A.3.1+Checklist

(For our own reference and self-assessment)


 * Lesson Plan Deconstruction – A.3.1**


 * 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:**


 * URL for Mind-mapping/Brainstorming:**
 * URL for Deconstruction Graphic Organizer:**
 * Reading Comprehension Strategy:**
 * Proficiency Level:**
 * Checklist: Shared score (30 possible points)**

Jamie is green || Each partner uses a different color font to indicate her/his contributions to this collaborative assignment. **Name which person is using which color.** Neither one uses black! **(1 Point)** || Name ones **have used** (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 (including reading) || 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 ||
 * Megan is blue
 * || **Planning (18 items)** ||
 * || Reading Comprehension Strategy: ||
 * || Reading Developmental Level ||
 * || Completely cite AASL Indicator(s) that Align with the Reading Comprehension Strategy ||
 * || Research-based Instructional Strategies
 * || Research-based Instructional Strategies
 * Name and describe** ones **need to learn** (None is a possible response.) ||
 * || Lesson Length
 * || Purpose
 * || Objectives
 * || Objectives
 * || Objectives
 * || 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** ||
 * || **20 possible individual points** ||
 * || **Total Points (50 possible)** ||


 * Reflection: Individual score (20 possible points)**


 * Formatting: One** double-spaced 12-point font page

Reflect on lesson design. What are your strengths as a curriculum designer? What did you learn about lesson design from this assignment?
 * Paragraphs 1 and 2: (10 Points)**

Reflect on your experience of collaborating with your partner.
 * Paragraph 3: (10 Points)**


 * File Name: Last Name_A.3.2_Rubric**