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Lesson Makeover Assignment

Abbie Faith
Click on File/Make a Copy and save this document with the title FirstName LastName Lesson Makeover
Select a lesson from the provided Teacher Edition Lesson Plans. Transform your chosen lesson thoroughly into one that effectively
integrates technology, engages students, and differentiates for all types of learners. The bolded percentages indicate the weight of how
that portion will be graded. Use this Assessment Rubric to help guide your lesson makeover.
Grade/Subject/Title of Lesson:
4th Grade/ Reading/ I think that...

Why does this lesson need a makeover? 10 points


This lesson is worksheet based and very dull so it needs to be changed.

Objectives 15 points
Clearly articulate exactly what
students will know and be able to
do because of participating in this
lesson. List the appropriate OAS
and ISTE standards associated
with the lesson as you plan to
teach it.

Assessment 15 points
List and explain the formative &
summative evidence they will
show you to demonstrate mastery
of the concept/knowledge/skill.
Use Rubistar (or any other tool) to
create your rubric and copy and
paste to the bottom of this
document.

Resources 10 points
List all resources you will need to
make this lesson happen.
(list specific websites, apps,
books, technology tools, etc.)

Describe in great detail what the


students and teachers will be
doing in the time frame for the
lesson. A substitute teacher should
have all the details they need to
pick up this instructional plan and
teach the lesson for you. Be sure
to describe how the students will
be using technology throughout
the lesson.

Introduction video:
http://www.watchknowlearn.org/Vi
deo.aspx?
VideoID=40256&CategoryID=1051

To begin the lesson students will


watch the short video that
introduces inferring in the form of
a video. (2 min)
After the video, the teacher will

http://rubistar.4teachers.org
Students will be able to make
inferences about what they are
reading by using context clues and
things they already know.

Students will be assessed using


formative and summative
assessments. Of course the end
goal is to ensure students can
make inferences from what they

Instructional Plan 25 points

OAS Standard: 2. Inferences and have read, but by having them


practice and write out their thought
Interpretation
process will better help me gage
a. Use prior knowledge and
experience to make inferences where they are at with inferring.
I will walk around the room as
and support them with
students are completing their
information presented in text.
inference sheets as well to
informally assess them.
b. Make interpretations and
Rubric attached at the bottom.

draw conclusions from fiction


and nonfiction text beyond
personal experience.

c. Make inferences and draw


conclusions about characters
qualities and actions (i.e.,
based on knowledge of plot,
setting, characters motives,
characters appearances, and
other characters responses to
a character).
*d. Participate in creative
responses to text (i.e., art,
drama, and oral presentation).
ISTE Standard:
1:C. Promote student reflection
using collaborative tools to reveal
and clarify students conceptual
understanding and thinking,
planning, and creative processes

PBS Detective Inferring game:


http://www.pbslearningmedia.org/r
esource/psu11la.reading.brrdet/blu
e-ribbon-readers-the-detectivesnotebook-game/
Online book; A Bad Case of
Stripes by David Shannon
http://www.storylineonline.net/abad-case-of-stripes/
Ipad to type their What I Already
Know Facts From the Story and
their Inference

give the students time to


brainstorm what they believe is
bigger than alexander. The
teacher will prompt the students to
think back on the video (potentially
play it again) and gather facts from
the story and think about what
they already know about
classrooms and the people around
them. Once the students have
been given sufficient time to talk
together about their inference, the
teacher will lead them into the
PBS Inferring game. (10 min)
The teacher should instruct their
students to get out their iPads and
follow the link that will be posted.
Once all of the students get to the
link, the teacher will then model
the game on the SmartBoard for
students to watch. After a few
minutes of showing the game, the
students should begin to play and
make it through most if not all of it.
The teacher should walk around
the room while the students play
the game and aid them if need be.
(25 min)
Finally, students will listen to A Bad
Case of Stripes by David
Shannon. Students will be
instructed to make a chart on their
iPads (it can look however they
wish) but it must have a space for
them to write What I Already
Know
Facts About the Story and finally
My Inference
Teacher should model a chart for

students to see before they are


given time to construct their own.
After the charts are complete,
begin the story. About every two
pages the teacher should pause
the reading so students have time
to jot down what they already
know, facts from the story and the
inference they make from these
things. The teacher may model an
example the first one so students
have a clear idea of what they are
doing. This portion of the lesson
can be broken up into several
days if need be. (15 min)

Look back at the TIM model and explain where this lesson fits based on the level of technology integration and characteristics of the learning
environment. Explain how your makeover plan is a more innovative, differentiated lesson that integrates technology and thoroughly engages
your students? 25 points
This lesson best fits into the Goal Directed characteristic of the learning environment. The students will be receiving guidance from the technology
in the introduction, be given time to interact with the technology, and will have the opportunity to design their own version of an inference chart. By
integrating the technology into the lesson in the form of a video, interactive game, and read-aloud story, students are more engaged as well as
getting more comfortable with using technology in the classroom everyday. By playing the video in the beginning and then having students
discuss what they saw, the students are beginning to think of technology as more of a tool for them to use as opposed to a fun treat. The game
they will play on their iPads will aid even more in the thought of technology being just another tool they use to help them learn something new.
Students will be engaged in the game because it is fun and very interactive while teaching them more about inferring. All in all I believe this lesson
to be very innovative as well as engaging.

When completed, share this document with your instructor; be sure to give them the ability to edit the document.

RubiStar

Rubric Made Using:


RubiStar ( http://rubistar.4teachers.org )

Reading - Analyzing Information : Making Interpretations

Teacher Name: Abbie Faith


Student Name:

________________________________________

CATEGORY

Identifies
important
information

Student lists all the


main points of the
article without
having the article in
front of him/her.

The student lists all


the main points, but
uses the article for
reference.

The student lists all


but one of the main
points, using the
article for reference.
S/he does not
highlight any
unimportant points.

The student cannot


important
information with
accuracy.

Identifies details

Student recalls
several details for
each main point
without referring to
the article.

Student recalls
several details for
each main point, but
needs to refer to the
article, occasionally.

Student is able to
locate most of the
details when
looking at the
article.

Student cannot
locate details with
accuracy.

Identifies facts

Student accurately
locates at least 5
facts in the article
and gives a clear
explanation of why
these are facts,
rather than
opinions.

Student accurately
locates 4 facts in the
article and gives a
reasonable
explanation of why
they are facts, rather
than opinions.

Student accurately
locates 4 facts in
the article.
Explanation is weak.

Student has
difficulty locating
facts in an article.

Identifies
opinions

Student accurately
locates at least 5
opinions in the
article and gives a
clear explanation of
why these are
opinions, rather
than facts.

Student accurately
locates at least 4
opinions in the
article and gives a
reasonable
explanation of why
these are opinions,
rather than facts.

Student accurately
locates at least 4
opinions in the
article. Explanation
is weak.

Student has
difficulty locating
opinions in an
article.