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ONLINE LESSON PLAN: ANALYZING AND CITING
Below you will find the online lesson plan I created for my W200 course. The goal of the lesson was to create a lesson that students could complete on their own while incorporating various forms of technology. The lesson is split into 5 categories; engagement, exploration, explanation, application, reflection, and sharing. Each category has its own purpose and aims to connect with various learners. I chose to do my lesson on analyzing text in order to make inferences that are backed up by text evidence. The lesson is meant for 10th graders and can be done as a class or individually.
01
Engage
For the engagement section, I had students watch two videos that introduced them to inferences. I created a Google Jamboard where students answered some introductory level questions about inferences, interpretation, explicit text, and implicit text. The Jamboard allows students to see each other's thoughts and is a refresher for students who may have forgotten what inferences are.
02
Explore
For the explore section students watched two videos; one explained inferences and the other explained how to use text evidence. Then, students chose 2 out of 4 articles to read; one on plagiarism and the other on explicit versus implicit information. Next, I created an Edpuzzle on a video about making inferences. The Edpuzzle ensures that students are actively watching the video and gaining information.
03
Explain
For the explain section, students were given 2 charts that explained what inferences are and are not. They were encouraged to take notes on the charts in order to retain the information. Then, I created a Flippity activity where students organized several sentences based on whether or not they were inferences. The activity allowed students to practice the information they just learned in order to see if they understood it. Next, students copied down a making inferences chart in order to practice further. After, students chose 1 of 3 books in order to practice what they have learned so far. Finally, I created a Screencast video where I reviewed a Googe Jamboard I created and gave tips on how to make inferences. By doing so, students can visually see and hear me go through the process of making inferences.
04
Apply
For the apply section, students completed a Quizizz or Jeopardy activity, then did a Fakebook project. I created the Quizizz and Jeopardy games as a way for students to review the materials they learned and to prepare them for the project. Next, I created a Fakebook example where I made inferences based on how I think a literary character would interact with social media. Then, students were tasked with choosing a character from the book they chose for a previous activity and making their own Fakebook page. Students then answered questions about their page where they had to cite text evidence to justify their interpretation of the character.
05
Reflect
For the reflect section, I created a Google Form for students to complete before the end of the lesson. They answered questions on their understanding of the topics as well as asked any questions they still had. The form acted as an exit ticket so students could have an opportunity to ask for extra clarity or help. This allows students who do not feel comfortable speaking out loud to have an opportunity to ask questions.
06
Share
For the share section, I created a Flipgrid where students could interact with each other. I created several questions for students to reflect on, then tasked them with watching their peers' videos. They then had to respond to several of their peers and assist those with questions or compliment them. This final activity is a final assessment where students can collaborate and help those with the remaining questions. Students can encourage their peers and offer support if they are lost with the topic.
