Lesson Makeover Assignment

Sarah Smith
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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:
10th Literature- Preparing to Read

Why does this lesson need a makeover? 10 points

Not interactive or engaging enough. Suggests strategies that split up the
students by comprehension level rather than differentiating the lesson for all
types of learners.

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.

Blendspace.com - to allow the

students to comprehend what is
expected of them in a way that is

I will provide a brief overview of

what I am expecting of the
students by showing a blendspace

http://rubistar.4teachers.org
Students will be able to read and
comprehend poetry and identify
literary aspects such as figurative

Students will identify 4 different

examples of figurative language.
Students will also complete group

Instructional Plan 25 points

language, alliteration, allusions,

similes, and metaphors. Students
will be able to think creatively
when imagining the world of the
poem and create their own
definitions to what the poetry
means to them.
Standard 1. Creativity and
innovation: Teachers use their
knowledge of subject matter,
teaching and learning, and
technology to facilitate
experiences that advance student
learning,
creativity, and innovation in both
face-to-face
and virtual environments.
a. Promote, support, and model
creative
and innovative thinking and
inventiveness
b. Engage students in exploring
real-world issues
and solving authentic problems
using digital
tools and resources
c. Promote student reflection using
collaborative
tools to reveal and clarify students
conceptual
understanding and thinking,
planning, and
creative processes
d. Model collaborative knowledge
construction by
engaging in learning with students,
colleagues,
and others in face-to-face and
virtual environments

projects that will require them to

illustrate a graphic of what they
believe the poet is saying/talking
about.
Students will identify opinions the
poet has on the topic being
discussed.
Students will able to accurately
summarize what the
poem/literature is saying in at least
2-3 sentences.
Finally, students will be able to
exhibit a level of critical-thinking by
explaining in their own words why
they think the poem/literature was
written the way it was. ex: What do
they think inspired the author of
the text to write said text?

http://rubistar.4teachers.org/index.
php?
screen=PrintRubric&rubric_id=257
2258&no_return=1&

engaging and informative.

Apps IMovie or Anitmoto can be
used by students who are creating
a book preview project that I will
assign.
Bookcreater app can help
students illustrate the text
assigned so it gives them a visual
idea of the literature while making
it a fun way to learn.

presentation.
Students will all have the hard
copy of the literary work in front of
them and will then proceed to split
up into assigned groups in order to
discuss the text amongst
themselves and feed off each
others ideas and interpretations of
the work. (the literary work will be
read by popcorning the students
so they all must be following along
as reading the work together is a
class activity).
Students will then decide within
their groups, which form of a
project they want to work on,
either using IMovie, Bookcreater,
or illustrating the literary work by
hand on a large piece of
construction paper.
After the students in their groups
have decided which project they
want to complete, they will all
begin working in class on the
projects and I will assign each
individual student within a group, a
specific job that they must
complete in order to avoid having
only one student doing all the
work.
At the end of either that same
class period or the next time class
meets, the students will all present
their projects of what they believe
the author of the literary work is
illustrating and then as a class we
will all discuss what they have
created.

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
I believe this lesson fits on the Constructive Adaptation level of technology integration and characteristics of the learning environment because I
give the student the opportunity to chose the technology assignment & then use their creative and critical thinking to make it their own while also
molding their understanding of the literary work.My makeover plan is more innovative because I incorporate multiple different technology tools the
students can use and the students have the ability to pick and choose which tools they think work best for them. Instead of having the students
read individually and having them just talk about what they learned from the literary work, I am splitting them up into specific groups of all skill
level and having them engage each other in discussion of the literary work. I am also engaging them by incorporating technology projects that
they can manipulate themselves and have fun with while at the same time making them think critically about the literary work. Giving students the
opportunity to present their projects gives them a sense of responsibility and also helps engage the students they are presenting to. All of the
different projects will introduce multiple interpretations of the literary work and help all of the students understand and analyze the work on a
deeper level.

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