This lesson plan aims to teach Russian students ages 10-19 who are new to the United States and visually impaired about the Fourth of July celebration. The plan involves using a video, sensory boxes, food, and discussion to engage the students. Students will listen to a video, ask questions of another class using Zello, feel items in sensory boxes, eat typical Fourth of July food, and write or discuss what they learned and how it relates personally to them. Their understanding will be evaluated based on group work, questions, a summary, and class participation. The goal is that by the end of the 2 hour class, each student can independently share one thing they learned about the Fourth of July.

1. Bethany Dalyai-Adams ASSURE Assignment CI 350-103 12/8/15
A-Analyze Learners
 Learners’ General Characteristics
o All students are Russian, are new to the United States, and do speak English. The
students range in age from 10 to 19 years. All students are vision impaired to
blind. There are 8 males and 7 females.
S-State Objectives
 The objectives for the instructional unit on the fourth of July:
o Students must share one thing they have learned and expand on its relation to the
Fourth of July with no help from the teacher or peers by the end of the 2 hour
class period.
S-Select Methods, Media, and Materials
 The lesson will begin with the use of a Smart Board to play the Fourth of July overview
video, for the students to listen to.
 Students would use Zello to talk to another class (which would be pre-determined by
another English teacher and myself) to ask questions about American celebration of
independence and the Fourth of July. The other class would also ask questions to my
class about their Russian holiday that is similar to America’s.
 The students will take turns feeling inside the sensory boxes. Each box has either rice,
roman candles (not to be lit), or a plate of fresh cooked hotdog/hamburger, watermelon,
and iced tea/lemonade.
 Typical Fourth of July dishes will be served during a break mid-way through class.

2.  Those who can type/write will write a page long paper on either the computers or
stationary.
 Those who can’t type/write will verbally explain their response to the teacher consisting
of at least 3 main points in relation to his/her chosen topic.
U-Utilize Media and Materials
 Preview/Prepare the materials
o Preview the video that will be played aloud that it is running smoothly and ready
to play without interruptions.
o Check that all paper materials are together and ready to use, check that all the
computers are on and logged into Word.
o Place a roman candle and lighter in a safe place. After sensory box activities, the
teacher will light and then snuff out a roman candle, and allow the class to hear
the action of lighting one, but also the smell they produce after they burn out.
o Check that all sensory boxes are set up
o Check that all food is prepared on time and cooked properly. Be sure the eating
utensils, plates, cups, and condiments are where they need to be.
R-Require Learner Participation
 Individual activities
o At the beginning, after the teacher does the introduction for the lesson, the class
will listen as a video about the Fourth of July is played aloud.
o The student’s will write questions they have about the American celebration of
independence (Fourth of July). Students one by one will get to ask their questions

3. to the other class by using Zello. The two classes will take turns asking and
answering questions.
o Students will be in 3 groups, 5 students per group, with boxes of sensory items.
 Students will be asked to smell the first sensory box and think of what it
might be.
 Every student at each table will be told to grab a handful of rice from the
second sensory box. They will be told to sprinkle it above their heads, and
feel the rice hit their heads. This activity shows the students how fireworks
crackle in the sky when they explode.
 Each table is handed one unlit Roman candle to pass around and feel.
Then the teacher asks the class to be really quiet and listen to the different
sounds they will hear when someone puts off a firework. After it is lit,
snuff the flame out and walk around the class for the students to smell a
firework after it is set off.
o As a class, discus about the important information of the lesson.
o Each table will choose an important fact and share personal relations to the topic.
o Appetizers will be served for taste relation to the Fourth of July.
o Students will share one thing they have learned and expand on its relation to the
Fourth of July with no help from the teacher or peers by the end of the 2 hour
class period.
E-Evaluate and Revise
 The following rating will be used to evaluate students’ understanding the fourth of July.
o Group participation and collaboration (5 points)

4. o Writing questions and answering questions through Zello (10 points)
o Individual summary (15 points)
o Class participation (5 points)
 Evaluation of overall instruction
o At the end of the lesson students must share one thing they have learned and
expand on its relation to the Fourth of July with no help from the teacher or peers
by the end of the 2 hour class period.