LP+Deconstruction+Checklist

Deconstruction ** ||
 * ||  || **Checklist: Classroom-Library Lesson Plan

 ||


 * Lesson Plan Deconstruction – A. 3.3 **
 * 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:** Jandi Tyson and Delinda (Kim) Henderson

X || Each partner uses a different color font to indicate her/his contributions to this collaborative assignment. Neither one uses black! || X || Reading Developmental Level || X || Research-based Instructional Strategies Name ones **have used** (None is a possible response.) || X || Research-based Instructional Strategies Name ones **need to learn** (None is a possible response.) || X || Research-based Instructional Strategies Describe ones **need to learn** (None is a possible response.) || X || Lesson Length Questions about the time need to teach the lesson… (at least one) || X || Purpose What is the connection to library teaching environment? || X || Objectives All objectives listed || X || Objectives All **verbs** listed || X || Objectives 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 || 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 || ||
 * URL for Mind-mapping/Brainstorming: __ **
 * Checklist: (Shared score.) **
 * || ** Planning (18 items) ** ||
 * X || Reading Comprehension Strategy: ||
 * || Resources
 * || Resources
 * || Collaboration
 * || Assessment
 * || Assessment
 * || Standards
 * || AASL Indicators
 * || AASL Indicators
 * || ** Implementation (11 Items) ** ||
 * || Motivation
 * || Motivation
 * || Student-friendly Objectives
 * || Student-friendly Objectives
 * || Presentation
 * || Presentation
 * || Student Participation/Practice Procedures
 * || Guided Practice
 * || Closure
 * || Reflection
 * || Extensions
 * || ** 30 possible points – one for each item **

Scoring: Two paragraphs (10 points each) – **Up to** one double-spaced 12-point font page Reflect on the lesson planning you have done in the past. What are your strengths as a curriculum designer? 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.
 * Reflection: Individual score (20 possible points) **
 * Paragraph 1: **
 * Paragraph 2 (or 2 and 3): **


 * File Name: Last Name – Reflection 3.3 **