The document outlines an ASSURE method for teaching Russian students ages 10-19 who are visually impaired about Fourth of July activities. Over three days, students will listen to an audiotape and song about the history, have a meal with typical foods to construct a list, and listen to firework sounds and a child's reaction to describe excitement. Students will participate through discussions and recalling song lyrics. Their understanding will be evaluated and the methods revised if needed.

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 articulate the history of the Fourth of July by the end of three days with
85% accuracy after listening to an audiotape, listening to a song on Youtube, and using the app
Zello.
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 a 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 use of a YouTube video that is a catchy song about the history of the Fourth of July
would need to be created or found by the teacher beforehand. The song should be a familiar tune
and last no more than a few minutes. The song should also be converted to an mp3 file, which
could then be emailed to the children’s guardian or burned to a cassette tape for their Walkman
so that the children can listen to it throughout the next three days.
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

2. 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
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 through an exciting narrative. 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. This will cater to the uniform disability of visual impairment in the
children.
The catchy song and emailed audio/burned cassette of audio will interest the children
with its familiar tune, which could very well be stuck in their head causing the information to be
absorbed through the memorization of the lyrics. This again caters to the uniform disability of
visual impairment in the children as the music will stimulate senses that can only be done
through varying pitches, which will lead to the song holding their attention. Awards of jolly
ranchers should be given out to children who can remember specific lyrics to the song
throughout the 3 days, which would boost their interest in memorizing the content.
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 taken outside to lie in the grass. This
should help create the experience for them since a firework show would be viewed outside.
Require Student Participation
Participation in the discussion that follows the listening of the audiotape and song is
encouraged, though not enforced. Elements of the history will continue to be mentioned;
questions are always encouraged at any time during the 3 days. As mentioned above, rewards of
small candy will be given to the kids who can finish the lyric to the song to aid in encouraging
the kids to memorize the lyrics; thus, resulting in absorbing the information.
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.

3. 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
Throughout the lesson, the students will be evaluated on their level of interest and ability
to retain the information. If these aspects go below par, the approach to the lesson will be
revised immediately to produce more interest and understanding in the children.