rubric+for+3.2+LP

**SLIS Students’ Names: Lisa BrackenSquires and Jennifer Rameriz** **URL for Mind-mapping/Brainstorming: []** __ **URL for Deconstruction Graphic Organizer:** __ __ **http://lisabrackensquires.wikispaces.com/graphic+organizer** __ **Reading Comprehension Strategy:** ** Using Sensory Images ** __ **Proficiency Level:** __**__ Emerging **
 * ** Checklist: Classroom-Library Lesson Plan **
 * 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.)
 * Checklist: Shared score (30 possible points)**

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 (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 ||
 * > ** 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
 * > ** X ** || Research-based Instructional Strategies
 * > ** X ** || Research-based Instructional Strategies
 * > ** X ** || Lesson Length
 * > ** 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** ||