1) The document outlines a month-long plan to teach students the 12 months of the year through various engaging activities. 2) Groups of students will color pictures of different seasons and match months to the appropriate season using Velcro. 3) Throughout the month, students will review months through a song, video, and rotating through different seasonal grouping activities. 4) At the end of the month, students can demonstrate their learning through singing, grouping, or reciting the 12 months.

1. Jacqueline Morgan
September 24, 2015
CI 350
Assure Method: Teaching all the Months in a Year
A- The learners in the classroom are very diverse in their ability to learn and may require
specific accommodations because of their ADHD. They may learn best in groups where the
exercises do not require a strenuous amount of time in a place where the students can move
around the classroom and showcase their knowledge. Prior knowledge is probably below
average, they may have heard of months before but do not understand the order or what they
necessarily mean to us as people. We are going to assume they have little back ground
knowledge of months and start from the very basics. If students are catching on faster than
expected we will move on knowing they have built some prior knowledge on their own.
S- The students will recite the months in a year in order and be able to distinguish them by
pairing months with the seasons after watching a video, listening and singing a song, and
categorizing the months by different seasons using coloring and Velcro visuals 90 percent of the
time after a month of intense instruction one day a week for 2 hours.
S- For selecting methods of teaching this content I will use many variations of techniques with
exposure to the new material so each student can learn the way they learn best. My methods
involve group activities, coloring, singing, watching, and listening, most every sense will be
targeted by each student. Because I have a lot of different methods, it will require a lot of
materials as well. Materials will consist of print outs of seasons in visual formats that can be
colored because each season will look a different way. I will need a projector screen to show the
students the song that I want them to listen and sing. The projector will also be used for the
video. I will need Velcro strips and cut outs of the months that I will make so students can take
the months a stick months to the proper season without “making mistakes.”
U- Before the students enter my classroom, I will make sure that the projector/computer is
working for the day and that I can pull up the media format that I desire in order to show my
class. I will also make sure I have enough crayons with certain colors so everyone can color
along with enough coloring pages for each season. I will have a couple sets of months so that if
one breaks or gets lost we will have enough to go around the room with Velcro attached to it. I
will already have most of the materials laid out on the desks for the sake of time and the desks
will be arranged into groups. I will make sure that not all of the ADHD students are sitting
together, but are spread out among the classroom.When the students enter the classroom, I will
first show them an introductory video explaining all the months that make up a year. Answer any
questions if raised. Next, I will assign them into four groups and each will get a season, they will
each be assigned a paper they have to color once I explain what each season looks like with a

2. discussion of asking them what they think winter, summer, or fall looks like to them. To test
their prior knowledge, I will hold up a month and ask the class what season they think that
particular month falls in. Then I will ask each group to Velcro what months they think fits best
with the season they were given. Once each group is finished, I will then ask them to post their
posters onto the white board with magnets. We will proceed to go ever each poster and make any
corrections if needed and explain to the class why. We would then all sit down back into our
seats and I would show them the song that I wanted them to learn. I would break it down into
versus and sing it first and then ask them to repeat after me. Once we got it down, we would sing
the song all together, pointing out the most important parts of the song. Since instruction would
be over the course of a month, each time we would review months, the groups would get
different seasons than what they had before so each student will be exposed to a different
category of season and months.
R- Class participation will be required through out all of my activities because I expect each
student to contribute to their groups as well as listen and sing the song I have provided for the
class. Participation will not be graded but I will be asking questions to the class during the
activities to make sure the process of learning is taking place.
E- I do not feel a pre- assessment is necessary for the students because I will be able to evaluate
the student’s prior knowledge when doing the activities. While they are in groups I will be able
to observe and help students who seem to be struggling with the assignment. Since the duration
is over a month’s time the students have opportunities to increase their knowledge base so it is
okay if students are struggling the first day of the activities, they will have amble time to
showcase their knowledge. At the end of the unit I will give them each student an option to show
me how they learned the 12 months and they have an option to sing the song, group them by
seasons, or recite them. Either way assures me as the teacher that they have a concept of the 12
months.