frit7332_reading lesson plan assignment.pdf

8/14/2019 FRIT7332_Reading Lesson Plan Assignment.pdf

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Georgia Southern University Instructional Technology Program

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FRIT 7332 The School Library Literacy Environment

Collaborative Lesson Plan Assignment*

Standard: 1. Candidates are effective teachers who demonstrate knowledge of learners andlearning and who model and promote collaborative planning, instruction in multiple literacies,and inquiry-based learning, enabling members of the learning community to become effectiveusers and creators of ideas and information.

For this assignment you will work in teams of two to create two (2) classroom-library collaborative

lesson plans that integrate content area standards (CCGPS), AASL Standards for the 21 st century learner,reading comprehension strategies, research based instructional strategies, appropriate resources, andtechnology tools (for use by educators and/or students). You will identify resources for student use,create a graphic organizer to measure student practice, and create a rubric assessment tool to assessstudent learning outcomes. Each lesson should last 40 to 50 minutes. Each of the lessons must target adifferent subject area and grade level; at least one of these should be a STEM (science, technology,engineering, or math) lesson. Your teams lessons should each employ one of the seven readingcomprehension strategies that are presented in the Moreillon text. You must format both of yourlessons using the AASL Action Plan template that accompanies this assignment.

You are working in teams because one of the purposes of this assignment is for you to experiencecollaboration which is an essential skill for a library media specialist. For one of the lessons you will takeon the role of either the media specialist or the teacher. For the second lesson you will switch roles; so ifyou were the teacher for the first lesson you will take on the role of media specialist for the secondlesson.

Use a Web 2.0 collaborative tool such as a wiki to capture your collaborative conversations and work.Meet regularly with your team member. Document the tasks each team member does in developingboth lessons. You must document your collaborative discussions as you develop the two lessons .

Overview of tasks for each lesson plan:

Decide on roles for each team member: either teacher or library media specialist. Write a brief scenario that provides background for the context of your collaborative lesson

plan. If this lesson is part of a multi-lesson unit, please briefly describe the lessons that tookplace before and what will happen later.


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Determine a grade level and subject area for the lesson. Remember that at least one has to havea STEM subject.

Identify learning outcomes by identifying content-area curriculum standards (CCGPS) and AASLstandards , strands and indicators (dispositions, responsibilities, and self-assessment strategies)and benchmarks. You must assess each standard that you include so be selective.

Identify at least one reading comprehension strategy and at least one reading comprehensionobjective that you will use for the lesson.

Select research-based instructional strategies and develop graphic organizers appropriate to theobjectives. The instructional strategies should utilize active learning to fully engage learners.

For each lesson include one example for implementing the selected reading comprehensionstrategy. The example should contain detailed instructions for using the lessons resources toteach the reading comprehension strategy. See Moreillon, Fig. 3-1, p. 25; Fig. 4-4, p. 47; Fig. 5-3,p. 75; Fig. 6-1, p. 95; for examples.

In the lesson plan, describe the instructional roles for both the teacher and the library mediaspecialist.

Select engaging resources in multiple formats Create rubrics to adequately measure the lesson objectives. Follow and complete the AASL action plan template. (This is worth 5 points). As a team use the assignment rubric to self-assess your work. Submit the url for your collaborative Web 2.0 tool where you documented your work. Submit

the 2 lesson plans (including the graphic organizers, reading strategy teaching example, andassessment rubrics) in the assignment dropbox.

Check the course calendar or assignment dropbox for the due date.

Service Learning Component Students who have lessons which meet the AASL criteria may be asked tosubmit them to the AASL Lesson Plan Database .

Resources:Moreillon, J. (2012). Coteaching reading comprehension strategies in secondary school libraries. Chicago:

American Library Association.

Moreillon, J. (2013). A matrix for school librarians: Aligning standards, inquiry, reading, and instruction.School Library Monthly, 29 (4), 29-32.

http://www.schoollibrarymonthly.com/articles/pdf/Moreillon2013-v29n4p29.pdf

Rubric for Collaborative Lesson Plan

This must be an ORIGINAL lesson plan.
https://www.georgiastandards.org/Pages/Default.aspxhttps://www.georgiastandards.org/Pages/Default.aspxhttps://www.georgiastandards.org/Pages/Default.aspxhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://aasl.jesandco.org/http://aasl.jesandco.org/http://aasl.jesandco.org/http://www.schoollibrarymonthly.com/articles/pdf/Moreillon2013-v29n4p29.pdfhttp://www.schoollibrarymonthly.com/articles/pdf/Moreillon2013-v29n4p29.pdfhttp://aasl.jesandco.org/http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdfhttps://www.georgiastandards.org/Pages/Default.aspx


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Students Names: __________________________________________________________________________________

Content Areas Addressed: ___________________________________________________________________________

Instructional Level: _________________________________________________________________________________

Collaborative Tool URL: _____________________________________________________________________________

CATEGORY Target 4 pts.Acceptable 3pts.

Unacceptable2pt.

Unacceptable 1pt.

Objectives(District or StateStandards)

All student learningobjectives addressdistrict or statestandards.Standards arecited for each.

One state standardcitation isincomplete ormissing for alearning objective.

Two to four statestandards citationsare incomplete ormissing for twolearning objectives.

Four or more statestandards citationsare incomplete ormissing for three ormore learningobjectives.

ReadingComprehensionStrategy andObjective

The team includesone readingcomprehensionstrategy and atleast one readingcomprehensionobjective thatclearly align withthe other learningobjectives for this

lesson.

The team includesone readingcomprehensionstrategy and atleast one readingcomprehensionobjective thatpartially align withthe other learningobjectives for this

lesson.

The readingcomprehensionstrategy orobjective is notaligned with theother learningobjectives for thislesson.

No readingcomprehensionstrategy is includedin this lesson. Or noreadingcomprehensionobjective is includedin this lesson.

Indicators(from the AASLStandards)

AASLs learningindicators align withstate content-areastandards AND theobjectives of thislesson. They arecited (bothnumber and text)and they are allmeasured.

AASLs learningindicators align with state content-area standards theobjectives of thislesson. They arecited (bothnumber and text)but not all aremeasured.

One or more AASLlearning indicatorsare not aligned withstate content-areastandards or theobjectives of thislesson. Or one ormore are notcompletely cited (both number andtext). Or they arenot measured.

AASLs learningstandards are notintegrated into thelesson or are notcited completely orthere are too manylisted to bemeasurable.

Research-basedInstructionalStrategies

The research-basedinstructionalstrategies areeffective and oneor more original graphic organizers

The research-based instructionalstrategies areeffective. One ormore effective graphic organizers

The research-based instructionalstrategies areeffective. A graphicorganizer forstudent use is

The research-basedinstructionalstrategies or thegraphic organizer(s)or worksheet(s) are ineffective or

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Unacceptable2pt.

Unacceptable 1pt.

(not worksheets) are provided forstudent use.

for student use areprovided but one(or more) is notoriginal .

provided but it is not aligned withthe lesson orassessment.

inappropriate forthe learningobjectives. Or agraphic organizer isnot described forstudent use.

Assessment The team createsan original rubric as an assessmentinstrument for thestudents. It isdesigned toaccuratelymeasure the lesson

objectives.

The team borrows rubrics asassessmentinstruments forthe students . Therubrics accuratelymeasure thelesson objectives.

The assessmentrubrics do not accurately measure thereadingcomprehensionstrategy.

The student self-assessment rubricassessment ismissing .

CollaborativeTeaching

The benefits ofcoteaching areevident in the mainlesson. The teamuses two educatorseffectively andcreativelythroughout thelesson.

The benefits ofcoteaching areevident in the mainlesson. The teamuses twoeducatorseffectively for partsof the lesson.

The benefits ofcoteaching aresomewhat evident,but there is greatdisparity in theroles of the mediaspecialist and theteacher.

The benefit ofcoteaching is notrealized in the mainlesson.

ResourcesAnd LearningStrategies

The educatorsselect engaging resources inmultiple formats and utilize activelearning strategiesto fully engage learners.

The resources areengaging but maybe in just oneformat. Studentlearningexperiences arehands-on .

The resources are not rich and/or thelearningexperiences nothands-on .

The resources andthe learningexperiences aredull .

ReadingComprehensionTeaching

Example

The exampleprovides richlydetailed and explicitinstructions for

effectively teachingthe selectedstrategy usingengagingresources. Theexample is originaland creative.

The exampleprovides clearinstructions foreffectively teaching

the selectedstrategy. Theexample isadapted and theoriginal source iscited.

The example doesnot provide clearinstructions forteaching the

selected strategy.Or the instructionsdo not match theselected strategy.

No example isprovided.

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Unacceptable2pt.

Unacceptable 1pt.

Evidence ofCollaboration

The teams Web 2.0documents showextensive collaboration in allaspects of thisassignment. Thereis evidence offrequent, productivecommunication onthe parts of bothteam members.Each teammembers has takenon the role ofteacher and library

media specialist.

The teams wikidocuments showcollaboration inall aspects of thisassignment byboth teammembers.

The teams wikidocuments showinfrequent orunproductivecollaboration inall aspects of thisassignment. Orthere is evidence ofunbalancedworkload.

The teams wikidocuments do notshow evidence offrequent orproductivecollaboration.There were wiki-based discussionson 1 or no wikipages. The teammembers have noteach taken on therole of teacher andlibrary mediaspecialist.

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Mechanics andPresentation

Virtually free ofpunctuation,spelling, grammarerrors; appropriateformat andpresentation forassignment

Contains severalpunctuation,spelling, and/orgrammar errors.Several errors informatting orformatting isinconsistent

Contains manyerrors ofpunctuation,spelling, and/orgrammar. Errorsinterfere withmeaning in places.Formattingincorrect.

Frequent errors inspelling andgrammar; intrusiveand/or inaccuratepunctuation,communication ishindered. Noformatting asappropriate toassignment.

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Total from Rubric (40 points possible): __

AASL Lesson Plan Template not satisfactorily used (-5 points):__________

Final Grade: _________

Note: Web 2.0-based discussions can include a phone log and notes on the conversation, a chat logarchive, an email trail that includes main topics of conversation or other means BUT these must bedocumented in the collaborative tool. Dates and times are not sufficient evidence.

Checklist: Have you turned in all the components of your lesson?

1. URL for collaborative work2. Two lesson plans with rubric assessments, graphic organizers, and reading comprehension

strategy teaching example (submitted in GoView dropbox)


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Scoring Guide

36-40 Target 95/A

31-35 Target 90/A

29-34 Acceptable 85/B

21-28 Acceptable 80/B

11-20 Unacceptable 70/D

>10 Unacceptable 59/F

*This lesson plan is based on one developed by Judi Moreillon.

http://ls5443.pbworks.com/w/page/11004138/A_4_2
http://ls5443.pbworks.com/w/page/11004138/A_4_2http://ls5443.pbworks.com/w/page/11004138/A_4_2http://ls5443.pbworks.com/w/page/11004138/A_4_2

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