|| || Checklist: Classroom-Library Lesson Plan Deconstruction
Lesson Plan Deconstruction – A.3.2 IMPORTANT: This is a checklist–not a rubric. A checklist simply gives students and teachers a check-off box in which they can mark whether or not that aspect of the learning engagement was completed. A rubric gives various levels of achievement. (The file name is rubric in order to be parallel with the other assessments for the assignments in this course.) SLIS Students’ Names: URL for Mind-mapping/Brainstorming: URL for Deconstruction Graphic Organizer: Reading Comprehension Strategy:_ Proficiency Level:___ Checklist: Shared score (30 possible points)
Each partner uses a different color font to indicate her/his contributions to this collaborative assignment. Neither one uses black!
Planning (18 items)
Reading Comprehension Strategy:
Reading Developmental Level
Research-based Instructional Strategies
Name ones have used (None is a possible response.)
Research-based Instructional Strategies
Name ones need to learn (None is a possible response.)
Research-based Instructional Strategies
Describe ones need to learn (None is a possible response.)
Lesson Length
Questions about the time need to teach the lesson… (at least one)
Purpose
What is the connection to library teaching environment?
Objectives
All objectives listed
Objectives
All verbs listed
Objectives
All Bloom’s levels listed (A blank may be possible for a verb such as “read.”)
Resources
Formats and/or genres listed
Resources
Technology tools listed
Collaboration
Narrative about specific benefits
Assessment Name assessment strategies/tools
Assessment
Name opportunities for student self-assessment
Standards
Content areas addressed (including reading)
AASL Indicators
Indicator numbers
AASL Indicators
Indicator language
Implementation (11 Items)
Motivation
Narrative about effectiveness
Motivation
Other idea(s) for motivation for this lesson
Student-friendly Objectives
Example of compatible with instructional level
Student-friendly Objectives
Example terms that may need to be taught
Presentation
Narrative description of the modeling
Presentation
Narrative about specific benefits
Student Participation/Practice Procedures
Example of clear directions
Guided Practice
Narrative about specific benefits
Closure
Narrative about students’ active participation
Reflection
Relationship to learning objectives
Extensions
Describe at least one
30 possible points – one for each item
Reflection: Individual score (20 possible points)
Formatting: Two paragraphs (10 points each) – Up to one double-spaced 12-point font page Paragraph 1:
Reflect on the lesson planning you have done in the past. What are your strengths as a curriculum designer? Paragraph 2 (or 2 and 3):
Reflect on what you learned from deconstructing this lesson plan. Write about what you learned about lesson design, about your experience of collaborating with your partner, or both. File Name: Last Name_A.3.2_Rubric
Instructional Level: Upper Elementary Students
CS4TRC Lesson Plan: Making Predictions and Inferences Advanced Level
Prewriting/Thinking Tools: Wallwisher http://www.wallwisher.com/wall/ls5443LP First Try not our final
http://www.wallwisher.com/wall/ls5443LP2 This is our final page to present
Graphic Organizer
|| || Checklist: Classroom-Library Lesson Plan
Deconstruction
Lesson Plan Deconstruction – A.3.2
IMPORTANT: This is a checklist–not a rubric. A checklist simply gives students and teachers a check-off box in which they can mark whether or not that aspect of the learning engagement was completed. A rubric gives various levels of achievement. (The file name is rubric in order to be parallel with the other assessments for the assignments in this course.)
SLIS Students’ Names:
URL for Mind-mapping/Brainstorming:
URL for Deconstruction Graphic Organizer:
Reading Comprehension Strategy:_
Proficiency Level:___
Checklist: Shared score (30 possible points)
Name ones have used (None is a possible response.)
Name ones need to learn (None is a possible response.)
Describe ones need to learn (None is a possible response.)
Questions about the time need to teach the lesson… (at least one)
What is the connection to library teaching environment?
All objectives listed
All verbs listed
All Bloom’s levels listed (A blank may be possible for a verb such as “read.”)
Formats and/or genres listed
Technology tools listed
Narrative about specific benefits
Name assessment strategies/tools
Name opportunities for student self-assessment
Content areas addressed (including reading)
Indicator numbers
Indicator language
Narrative about effectiveness
Other idea(s) for motivation for this lesson
Example of compatible with instructional level
Example terms that may need to be taught
Narrative description of the modeling
Narrative about specific benefits
Example of clear directions
Narrative about specific benefits
Narrative about students’ active participation
Relationship to learning objectives
Describe at least one
Reflection: Individual score (20 possible points)
Formatting: Two paragraphs (10 points each) – Up to one double-spaced 12-point font page
Paragraph 1:
Reflect on the lesson planning you have done in the past. What are your strengths as a curriculum designer?
Paragraph 2 (or 2 and 3):
Reflect on what you learned from deconstructing this lesson plan. Write about what you learned about lesson design, about your experience of collaborating with your partner, or both.
File Name: Last Name_A.3.2_Rubric