1. Michelle Martin
Monday ASSURE
I. Analyze the Learners: I will be teaching about the Olympics to a 3rd
grade class, 10
boys and 12 girls, 80% white, 15% African-American and 5% Latino. Two of the
students have IEPs for learning disabilities. The students have previously studied
geography of the United States and a few other countries. This unit will build on this
prior knowledge.
II. State the Objectives: My third grade students will identify and write about the change in
the Olympics, past to present, by creating a short timeline and using a storytelling video,
blogs, and a SmartBoard activity by the end of the day with 80% accuracy.
III. Select Methods, Media and Materials: In order to meet the different learning styles in
my room, I will utilize the following methods, media, and materials throughout the
lesson:
a. Digital imaging- I will create a poster that gets students excited about the unit.
b. YouTube Storytelling- Students will utilize a video I created, telling some of the
highlights of the Olympics past to present.
c. Blogs- At the end, I will create a blog with open ended questions about what was
written. The students will access this blog and read it. Once they read it, they will
comment about it below, using evidence from YouTube storytelling video and
personal experience.

2. d. PowerPoint- Students will utilize PowerPoint to create a timeline identifying at
least 5-6 different years or changes that have occurred with the Olympics
mentioned.
e. Facebook- Students will use Facebook as a communication outlet for this day’s
lesson. They can get on there and ask questions about anything they are struggling
with at home. This will only be used if the student does not complete the
PowerPoint in class.
f. Wiki- Students will use this to post their work, creating a portfolio to access later
in the unit and to show to their parents at conferences and during parent teacher
night. Students will also write under each assignment on their wiki, whether they
enjoyed the assignment, learned anything, and whether they would like to do it
again in the future.
g. SmartBoard Activity- I will use a premade timeline created on Smart Exchange to
introduce the topic to students in an interactive visual way. I will leave the
activity up, so that students can go up and find any information they would like to
include in their timeline.
IV. Utilize Media and Materials: Before the lesson, I will check to make sure all electronic
devices are working properly. This check includes the SmartBoard and computers. I will
preview the blog to make sure no inappropriate comments are on there before my
students access it. In addition, I will place the poster and other visual aids in a place that
students can easily see. Materials, such as their independent laptops, will be placed in a
low traffic area, so students can easily access them when needed to create their

3. PowerPoint. The students will be placed in pods, so they can use each other for assistance
throughout the lesson, if necessary. Students will be able to do some additional research
on the Olympics history using a website I provide to them.
V. Require Learner Participation: To grab the students’ attention, I will begin by
displaying the unit poster where all the students can see it. Then, I will begin with a class
discussion, asking the students what kinds of things they think we can talk about with the
Olympics. I will utilize some guiding questions such as: Do you think the Olympics have
always been the same? What are important components of the Olympics? What kinds of
things do athletes need to do to prepare for the games? After we have discussed a little bit
about what we think the unit will be about, students will then watch the storytelling video
that I created. They will fill out a venn diagram, grouping similarities and differences
between the different Olympics that they identified from the video. Then I will go over a
timeline created on Smart Exchange:
http://exchange.smarttech.com/details.html?id=86da8a72-84d4-4dec-84fc-c2ce957cc0cf
After going over the timeline, I will have students add additional facts to their venn
diagrams. Then, as a group, they will discuss what they thought were some major
differences that they want to include on their timeline. Next, the students will get their
laptops from the back of the room, and they will begin working on their PowerPoint
timeline. Once their timeline is created, they will present it to the class. They will post it
on their wiki, as part of their unit portfolio, along with a short reflection about it. For
homework, students will finish any uncompleted work. They will also access the blog I
created for them, and they will post comments about the topic we studied about today. If

4. a student has any questions about how to access the blog or about PowerPoint, they can
contact me or peers via our class Facebook page.
VI. Evaluate and Revise: In order to assess my students, I will do the following:
a. Before- I will observe students response during our discussion about the
Olympics, to gather an understanding of what prior knowledge they have about
the topic. It will give me a better idea of what I need to focus on throughout the
lesson.
b. During- I will walk around the room and ask students questions about the
similarities and differences between the Olympics in the past and the present. I
will also assess during each presentation that each PowerPoint includes at least 5-
6 changes in the Olympics. Another informal assessment will include observation
of the students as we complete the SmartBoard activity and watch the video. I will
check for understanding, by looking at their venn diagrams they did
independently. I will also make sure every student participates in discussion with
their group and the whole class.
c. After- To assess the students after the lesson, I will reference their blog
comments to see if they used any evidence to support their opinion and whether
they gained a true understanding of the subject. I will also check their timelines
for accuracy, in order to see if they met my learning objectives.