This is an example ASSURE method plan for a class of Russian students who are visually impaired and trying to learn about Fourth of July activities.

1. ASSURE METHOD
Analyze Learners
My fifteen students are Russian, and are between the ages of 10 and 19. There are eight
males and seven females. All of the students are visually impaired. These students have very
little knowledge and understanding concerning the Fourth of July activities.
State Objectives
My students will explain the history of the Fourth of July by the end of three days with
85% accuracy after listening to an audiotape narrative concerning this day of independence for
America.
My students will construct a list of a typical Fourth of July meal by the end of two days
with 93% accuracy after smelling, touching, and tasting commonly prepared foods for the Fourth
of July celebration.
My students will describe the excitement of a firework show at the end of the school day
with 80% accuracy after listening to the sounds of a major firework production and listening to
the recorded reaction and description of a child’s witness and excitement to fireworks.
Select Methods, Media, and Materials
An audiotape describing the history of the Fourth of July in an exciting narrative will
need to be found. The audiotape should be no more than ten to fifteen minutes and told as an
exciting tale in order to hold the students’ attention. Fifteen individual audiotapes and fifteen
individual Walkman cassette players will need to be bought or rented by the school so that the
students will be able to listen to the audiotape as much as needed to learn the information.
Students will be informed that a lost or broken audiotape or Walkman will result in their having
to pay back the school to replace the said object.
The assistance of the school cooks will be greatly appreciated in preparing typical dishes
found on the Fourth of July for the students. The dishes will include hotdogs with different
toppings, hamburgers, chili, French fries, pulled pork sandwiches, potato salad, potato chips,
watermelon, coconut cream pie, and apple pie with vanilla ice cream, along with sweet tea,
Coca-Cola, and fruit punch. All should be prepared in small portions so that the students will
have a full meal from the collective selections. Food allergies of the students will be thoroughly
looked into before the day of the meal.
An exciting podcast of all the different firework sounds should be found, along with a
podcast of a child’s first reaction and description of the fireworks. The child’s reaction and
description is needed as an adult’s reaction and description will not be as full of life and wonder
as that of a child’s. The child’s reaction and description should hopefully give the students a

2. more accurate account of the magic behind fireworks. A computer and speakers will be needed
to relay the podcasts to the students.
Utilize Media and Materials
The individual audiotapes and Walkmans will allow all students the ability to listen to the
history of the Fourth of July. This extra step is being taken in case some students don’t have
internet to watch a YouTube video or the means for any other technology on their own.
The dishes that will be prepared for the students will act as their lunch for the day. This
activity is a hands-on activity as simply hearing about the food will not impact the students as
significantly as smelling, touching, and tasting it will, especially since the students are visually
impaired. This meal will allow the students to learn part of a tradition while eating tasty food
and acquiring a better knowledge for American eating.
While presenting both podcasts, the students will be allowed to lay on the ground. This
will hopefully enhance the imagination because it will be as if the students are lying in the grass,
watching the fireworks above.
Require Student Participation
The days following the students’ reception of the audiotape and Walkmans, the students
will be allowed to ask any questions on the subject during the designated discussion times for the
history. On the last day, the students will relay their opinions on the narrative and recollections
of similar events in their country’s history during a class discussion.
During the Fourth of July meal, the students will be encouraged to try all the foods and
describe the tastes, smells, in textures in full detail—even for the foods they don’t like! The
students will then be asked to compare and contrast these foods to foods from their own country.
Any questions concerning why these foods are made on this day will be answered at that time.
Once the students have listened to the initial firework sounds from the podcast, there will
be a class discussion on how the sounds made them feel—happy, excited, or even frightened.
They will also be asked to compare these sounds to similar sounds that they are familiar with.
After this, the students will listen to the happy and excited reaction and description of the
fireworks from the child. Another class discussion will take place after this podcast to see if any
of the student’s reactions or feelings have changed concerning the fireworks.
Evaluate and Revise
My students will be observed over the course of three days during the class discussions
concerning their interest, memory, understanding, and overall enthusiasm on the Fourth of July.
Due to their reactions, interests, and understanding, I may make changes to the lesson.