process of using fix-up options. || Graphic organizers, summary paragraphs, class discussion and relection will aall be used to evaluate the students' success in learning the objectives/skills.

As they proceed through the lesson, the students will complete their graphic organizers and summary paragraphs. They will be implementing think alouds as they perform these tasks. At the end of each task, they will complete a checklist to ensure that they met the objective. If they fail to meet a goal on the checklist, they will return, review and redo. ||
 * ** Standards ** || 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.

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

Collaborate with others to broaden and deepen understanding (1.1.9)

Monitor gathered information and assess for gaps and weaknesses. (1.4.3) || TEKS: (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

(C) evaluate the effectiveness of a speaker's main and supporting ideas.

AASL 1. 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) 2. Collaborate with others to broaden and deepen understanding. (1.1.9) 3. Monitor gathered information and assess for gaps and weaknesses. (1.4.3) ||
 * ** Process ** || 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?

I think the role-play would definitely serve as a usefool tool for capturing student interest because it shows how the problem presented in this lesson (failure to comprehend communication) can have an effect on something they can relate to (dating).

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

The only thing I might change about this lesson is to incorporate a video clip rather than a role play. A good music video or clip from a popular tv show might appeal to a wider audience while also demonstrating the importance of comprehension for effective communication. || The role play and modeling of the misinterpretation and use of the fix up strategy will entice the students' interest. It would be truly interesting to see teachers incorporate the use of foreign language to enhance the lesson i.e. french: "C'est terrible!" I would also suggest having students particpate in the role play. Perhaps, they could recount an occasion where misinterpretation affected them. Using a foreign language in a role where a minor amount of English was used to convey a certain amount of comprehension, but just enough to leave them misinterpreting tone would be interesting. || Yes, I feel using fix-up options to increase proficiency in reading comprehension is definitely appropriate for high school students. The line-by-line analysis will strengthen students' ability to analyze figurative language, which is tested on state exams. Being able to support their answers with textual evidence also plays a huge part in the ELA high school TAKS tests, which provides 3 open-ended questions that can determine whether a student passes or fails the test.
 * Student-friendly Objectives || v Are these objectives at the instructional level of the targeted students? Give an example.

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

I think students would obviously need to be familiar with what fix-up options are before going into the lesson. Students would also need to understand the meaning of "explicate". Another word that needs to be explained would be "evidence" because students may not know if a direct quotation or paraphrase (or both) is required. || Because this is a skill tested on the TAKS and AP Exams, these objectives are on target for all high school students. It has been put forth that to misinterpret tone is to misinterpret ther theme. This is accurate. This can cause a well-written AP essay to drop to a 4 or less because the student failed to recognize the tone i.e. sorrowful, sarcastic, ironic, etc...

Tone is one of the elements typically addressed in the first open-ended question of the TAKS test on grades 9 Exit level. It typically deals with the fiction selection. It has also been addressed in the multiple choice section.

When students write the personal narrative for the 10th grade TAKS or Exit level TAKS (11th grade), the students must be able to establish their own tone to draw in the graders (along with other figurative language elements). They must earn a 2 or higher in order to pass the test at this point. Should they earn a 1 or 0, they will automatically fail the test. The graders myust be able to distinguish their tone/voice as they grade the test.

Some terms with which students may need clarification are explicate, justify and interpret. It is not that these terms will be foreign to them, but inclusion or advanced students will want clarification. AP students would most likely want explicate clarified. It is not typically used in the classroom although many take it for granted that the term would be easily recognized as it is an action performed by all on a regular basis. || The educators will help each other in the think-aloud and demonstrate completing the graphic organizer and discussing the poem.
 * ** Presentation ** || v Describe the modeling aspect of this lesson.

v How are the benefits of two or more educators maximized in the presentation component? This component will allow students to see an example of what their collaboration with their student partners should be like. || Role play the misinterpretation of tone. Model utilizing the fix it strategies to ascertain tone. Students will begin to internalize the process that needs to be performed on the poem, "Because I Could not Stop for Death..."

The benefit of using two or more educators is that it will intrigued students with various learning styles. They can all relate to being misunderstood or misunderstanding another. || or Student Practice Procedures || v Are the directions clear? Give an example.
 * Student Participation Procedures

I think the directions are clear, especially given that the teacher has already modeled each of the desired steps. I feel all the directions are straight and to the point. || The directions are quite clear. They may need to clarify the think aloud process. Those two words may be confusing even though it appears one is stating the obvious. This process is often done slightly different in various subject areas. I would suggest being specific about which part of the role play was literally the think aloud. In regards to reluctant learners, prompting them with questions could be incorporated into the lesson if teachers notice someone struggling with the activity. || Students will receive a better idea of what their own collaboration should look like. There are also benefits to classroom management. Group work can be hard, especially with larger classes. Splitting the students up and having more eyes in the room can help support a strong learning environment. || I think smaller groups will receive greater support while completing the graphic organizers, writing the summary paragraphs and completing the checklist. Teachers will be able to monitor for comprehension, refocus learners on the task, and adjust instruction as necessary. ||
 * ** Guided Practice ** || v How are the benefits of two or more educators maximized in the guided practice component?
 * ** Closure ** || v Are students active in the closure component? What are students doing for closure?

Students are very active in the closure component. They get to participate in half-class discussions, which will be less intimidating for the introverted student. They will also have the opportunity to share their interpretations, discuss their opinions on the process as a whole, and discuss any unanswered questions they may have. || Students will be particpating in the half class discussion and relection. This will allow them to explain what aspects of the process worked for them, what fix up options were used more frequently and can speculate as to why certain strategies were not used. ||
 * ** Reflection ** || v How is the reflection component related to the learning objectives?

The objectives for this lesson involved knowing what the fix-up options are and how to use them properly to find meaning. The reflection allows them to think about when they should know to use these options to find meaning in a text. || The reflection will allow them to assess if the truly learned the skill, on what part they thought was difficult, onwhat part they think they need more practice and why certain conclusions were reached about the tone of the poem. ||
 * ** Extensions ** || v What are your other ideas for extensions to this lesson? Describe at least one.


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

I think this lesson would lend itself to an extension activity during poetry month. Students could take this poem (or a new one), write it on one side of a bookmark, and then create a nonlinguistic representation of the poem's overall meaning on the other side. || I think this assignment could be extended to examine other poems. I would suggest allowing students to find poems by Robert Frost, Langston Hughes, Edgar Allan Poe and Countee Cullen. Students could then complete a Timed Writing on identifying the changing tone and the overall tone of the piece. They could then further examine the poems with a TPCASST. They could also discuss the significance of diction and how altering a single word or a few words alters the tone of the piece completely. || Type in the content of your page here.
 * Objective || Verb || Blooms ||
 * Obj. 1 || Define || Knowledge ||
 * Obj. 2 || Determine || Comprehension ||
 * Obj. 3 || Apply || Application ||
 * Obj. 4 || Interpret || Analysis ||
 * Obj. 5 || Justify || Evaluation ||
 * Obj. 6 || Describe || Knowledge ||
 * Obj. 7 || Share || Comprehension ||