ASSURE Lesson Plan 1

1. Your Name: Jessica Swope

2. Date: July 11, 2016
3. Software youll be teaching: WeVideo
4. Title of your lesson: Inferring Poetry using WeVideo
5. ANALYZE LEARNERS STATE WHO YOUR LEARNERS ARE HERE
Sarah, my 25 year old sister
STATE OBJECTIVES (PLEASE USE ACTIVE MEASURABLE VERBS, FOR EXAMPLE, MAYBE
BEGIN

USING WEVIDEO, THE STUDENT WILL CREATE A VIDEO THAT SHOWS HIS OR HER
INFERENCE OF WHAT HAPPENED TO THE FARM IN THE POEM,

ABANDON

FARMHOUSE.

THE STUDENT WILL ADD AT LEAST 4 IMAGES TO THEIR VIDEO THAT RELATES TO
THEIR INFERENCE.

THE STUDENT WILL RECORD THEIR VOICE READING THE POEM ON THEIR VIDEO.

OR THE STUDENT WILL INCORPORATE BACKGROUND MUSIC WITH THE WORDS OF

THE POEM TYPED THROUGHOUT THE VIDEO.

(THE STUDENT WILL CHOOSE WHICH

ONE THEY PREFER FOR THEIR VIDEO CREATION.)

THE STUDENT WILL USE AT LEAST 2 TRANSITIONS IN THEIR VIDEO CREATION.

THE STUDENT WILL IDENTIFY TWO PIECE OF TEXT EVIDENCE FROM THE POEM TO
SUPPORT HIS OR HER INFERENCE.

THE STUDENT WILL CREATE A FOURTH STANZA FROM THE SAME POINT OF VIEW AS

ASSURE Lesson Plan 2

THE POEM DEPICTING THEIR INFERENCE TO WHAT HAPPENED TO THE FARM.

SELECT METHODS, MEDIA & MATERIALS

Methods

Close Reading

Presentation

Media

Abandon Farmhouse poem

WeVideo App downloaded

Materials

Poem

Technology device

Rationale

Students will read the poem individually first to get a sense of what the poem is about. The
poem leaves you hanging about what happened, so building it up as a mystery and not
allowing students to share what they think happened is key. It will help students develop
their own inferences based off the poem.

UTILIZE MATERIALS (HOW WILL YOU USE EACH OF THE ABOVE NOTE EXAMPLES
BELOW)

Preview the Materials

The teacher will prepare questions and vocabulary to identify in the poem for class
discussions throughout the Close Reading portion of the assignment.

The teacher will collect photos and create an example of a WeVideo for students.

Prepare the Materials

The teacher will gather the following materials prior to the start of the lesson:
-

Copies of the poem

Technology device

Prepare the Environment

Have student and teacher copies of the poem available.

Have WeVideo up and running.

Prepare the Learners

ASSURE Lesson Plan 3

Present the poem, Abandon Farmhouse, and ask students to read it silently to
themselves. Ask students to highlight any words that are new to them, or that they are
unsure of.

Read the poem a second time, this time read it out loud while students follow along.
Discuss any highlighted words they have, using context clues or dictionary if needed.
Bring up words or phrases that students didnt highlight, to check for understanding.

For the third and final read, have students read it again, knowing the meaning of all the
words, and make inference of what happened to this farmhouse using evidence from the
text. Students are to write their thoughts at the bottom of the paper, and are instructed not
to share their thoughts with anyone. There is another question about the point of view of
the poem. This ties into students creating their own stanza for the poem. (This is a lesson
that should be taught after students have had practice with the skill of inferring.)

Provide the Learning Experience

Once students have made their inferences, share a familiar poem that has been turned into a
video, such as, https://www.youtube.com/watch?
v=a4l_EQCwzJc&spfreload=10&scrlybrkr=e5c0068f. This will provide students with the
example of how one takes a poem from paper and adds images, sounds, words, etc. to
bring about the mood and tone of the writing.

Share with students that they are going to do the same thing from the video shown. They
will create a fourth stanza to the poem that explains their inference to what happened to the
farm house and then create a video that depicts the mood and tone of the poem. This stanza
must be written from the same point of view as the rest of the poem.

Present the rubric to students.

REQUIRE LEARNER PARTICIPATION (& TEACHING STYLE)

Practice

Walk students through the tools in WeVideo. Everyone is to have WeVideo opened at
the same time. Show students how to download a photo and add it to their storyboard,
everyone downloads the same photo. Show students how to add text, sound, make
clips longer/shorter and record their voice. This is all done together. Students will have
the opportunity to make their own choices of their video creation after learning the
basics of WeVideo.

ASSURE Lesson Plan 4

Feedback

Students will upload their videos to a shared document and will have a viewing day of
each others videos. Students will be able to write a reflection of how the project went
on the back of their rubric before turning in to be graded.

EVALUATE & REVISE

Assessment of Learner Achievement

https://docs.google.com/document/d/1DISyd0oyyoeCgenFlZmlwyZDNDTzwjdcK7uerOb6PQ/edit?usp=sharing (This is the rubric used to grade the

students work.) It is not only grading students on how they use WeVideo, but also if
they can support their inferences with text evidence.)

Evaluation of Instruction

Media & Methods: To assess the value of the media and lesson methods upon student
learning, the teacher needs to reflect on the following questions:

My sister enjoyed being creative with the video editing and special effects available
within WeVideo.

I think this would really excite younger students as it is a new skill, video editing,

that they are being exposed to, but are tying in reading and writing skills too.
Reflection on lesson overall (this area should include your thoughts, comments, ideas, i.e.

Was the lesson successful? Yes, my sister was able to catch on to the basics of
WeVideo quickly. She understood the poem, therefor, my questions and vocabulary Ii
had prepared were not needed.

What did the students think of the lesson? My sister enjoyed the lesson. She liked
being able to create her own stanza, and then put it into a video.

What did you think of the lesson? I thought the lesson went well, although there are
things I would go further in depth with my students. For example, I would make sure
my students are quoting their text evidence and explaining how it relates to their
thinking. There is some big vocabulary in there for students, so I want to make sure
my students fully understand each part of the poem before making an inference.

Would you change anything for the next time you teach/instruct this lesson, i.e.)

ASSURE Lesson Plan 5

Something I will do different is to make sure that all of the students have their own
computer. When going through this lesson with my sister, we used one computer. It
worked okay with just one student, but in my classroom of 20+ students, each kid
having their own device would be important when walking through the basics of
WeVideo.
Artifacts:
https://docs.google.com/document/d/1k2Lsq2CTGP-I9nRb3hipZYWEMGRGMrDgm2ajDT87lw/edit?usp=sharing (Worksheet)
https://www.wevideo.com/view/710178374

(Video creation)

** This plan modeled after the ASSURE Format as found in Smaldino, Russell, Heinich, & Molenda (2005).