1. Rebecca Haught
Unit Plan
CI 350
ASSURE Tuesday:
A-Analyze Learners:
8th grade students
Middle-income levels, with a few outliers in either direction
14 students from WV, 1 student from Kentucky
All English speaking students
2 African American students
7 with mild ADD and ADHD
Mix of boys and girls
Most students are visual learners, several are hands-on learners
S- State Objectives:
The objectives of this day are to engage the 8th grade students in “The
Hunger Games,” through video and persuasive communication. Students will
work with a group on Web Quest 1, to simulate a newspaper team and create
stories based off of the events in “The Hunger Games.” Students will also
view “How To Debate,” and begin Web Quest 2, in their alternate groups. By
the end of the day, students will be able to describe 75% of the main events
of “The Hunger Games,” by transferring the information from the video and
the podcast, into ideas for stories or cartoons in their newspaper. Students

2. will also be able to describe with 50% accuracy the pros and cons of a
revolution.
S- Select methods, media, and materials
The method is group work. Students will continue with Web Quest 1, in their
group. They will switch groups to being Web Quest 2.
The media will be videos, Web Quest 1, and Web Quest 2. Students may view
to these on their tablets, or on the school computers.
The materials will be of the students’ choice. They may create their
newspaper on paper, or using digital software such as Photoshop on the
computer.
U- Utilize Media and Materials
Preview materials, teacher created and tested video, Web Quest 1 and Web
Quest 2 to ensure it was all working and all links in Web Quest are active and
appropriate.
Prepare materials, teacher created Web Quest 1, and tested it on both tablets
and computers in the room.

3. Prepare environment, students desks will be broken into 5 in a cluster to
encourage group work.
Learners are prepared by being sent the link to the video, the link to the Web
Quests. Learners also prepare by breaking into groups of 5 and then
switching groups for the second Web Quest
R-Require Learner Participation
Learners will break into groups and begin /watching. They may take notes,
but they have full access to the videos. Learners begin work with Web Quest,
using the events listed in the Podcast and video to think of ideas for their
newspaper. Learners will then switch groups and work on Web Quest 2, and
prepare for the debate.
E- Evaluate and Revise
Evaluation will be seen as the teacher walks around to see the progress being
made on Web Quests. Students should beginning writing their stories,
drawing their cartoons, and laying out their pages on Web Quest 1. Students
also should have divided the roles, and begun brainstorming the main points
for Web Quest 2. Teacher should make sure students are able to switch gears
effectively between the two Web Quests.