Checklist+for+Lesson+Plan+Deconstruction


 * 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.)

Shari Blount Sheila DeLattre-Carter
 * SLIS Students’ Names: **


 * URL for Mind-mapping/Brainstorming: **


 * Checklist: (Shared score.)**

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 || 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 ||
 * 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: Using Background Knowledge ||
 * X || Reading Developmental Level: Advancing, Grades 2-3 ||
 * X || Research-based Instructional Strategies
 * X || Research-based Instructional Strategies
 * X || Research-based Instructional Strategies
 * X || Lesson Length: 3 sessions
 * X || Purpose
 * X || Objectives
 * X || Objectives
 * X || Objectives
 * X || Resources
 * X || Resources
 * X || Collaboration
 * X || Assessment
 * X || Assessment
 * X || Standards
 * X || AASL Indicators
 * X || AASL Indicators
 * || **Implementation (11 Items)** ||
 * X || Motivation
 * X || Motivation
 * X || Student-friendly Objectives
 * X || Student-friendly Objectives
 * X || Presentation
 * X || Presentation
 * X || Student Participation/Practice Procedures
 * X || Guided Practice
 * X || Closure
 * X || Reflection
 * X || 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**