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Green - Samantha Pink - Nicole Brown - Dr. M.

__** LESSON PLAN DECONSTRUCTION GRAPHIC ORGANIZER **__
Determining Main Ideas 6th grade
 * Reading Comprehension Strategy: **
 * Instructional Level: **


 * Planning **

· Reading Comprehension Strategy (RCS) v Name the RCS. Determining main ideas

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. If I were to choose just ONE of these that aligns with the reading comprehension strategy, I would select: 2.1.2 Organize knowledge so that it is useful. One cannot organize knowledge without determining main ideas.

These are related to the entire lesson:
 * 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
 * 1.1.7 Make sense of information gathered from the diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * 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.
 * 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 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.
 * 3.1.6 Use information and technology ethically and responsibly.

· 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

Advanced: Grades 4-6 I also feel this lesson could be modified for upper grades and even into 9th grade by using grade appropriate texts. As a high school reading teacher I often introduce a strategy at a very basic level. Using simple texts and practice at this beginning, introductory stage has led to better transfer to more complex and challenging text. I agree that this lesson plan could be used for grades anywhere from 4-9, by changing the texts to those more complex for the upper grades and by intensifying the writing requirement and perhaps adding a formal presentation requirement, on top of the think-pair-share and peer group activities.

Agreed.

However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book. · Instructional Strategies Review these strategies on page 13 in CS4TRC. v Which of these research-based instructional strategies have you used in your teaching? Name them.
 * Identifying similarities and differences
 * Summarizing and note taking & note making
 * Nonlinguistic representations
 * Cooperative learning
 * Setting objectives and providing feedback
 * Questions, cues, and advance organizers
 * Identifying similarities and differences
 * Summarizing and note taking
 * Nonlinguistic representations
 * Cooperative learning (my personal favorite!)
 * 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. Thank you for your self-analysis. As school librarians, teaching notemaking (main ideas) should be one of our areas of expertise. This is a difficult skill for students (adults, too) and we need to have a number of strategies in our toolkit. Also, with the challenges created by students lacking sufficient background knowledge, especially as they progress through the grades, using admit slips and anticipation guides should also be on our radar as graphic organizers we can suggest and co-create with our collaborating colleagues.

Although I use each of these instructional strategies in my teaching, I believe I there is much I can learn. Whereas nonlinguistic representations, setting objectives and providing feedback, and questions and cues are my stronger areas, I fall short in incorporating cooperative learning. Executing any cooperative or partner project often ends up needing to be constantly modified due to various factors—inconsistent student attendance being the biggest. I’d like to learn about more ways to provide single session, yet still effective and beneficial, cooperative learning opportunities.

I currently use all of these strategies in my classroom. I attended a Kagan Cooperative Learning Strategies seminar in January - and it greatly enhanced the way I conduct cooperative learning strategies in my classroom. I am continuing to gather feedback from teachers I invite to evaluate and critique my cooperative learning activities and make improvements based on their feedback. I would also like more instruction on using advance organizers. I feel that I am very good with questioning and cues, but I have a few advance organizers that I use with my students and I am very hesitant to break outside the box.

· Lesson Length v What are your questions about the lesson length? You must have at least one. Yes, I agree. Notice the lesson says "2 (or more)" sessions. The information for each inventor in The Kids Invention book is just two pages. Proficient readers have accomplished this lesson in two days (two 45-minute sessions), plus homework for the summary final copy. As with all published l esson plans, we must adapt them for the students in our care.

The lesson instructions state two (or more) sessions. In my experience, with the high school students I have who struggle with reading and writing, I wonder about accomplishing the objectives in just two sessions. Would two sessions be manageable if the students were familiar with and had previous experience determining main ideas? I’ve only experienced co-teaching a few times (all negative), but I’m wondering if the aspect of two instructors leads to time spent more effectively, allowing more to be accomplished in a shorter amount of time.

Just like Samantha, my concern is with the amount of time allotted for this lesson - will it be enough? Also, how much previous instruction will the students have had in note-taking, summarizing, the writing process, etc? In my experience teaching 6th ad 7th grade, the students do not know how to take usable notes, they have difficulty summarizing, and following a writing process is quite time consuming. Also, the think-pair-share and peer group feedback activities will take some time, especially with the younger students.

· 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?
 * 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?

Hurray! You are both prime candidates for the leadership role of school librarian!!! If we can help our discipline-focused middle and high school classroom teacher/specialist colleagues see how their content area needs to be taught in an interdisciplinary manner, we will have contributed HUGELY to student learning in our schools. This can be one of our biggest challenges in secondary schools. By teaching reading, writing, researching in the disciplines, students experience how their learning in different classes connections. This is brain-compatible learning. This is critical learning for our colleagues.

Even before beginning my librarian studies I've long felt libraries served as centers of learning. The AASL Standard 1 (2009) states learners should use "skills, resources, and tools" to "inquire, think critically, and gain knowledge." Libraries and librarians are charged with guiding learners towards this objective. This lesson incorporates all three components of the standard. Libraries should teach students about different text structures and how to read those texts. Libraries should also be a place where critical thinking is encouraged and taught, not only during structured, whole class instruction, but during point of need opportunities as well. Upon meeting the lesson objectives, students will have gained knowledge, not only about identifying main ideas and the writing process, but possibly an understanding of the spirit of invention. As a future librarian, I hope to help every user that enters the library exit carrying at least a little bit of new knowledge with them.

Much like Samantha, I have long felt that the should library serve as the intellectual center of the school. Why else would so many libraries be in the physical center of their campus? As a librarian, I hope to teach, whether directly or by modeling, the skills, dispositions and responsibilities present in the //Standards for the 21st-Century Learne//__r__ to all who enter the library - teachers, parents, administrators, community members and, most importantly, students. The lesson being discussed incorporates reading, inquiry, writing, and working collaboratively on various levels - all of which are part of the Standards.

· Objectives 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. Yes, we should always run our verbs by Bloom's to be sure we are teaching for thinking at multiple levels.
 * Example:**
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Identify || Comprehension ||
 * **Objective** || **Verb** || **Level on Bloom's** ||
 * Determine main ideas in a problem-solution text structure. || discrimintate, differentiate, compare, contrast || analyzing ||
 * Record notes and maintain a bibliographic record. || identify, locate, select, paraphrase || understanding ||
 * Use the writing process to compose a summary. || develop, write || creating ||
 * Self-assess using a rubric. || appraise, defend, judge, evaluate, support || evaluating ||

· Resources, Materials, and Equipment Children’s Literature


 * //Imaginative Inventions//, by Charise Mericle Harper
 * //The Inventor’s Times: Real-Life Stories of 30 Amazing Creations//, by Dan Driscoll, James Zigarelli, and the staff of the //Inventor’s Times//
 * //The Kid’s Invention Book//, by Arlene Erlback
 * //The Kid Who Invented the Popsicle, and Other Surprising Stories about Inventions//, by Don L. Wulffson
 * //The Kid Who Invented the Trampoline, and More Surprising Stories about Inventions//, by Don L. Wulffson

Websites []

Graphic Organizers
 * Bibliography and Notemaking Graphic Organizers (Web Supplement 7I & 7J)
 * Problem-Solution Summary Paragraph Rubric-including sample (Web Supplement 7K & 7L)

Materials Texts:
 * //Imaginative Inventions//, by Charise Mericle Harper
 * //The Inventor’s Times: Real-Life Stories of 30 Amazing Creations//, by Dan Driscoll, James Zigarelli, and the staff of the Inventor’s Times
 * //The Kid’s Invention Book//, by Arlene Erlback
 * //The Kid Who Invented the Popsicle, and Other Surprising Stories about Inventions//, by Don L. Wulffson
 * //The Kid Who Invented the Trampoline, and More Surprising Stories about Inventions//, by Don L. Wulffson

Graphic Organizers:
 * Teacher Resource-Bibliography and Notemaking Graphic Organizer (Web Supplement 7I)
 * Bibliography and Notemaking Graphic Organizer (Web Supplement 7J)
 * Sample Problem-Solution Summary Paragraph (Web Supplement 7K)
 * Rubric for Problem-Solution Summary Paragraph (Web Supplement 7L)

Other Materials:
 * overhead, document camera/data projector, or interactive whiteboard
 * pencils
 * writing paper

Equipment v Which are the different formats or genres used to support learners?
 * overhead, document camera/data projector, or interactive whiteboard

The students are provided with several different formats to appeal to all learning styles - the coteachers model the note-taking process, the coteachers read aloud some stories and allow students to read others on their own, and the students are provided with graphic organizers to complete as they read. The students also engage in a lot of cooperative learning activities - think-pair-share and peer assessment and evaluation. The students also engage in self-assessment.

In addition to the formats Nicole mentioned, students are also provided opportunities for publishing their writing (reading their paragraphs to small peer groups) and reflection.

In 1999, I collaborated with a 3rd-grade teacher on an invention unit. This was the students' culiminating project: @http://storytrail.com/Impact/Chapter_7/advanced_envelope_licker.htm

This is linked to the additional information for this lesson found on my Web site: @http://storytrail.com/Impact/Chapter_7/main3.htm

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 in this lesson are an overhead, a data projector or an interactive whiteboard.

What other tools that have been developed since 2006 when I wrote this book could provide support for this lesson or the extension? What about the Newspaper Clipping Generator? I am adding it in the revision of this book... currently underway...

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

This lesson maximizes the benefits of two educators coteaching by exposing the students to two different reading aloud, modeling the completion of the graphic organizer., and following the writing process to complete a summary. Both educators will model thinking aloud as well, exposing the students to two different analytical styles. Having two different educators work with the students exposes them to at least two different methods of reading, thinking, writing and analyzing and can appeal to more than one learning style. When the students begin working individually or in partners/groups on their research, both educators can monitor and assist the students, offering far more opportunities for each student to receive individual attention than if the teacher were to work alone.

As Nicole describes, this lesson takes advantage of collaboration to offer students exposure to different approaches and teaching teaching styles. Students also receive benefits beyond the actual lesson sessions. "Collaboration can happen in the planning, implementation, and assessment stages of teaching" (Moreillon 2007, 4).

Yes, and I think it is important to TELL students about our collaborative work. Early on in a lesson, I tell students that their classroom teacher and I carefully planned this lesson together, that we will both be assessing their work, and listening for their feedback about what we might do differently next time.

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

The methods used to assess student outcomes are the completed work products - the bibliography and note-making graphic organizer and their problem-solution summary paragraph. The students use the rubric to self-assess before the teacher uses the rubric to evaluate their work.

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

There are two opportunities for the student to self-assess. The first is when the student is working with a peer or a teacher to discuss and evaluate their summary. The student then uses the rubric to self-assess and make final edits before the summary is submitted. I would add that although not explicitly stated in the lesson, partners/groups are able to assess their bibliography and notemaking by following the examples and discussion.

· Standards - If you determine your students can be successful with the lesson in three sessions, how many objectives are REASONABLE for them? How many standards are we actually assessing? I am from the less-is-more school of standards. And you?

Reading and/or writing - identify the main ideas and support details in an expository text; draw valid conclusions from information presented in an expository text Listening and speaking- write a variety of expository forms (summary); write an information report that uses main ideas and relevant details Other content areas - Science - propose a solution, resource, or product that addresses a specific human, animal or habitat need; design and construct a technological solution to a common problem or need using common materials Information literacy- select information appropriate to the problem or question at hand; organize information for practical application

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. 6.7 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography.
 * 6th Grade ELA TEKS: **

6.10C Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author's viewpoint.

6.14B, D & E Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing; edit drafts for grammar, mechanics, and spelling; and revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

6.17 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

6.23A, D & Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts; identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

6.24B Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to evaluate the relevance and reliability of sources for the research.

6.25 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that compiles important information from multiple sources; develops a topic sentence, summarizes findings, and uses evidence to support conclusions; presents the findings in a consistent format; and uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).

6.26 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.

6.27 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

6.28 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

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

v Which AASL indicators align with this lesson? Give both the number and the description for each. These are the initial three I chose: @http://storytrail.com/Impact/Chapter_7/main3.htm


 * 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
 * 1.1.2 - Use prior and background knowledge as context for new learning.
 * 1.1.4 - Find, evaluate, and select appropriate sources to answer questions.
 * 1.1.5 - Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural contexts.
 * 1.1.6 - Read, view and listen for information presented in any format (e.g. textual, visual, media and digital) in order to make inferences and gather meaning.
 * 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information and point of view or bias.
 * 1.1.9 - Collaborate with others to broaden and deepen understanding.
 * 2.1.1 - Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * 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.
 * 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting 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 effectively.
 * 3.1.6 Use information and technology ethically and responsibly.


 * Implementation **

· Process

Motivation Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.

v Will this invitation to learn be effective in capturing students’ interest? Why or why not? I think the motivation portion of the lesson will be sufficient to catch the students' interest due to the fact that the students first connect what they have had read to them to their own experiences and also because they are reading about inventors who are kids, like themselves. Using a short video that highlights one of the inventions read about (how ice cream cones are made; fun velcro facts) could be used to build interest and provide visuals beyond the text illustrations. Agreed! At the time this book was written, I couldn't find anything freely available on the Web. I will look again!

v What are your ideas to increase student buy-in to this lesson? Give at least one. Excellent ideas! My idea to increase student buy-in is to have the students bring an invention they have at home - a cell phone, portable video game player, electric toothbrush, etc. I would have the students do a version of show and tell where they talked about their invention and told their peers what purpose that item was invented for (example - a cell phone was invented so people could communicate with each other, no matter where they were, etc).

Partners or groups could be given provided a predetermined set of supplies (decided upon either by the collaborating teachers and/or with student input) with which to design and construct their own invention.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. In my opinion as a current 6th grade reading teacher, the objectives are at the instructional level of the targeted students. The average 6th grader should be appropriately challenged when determining main ideas, recording notes and creating a bibliography, following the writing process, and self-assessing using a rubric.

According to 6th grade ELA TEKS, this lesson incorporates the writing skills 6th graders are expected to perform. These include research and gathering information and using the writing process to produce expository and procedural writing. 6th graders are also practing the ELA TEKS of listening, speaking, and teamwork throughout the lesson.

v Are there terms in these objectives that may need to be taught to students? Give an example. - Yes. One of the big advantages to classroom-library collaboration is that students are exposed to and apply vocabulary and processes in both the classroom and library--with the greater chance they will learn them through repetition. In my experience, 6th graders need to be instructed on what a bibliographic record is, what information to gather and how to create one. Some 6th graders my also need instruction on following the writing process/writing a summary. Most 6th graders will also need to be guided through the process of self assessment using a rubric.

Depending on students' prior experiences, peer conferencing might also need to be explained and modeled.

Presentation

v Describe the modeling aspect of this lesson. In the modeling portion of this lesson, the educators project a graphic organizer onto a whiteboard and think aloud while locating resources and completing the graphic organizer. The educators also read aloud and self correct while completing the graphic organizer. On the second day of the lesson, the educators model following the writing process to compose a summary paragraph.

v How are the benefits of two or more educators maximized in the presentation component? YES! Having two educators progress through the modeling portion of the lesson exposes the students to at least two reading, thinking, writing and analyzing methods which appeals to more of the students' learning styles. The educators can also role-play think-pair-share, composing the summary with a partner, and/or the peer conferences. Role-playing these cooperative learning activities will help the students understand what is expected of them when they are engaged in those activities. As Nicole mentioned previously, two educators allow for increased monitoring of student groups and their progress. If reteaching needs to occur, it can be done while the remaining coteacher continues to montior and assist the other students.

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. The student practice procedures, or directions, are very clear. For example, the first direction is "Circle the problem and solution (main ideas)." While this is clearly not the end result, it is a simple way for the students to begin the writing portion of their assignment. Breaking this assignment down into 7 steps will really help the students who struggle with executive function and those who are ELLs. Assuming students are familiar with the activities they'll be expected to engage in, such as conferencing and using rubrics, the directions are clear. Otherwise it's been my experience that students might need explicit modeling and written, step-by-step instructions for how to engage in an effective peer conference. Agreed.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? Having two educators monitor the students as they work on completing their graphic organizers, writing their summaries and conducting peer conferences increases the availability of individual help for the students. And as I mentioned above, this also allows more opportunities for individual and small group reteaching.

Closure

v Are students active in the closure component? What are students doing for closure? For closure, the students are forming groups and sharing their summaries and one illustration from a book they used to do research. The students must be actively involved because they are sharing with their peers and referencing the resources they used.

True. In the interest of time, educators often summarize the learning for students. We should always budget time for closure. This would be a rationale for continuing this lesson into a third or fourth day.

Reflection

v How is the reflection component related to the learning objectives? The reflection component is a reflection upon the achievement of the learning objectives. The students reflect on how they determined the main ideas of the texts and think about what makes a detail relevant.

This lesson reflection lacks a content question. This will be added in the revision: What did you learn about kid inventors and their inventions?

· Extensions

v What are your other ideas for extensions to this lesson? Describe at least one. I really like the ideas listed in the lesson plan for extensions. Another idea that I have is to get pictures and information about failed inventions or inventions that never really took off (example - the rotating fork for eating spaghetti) and analyze why the inventions were a failure. Another idea is to not only have the students create their own inventions to solve a current problem, but to have the students create their own infomercials after analyzing videos of infomercials currently found on TV (analyzing persuasive techniques and then creating their own persuasive presentation).

Adding to Nicole's ideas I would add an extension inquiry project conducted based on student interest--inventions they found most useful, used the most, etc. Students could also conduct interviews and surveys about public opinion in regards to inventions--what do people find most useful, what invention do they feel needs to be created?

These are great ideas and clearly create opportunities for additional classroom-library collaboration. Brava!

Works Cited: Moreillon, Judi. // Collaborative Strategies for Teaching // // Reading // // Comprehension: Maximizing Your Impact //. Chicago: ALA Editions, 2007. Print.
 * Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!