Aug 27, 2013
ASSURE Method Assignment
I chose to develop a lesson plan based on the third scenario.
[Teaching Activities of the fourth of July to Russian students that just arrived to the United
States, ages 10 to 19, 15 in total .8 males and 7 females. They are all mildly to severe vision
A Analyze learners
The first thing I would need to learn about my Russian students is whether or not they
spoke English. Gaging their visual impairments by locating medical records and hearing the
testimony of people familiar with the children is the next essential step. With that determined, I
would begin to analyze them on a more individual level. I would try to guage their energy and
attention levels by observing the students when they were together, outside or before class. The
final and least personal form of analysis would be to study the educational practices in Russia.
This would give me a sense of the types of lessons they would recognize.
S State objectives
This is the most straight forward step in the ASSURE method. It simply requires making
inquiries about the standards to which a state holds its students. This can be done by visiting the
local office of the board of education or by asking an official of the institution where the students
would be taught. The only unusual aspect to these inquiries would be to ask whether or not non-
English speaking students are held to ordinary standards.
My objective would be: The fifteen students will discuss, act out, and describe the
activities of the fourth of July with 100% accuracy through the use of audio recordings and
materials designed to aid the visually impaired. This will be accomplished in a week’s time.
S Select Methods, Media, and Materials
At this stage, I would assess the personnel and equipment available. I would particularly
stress the issues of visual impairment and language barriers. The first thing I would hope to find
would be services which could act as translators. Learning basic Russian as well as the key
vocabulary for the lesson could be a tremendous asset in such a case. Braille instructions might
also be helpful. I would search the internet audio recordings that the students could listen to. To
explain fireworks I would use objects of different temperatures and textures to give a sense of
color and movement.
U Utilize Media and Materials
Utilization in this method means to put one’s methods, media, and materials to use. The
key to my lesson would be audio recordings and uncooked rice, pompoms, and objects of
varying temperatures. I would use temperature to explain the concept of color and let the rice
and pompoms illustrate the movement of fireworks. These could give the students the
information that the fourth of July is a celebration and even how fireworks function. This
fundamental knowledge of the fourth of July would prepare them for the immediate effect of the
holiday; in other words, they would be able to recognize it in life. The braille and translations
would be used to explain the historical origin and contemporary importance of the holiday.
R Require Learner Participation
This aspect of the lesson would require the students to communicate verbally to one
another and myself, via a translator. Having the students learn The Star Spangled Banner and
other songs related to the holiday would get them involved in the lesson, interested in the subject,
and introduce them to fundamental English. Finally, the experience of a fourth of July
celebration would bring the ideas discussed in class into real life practice.
E Evaluate and Revise
To evaluate the students’ progress, I would have them write individual accounts of the
lessons, perhaps in a diary or blog which I would follow. I would have the students revise the
lesson themselves. This would be accomplished by breaking them into supervised groups where
they could compare their accounts and create a presentation for the class. I would also revise the
lesson by studying the success or failure of each part of the lesson.