Rubric_3.2_LP_Deconstructing

Christina's Contribution **for unknown reasons, I cannot put pink X's on the checklist. If there are two green x's one of them is mine and there is a black x, it is mine.** Checklist: Classroom-Library Lesson Plan
 * Stacy's Contribution - when adding my "X" to the mix, the color would either change all to green (including text) or stay black. If there are 2 "X" marks, we both contributed. **

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: Christina Painter and Stacy Lambert URL for Mind-mapping/Brainstorming: http://lambertgotlib.wikispaces.com/Mind_Mapping_Discussion URL for Deconstruction Graphic Organizer: http://lambertgotlib.wikispaces.com/Graphic_Organizer Reading Comprehension Strategy: Questioning Proficiency Level: Emerging (kinder-1st grade) Checklist: Shared score (30 possible points)

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.”) || X || ﻿ Resources Formats and/or genres listed || X || ﻿ Resources Technology tools listed || X || Collaboration Narrative about specific benefits || X || ﻿ ﻿Assessment Name assessment strategies/tools || X || ﻿ Assessment Name opportunities for student self-assessment || X || Standards Content areas addressed (including reading) || X || AASL Indicators Indicator numbers || X || AASL Indicators Indicator language || X || Motivation Narrative about effectiveness || X || Motivation Other idea(s) for motivation for this lesson || X || Student-friendly Objectives Example of compatible with instructional level || X || Student-friendly Objectives Example terms that may need to be taught || X || Presentation Narrative description of the modeling || X || Presentation Narrative about specific benefits || X || Student Participation/Practice Procedures Example of clear directions || X || Guided Practice Narrative about specific benefits || X || Closure Narrative about students’ active participation || X || Reflection Relationship to learning objectives || X || Extensions Describe at least one ||
 * X || Each partner uses a different color font to indicate her/his contributions to this collaborative assignment. Neither one uses black! ||
 * || Planning (18 items) ||
 * X ||   ﻿ ﻿ ﻿ ﻿ Reading Comprehension Strategy: ||
 * X || Reading Developmental Level ||
 * X || ﻿ ﻿﻿﻿Research-based Instructional Strategies
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 * || Implementation (11 Items) ||
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 * || 30 possible points – one for each item ||