Lesson+Plan+Deconstruction


 * Lesson Plan Deconstruction **

Collaborators: Irene Kistler is pink and Gayla Mulligan is blue. Dr. M. in green

Instructional level: Advancing Reading Development Level for Second-Third Grade Elementary

Lesson: Using Sensory Images, pages 52 to 54

Prewriting/Thinking Tools: Popplet

A graphic organizer differs from a worksheet in several important ways.
 * **Worksheet** || **Graphic Organizer** ||
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||
 * Less flexibility || Greater differentiation and support for ELLs and special education students ||
 * Does not always stimulate higher-order thinking skills || More likely to provoke higher-order thinking due to open-endedness of the possible responses ||

A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC or page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.

1. Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black! Irene Kistler is pink and Gayla Mulligan is blue. 2. Where you see a diamond-shaped bullet (turned into a ‘v” by wikispaces), you will need to provide a response. We responded to each diamond-shaped bullet. 3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist. We answered each question thoroughly. We also engaged in conversation about our responses. Great!
 * Important: **


 * Reading Comprehension Strategy: Using Sensory Images **
 * Instructional Level: Second and Third Grade Level **

Which AASL ** ONE or TWO ** indicators align with this reading comprehension strategy? **Note both the number and the actual language of the indicator.** 2.3.1 Connect understanding to the real world When students create images from text, using their developing schema about a topic, they are connecting to what they already know, i.e. the real world. They are finding a sensory anchor into their own emerging understanding.
 * Planning **
 * Reading Comprehension Strategy (RCS) **
 * Name the RCS: ** Using Sensory Images

2.4.3 Recognize new knowledge and understanding. When students use sensory images, they are constructing new understandings of the text. They are increasing their awareness of their own metacognition, which is an important step in the life of a young reader.

Here are the ones I selected for this lesson. Which of these do you think best aligns with the reading comprehension strategy? For me, it is 1.1.6: @http://www.storytrail.com/Impact/Chapter_4/main1.htm

Works Cited:
 * "AASL Standards - American Library Association." 2011. 25 Mar. 2013 < [] > **

Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advanced: Grades 4-6
 * Reading Development Level: **** Advancing: Grades 2-3 **
 * Advancing: Grades 2-3 ** This is the level for the lesson plan we are deconstructing.

Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows: Advancing: Grades 7-8 Advanced: Grades 9-10 Challenging: Grades 11-22 Not applicable to our deconstruction. We are both using CS4TRC.

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. For example, I have used some of the advanced lessons in CS4TRC with less proficient 8th-grade students.

Review these strategies on page 13 in CS4TRC or page 16 in CRCSSSL. : 1. Identifying similarities and differences. 2. Summarizing and note taking 3. Nonlinguistic representations 4. Cooperative learning 5. Setting objectives and providing feedback 6. Questions, cues, and advance organizers
 * Instructional Strategies **

I love having kids create their own understanding of ideas. Recently, we participating in the Doodle4Google contest. The students created a Google Doodle representing their best day. I tweeted out several on our class Twitter account: Karissa's Google Doodle Isabel's Google Doodle Lili's Google Doodle These are fun! I'm not sure I get all of the camping images...
 * Which of these research-based instructional strategies have you used in your teaching? Name them. **
 * Nonlinguistic Representations (Irene) **

I use this strategy frequently. When they summarize or take notes, I can get a concrete understanding of their understand, i.e. I understand what they understand. Understand? ;-) I even use it to make them accountable during videos. Recently, my third graders watched Jeff Corwin's turtle video on KLRN. During the video, I had them construct a main idea graphic organizer on their white boards. After ten and then twenty minutes, we stopped and conducted partner talks to share our graphic organizers. After the entire 30 minute video, several kids shared their completed organizers. Then, for homework, kids were assigned to add a comment to our Wallwisher about their important turtle information.  Please consider using the term "notemaking" rather than note taking. Also, it is important to have many different notemaking strategies in our librarian toolkit so we have a menu of strategies to help various learners.
 * Summarizing and Note Taking (Irene) **

Identifying similarities and differences (Gayla) I use Venn diagrams and T Charts to show similarities and differences between many things such as characters in stories, books by the same author, animals, cultures, people, and more.

Nonlinguistic Representation (Gayla) I use movements quite frequently when having students learn and remember information. We have used them for learning continents and oceans, value of coins, telling time, and more. I teach them ways to connect the movements to what they are trying to remember. Ex: when we were learning the value of coins, we would touch our toes and said "25 cents", our knees were "50 cents", our hips were "75 cents" and our shoulders are "$1.00". I have also used drawing to relate learning after a lesson as well. Yes, to kinesthetic learning activities!

Cooperative Learning(Gayla) My classroom is set up in a way to help facilitate cooperative learning by having students sitting in pods as opposed to rows so they have partners to work with or neighbors to share responses, explain their work, ask questions, solve problems, etc. I try to utilize a variety of strategies to create learning groups/partners so the students are getting to work with a variety of students and differing levels, abilities, etc.

The key words "advanced organizers" really catches my attention on this strategy. As a librarian, I hope I will have the opportunity to instruct at all levels, including middle school and secondary. For me, applying this instructional strategy to the middle and secondary level will definitely be a learning curve. All of my experience is elementary, i.e. 3rd, 4th and 5th. Although I've raised to teenagers, now young adults, I do think the approach is different and one I would like to observe from a mentor teacher. Yes to your openness to preparing for serving at various instructional levels. As a middle and high school librarian, I used admit slips and anticipation guides frequently. See some examples at: @http://www.alaeditions.org/web-extra-coteaching-reading-comprehension-strategies-secondary-school-libraries
 * Which of these instructional strategies do you need to learn? Name them and describe them. **
 * Questions, cues, and advanced organizers (Irene) **

Summarizing and note taking (Gayla) My experience is limited in this area, mainly because I have worked with younger students and we have not done much more then very simplistic summarizing of information. These are both critical skills in library work and yes, students have more sophisticated needs for these skills as they matriculate through the grades. Questions, cues, and advanced organizers (Gayla) As I learn more about inquiry, questioning come into play. I need to learn more ways to help students activate their prior knowledge of information so they can build on it. Good - and sometimes we have to help them build it because they simply don't have the necessary schema/background knowledge.

This lesson is one session. After reading through all the procedures, I would recommend 45 minutes to one hour, particularly if students turn to one another and practice the hand motions for the water cycle. I think they would love the kinesthetic movement piece of this lesson. I think it would need additional time to incorporate and practice all of the details such as listening to the music, observe and listen, practice the steps, and actually do the illustration. If I were to use with my current students, I might even have to break it into 2 days to allow for enough time to model, practice, and share.
 * Lesson Length **

**What are your questions about the lesson length? You must have at least one.** See page 15 (CS4TRC) or page 17 (CRCSSSL). My main question is about length. Can the kids draw the water cycle, with appropriate detail, plus turn and share with their partner their sensory experiences used most in the retelling. I could see breaking it into two: Reading the book with the teacher-librarian and librarian and demonstrate the retelling with the hand motions and the illustration, then reviewing the rubric checklist. The second session would begin with a review of the hand motions of the water cycle and reviewing the rubric, then students illustrate the water cycle. You could use two lesson blocks within the same day. The reading block for the strategy work of session one and the science block for the application of their understanding in session two. These were my thoughts as well and I agree with your statement Irene. I wonder if the session length of 45 mins is enough to thoroughly cover the information using all of the tools/strategies to do so and allow for adequate time to practice, share, and draw. I think the subject matter is also of a nature that students may need to have extra time to process the information and really develop an understanding that is deeper than just memorizing the steps of the water cycle.

I have cotaught this lesson in one session with 2nd graders. I also cotaught it over two days with kinders at the end of the school year! Educators know their students best. This is one aspect of collaborative planning in which the classroom teacher contributes her more intimate knowledge of students' background and abilities.

This is a tough one. I think the strategy varies by grade level and teacher. I've worked in schools with both fixed and flex scheduling, and I agree that flex scheduling is hands-down the best for both students and teachers. So, how did our librarian entice teachers **away** from the fixed schedule? 1. First, she educated us. She compared and contrasted the features of each to promote flex scheduling. I think I would do this, too. Educating both the administration and the teachers about **why** and **how** to move away from fixed scheduling is an important first step. 2. Then, I would engage the process teacher-by-teacher. I would begin collaboration small and grow it piece-by-piece with teachers who are willing to collaborate with me. 3. I also think efficient use of physical space is important. I would negotiate with the teacher which parts of the lesson can be completed best in the classroom versus which are best in the library, and then try to plan each session for within the same week, so that there **is** a fluidity to the collaboration. Good - don't forget educating the principal! She/he can be the librarian's best ally when it comes to programmatic changes that impact the entire school.
 * 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?

All great ideas... I would like to encourage librarians to be more open to the "messy bits"!
 * Purpose **
 * 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? **
 * My idea of what "should' take place in a school library flexes with the librarian. I've collaborated with librarians who could collaborate on all parts in the library and ** still ** have the remainder of the library running smoothly.
 * I think the majority of librarians, however, would like the reading comprehension focus piece, i.e. when one educator reads the book and the other educator demonstrates the hand movements, to take place in the library. Then the "messy" piece, with the crayons and construction paper, to take place in the classroom.
 * I like the idea of having a science lesson incorporated with the use of the library/collaboration with librarian. I think it shows students that the librarian/library is not just about Lang Arts or reading. I agree, Gayla. When we plan our lesson, we should think about connecting our reading strategy to a content area, like math or science. I love The Math Curse by Jon Scieszka.
 * I also like the notion that students can be "moving" in the library by doing the body-kinesthetic movements. There is often a perceived notion that students need to be sitting and reading in the library in order to learn and I don't find that to be the case. Quiet doesn't necessarily mean learning is happening and this lesson could be a good opportunity to show students there can be an appropriate time for this type of movement in the library. The kinesthetic movement is brilliant! When I teach fractions, I use kinesthetic movement to help kids clarify numerator versus denominator. It really helps.

Review Bloom’s Taxonomy: [] 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. 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.
 * Objectives **

Bloom's Analysis **Objective 1**: Recall the sequence of the water cycle as depicted in the book. **Verb:** recall
 * Level on B. T.: ** knowledge

**Objective 2**: Draw a diagram (nonlinguistic representation) of the water cycle. **Verb:** draw
 * Level on B. T.: ** application

Good
 * Example: **
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Identify || Comprehension ||


 * Resources, Materials, and Equipment **

//Water Dance// by Thomas Locker
 * Children’s Literature **

Lesson resources from ALA website : [|Hand Movements for Water Dance] [|Student Sample of Completed Water Cycle] [|Water Cycle Checklist and Rubric]
 * Other Resources **

**Graphic Organizers**
 * Four Square Cycle Organizer ** : white.construction paper sectioned off into four quadrants, folded or draw in by pencil for equal fourths for each student

[|ALA Maximizing Your Impact]
 * Websites **

Instructional demonstration area, i.e. an instructional white board or area to display an example paper CD with nature sounds of rain and thunder Blue crayon per student plus additional crayons for illustrating water cycle Transparency of the Water Cycle Checklist and Rubric
 * Materials **

Media device to play CD with speakers loud enough for kids to hear the sounds without straining. Projector (for the Water Cycle Checklist and Rubric)
 * Equipment **

// Water Dance // is a picture book that uses poetry and imagery to describe the scientific concept of the water cycle Could the environmental CD also be cons Yes to the music as support for learners with regard to this particular reading comprehension strategy
 * Which are the different formats or genres used to support learners? **

A computer or audio device would be necessary to play the environmental CD, perhaps you could use a projection device such as a document camera to show the pages of the book or to display the rubric for all students to see clearly and reflect back on during the assignment. A video recording device could be used to record the students practicing, participating, and ultimately demonstrating what they learned so they could go back and view it themselves. Gayla, I spent a few minutes re-reading the lesson again today (3/29). I noticed in the presentation portion of the lesson, on page 53, there is a paragraph describing the use of a projector to display the rubric provided. The whole class assesses the rubric with the support of the teacher and teacher-librarian during this portion of the lesson. I **love** your idea of a video recording of the water cycle retelling by the students. Can we include this idea in the lesson we write together? YES! This could also be audio only. This is one brilliant use of cell phones in the classroom.
 * 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. **

Kids also love to see photos of themselves and their work. If the school has a Twitter account, a picture of them while they work could be tweeted. The kids could even tweet a video of themselves doing the movements. For our lesson, it'd be great to build in a social networking piece. Remember the permissions.

My students did a think-pair-share yesterday. We watched a Jeff Corwin video on wild cats and they constructed a three-column chart to compare the cats. Then, I took a photo of them sharing their comparisons with a partner after the video. I tweeted it out to parents (and other classes we follow and interact with) on Twitter. Then, for homework, the kids retold their important information to their parents and wrote a sentence in Edmodo about their discussion with Mom and Dad. I'd love to include something like this for our lesson. I like how it carries the thinking through to dinner conversation. Yes to parents who are not afraid of social media.

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I love, love, love the interplay between educators in this lesson. While one educator reads Water Dance by Thomas Locker, the other educator is telling the story kinesthetically. I think this is perfect interplay, and I can visual (Just like the kids can visualize Water Dance!) the kids completely engaged in this lesson. Eager faces moving from one educator to the other, reading the book along with one teacher and learning the movements along with the other. Wonderful! This maximizes the value of each educator, since kids are learning how to read through multiple sensory experiences.
 * Collaboration **
 * How does this lesson maximize the benefits of two (or more) educators co-teaching? Be specific. **

In addition, the two educators can monitor and help students who are practicing and working in pairs to recall the movements and steps of the cycle. The adults can model to the student what working with a partner might look like (or might not look like). I also think the think aloud process is a great way for both adults to participate with the modeling of questioning and recalling of details and information. They could model how partners could help each other remember or give hints instead of just telling them the movement or the answer.

Also, when the educators walk around during the ** Guided Practice, ** having two educators available to question students and suggest revision promises that no child will be skipped, so that all students will receive feedback and possible revision suggestions before they reach the self-assessment portion of the lesson.

Agreed.

The drawing of the water cycle can be assessed using the Water Cycle Checklist and Rubric. Students could also demonstrate the movements and name the steps of the water cycle orally to one of the teachers. Teachers could check for understanding and assess student learning based on verbal responses. In this lesson, educators have several spots where they assess student outcomes. The first is during **Presentation**, when they are reviewing the teacher water cycle example. As the rubric is reviewed by the whole class, this gives teachers an initial glimpse into their students' understanding of the outcomes. Then, during the **Guided Practice**, the teacher-librarian and teacher can monitor their recall of the water cycle while students are illustrating their pictures. Educators can give guiding feedback to the students during this phase. Also, educators ask questions and monitor student answers during this practice time, suggesting revisions as necessary. During **Closure,** educators can visually monitor the class as they face their partner to recall the water cycle with hand movements, plus tell their partners which sense they used the most to retell the cycle. The **final assessment** for the educator is the teacher portion of the Water Cycle Checklist and Rubric. Agreed.
 * Assessment **
 * Are there multiple methods/tools for educators (teacher-librarian and teacher) to assess student outcomes? If there’s one, name it. If there are multiple, name them. **

Students could self assess their nonlinguistic representations by comparing them to a checklist or rubric to see how their work compares. They could also be video recorded by an adult or peer and then they could review the recording to see if they were correct in their demonstration of the hand movements and naming of the steps of the water cycle. They could use a scoring system to rate their performance, effort, participation, and partner work as well. Yes, there is a checklist posted on the ALA website and linked in Other Resources listed above. There is an opportunity for students to check their work with the checklist under the Student Practice Procedures, step #3, of the lesson on page 53. Then, students self-assess their whole illustration with the rubric in step #5 of the practice procedures. This rubric allows for both student and teacher initials as they rate the student's paper. The checklist is according to the sequence of the drawing: rain, mountain stream, waterfall, lake, river, ocean (sea), mist, clouds, storm front, thunderhead, storm, sun and rainbow. Additionally, there is a box for the student to explain which sense helped the most in their retelling of the water cycle. The students could assess their work independently first and then in an assessment conference with either the teacher-librarian or teacher. Absolutely.
 * Are there opportunities for learners (students) to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? **

Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology
 * Standards **


 * What content-area standards are integrated into this lesson? List them. **
 * Reading and/or Writing, Listening and Speaking, Science **
 * Theater Arts and Social Studies **

Brava for your careful selection of standards."Less is more" because they are actually assessed in the lesson.

110.13. English Language Arts and Reading, Grade 2
 * Use specific standards from state standards in Texas or the state you and your partner have negotiated. **

(11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences, and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings.

(28) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students are expected to: (A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate, and give oral instructions that involve a short related sequence of action s

Science (4) In Grade 2, careful observation and investigation are used to learn about the natural world and reveal patterns, changes, and cycles. (8) (C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions;

Social Studies (B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

Theater (1) (A) react to sensory experiences; (C) participate in dramatic play, using actions, sounds, and dialogue;

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 real world 2.4.3 Recognize new knowledge and understanding 3.2.3 Demonstrate teamwork by working productively with others 3.4.2 Assess the quality and effectiveness of the learning product
 * Which AASL indicators align with this lesson? Give both the number and the description for each. **

Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. I believe it will be effective in capturing their interests by telling them they are going to use their senses to visualize. This will be intriguing to many and fun to do. The CD will invite them in and peak their curiosity a bit more. I agree, Gayla. I think when the lesson asks students to close their eyes and imagine a rainstorm while the CD is playing is highly engaging. Then, turning to a partner to share their sensory experience of the rainstorm gets them ready to think about water in their environment. The sound of rain and thunder on the CD will be very exciting for them to use in their think-pair-share opportunity. Agreed.
 * Motivation **
 * Will this invitation to learn be effective in capturing students’ interest? Why or why not? **

The teacher could start differently by asking questions to try and get the students to guess what the lesson is going to be instead of just telling them that they are going to learn about the water cycle. If the students are going to be video taped, this may entice them to be more involved and excited about the lesson. Gayla, I agree, although I do really like how the lesson asks the students to use their senses to visualize the rain storm with closed eyes. This places them right into the water cycle and I love that! To increase buy-in, I would add fans to this lesson. I would place a fan as the front of the group and one at the back and turn the fans on during the visualization. This way, their eyes are closed, they hear the rain and thunder and feel the wind. Yes to keeping this particular reading comprehension strategy as the focus throughout the lesson. Questioning may be most appropriate in a strategy lesson with that focus.
 * What are your ideas to increase student buy-in to this lesson? Give at least one. **

Yes they are at the instructional level of our targeted students at the 2nd - 3rd grade level. There is a 2nd grade science TEK that addresses understanding the components of the water cycle. There are two objectives, and I do believe they are targeted to the instructional level of the students: Agreed.
 * Student-friendly Objectives **
 * Are these objectives at the instructional level of the targeted students? Give an example. **
 * ** Recall ** the sequence of the water cycle supports the second-grade Theater Arts expectation to react to sensory experiences and to participate in dramatic play using actions. In this lesson, the actions for the water cycle are clearly written in the Hand Movements for Water Dance PDF linked on this page under "Other Resources.".
 * **Draw** a diagram of the water cycle aligns with the second-grade TEK to create visual material and graphic organizers to express ideas. In this lesson, the water cycle illustrations expresses both the ideas of a sensory imaging exercise and the science understanding of patterns in the natural world.

sequence - students may not understand that refers to the order nonlinguistic representation - these terms could be unknown as well recall--I would teach this to students by breaking up the prefix and suffix, explaining that we are going to "call again" when we retell the sequence of the water cycle. depicted--I would teach this to students by sharing with them that it is a fancy word for "shown," just like Fancy Nancy gives fancy words for simple ideas. Depicted is fancy for shown. Teaching academic vocabulary is important work for coteachers.
 * Are there terms in these objectives that may need to be taught to students? Give an example. **

As one teacher is reading, another is modeling the hand movements to illustrate the water cycle. The teachers will model thinking aloud as the recall the order of the water cycle. Great points, Gayla! Also, in this lesson the teachers are modeling the reading strategy of Using Sensory Images. They tell which sense they use the most to visual the water cycle, always connecting the science goal back to the reading strategy. Also, when the teachers demonstrate capturing their thinking as an illustration, this is modeled on the demonstration paper in front of the students. The teachers illustrate the water cycle in front of the students, breaking it down step-by-step. They connect the illustration to the hand movements by modeling, as well. Finally, the teachers also model how to self-assess according to a rubric when they include the class in assessing their teacher example according to the Water Cycle Checklist and Rubric. The think-alouds are critical components of this lesson.
 * Presentation **
 * Describe the modeling aspect of this lesson. **

Having two teachers collaborate and coteach makes it possible for one to be reading the story while the other is modeling the hand movements. Teachers can model think-pair-share for the students as well. I agree, Gayla. It's also maximized because the kids hear two different versions of connecting sensory images to the text. Since the teachers, and all the students, have different sensory experiences occurring during this lesson, it demonstrates to the students that there is no "right answer." Two people can experience different sensory images related to the same text and BOTH are correct. I think this is an important feature when co-teaching a reading strategy. Agreed.
 * How are the benefits of two or more educators maximized in the presentation component? **

I believe the directions are clear but could be too vague for some students. "Help your partner remember the cycle" may have students wondering "how?". "Illustrate the water cycle using a blue crayon" may not be enough direction for some students - they may need very specific directions such as "On the white paper, you are going to draw the steps of the water cycle. You will use a blue crayon. Here is where you should start.", etc. I think the directions are very clear, if the kids connect the directions back to the **Presentation** portion of the lesson. I like, especially, how the lesson specifies to start at high noon on the paper. Even embedded within the directions are connections to sensory images! Bravo! I also like how the directions are demonstrated step-by-step during the P**resentation**, so that when kids hear the direction "Illustrate the water cycle using a blue crayon," they have already seen what that looks like because the teachers demonstrated it. I think, like Gayla, that if a student is not understanding, then the teachers need to explicitly connect the **Student Practice Procedures** to the **Presentation.** Remember: With educator modeling how to work collaboratively, students are seeing exactly what they will be expected to do with their partners.
 * Student Participation Procedures or Student Practice Procedures **
 * Are the directions clear? Give an example. **

Having two or more educators allow student's to get more individualized help if needed, more students can be observed during the same period of time for understanding and participation, questions can be asked of the students to help keep them focused and to check for understanding and retention of the information as they work, progress monitoring is more successful with two or more educators available to help. Two educators are such an asset to students. I love co-teaching for exactly this reason. Agreed.
 * Guided Practice **
 * How are the benefits of two or more educators maximized in the guided practice component? **

When I re-read the lesson, I notice that both teachers are circulating to ask questions and to give student's revision suggestions. I think this is excellent. This will allow more students to receive corrective feedback before they've solidified a misunderstanding in their illustration. Also, it gives double the opportunity to gather anecdotal evidence about how well students are able to articulate their thinking when responding to teacher questions. This is helpful, especially, if a student in the class is needing intervention. Another professional who observes the student and can offer feedback during intervention planning is a powerful way to maximize the expertise of both professionals when collaborating. Agreed.

Yes, there is student involvement in the closure component of the lesson. Students are communicating with partners and sharing ideas and reactions to the lesson. They are also expected to orally respond with the steps of the water cycle as they perform the hand movements as a class. Kids perform the steps of the water cycle through a partner sharing opportunity. They are doing an application practice of the reading strategy while the teacher and teacher-librarian are there to monitor and support. Keeping the students engaged throughout the lesson is key.
 * Closure **
 * Are students active in the closure component? What are students doing for closure? **

In the reflection, students are asked how the movements, the book's illustrations, and the images in their minds help them remember the water cycle. These all relate to using sensory imagery to understand and recall the information, as stated in the objective. Kids are asked to retell the steps of the water cycle. Because the steps are cemented within a kinesthetic movement, the kids can recall the cycle of a water droplet more easily. They are learning science and their reading strategy simultaneously. The reflection is an integration/interplay between the two goals. Agreed.
 * Reflection **
 * How is the reflection component related to the learning objectives? **

Students could use library databases to find more information on the water cycle and it's components. Science experiments could be arranged so students could be provided with a hands on experience with the steps of the water cycle. Music could also be incorporated by teaching the students a "water cycle" song to help them learn and remember the sequence of the cycle steps. There are some great CD's and songs on I-Tunes to connect water cycle to music. For our lesson, I think we should plan a music piece.
 * Extensions **
 * What are your other ideas for extensions to this lesson? Describe at least one. **

In your extensions, be sure to integrate the reading comprehension strategy. For example, if students are conducting research on the water cycle, how can they present their learning such that their audience/classmates can use sensory images to comprehend the information. (The extension given in my book is not the best example!)

I think a natural extension to this lesson is to apply it to another form of poetry. Since Water Dance is free verse, choose a similar book with rhyming. Further collaboration could be another lesson to apply the sensory image strategy to a rhyming book and then inquire about how the poetry form influences the sensory imagery. I recommend the book A DROP AROUND THE WORLD by Barbara McKinney and Michael S. Maydak. In this book, there is also a map. In the next lesson, the kids could draw a map of the journey of a water droplet. This would be a sensory imaging application which continues the science content. Agreed - Can the sensory images strategy be applied in other content areas?

Brava for your excellent, collaborative deconstruction.


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


 * 30 Possible Points **


 * Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric **