My very first ASSURE lesson plan.

1. A: This lesson is intended for fourth grade students whose age range is 9 to 10 years.
These fourth grade students are of different gender and various race: 11 girls and 9 boys
of which 13 are American, 2 Muslim, 3 Jewish, and 2 African American. Their learning
styles seem to be of the normal variety. Prior knowledge on holiday traditions is
restricted to their cultural background and bias.
S: Given a specific characteristic and tangible object associated with a specific
holiday tradition, each fourth grade student will positively identify, with 98% accuracy,
the culture that tradition comes from in seven days through video presentations, food
association, music, and a skit.
S: Projector: A projector is used to show the fourth graders objects, animals, and
types of food, and music that are connected with these specific types of holiday
traditions. All of these visuals will remain relevant to the objective and will stop at the
appropriate time when it becomes irrelevant.
YouTube: YouTube will be used to present the music and the different types of
food to the fourth grade students to gain more personal insight of the significance of the
tradition to that holiday.
Craft Materials: Students will get the opportunity to create their favorite holiday
tradition’s object with its identifying markers and correct colors.
Video Recorder: The student’s skit will be recorded and uploaded to YouTube so
other people can learn of other culture’s holiday traditions and also for future classes
when learning the same lesson.
U: The projector and YouTube have been previewed and are ready to present to the
class. In order for everyone to see the board, where the projection is directed, the desks
are arranged for easy access and also the speakers are spread out across the room so every
student hears comfortably. The projector is already provided in the room of instruction so
no further steps will be needed. As a result of the use of a projector, not all of the lights
will be in use however it will not be completely dark for the students in order to prevent
straining their eyes. The craft materials are recycled and are appropriate for any holiday
tradition object.
R: Every student will first be asked to provide at least one characteristic, if not more,
associated with American, Muslim, Jewish, and African American holiday traditions in
order to identify whether or not they have retained any knowledge based on the given
material. After giving holiday tradition characteristics, I will then proceed to ask the
significance of that tradition that they gave to the class. If the characteristics and their
significances given are acceptable, then I will give them craft materials to create their
favorite tangible object or animal, from memory, associated with that holiday tradition to
see how accurately they create it.
E: After assessing their progress, students will be put into small groups of 2-3 and be
asked to present to the class a skit of a holiday tradition that is not of their own culture, in
which the other classmates will try to identify that holiday tradition. If their classmates
are not able to correctly identify the tradition, then they must tell or show those

2. classmates who performed the skit what they did wrong or what they needed to
incorporate into their skit for it to become successful. Including this peer feedback helps
the other classmates to completely understand the holiday tradition because of their own
personal experiences.