The Assure Model Example

ASSURE Model Lesson Plan

Lesson Title: Macbeth Introduction

Grade Level: Grade 11

Lesson Length: 90 minute block

I. Analyze Learners

            Learners’ general characteristics: The lesson is designed for 11th grade high school
                        students. This is an in-class support class comprised of 7 male and 11 female
                        students, of which 6 students have IEP accommodations. Academic ability and
                        learning styles vary. In general, students become easily distracted and lose focus
                        quickly. The students are familiar with the work of William Shakespeare and
                        are capable of identifying the various literary devices found in a work.

            Entry characteristics: The students in this class are skilled in the use of computers and
                        tablets. However, their proficiency with this technology is limited to the use of                           
                        social media and entertainment applications.

            Learning styles: Although the class is comprised of students of all learning styles, the
                        majority of students in this class are tactile learners.

II. State Standards and Objectives

            This lesson is designed to meet Common Core Standards for Language Arts. The standards covered in this lesson plan include:

            Objective 1: The students will be able determine the atmosphere created in Act I,
                        scene i of the play and discuss how language and choice setting is responsible
                        for that atmosphere.

                        CCSS.ELA-Literacy.RL.11-12.3

                                    Analyze the impact of the author’s choices regarding how to develop
                                    and relate elements of a story or drama (e.g., where a story is set, how
                                    the action is ordered, how the characters are introduced and developed)
                                    (New Jersey Department of Education, 2013)

            Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth using
                        modern terminology.  

                        CCSS.ELS-Literacy.RL.11-12.4

                                    Determine the meaning of words and phrases as they are used in the text, including
                                    figurative and connotative meanings; analyze the impact of specific word choices on
                                    meaning and tone, including words with multiple meanings or language that is particularly
                                    fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (New Jersey
                                    Department of Education, 2013)

            Objective 3: Students will be able to understand the significance of Act I, scene i of
                        Macbeth

                        CCSS.ELA-Literacy.RL.11-12.5

                                    Analyze how an author’s choices concerning how to structure specific parts of a text (e.g.,
                                   the choice of where to begin or end a story, the choice to provide a comedic or tragic
                                   resolution) contribute to its overall structure and meaning as well as its aesthetic impact
                                   (New Jersey Department of Education, 2013).

            Objective 4: Students will experience varying interpretations of Act I, scene i of Macbeth and produce their
                                  own interpretation

                  CCSS.ELA-Literacy.RL.11-12.7

                                    Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production
                                    of a play or recorded novel or poetry), evaluating how each version interprets the source
                                    text. (Include at least one play by Shakespeare and one play by an American dramatist.)
                                    (New Jersey Department of Education, 2013)

III. Select Strategies, Methods, Media, and Materials

                       

            Strategies. A variety of teacher-centered and student-centered strategies have been designed for this
                                lesson.

           Technology and Materials. Students will have access to computers, printers, microphones, headphones,
                                word processing software, video and audio editing software, and the Internet.

          Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings to create
                                 assignments.

IV. Utilize Technology, Media, and Materials

            Prepare the materials: With the assistance of the instructional technology coordinator,
                        Classroom computers and chrome books will be checked and ready for student
                        use. Appropriate software will be accessible to the students.

            Prepare the environment: Desks are to be arranged in a manner that allows for small
                        group work. Additionally, a computer station must be accessible to all students
                        to complete various aspects of the assignment.

            Prepare the learners: Students will have been prepared for this lesson during the lesson

                        Prior. Students have notes on Shakespeare and literary devices which can be referred to as needed.

V. Require Learner Participation

            Student participation in this lesson will include both large and small group activities. The lesson is
            structured to begin with large group instruction and activities to prepare for the smaller group activities.

            Large group activities: The lesson will begin with students assuming roles and reading
                        Act I, scene i of Macbeth. Brief discussion will focus on what the students think
                        is happening in the scene. Student reading will be followed by students listening
                        to a recording of the scene. Using the Promethean Board, students will begin to
                        develop a comparison chart of what they read and what they heard. This will be
                        followed by viewing a performance of the scene via YouTube. Students will add
                        to the chart upon completion of the viewing.

            Small group activities: The students will break into groups of three or four to rewrite
                        the scene they have just watched. They will use computers to access the internet for
                        research and assistance. Once rewritten, students will use PowerPoint
                        presentation software to present their version of Act I, scene i to the class.

VI. Evaluate and Revise

            Student activities will be evaluated using the following rubric:

                                                                          Conclusion

            The ASSURE lesson plan model aids in the incorporation of technology into classroom instruction. It serves as a guide for teachers and focuses on the level of technological support applied. The proper use of this model will enrich daily lessons and student activities and maximize the potential of available technologies.

                                                                         References

New Jersey Department of Education. (2013). Common Core Standards. Retrieved from
            www.state.nj.us/education/sca

Rubrics for Teachers. (2013). PowerPoint Grading Rubric. Retrieved from
            www.rubricsforteachers.com