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Lesson Makeover Assignment

Olivia Wehmuller
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/Making Inferences

Why does this lesson need a makeover? 10 points


This lesson is not very interactive. The students are working with the teacher to
complete the chart organizer about inferences, but that is all of the interaction the
students are receiving. Technology should be incorporated in this lesson. This is
a good base for a lesson, but lesson needs to be more interactive and engaging.

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.

Tales of a Fourth Grade Nothing


by Judy Blume

Before the lesson begins, ask


students what they about about

http://rubistar.4teachers.org
Students will be able to use prior
knowledge to make inferences

Group Discussion and


Participation Rubric:

Instructional Plan 25 points

about the text. Students will also


use an interactive KWL Chart to
show what they know, what they
wonder, and what they have
learned. Students will be split into
groups to discuss the KWL points
together.
OAS Standards
Standard 3:
Comprehension/Critical Literacy The student will interact with the
words
and concepts in a text to construct
an appropriate meaning.
1. Literal Understanding
a. Use prereading strategies
independently to preview, activate
prior knowledge, predict
content of text, formulate
questions that might be answered
in the text,
establish and adjust purposes for
reading (e.g., to find out, to
understand, to
enjoy, to solve problems).
2. Inferences and Interpretation
a. Use prior knowledge and
experience to make inferences
and support them
with information presented in text.
b. Make interpretations and draw
conclusions from fiction and
nonfiction text
beyond personal experience.
c. Make inferences and draw
conclusions about characters

http://rubistar.4teachers.org/index.
php?ts=1445011285
-Students will grade each student
in their reading group on how they
participated in the discussion.
Individual Rubric:
http://rubistar.4teachers.org/index.
php?ts=1445011350
-Students will be individually
graded by the teacher to see how
well they comprehended and
inferred the text.

inferencing, if anything. There will


be a blank page on the
SMARTBoard to write down
students ideas. After this short
discussion, we will watch the
YouTube video about making
Students will need a piece of
inferences. Students will then read
paper and writing utensil to jot
in their seating groups (Chapter 1).
down ideas.
They can decide how to split up
the reading within their groups.
Watch:
Students will be stay in groups to
https://www.youtube.com/watch?
discuss the KWL points together.
v=to30AJm2epQ&noredirect=1
Once discussions have slowed
-On SMART Board
down, we will then come back
-This video shows and defines
together as a whole class and
what inferencing is in a simple way discuss what each group has
for students to understand.
come up with. Each group will then
come to the KWL Chart on the
SMART Board and write the points
they have discussed. I will also
have the class discuss if they have
had any personal experiences that
relate to the story. As long as
students are discussing the text,
the KWL Chart, or personal
experience related to the text, they
are free to talk. it should not take
long for the students to read
chapter one. most of the time
allotted will be allowed for
discussion.
SMART Board:
-Blank page for ideas about what
inferencing means
-KWL Chart will be on this

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 Standards
1. Creativity and innovation
Students demonstrate creative
thinking, construct knowledge, and
develop innovative products and
processes using technology. a.
Apply existing knowledge to
generate new ideas, products, or
processes b. Create original works
as a means of personal or group
expression c. Use models and
simulations to explore complex
systems and issues d. Identify
trends and forecast possibilities
2. Communication and
collaboration Students use digital
media and environments to
communicate and work
collaboratively, including at a
distance, to support individual
learning and contribute to the
learning of others. a. Interact,
collaborate, and publish with
peers, experts, or others
employing a variety of digital
environments and media b.

Communicate information and


ideas effectively to multiple
audiences using a variety of media
and formats c. Develop cultural
understanding and global
awareness by engaging with
learners of other cultures d.
Contribute to project teams to
produce original works or solve
problems
3.Research and information
fluency Students apply digital tools
to gather, evaluate, and use
information. a. Plan strategies to
guide inquiry b. Locate, organize,
analyze, evaluate, synthesize, and
ethically use information from a
variety of sources and media c.
Evaluate and select information
sources and digital tools based on
the appropriateness to specific
tasks d. Process data and report
results
4. Critical thinking, problem
solving, and decision making
Students use critical thinking skills
to plan and conduct research,
manage projects, solve problems,
and make informed decisions
using appropriate digital tools and
resources. a. Identify and define
authentic problems and significant
questions for investigation b. Plan
and manage activities to develop a
solution or complete a project c.
Collect and analyze data to

identify solutions and/or make


informed decisions d. Use multiple
processes and diverse
perspectives to explore alternative
solutions iste.org/standards
5. Digital citizenship Students
understand human, cultural, and
societal issues related to
technology and practice legal and
ethical behavior. a. Advocate and
practice safe, legal, and
responsible use of information and
technology b. Exhibit a positive
attitude toward using technology
that supports collaboration,
learning, and productivity c.
Demonstrate personal
responsibility for lifelong learning
d. Exhibit leadership for digital
citizenship.
6. Technology operations and
concepts Students demonstrate a
sound understanding of
technology concepts, systems,
and operations. a. Understand and
use technology systems b. Select
and use applications effectively
and productively c. Troubleshoot
systems and applications d.
Transfer current knowledge to
learning of new technologies

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
The original lesson plan involved no use of technology. This new lesson plan has interactive technology (KWL Chart, YouTube Video). The new
lesson plan involves group reading and discussion. When the group discussion is over, there is also whole group discussion. This is a simple, yet
engaging lesson because it interacts with the students and gets them involved. I love the group work and discussion time because they will be
able to bounce ideas off each other and form opinions as well as look at facts.

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

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