Lesson Plans using ASSURE Model

Lesson Plan Assure Model

Subject: English

Topic: Yesterday and Today

Subtopic: Grammar (nouns)

Year: 4 UM

Age Group: 10 years old.

Time: 30 minutes

Date: 14th February, 2014.

General Characteristic

This lesson is prepared for students in a year 4 class. This class has a population of
35 students. There are 12 boys and 15 girls in the class. The students generally
enjoy learning English. 80% of the students in this class are come from average
family background. Most of their parents are settlers. Learning styles in this class
vary from auditory to visual and also kinetic. Students have difficulty maintaining
focus during class. In order to overcome this issue lessons must be tailored to
accommodate the students’ attention span. Learning styles in this class vary from
auditory to visual and also kinetic.

Entry competencies

Students should be able to identify the suitable determiners for singular and plural
nouns.
Learning Styles

Students learning styles vary from auditory to visual and also kinetic learners. In
order to ensure that the students actually learn, each style must be considered.
There is no recommended text for this class.

Objectives:

Students should be able to:

Cognitive

- Identify the singular and plural nouns.

Psychomotor

- Distinguish the differences between regular and irregular plural nouns.

Affective

- Change the singular nouns to plural nouns.

Selected Media, Materials and Methods

Projector: The teacher will use the projector to allow the students to view the
examples of singular and plural nouns.

Speakers: With the aid of speakers the students will be able to hear the clip clearly.
The speakers will enhance their learning experience.

Marker Pen: This will be used to write on the whiteboard

Whiteboard: Students’ activity on the board.

Computer: A computer will be used to run slides on the overhead projector.

Utilize Media and Material:

Preview the Materials: The teacher previews the textbook and reference books for
the activity to ensure that the activities and worksheets are effective for the lesson.

Preview the Materials

The teacher will listen to the clip ensuring that video is working and the audio is
clear. The teacher will also ensure that the speakers are working as well. The
teacher will test the overhead projector and the computer ensuring their
compatibility.

Prepare the Materials

The teacher will setup the computer and overhead projector before the class. These
pieces of equipment will then be turned on and tested.

Prepare the Environment

The seating will be arranged so that all students will have a clear view of the
projection. The speakers will be place in an area where all the students will be able
to hear the story clearly.

Prepare the Learners

The teacher will inform the students of the activities planned before the class. The
students will also be informed of the evaluation exercises that they will be given at
the end of the class. By doing this the students will be comfortable when the class
begins.
Provide the Learning Experience

The teacher will asks pupils to name the things that they can find in stationery shop.
Teacher writes pupils respond on the board by using the mind mapping. Then the
teacher shows some examples of singular and plural nouns with power point
presentation. The students will be placed into groups where they will view and listen
to the clip. They will then be asked to identify the singular and plural nouns found in
grocery shop that they know. The clip will be used to introduce the topic. Students
will then discuss the nouns, and the teacher will write them on the whiteboard.
Students will then be given a worksheet to complete. Students will change the
singular to plural nouns in groups. The teacher will then call on different groups to
give their answers. The teacher will indicate which answers are correct.

Require Learner Participation

Students will be placed into groups to complete the worksheet. Students will discuss
amongst themselves the changes of singular to plural nouns. Each group will have a
group leader who will give the answer when the teacher calls on the group.

Evaluate and Revise

Students will be asked to come to the board and make the singular nouns into plural.
The students are the leaders for each group. The correct answer will be given a
reward.
Lesson Plan 2

Lesson Plan using the Assure Model

Subject: Office Administration

Topic: Communication

Sub-topic Telephone techniques and sources of information

Form: 3 Business

Age: 13-14 years

Duration: 80 minutes

Date: June 11, 2012

Number of Students: 25

Analyze Learners

The students in this class are the form three students who recently chose their subjects for the CXC
examination and have shown a keen interest in the business field. The class consists of 25 students:
15 girls and 10 boys. While the boys in the class have the tendency to be fun and playful, the girls
differ in that they portray a more serious and businesslike persona. The students generally
participate in classes that are highly interactive and settings where the teacher uses role play and
guided discovery. It has been observed that the use of these instructional strategies make the lesson
more successful than the mere ‘chalk and talk’. The female students are intrinsically motivated
because they aspire to become business professionals and are working towards this goal, however,
the male students need some extrinsic factor to keep them motivated. The students of Form 3
Business tend to be more visual, auditory and kinesthetic learners. The aim of this lesson is to
introduce students to the topic of Communication, where they will be taught about the effectiveness
of communicating both internally and externally.

Entry competencies: The students are able to use the computers as most of them have learnt from
their Information Technology class. Therefore, students can handle the mouse and keyboard and can
manoeuvre through the internet. Students also are fascinated by the computer and all the
entertainment it provides, thus making learning via this medium fun and exciting.
Learning Styles: With the advent of technology and all its advantages students are more driven and
fascinated by the computer. The task of getting students to carry textbooks to class and reading
them is one that seems difficult at times. There are different learners in the class: visual, auditory
and kinesthetic. Therefore, it is believed that by using the computer, the students will be keener to
learning as it will be a medium that they enjoy.

Select Objectives:

1. COGNITIVE

Students should be able to:

Ø Identify relevant sources of information for conducting research on a variety of issues.

Ø Describe the proper techniques for receiving and relaying messages by telephone.

2. PSYCHMOTOR

Students should be able to:

Ø Display the various techniques used when answering a telephone.

Ø Operate the switchboard and highlight its importance in any organization

3. AFFECTIVE

Student should be able to:

Ø Demonstrate an awareness of effective communication techniques both within and outside the
organization

Selected Media, Materials and Methods:

Computers: Students will be with provided computers with internet access to view videos on you
tube. The students will use the information technology lab which consist of (24) computers which
will be available for students’ use, which will allow two students to work at a station. The students
will be required to work in pairs because computers are in limited supply.
Headphones: The students will be provided with headphones so that they could listen to the voices
and sounds throughout the activity. This will allow students to engage in their activities without
disturbing each other.

Overhead Projector: The teacher will use the overhead projector to introduce the activity to the
class. The overhead projector is available in the computer lab which the teacher has full access to.

White Board: The white board will be used for explanation of the activities. The white board is
available in the computer lab.

Utilize Media and Material:

Preview the Materials: The teacher previews the you tube website for the activity to ensure that the
site is working and all links are functional and effective for the lesson. Each headphone will also be
tried to ensure that they are in working condition as this is vital as the students would need to the
proper telephone and switchboard techniques. The teacher will also provide students with a list of
businesses , which they will do a search for in the directory.

Prepare the Materials: The teacher selects the activities on you tube. The activities can be found on
site: http://www.youtube.com/watch?v=54xYxV1SoaU

http://www.youtube.com/watch?v=njW70pofZsg

SSURE - Lesson Plan

Civil Rights Introduction

By

Lisa Scharf
A: Analyze Learners:

This lesson is designed for 10th grade U.S. History students. The students in my classes range
in skills greatly. There are students in the classes who should be in honors or advanced placement
level courses, and in contrast there are some unmotivated students who seek to do the bare
minimum. At the start of the school year, students completed an inventory on learning styles. The
majority of my students described themselves as predominantly visual or kinesthetic learners.
Students are of a middle-class background, and the majority of students are in the middle, “college
preparatory,” academic track. Class sizes vary from 26 to 13 to 16, and of the 55 students, 54 are
Caucasian. The school is more than 96% white, so most students have no experience with people of
other cultures.

The pre-existing knowledge that students need to have to be successful include a general
knowledge of the Civil Rights movement. Students will also need to utilize their knowledge gained
from last semester of U.S. History. Last semester, students studied post-Civil War restrictions placed
on the lives of African Americans, including: poll taxes, literacy tests, grandfather clauses, Jim Crow
laws, and the case of Plessy v. Ferguson. For this lesson, students will need to utilize visual,
listening, and cooperative learning skills.

S: State Objectives:

From the State of Ohio, Social Studies Benchmarks, Grades 9 – 10:

· Analyze the origins, major developments, controversies, and consequences of the civil rights
movement with emphasis on:

a. Brown v. Board of Education

b. Changes in goals and tactics of leading civil rights advocates and

organizations
 c. The linkages between the civil rights movement and movements to gain

justice for other minority groups

The State of Ohio objectives listed above are utilized as unit objectives.

Lesson Objectives:

· In pairs and based on prior knowledge, the students will be able to formulate a list of at least
ten examples of the problems and inequalities that African Americans faced prior to the Civil Rights
Movement.

· After viewing the video, The Fifties: Volume 6, the students will be able to summarize in written
form, racism present in the Emmet Till story.

· After viewing the video, The Fifties: Volume 6, the students will be able to verbally explain their
emotional reactions to the film.

· As a class, following the discussion of the video, the students will be able to create at least four
additional examples of problems and inequalities that African Americans faced prior to the Civil
Rights Movement.

S: Select Methods, Media, and Materials:

 Since the students have prior knowledge of examples of racism against African Americans, the
class will start the Civil Rights unit by reviewing. Students will be allowed to choose a partner and
together they will have a little over five minutes to make a list of the problems or inequalities that
African Americans before civil rights protests. Each pair will try to create a list of at least ten items
that show discrimination against minorities. The use of partners will help students build off of one
another’s prior knowledge. After the majority of pairs are finished, the class will share their lists. On
the chalkboard or on the overhead projector, the teacher will create a master list based on the
responses of the partners. The verbal learners will benefit from hearing their classmates share their
lists of U.S. race problems, while the visual learners will benefit from seeing the list written as their
classmates share.

For a transition, the teacher should explain to the class that this list clearly shows there was a need
for the Civil Rights Movement, as there were so many inequalities that needed to be addressed.
Obviously, there were even more issues that effected race relations. The class will be watching the
first 18 minutes of the following video:

Halberstam, D. (1997). The Fifties: Volume 6: The rage within and the road to the sixties.

History Channel. New York: A & E Home Video.

This tape introduces the race issues found in 1950’s America. It explains one of the most important
pre-Civil Rights era court cases, the Emmet Till case. The visual learners will benefit from watching
the interviews and still images relating to the event, while the verbal learners will benefit from the
moving narration.

Another important material needed for students is a video questions sheet. This is important
to keep students focused on the video content. It will also give the teacher a method to evaluate
how closely the students paid attention, while viewing the film. The last important method in this
lesson is to return to the large group discussion. The class will come together to share their feelings
and opinions about the viewing. This should help students to recognize the emotional effect that
the topic had on them, as they viewed. This will give students of all learning styles and ability levels
the chance to share and connect with the story.

The class will then conclude by adding on to the initial list of pre-Civil Rights racial issues. The
viewing should give the class more examples of problems that needed to be addressed by protestors
in the late 1950’s and early 1960’s.
U: Utilize Media and Materials:

Preview the materials: It is recommended that the teacher preview the tape prior to the class
viewing.

Prepare the materials: The video questions should be printed out and copied, prior to the start of
class.

Prepare the environment: The classroom should be prepared by having the television and VCR
plugged in and ready to go. The board should be erased and ready for discussion or the overhead
projector should be wheeled out, prior to the start of class.

Prepare the learners: Carefully explain each step of the lesson. Also, introduce the video and give a
summary of the events of the Till case. The story involves the brutal murder of a 14 year old black
teen who simply made a flirtatious comment to a white woman. The class should be prepared in
advance by discussing the decision of Emmet’s mother to have an open casket funeral. Make
students aware of the graphic photographs of the teen’s mutilated face that are shown in the
funeral scene, so that students have the option to look away.

Provide the learning experience: The teacher should be a facilitator in the discussion that bookends
the video viewing. During the video, the teacher should pause the tape if needed to help students to
answer their video questions. Also, the teacher may need to pause the tape to answer student
questions.

R: Require Learner Participation:

While working in pairs, each student will have a specific role. Both are expected to contribute
to the formation of the list. One student will act as the recorder, while they create their list. The
other student will serve as the reporter, who will share the list during the class discussion. All groups
are expected to participate in the discussion and will earn participation points for their
contributions. During the viewing of the video, students will be actively watching and listening.
They will each be answering questions over what they see, so that they are engaged in identifying
the key points of the tape. When the video is complete, students will be involved in sharing their
opinions on the Till case. Students will be actively involved, because the case is very emotionally
charged. Class members will again need to participate for points during the discussion. The more
quiet students will be called on to give their opinions as the class debriefs after the viewing. Finally,
the learners will participate in the final discussion, where they will add on to the list of
discriminatory problems that existed prior to the Civil Rights Movement.

E: Evaluate and Revise:

Students will be evaluated for participation points. As students take part in the conversation,
points will be recorded in the grade book, when they answer a question or share information. From
the discussion in class, the teacher will determine whether or not the students displayed an
understanding of the lesson concepts. Students will also be evaluated by grading the class work
questions over the video. The materials will be evaluated during the lesson, as the teacher looks for
and listens to the students’ reactions to the viewing of the film.

After the implementation of the lesson, I was able to determine that students gained a
stronger understanding of pre-Civil Rights discrimination through the watching of the video. As a
large group, the students were able to add on to the discrimination issues list, after the viewing.
From the video debriefing, I was able to determine that the students not only learned the tragic
story of Emmet Till, but also that the video choice itself was a strong choice in creating an affective
learning experience. Students were clearly moved by the story and angered at the lack of justice.
This lesson provided a strong introduction that motivated the predominantly white students to have
an interest in why the Civil Rights Movement was so important and necessary.

For future lessons, I would revise the in-class video questions. The first four questions are said too
quickly and the only way that students can catch them is through pausing and helping students with
the answers. Also, the first few questions are out of chronological order. This takes away from the
more student-centered approach, where they should be relying on their own listening and viewing
skills to find the answers.

The final way, I would like to revise the lesson would be to add elements of instruction that
assist students who are kinesthetic learners. Students were active in the lesson, but did not leave
their seats, except for their initial pairings. Trying to find a way to incorporate movement or a
hands-on experience would help these learners more than the lesson does as it is currently written.

Click here to view evidence of implementation (project 8).