An assignment centered around the assure method was given at the begging of the semester for Marshall University's CI355 course. We were to improve that assignment implementing new tools we have discovered throughout the course at the end of the semester. This is the updated version.

1. - Haylee Franklin
12/6/15
CI350-201
Blanco
ASSURE Method Assignment
I will be teaching Holiday traditions to 4th graders. There are 20 students 11 girls,
and 9 boys. There are 2 Muslims, 3 Jewish and 2 African Americans.
A- Analyze Learners
The students in this class are diverse, therefore multiple religious Holidays
need to be studied. All students are around the same age of 10-11 years old.
The class is split pretty evenly by gender, therefore the biggest differences in
these children will be culturally and involving learning styles. It is imperative to
cover multiple learning styles so everyone is included.
S- State Objectives
Students will be able to demonstrate their understanding of four end-of-
the-year Holiday traditions at 100% after 1 week by using various web sources,
learning and reciting songs for each culture, small, informal presentations, creating
crafts, and participating in small evaluations.
S- Select Methods, Media, and Material
The students have access to computers, an overhead, printed coloring pages,
arts and crafts materials, and much more. In order to obtain a multi-media approach,

2. most of these will be included in the lesson. They will view pictures on the overhead,
many videos on the computer, various web sites and web tools will be used, music
played aloud in class, examples of Holiday objects will be passed around, etc.
U-Utilize Media and Material
As the teacher, I will come in to class with a clear understanding of what
the class will be expected to learn and they will be informed of those expectations
before the lesson begins. After a short introduction to the class, a more involved one
begins with the students teaching the class about their own Holidays. The classroom
will be prepared at the start of the first class.
This is a one-week lesson. The introduction will begin with a few quick questions
to spark the class’s interest. They then will begin each of the next four days, Monday
through Thursday, learning about each holiday represented in the class-- Eid Al-Fitr
and Eid Al-Adha for the Muslim children, Christmas for the Christian children,
Kwanzaa to represent African American holidays, and Hanukkah to represent
Jewish Holidays. The students will work in small groups stationed around the room.
They will do a webquest at one station, watch youtube videos on each day’s
particular holiday on the smartboard at the next, they will color pages representing
the holiday and have objects like a menorah, a dreidel, etc., from things I, as the
teacher, have collected over time, so the students can get a hands on experience.
The next station will learn songs of each culture. I will be walking around the room at
all times, observing and asking questions and learning where the students stand.

3. Each day will be wrapped up with an open discussion. I will steer the student’s
conversation as they discuss what they have learned—students learn best from their
peers after all. We will review each day as a group and I will continue formative
assessment and reiterating information it appears students may have missed out on
as the class wraps up. They should reach at least 80% accuracy on each holiday on
it’s assigned day. The students will feel self-motivated by the set-up of the classroom
and should be well-receiving.
On Friday, the students will be split into four groups of five children—one group
for each Holiday. They will put together informal presentations using a web source
like powerpoint or prezi, or if they prefer a more hands-on approach rather than
technological, they can make their presentation out of materials in the room and/or
use the white board. They will be told ahead of time that they will be evaluated by
not only the teacher but their peers, to motivate them even more and push students
in the audience to pay attention and learn more from their peers. By the end of this
last day, most students should be showing 100% accuracy on the information they
are expected to understand at the end of the week and each student should pass
R- Require Learner Participation
Participation is required from the start, as the unit begins with questions
involving what the students already know and then moving to the stations where
they will work with their groups of on their own to discover information.
E- Evaluate and Revise

4. The students are being evaluated somewhat daily throughout the entire class so
learning styles can be observed and modifications can quickly be made. Keeping up
with where the class stands ensures the best results. There will be multiple types of
evaluations before the final at the end of the week, daily informal and one formal.