Second attempt at the ASSURE MODEL METHOD

1. Linsey Ferguson
CI 350
9-7-14
Analyze the Learner- Russian students that just arrived to the United States, ages 10 to
19, 15 in total .8 males and 7 females. They are all mildly to severe vision impaired. All
are English-speaking students.
State Objectives- My students will compare and contrast both main national holidays
found in Russia and the United States by listening to audio/video recordings, using food
and candy, and tactual materials when discussing symbols. These activities will take one
week and students will have the mastery of 70% by the conclusion of the activities.
Select Instructional Methods, Media, and Materials-
1. Computer for videos and audio clips. The Internet will be needed to access
those materials. (National Anthem of both countries, firework videos, and
parade videos)
2. Russian Flag and United States Flag. I will add extra stitching to each flag to
allow students a better tactual understanding.
3. Food Supplies: United States: Hot Dogs, Hot Dog buns, Ketchup and
Mustard, bake beans, potato salad, and soda. Russian: Potato and Cheese
Pierogi. Also I will need Pop Rocks Candy to help with the firework
demonstration.
4. IPads to audio record the class, other students, and staff of the school telling
what their favorite activity to do on the Fourth of July.
Utilize Media and Materials-
1. Open with a discussion of how students celebrated Russia Day while they
were living in Russia. (Prior Knowledge) Prompting the students of talking
about national pride, how public places close, how fireworks sound, what
types of food that you eat, and the reason for having this holiday. While we
listen to fireworks going off in and audio recording, I will give each child Pop
Rock candy to demonstrate the feel of how a firework goes off in the sky.
*Russia Day- is celebrated on the day that the Soviet Union dissolved
http://www.timeanddate.com/holidays/russia/russia-day
*Fourth of July- Signing of the Declaration of Independence, withdrew
from Great Britain.

2. 2. Following up discussion with video/audio recording of the Russian national
anthem followed about the United States national anthem. During these videos
the class will pay attention to the message of the songs. The class will then
talk about each song.
*Russia’s Anthem: talks about how the motherland gives one strength,
Russia protects it’s people. http://www.hymn.ru/anthem-russia-2000-
en.html
*U.S. Anthem: Defense of Fort McHenry in the War of 1812.
3. The class will then begin to pass around small Russian and United States flags
that have been altered for the purpose of receiving an easier tactual
experience. While the flags are being passed about we will talk about how
both flags have the same colors. However they have different meanings to
each country.
*Russia: White-nobility, Blue-loyalty and honesty and Red- self-sacrifice
and generosity http://www.123independenceday.com/russian/national-
symbols.html
*United States: White: Signifies purity and innocence Red: Signifies valor
and bravery Blue: Signifies Vigilance, perseverance, and justice
http://www.usconsulate.org.hk/pas/kids/sym_flag.htm
4. After conversation of both countries’ flags we will have a “cookout” in our
classroom. The entrée will be of American influence: Hot dogs and the side
dish will be from the Russian culture: Potato and Cheese Pierogi. The food
will be prepared before hand and will be passed around family style. After
everyone receives their food and begins eating we will then watch/listen to a
parade and then fireworks show.
Require Learner Participation- With the previously stated activities, the main purpose
is to allow the students to discuss, share thoughts, and have fun learning about the fourth
of July. This will not only allow them to learn about an American tradition but get
familiar with classroom setting in the United States. They will also participate in the
cookout and pop rock candy demonstration.
Evaluate and Revise- For the evaluation of this activity I will accompany the students
using IPads to audio record themselves, their peers, and other teachers/students through
the school building about their favorite things to do during the Fourth of July. My
evaluation of their understanding will be evident in their audio recordings. They will
discuss topics that we did during the lesson and they will portray what they actually

3. understand. After going over the recordings, I will then know the areas comparing and
contrasting the 4th of July.