1) The teacher will use a tactile kinesthetic approach to teach 15 Russian students ages 10-19 about American patriotism. Most students have vision impairments. 2) Objectives are for students to pledge allegiance to the flag, hum patriotic songs, and demonstrate fireworks with 70% accuracy after a week of practice. 3) Materials include a smart board, flags, Braille scripts, and planned firecrackers outside, to accommodate visual impairments and involve tactile experiences.

1. Annie Brownfield
The ASSURE Method
Analyze Learners: A class of 15 students, 8 males and 7 females, who just arrived to the United
States from Russia. They range from ages 10-19 years old and are all mildly to severely vision
impaired. These students will likely be auditory and kinesthetic learners. They are from a
culture very different from the American culture.
State Objectives: My students will pledge allegiance to the American flag, hum the tune of their
favorite patriotic song, and demonstrate a firework show however they please (noises, hand
motions, descriptions, etc.) after a week of practicing such festivities with 70% accuracy.
Select Methods, Media, and Materials: I will use a tactile kinesthetic centered approach to
teach this class, considering their impairments. A smart board with speakers will be needed to
play audio messages of the Pledge of Allegiance, patriotic songs, and fireworks. Each student
will be given a small American flag as well as a Braille script of the Pledge of Allegiance in
Russian as well as English. An outside venue will also be used to set off fire crackers, with great
caution.
Utilize Media and Materials: I will preview the materials by searching and selecting good
recordings, acquiring flags and Braille scripts, and learning how, where, and when is best to set
off fire crackers. To prepare the materials, I will compose all the recordings into a categorized
PowerPoint presentation with corresponding links. I will prepare the environment by checking
the internet connection and other electronic dependencies in my classroom. I will also set up
the fire crackers outside so that they are ready to be set off soon after we arrive outside. The
students will bring towels with them so they can sit on the ground and enjoy listening to the
fireworks just as we do on the Fourth of July. The students will be prepared by my forewarning
and scheduled agenda. The learning experience will come through each interactive activity.
Require Learner Participation: Each student will practice patriotism by waving their own flag
and pledging allegiance to it aloud together throughout the course of the week. Students will
actively listen to “Fourth of July” songs, discussing the lyrics, sounds, and favorites. They will
also partake in a good ol’ American fireworks show as they sit in a field while fire crackers are
set off. After experiencing the fireworks they will be split into three groups of five to talk about
what they did/did not like about the fireworks. Then each group will come up with to
demonstrate the fireworks.
Evaluate and Revise: Before we begin discussing the activities of the Fourth of July, I will ask
the students to share what they already know about the celebration. This will give me an idea

2. of how much the students will have learned afterwards and give me a more accurate gauge of
improvement. Throughout the week, I will constantly be observing learner participation and
effort put forth; taking not of who says the entire pledge whenever the class recites it together.
I will inconspicuously ask each student to tell me about their favorite song during other
independent activities or free time and ask them to hum me the tune for a reminder. At the
end of the week, each group of students will perform their firework demonstration for the
class. Hopefully the class will exceed 70% accuracy, but with both physical and language
barriers, I will assess them appropriately. At the end of the week I will reflect and revise as
needed.