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ASSURE Lesson Plan

ASSURE Lesson Plan






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    ASSURE Lesson Plan ASSURE Lesson Plan Document Transcript

    • Kristin Hayes CI 350 ASSURE Lesson Plan 1/23/14 Analyze Learners General Characteristics This lesson is designed for fourth grade students. There are twenty students, and the female students outnumber the male students. While none of the students have a learning disability, there is a religiously diverse classroom present here. Two students practice Islam, and three students practice Judaism while the remaining fifteen students adhere to Protestantism. In addition, there are two African-American students present in the classroom. The majority, however, are middle class Caucasian students. Despite the heterogeneous makeup of the classroom, the students generally get along and practice respect for one another, but the students can get rowdy when they feel they are not being challenged. Entry Competencies The fourth grade students have mastered the following: 1. Typing a minimum of ten words per minute 2. Utilizing bookmarked search engines to find information on a topic with teacher’s assistance 3. Conducting an oral presentation both alone and with classmates 4. Locating information in the school library with resources such as encyclopedias, atlases, and magazines 5. Reading on a basic comprehension level Learning Styles The students have a lot of energy and a desire to learn through kinesthetic learning, but most of the students are auditory or visual learners. However, if the students complete class work such as textbook or worksheet problems that they feel are not challenging, learning disruptions will occur. Constantly changing and manipulating the curriculum as well as implementing small pieces of each learning style into the lesson helps to keep the students on their toes. Building excitement for the content through media often keeps the students engaged in the coursework as well. Also, relating the
    • material to the students’ personal lives helps pique individual interest in the classroom. State objectives Select methods, media, and materials These are the objectives for the lesson: Students will name the five major holiday celebrations (Christmas, Chanukah, Kwanzaa, Las Posadas, and Ramadan) celebrated around the world in December through lectures and inclass videos at the end of the unit with 100% accuracy. Given a blank world map, students will locate and identify the countries that celebrate each of the holidays through lectures, videos, and an in-class map game by the end of the unit with 100% accuracy. Students will describe the origin stories as well as the basic traditions of each of the five major holidays through in-class lectures and watching videos of traditions such as song and dance at the end of the unit with 100% accuracy. Students will practice greater competence in researching the Internet independently in the school computer lab at the end of the unit with 100% accuracy. Students will compose and present a small speech on the holiday that is chosen for his or her group using in class research time at the end of the unit with 100% accuracy. The method of instruction I will use is whole group instruction alongside small-groups. Students will receive instruction on the December holidays together, but they will work in small-groups of four to research for a group presentation. These are the materials I will use: Flip Chart. At the beginning of the unit, the students will participate in a class discussion which will help to complete a KWL chart the teacher will make. This will not only be a good warm up activity for the students, but this will also give the teacher a clearer idea of what the students already know.
    • Utilize media and materials Maps. Students will use large sized maps to locate the countries that celebrate each holiday discussed in class. The students will also play a map game where I will state a holiday tradition, and the student must identify one country that practices the tradition on the map. The maps are property of the school, and I have checked them out of the Resource Center for the duration of the unit. Computers. Students will complete activities in the school computer lab such as completing research on the holiday that is assigned to them. I have reserved designated times for the class to use the computers. I will also use my personal computer to show videos and pictures in order to appeal to both visual and auditory learners. Projector. I will use the projector to show videos and pictures in class. The classroom already has a projector; therefore, projecting the media onto the board will be the most efficient way to show these mediums. Video camera. The students will be videotaped while they present their speeches in order to provide direct feedback. Groups will be assigned a meeting time with the teacher to watch the video as well as be evaluated by the teacher and the students themselves. The teacher will reserve the video camera from the school’s Resource Center. Preview the Materials The teacher previewed the videos and pictures to ensure that they were appropriate for instruction. Prepare the Materials The teacher first draws the basic outline for the KWL flip chart. She then collects the items she loaned from the school’s Resource Center including the video camera and the maps. Next, she checks to make sure that the projector and computer are in working condition for
    • the following day. Finally, the teacher speaks with the school librarian to ensure her classes still have the computer lab reserved for the designated days. Prepare the Environment The teacher will arrange the seats in a U shape so that the students will be able to look to the board to observe media as well as one another during classroom discussion. Also, the center of the U will make a good area of students to participate in kinesthetic activities. The teacher’s podium has been moved out of the front of the classroom so students can see the board and other materials. The flip chart and map will be on opposite sides of the room. The flip chart has also been placed at the front of the room to the left of the board because the teacher is right handed and will need to write. The maps are to the right of the board. On the days the students go to the computer lab, the students will be divided into the designated groups. Most small-group work will be completed in the computer lab. All of the equipment needed to show media such as the projector and video camera has been tested and is in working condition for instruction. Prepare the Learners The teacher will introduce the unit and explain specific objectives of the unit as well as the different activities the teacher will be asking the students to complete. The students will also be made aware of any formal and informal evaluations and upon what criteria they will be graded on during these. A time for questions will follow to ensure understanding. Provide the Learning Experience General Techniques. The screen which media will be projected onto is a part of the white board in the center of
    • Require student participation classroom. The teacher will have a desk alongside the students in the middle of the U shape of the desks where her computer and projector will rest. If the desk was in the actual middle of the students, the teacher’s back would be to some of the students which is not good for learning. The flip chart is to the left of the board. Projector. The projector will only be on when the teacher is showing a video or a picture otherwise the students may become distracted. The teacher will also use a pointer and turn off the lights to help the students better see the media. Flip Chart. The writing on the flip chart is in large black letters in order for all students to properly see and read the chart. Because this is a visual aid, the lights must be on during presentation, and the teacher must not block the view of the flip chart while discussing it with the students. Video. While shooting the video, the teacher must keep the lights on to provide adequate lighting. The classroom must also be quiet in order to hear the presentations. Maps. The maps must be presented in a location that all students can see which is to the right of the board in this case. The lights must also be left on in order to see the details of the map. The teacher will use a pointer to point out specific countries to the students during the presentation. Large Group Activities The teacher will begin by asking the students to share any of the holiday traditions that they celebrate with their family. After that discussion, the teacher introduces the five holidays being discussed throughout the unit and introduces the three statements associated with the KWL Chart—“What I Know, What I Want to Know, What I Learned”. The teacher will then begin lecturing where she incorporates videos and pictures to help teach the holidays
    • to the students. Two of the videos are interactive, meaning they ask the children to sing and/or dance with traditional songs from some of the holidays discussed. The teacher will also teach the students the locations of the countries that celebrate each holiday on a large map. The students will then play a map game to help them become familiar with the geographical locations of the holidays celebrated. The Large Group Activities will span over a five day period. Evaluate and Revise Small-Group Activities The teacher will split the classroom into groups of four for the small-group activities. Students will have three days to conduct research alongside his or her group for the presentation. While the teacher will demonstrate an outline for students to construct their speeches, the students can be creative because they have previously been made aware of the evaluation process and criterion for the assignment. On the fourth day, the students will meet with their group to prepare for the presentation the following day. The students are advised to do a mock trial of their speeches to ensure success the next day. The final day of the unit the students will present their group projects to the class, and the teacher will record the presentations with a video camera. The teacher will spend the weekend evaluating the students’ presentations. On Monday, the teacher will individually meet with the student groups to provide and receive feedback about the unit. Assessment of Learner Achievement Students will be evaluated on whether they met the objectives outlined above. The material learned in large group activities act as a base knowledge to the student’s personal and smallgroup research. The objectives will be tested by the evaluation of the student group research presentations because the criteria for this evaluation is directly reflected in the objectives.
    • Content (50 points) Did your group include the common names associated with the holiday? Did your group identify the countries that celebrate the holiday on the map? Did your group explain the origin story of the holiday? Did your group explain the cultural traditions associated with the holiday? Research (25 points) Did you consult Internet sources to collect the data information? Did you use trustworthy websites such as those ending in .gov while conducting research? Did you organize your research alongside of your group’s research appropriately? Presentation (25 points) Did your group include all of the content required? Did your group speak loudly and clearly so all of your classmates could hear you? Did your group take turns presenting the material so that all group members were involved? Evaluation of Media and Methods The media and materials were all free and either previously owned or rented from the school’s Resource Center. This makes the unit very efficient in terms of the costs of resources. Student feedback was frequently utilized as a tool of evaluation of the media and methods. The teacher observed student reactions during the media presentations and wrote them down in a journal to refer to during the revision process. After the large group instruction was completed, the teacher conducted the first informal evaluation. The students were given a short survey about the media they encountered during the first part of the unit. The survey was composed of Likert scale
    • questions as well as a few open response questions. The second informal evaluation was given after the presentations were complete, and the teacher met with the student groups. Students were first personally interviewed by the teacher to determine any struggles or successes they encountered during the unit. The students were also given an evaluation worksheet to assess one’s group. This was anonymous and only contained the number of the group in the top right corner. This ensures that the students can speak honestly about his or her experience with the group to guarantee a fair experience for all. Evaluation for Overall Instruction The teacher gathers the formal evaluations from the unit and calculates the student’s average. However, this is only the feedback from the formal evaluation. The teacher also uses the informal evaluations (such as observations made) to decide on what changes need to be made to the lesson plan. The teacher is most interested in the clarity of the objectives and whether the students were successful with these. Also, the informal evaluations will help the teacher draw a conclusion on whether the students enjoyed the media and activities in the unit.