THE ASSURE MODEL IN TEACHING

By
Tri Hari Nurdi (1507042029)
A. Introduction
The ASSURE model is an instructional system or guideline that teachers can use to develop lesson plans
which integrate the use of technology and media (Smaldino, Lowther & Russell, 2008). The ASSURE Model places
the focus on the learner and the overall outcome of accomplishing learning objectives. The ASSURE model is an
enriched evolution of the ADDIE general model. Although the ASSURE model has six steps, which do not exactly
correspond to ADDIE’s five, ASSURE also presents design phases, and shares with it the two main features: the
initial focus on analysis and the cyclic structure.
The peculiar feature of this model is that it is focused on “planning and conducting  Instruction that
incorporates media” (Heinich, Molenda & Russel, 1993). Its main perspective is on how to integrate media (any
kind of media) into instruction in a method capable of producing the desired learning outcomes. Developed by
Robert Heinich and Michael Molenda decades ago, the ASSURE model gained popularity because of its use in a
popular textbook for educators.
It is a well-known instructional design guide that uses the constructivist perspective, which integrates
multimedia and technology to enhance the learning environment (Lefebvre 2006). The ASSURE model was
modified to be used by teachers in the classroom by Smaldino, Lowther & Russell, 2008.
Teachers prefer the ASSURE model because it is designed to be used for a few hours of instruction and for
each individual student. This model does not require high complexity of delivered media, deep ID knowledge, or
high revision of designs (Gustafson & Branch, 2002). The main difference between an inexperienced teacher and
an expert teacher is that an expert teacher can easily decide on content, appropriate teaching strategies, and
delivery medium.   The ASSURE model gives new (inexperienced) teachers a general roadmap to follow to help
them think more like expert teachers.

B. ASSURE model for educational media

The ASSURE Model has six steps, each represented by a letter in the acronym title, with each step
describing a set of task central to the informed selection and use of educational technology. The ASSURE acronym
stands for these important components:
Analyze Learners;
State Objectives;
Select Methods, Media and Materials;
Utilize Methods, Media and Materials;
Require Learner Participation; and
Evaluate and Revise.
Analyze Learners: General Characteristics
The first step in the ASSURE model is to Analyze Learners. To Analyze the Learners you must examine
the learner in detail. Like most things, without taking the time in the beginning to examine the learner, nothing you
have prepared will be effective. Once you have an understanding and reasonable grasp for the learners’
competence at the beginning of the instruction, the teacher can modify to assist the learner in their learning
endeavors (Callison 2002).
As part of analyzing your learners you must identify your audience. Your audience can be students, teachers, group
members, an organization, a youth group, among many others. You must know the audience if you are to select the
best medium to meet the objectives you have set. The audience can be analyzed in terms of their general
characteristics (grade level, age, sex, mental, emotional, physical or social problems, socio-economic status etc.)
with specific entry competencies (prior knowledge, skills, and attitudes about the topic), and learning styles (visual,
musical, verbal, logical, etc.).
(1) General Characteristics (of the learners)
A superficial analysis of learner characteristics can provide helpful leads in selecting instructional methods
and media.
CHARACTERISTICS OF THE LEARNERS DEPEND:  -reading skills, ethnic or cultural subgroup, learner’s apathy,
social background and etc.
The more advanced have a sufficient base for using audiovisual or even verbal materials.
If learner apathy toward the subject matter is a problem, consider using a highly stimulating instructional
approach, such as a dramatic videotape or a simulation game.
Learners entering a new conceptual area for the first time may need more direct, concrete kinds of experiences,
such as field trips or role-playing exercises. More advanced learners usually have a sufficient base for using
audiovisual or even verbal materials.
Heterogeneous groups, which include learners varying widely in their conceptual sophistication or in the amount of
firsthand experience they have with the topic, may profit from an audiovisual experience such as videotape. Such
as media presentation provide a common experiential base that can serve as an important point of reference for
subsequent group discussion and individual study.

(2) Specific Entry Competencies

At the beginning, you have to assume that the learners lack the knowledge and skills But they possess the
knowledge or skills needed to learn and understand from the lesson.
This assumption that learners have the prerequisite knowledge or skill to begin the lesson can seldom be accepted
casually in school settings. Teachers of mixed ability class routinely anticipate that some students will need
remedial help before they are ready to begin a particular unit of instruction.
These realizations suggest that instructors must verify assumptions about entry competencies through informal
means (such as in-class questioning or out-of-class interviews) or more formal means (such as testing with
standardized or teacher-made tests). Entry tests are assessment, both formal and informal, that determine whether
students posses the prerequisites.
(3) Learning styles
Learning style refers to a cluster of psychological traits that determine how an individual perceives,
interacts with, and respond emotionally to learning environments.
Gardner was dissatisfied with the concept of IQ and its unitary view of intelligence. He identified seven aspects of
intelligence: (1)verbal/linguistic (language), (2) logical/mathematical (scientific/quantitative), (3) visual/spatial, (4)
musical/rhythmic, (5) bodily/kinestetic (dancing/athletics), (6) interpersonal (ability to understand other people and
(7) intrapersonal (ability to understand oneself)

State Objectives
The stated objectives are statements describing what the learner will do as a result of instruction. In other
words, objectives are the learning outcomes, that is, what will the student will learn from the lesson? In order to
develop proper objectives you must frame them in terms of desired behavior.   What the learner will be able to
accomplish after completing the instruction. The objectives you use should be as specific as possible so the learner
understands what they are to accomplish. If objectives are clearly and specifically stated, both the learning and
teaching will become objective oriented.
Most objectives contain four parts:

1. Audience-who your learners are? ;

2. Behavior to be demonstrated ;
3. Conditions under which the behavior will be observed; and
 4. Degree to which the learned skills are to be mastered.

OBJECTIVES SHOULD BE STATED IN TERMS OF:

1. What the learner (audience) will be able to do as a result of instruction (behavior).

2. The conditions under which the student or trainee is going to perform and the degree of acceptable
performance should be included.
3. The next step is to state the objectives as specifically as possible.
4. The objectives may be derived from a needs assessment or a course syllabus, stated in a textbook, taken
from a curriculum guide, or developed by the instructor.
The ABCDs of Well-Stated Objectives

1. A well-stated objective starts by naming the Audience of learners for whom the objective is intended.
2. It then specifies the Behavior or capability to be learned and
3.  the Conditions under which the capability would be observed.
specifies the Degree to which the new skill must be mastered—the standard by which the capability can be judged.
(1) Audience
a)    Focus on what the learner is doing, not on what the teacher is doing.
b)    Learning is most likely to take place when the learner is active— mentally processing an idea or physically
practicing a skill.
c)    not what the teacher does, the objective begins by stating whose capability is going to be changed
(2) Behaviour
a)    The heart of the objective is the verb describing the new capability that the audience will have after instruction.
b)    This verb is most likely to communicate your intent clearly if it is stated as an observable behavior.
c)    What will the learner be able to do after completing instruction?
d)    Vague terms such as know,' understand, and appreciate do not communicate your aim ' clearly. Better are define,
categorize, and demonstrate, which denote observable performance.
(3) Conditions
A statement of objectives should include the conditions under which performance is to be observed, if such
conditions are relevant

(4) Degree
The final requirement of a well-stated objective is to indicate the standard by which acceptable performance will be
judged Includes: What degree of accuracy or proficiency must the learner display? Whether the criteria are stated
in qualitative or quantitative terms.

Classification of Objectives
An objective may be classified according to the primary type of learning outcome at which it is aimed.
Although there is a range of opinion on the best way to describe and organize types of learning, three categories
(or domains), of learning are widely accepted: cognitive skills, affective skills and motor skills. To these we add a
fourth, interpersonal skills, because of the importance of such skills in teamwork. Objectives are not intended to
limit what a student learns but rather to provide a minimum level of expected achievement.

Select Methods, Media, & Materials  

Once you know your audience and have a clear idea of what they should get out of the lesson, then it is
time to select the appropriate method for the given learning task, select available materials, modify existing
materials, or design new materials to help accomplish this task. (Smaldino, Lowther, & Russell, 2012). At this step,
 the Instructor should connect the audience to the objectives. To connect the two the teacher must determine what
method to use.
A systematic plan for using  media demands that the media be selected systematically at first.
The selection process has two stages:
(1)  Deciding on the appropriate method for the given learning tasks, First, it would be overly simplistic to believe that
there is one method that is superior to all others or that serves all learning needs equally well. Teachers often
structure assignments to allow students with different preferred learning styles to pursue their individual practice
through different methods (e.g. “having abstract random” thinkers use a role-play simulation while ‘concrete
sequential” thinkers use a lab manual for structured problem solving).
(2) Choosing an appropriate media format and selecting, modifying, or designing the specific materials within that
format.
Choosing a Media Format
A media format is the physical form  in which  a message is incorporated and displayed. Media formats include, for
example, flip charts (still images and text), slides (projected still images), audio (voice and music), film (moving
images on screen), video (moving images on a TV set) and computer multimedia (graphics, text, and moving
images on a TV set). Each has different strength and limitations in terms of the types of messages that can be
recorded and displayed. Choosing a media format can be a very complex task because of the following:
vast array of media available, the infinite variety among learners, and the objectives to be pursued.
Things to consider in media selection models:
a)    instructional situation or setting (e.g., large-group, small-group, or self-instruction),
b)    learner variables (e.g., reader, nonreader, or auditory preference)
and the nature of the objective (e.g., cognitive, affective, motor skill, or interpersonal) must be considered against
the presentational capabilities of each of the media formats (e.g., presenting still visuals, motion visuals, printed
words, or spoken words).
c)  Some models also take into consideration the capability of each format to give feedback to the learner .
Obtaining Specific Materials: Select, Modify, or Design
Obtaining appropriate materials will generally involve one of three alternatives: (1) selecting available materials,
(modifying existing materials, or (3) designing new materials. Once you decided what media format suits your
objectives the next thing that you should consider is in finding specific materials to convey the lesson
Selecting Available Materials
The majority of instructional materials used by teachers and trainers are "off the shelf"—that is, ready-made and
available from school, district, or company collections or other easily accessible sources.
Survey of Sources
Your first step might be to survey some of the published media reference guides to get a general idea of what is
available. The decision about whether to use a particular piece of instructional material depends on several factors.
Recent research confirms the critically of certain criteria in the appraisal of materials among the questions to be
asked about each specific piece of media are the following:
-       Does it match the curriculum?
-       Is it accurate and current
-       Does it contain clear and concise language?
-       Will it arouse motivation and maintain interest?
-       Does it provide for learner participation?
-       Is it of good technical quality?
-       Is there evidence of its effectiveness(e.g., field-test result)?
-       Is it free from objectionable bias and advertising?
-       Is a user guide or other documentation included?

Modifying Available Materials

If you cannot locate any suitable materials you can always modify what is available. This can be both challenging
and creative.
Designing New Materials
certain basic considerations must be taken into account when designing new materials. For example:
- Objectives                                 What do you want your students to learn?
- Audience                         What the characteristics of your learner?
- Cost                                                Is sufficient money available in your budget to meet the cost?           
- Technical Expertise         Do you have the necessary expertise to design and produce the kind of materials you
wish to use?
- Equipment                                 Do you have the necessary equipment to produce or use the materials you intend to
design?
- Facilities                                       if your design calls for use of special facilities for preparation or use of your
materials, are such facilities available?
- Time                                Can you afford to spend whatever time necessary to design and produce the kind of
materials you have in mind?

Utilize Methods, Media, & Materials                

The Utilize Methods, Media & Materials step is where you develop your plan for implementing your media
and materials. For each type of media or materials, the teacher selects and describe in how they are going to
implement the media (or material) into your lesson to help your learners meet the lesson’s objective. The media,
materials and technology selected should be focused on carrying out the selected method. If you decide to use
electronic equipment, be sure to use it before, even practice if you have to, to insure the equipment is functioning
properly. In that same regard, it is also important to practice the lesson itself before introducing it to the learner.
Next, prepare the room, the necessary equipment and facilities. It may be obvious, but both the learner and teacher
should be prepared for the learning experience.

To get maximum learning impact from your presentation, you must follow certain utilization procedures
Preview the Materials
No instructional materials should be used blind that’s why during the selection process you should have determined
that the materials are appropriate for your audience and objectives.
Practice the Presentation
After previewing the materials, you should practice your portion of the presentation. However, do not over practice,
or the presentation will sound "canned. “
Prepare the Environment
Wherever the presentation is to take place classroom, auditorium, meeting room, or whatever the facilities will have
to be put in order. Utilization of many media requires a darkened room, a convenient power supply, and access to
light switches.
Present the Material
This is what you've been preparing for, so you will want to make the most of it. Our term for this
is showmanship. instructor should be able to direct attention in the classroom.
Require Learner Participation                          
The Require Learner Participation step requires you to describe how you are going to get each learner
actively and individually involved in the lesson. Students learn best when they are actively involved in the learning
experience. Whatever your teaching strategy, be sure to incorporate questions and answers, discussions, group
work, hands-on activities, and other ways of getting students actively involved in the learning of the content.   You
should seek to pay close attention to your learners and feel confident that they are truly grasping the content and
not just listening. Participating in the learning will facilitate this level of understanding. Allow them to construct
knowledge as opposed to trying to “teach” them knowledge. Finally for this step, feedback must be provided to the
learner before any type of evaluation is conducted.
The fifth step in the ASSURE model is to provide opportunities for learners to practice the capability being taught.
Educators have long realized that participation in the learning process by the learner enhances learning.
John Dewey urged reorganization of the curriculum and instruction to make student participation a central part of
the process.
Behavioral psychologists such as B. F. Skinner demonstrated that instruction providing for constant reinforcement
of desired behaviors is more effective than instruction in which responses are not reinforced.
Evaluate Student Performance:                          
The last step of the ASSURE method is Evaluate Student Performance. Here the evaluation should be
matched to the objective. Ultimately this last stage is the most important. You must evaluate the instruction process
from start to finish using the objectives you created in the beginning. It is helpful to reflect on your objections, the
instructional strategy, the instructional materials, and the assessment. By evaluating the learners against the
objectives it can be determined if the lesson was effective and whether any step needs to be modify or re-
examined.
 The ASSURE model supports the field of educational technology. It is based on the principal that no one
student acquires information in the same way.  While the ASSURE model is used to systematically design
instruction, it steps away from the traditional means of instruction, (textbooks, lectures, etc) to the use of technology
to deliver the instruction. (Academy of Teaching Excellence,2002). In conclusion, the ASSURE model has six
components each necessary for the successful implementation of the instruction, including: 1) Analyze learners, 2)
State Objectives, 3) Select Methods, Media, and Materials, 4) Utilize Media and Materials, 5) Require learner
Participation, and 6) Evaluate and Revise.

http://pascapbi-3a.blogspot.com/2017/01/theassure-in-teaching-by-trihari-nurdi.html
https://genevivevawanan.wordpress.com/2019/11/18/technology-enhanced-lesson-using-the-assure-
model/
https://sajadstudio.info/EDUP3093_Teknologi%20dalam%20PdP/nota/ASSURE_Model
%20Lesson%20Plan.pdf

Lesson Title
Teacher’s Name
Grade
Lesson Length (Total Time)
*Note: Table cells will expand when text is added.

Analyze Learners
For Example:
1. Number of Students
2. No. of Males/Females
3. AgeRange
4. Mental, Social, Physical, Social Notes such as:
o Disabilities
o Learning Differences
o Cultural/Ethnic Notes
o Etc.
5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes
6. Learning Styles
(Estimate % of Students)
o Visual
o Auditory (Aural)
o Kinesthetic (Hands On) Other

State Objectives
ABCDs of strong objectives are included:
A – Action
B – Behavior
C – Condition
D – Degree

Select Methods, Media, , and Materials

All methods, media, and materials needed for the lesson are listed. Give rationales why these selected
methods, media and materials are appropriate for your lesson.
1. What are the methods (more than 2)?
2. What are the media (EX: flip chart, PowerPoint Slide, computer-based tools, etc.)
3. What are the materials (ex: textbook - the book title, Educational Game, Web Quest, etc.)

Utilize Media, Materials, and Methods

For each listed above, details of how they will be implemented into the lesson to enhance
learning with using 5Ps.
1. Preview the materials: What you need to preview?
2. Prepare the materials: What things need to prepare before the lesson?
3. Prepare the environment: Where the learning takes place? How about the seating,
lightening, temperature of that place?
4. Prepare the learners: How you engage students in learning during the warm-up section?
5. Provide the learning experiences: Outline the “Require Learner Participation” section.

Require Learner Participation

Includes detailed methods for actively engaging all students for the lesson’s duration.
Starting from how long you will need for this whole lesson, It might be one class session, but it
might be 5 class sessions. In this period of time, how do you engage your students with the methods
that you provide in the previous sections?

Evaluate & Revise

Evaluation methods for each of the following are included:
1. Student Performance
Create a rubric based on the objectives that you listed in the second part of this lesson plan
as detailed as possible.
2. Media Effectiveness
How you evaluate the effective use of the media that you select for this lesson?
3. Instructor Performance
How your performance is assessed in this lesson? You can have students, co-workers,
your supervisors and others to evaluate your performance. Provide detailed information.

D.Hala Ibrahim Hassan Ahmed

Assistant Professor in Instructional Technology
University of Khartoum - Faculty of Education

Detailed Lesson Plan in Elementary Mathematics 5

(ASSURE MODEL)

1
 Prepared by:
Genevive V. Awanan

Subject: Mathematics

Topic: Least Common Multiple

Grade Level: Grade 5

Age Group: 10-11 years old

Time: 50 minutes

Date: November 18, 2019

Number of students: 25

I. Analyze learners

Teacher’s Activity Student’s Activity

General Characteristic

This lesson is prepared for students in 5th

grade. The class comprises of 25
students; 10 boys and 15 girls. Student’s
age ranges from 10-11. Their parent’s
jobs are mostly farmers, fisherman, and
laborer. Majority of the students know
how to solve problems specifically
mathematical problems in their grade
level. They also enjoy learning
mathematics and majority of them who
enjoyed it are boys. Students have
varying degree of learning styles and
backgrounds. Most of them are auditory,
2
visual, and kinesthetic learners. During
class hours, I observed that they are hyper
and actively participative in terms of
teaching method. I observed also, that
one out of twenty-five students is a silent
type and he preferred to sit on his chair.
Some of them have difficulty in
maintaining focus during class hours.
The lesson will be designed to
accommodate students’ attention span.
Also, to facilitate their individual
preferred needs.

Entry Competencies
Students should be able to find the
common multiples and LCM of 2-4
numbers using continuous division and
solve real-life problems involving LCM
of 2-3 given numbers. Therefore, students
can maneuver in identify the common
multiples and LCM.

Learning Styles
Students learning styles vary from
auditory, visual, and kinesthetic learners.
In order for the students to learn, each of
the learning styles must observe and
perform.

II. State Standards and Objectives

3
 Objectives:
At the end of the lesson, students will be able to:
 Find the common multiples and LCM of 2-4 numbers using continuous division.
 Solve real problems involving LCM of 2-3 given numbers.
 Integrate LCM to solve in real-life problems.
III. Selected Strategies, Media, and Materials

Teacher’s Activity Student’s Activity

Projector: The teacher will use and utilize
projector in the class to allow the students to
view the examples of Least Common
Multiple (LCM).

Laptop: The teacher uses the laptop to encode

all the information and examples related to
her topic that should be shown during her
discussion it includes the lectures, exercises,
sample problems, and problem solving. Also,
used to run the slides and on the overhead
projector.

Straws: The teacher will count the straws if

they are all correct or have the same numbers
and equally divided into three sets.

Marker Pen/Chalk: This will be utilizing in

writing on the whiteboard or blackboard.

IV. Utilize Technology, Media and Materials

Teacher’s Activity Student’s Activity

Preview the Materials
The teacher will previews the textbook and
the teacher’s guide to ensure that the activities
4
are effective and appropriate for the lesson or
topic.

Prepare the Materials

The teacher will setup the laptop and
projector before the class starts for the teacher
to find if it is or not is functioning well.

Prepare the Environment

The teacher will arrange the classroom
settings for the students to have a clear view
of the texts/ slides presented and for the
preparation about the activities.

Prepare the Learners

Before the class starts, the teacher will inform
the students about the planned activities, and
other activities that will be utilize in the class.

Provide the learning Experiences

 Prayer  (Praying…)
Everybody stand…
 Greetings
Good morning, class!  Good morning Miss Awanan
Before you take your seats, pick up some  Yes ma’am
pieces of paper under your chairs and arrange
your chairs properly.
 Checking of Attendance
Say present if your name is called.  Present
 Presenting of class rules
1. When someone is talking
everybody should listen.
5
 2. If you want to ask something or
answer just raise your hand so that
you will be recognized.
3. If you want to go to the comfort
room, just excuse yourself.
 Before we start our discussion I will
grouped the class into three.  Yes Ma’am
 I will ask random questions for you to
answer, okay?
 The teacher will give three sets of  Yes Ma’am
straws. The first set contains six
straws and each straw has the length
of 2 inches. The second set contains
six straws and each straw has the
length of 3 inches and 4 inches for the
last set. Every group will be given
three sets of straw so that there are
eighteen straws per group. After
giving each group, the teacher will
give a problem or question (what is
the shortest lengths at which the 2-
inch straw and 3-inch straw will line
up across?) each group. A 5 minute
discussion for them to have an
observation, answer and each group
will have a representative to present
their answer. The representative will
discuss their answer in front of the
class. The group who presented their
work first will receive a price.
 Since you already answer the question
correctly, anyone from this class
6
 knows about the lesson yesterday?
 Very good!
 What is Greatest Common Factor?
Yes, Emelie?

 The lesson yesterday Ma’am

was about Greatest Common
Factor (GCF).
 Very good!
 Anyone who has another answer?  Greatest Common Factor is
factors that are the sane for
two or more numbers. The
GCF is the greatest number
contained exactly in 2 or

 Exactly! more numbers.

 For this morning we will proceed to  In GCF Ma’am, the factors

our next topic. Everybody read! are also the divisors, so it

 Now I will discuss to you the Least follows that the greatest

Common Multiple (LCM). common factor is also the

greatest common divisor of
 A multiple of a number is the product
the given numbers.
of that number and any comprising
number. And just like common
factors, two or more numbers are also
having multiple. The LCM then is at
least common multiple of two or more
numbers.
 Are you all familiar with GCF, right?
 The difference of GCF to LCD is in
GCF is their common numbers are in

7
 greatest. Meaning their common
biggest number. While the LCD their
least common number. Understood?
 To find LCM of the given numbers,
we can use the listing method, and
continuous division. For example:
Judy Ann cuts out rectangular pieces
of paper and lays them out as shown
in the drawing. Each rectangular piece
of black paper is 6 cm long, while the
white paper is 8 cm long. What is the
shortest length at which the pieces of
paper will line up across both rows?
 We can solve the problem by finding
the least common multiple of the
numbers using continuous division.
We have learned this method from
previous lesson, right?
 We will apply the same steps in
solving for the LCM. However,
instead of multiplying all the common
divisors alone, we will include the
quotients to that last step. We have,

2 6 8
3 4
 Since there is no more common
divisor for 3 and 4, we have 2 as the
only common divisor. To solve for the
LCM, we multiply the common
divisor 2 by 3 and 4. Thus, we have
2x3x4 = 24. Therefore, the shortest
8
 length at which the pieces of paper
will line up across two rows is 24 cm.
 One of the methods mentioned,
continuous division is more efficient
and helpful if three or more numbers
are involved. Let us study the
following examples.
1. Find the LCM of 10, 15, and 8.
Solution:
By listing multiples
Multiples of 10: 10, 20, 30, 40, 50,
60, 70, 80, 90, 100, 110, 120
Multiples of 15: 15, 30, 45, 60, 75,
90, 105, 120
Multiples of 8: 8, 16, 24, 32, 40,
56, 64, 72, 80, 88, 96, 104, 112,
120
The LCM of 10, 15, and 8 is 120.
By continuous division

2 10 15 8

5 5 15 8

3 1 3 4

4 1 1 4
1 1 1
The LCM is 2x5x1x3x4 = 120.
2. What is the LCM of 24, 20, 28,
and 32?
9
 Solution:

2 24 20 28 32
2 12 10 14 16

2 6 5 7 8

3 3 5 7 4
5 1 5 7 4

7 1 1 7 4

4 1 1 1 4
1 1 1 1
2x 2x 2x 3x 5x 7x 4 = 3360
The LCM of 24, 20, 28, and 32 is
3360.

V. Require Learner Participation

Teacher’s Activity Student’s Activity

(The teacher will have group activity)
 Okay class I will group you into 3,
then each group has a representative
to solve the problem on the board.
The first group to present will receive
a prize. You only have 5 minutes to
answer it on the board.  Yes Ma’am
Understood?
1. Plane A flies to Davao every 4
days, Plane B flies to Davao every
1
0
 8 days. If both planes are in
Davao on July 17, what is the
earliest date that both planes will
be in Davao again?

VI. Evaluate and Revise

Teacher’s Activity Student’s Activity

Instruction: Write the first 10 multiples of
each pair of numbers.
1. 4 and 16
2. 7 and 2
3. 9 and 27
4. 10 and 5
5. 12 and 6
Instruction: Find the LCM.
Number Multiple LCM
s s
1. 12
8
2. 6
14
3. 32
28
4. 10
15

5 81

Instruction: find the LCM of each set of

numbers by using continuous division.
1. 7, 14
2. 10, 12
3. 4, 7
4. 4, 9, 12
1
1
5. 4, 8 12
Assignment:
Hermes plans to climb a pyramid as shown
below. In order for him to do so, he must be
able to get the least common multiple in
between two numbers. Help Hermes
accomplish his plan by supplying the needed
LCM per level.

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A.S.S.U.R.E. Model Instructional Plan

GENERAL INFORMATION
District: Ashland County Community Academy (Charter School)
Instructor: Shannon N. Lusk
Grades: 7-12
Subject(s): English 201 American Literature I
Topic or Unit of Study: Early American Lit: Edgar Allan Poe
Grade/Level: 9th and 10th grade
Period: 6th Period
Location: Classroom is the last one towards the end of the hall on the left near the Exit door.
Classroom Environment:
Classroom space is dominated by 4 rectangular-large tables, each table seating 4 students. There
is a medium sized square table that seats 4 four students. Classroom seats maximum of 20
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students for classroom instruction, 26 students in virtual lab is in use. My desk is behind the
medium table and in front of the back wall across from the door. There are computers near the
left wall, all with available seating. There is an Art Center for the Fine Arts class across the room
from the computers. A Smart Board is at the front of the room. There are three bookshelves
throughout the front of the room and a student center in the back near the door.

ANALYZE LEARNERS
Demographics
Staff: One teacher, no in class aides (aides available/resource room access if needed)
Number of Students: 10 students: 6 males/4 females
Age Range: 14-16 years old
Learner Profile: 40% of class IEP, 40% average ability, 20% advanced ability
(2017 MAP Scores) -at risk, low socio-economic population

Prior Knowledge
Identification of Prerequisite Skills Needed for Lesson:
● Knowledge of Literary Elements (Short Stories)
1. Literary Elements were introduced and rehearsed in prior lessons
2. Pre-asses recall of plot by POST IT! Activity (Question of Inquiry)
“What is a plot as it pertains to a short story?”
● Knowledge of Google Slides
1. Used on numerous occasions in previous lessons to create organizers
2. Will assess progress individually while working independently

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Learning Styles Average Class Lexile: 1100L (SRI Scores)
(preference surveys administered in first grading period)
- Visual: 40%
- Auditory: 10%
- Kinesthetic: 50%

STATE OBJECTIVES
STANDARDS
State Standards: Ohio English-Language Arts Standards
Ohio English-Language Arts: Reading Standards for Literature
Grade Level: 9-10
Key Ideas and Details
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text
RL.9-10.2.b: Analyze literary text development: Provide an objective summary of the text that
includes the theme and relevant story elements.

OBJECTIVES
Lesson Objective(s): (ABCD)
1. Given the chart of 11 literary elements (condition), students (audience) will identify the
elements in a plot and illustrate them by providing examples from the story, Pit and
the Pendulum, and writing them in their journals (behavior). The student will list the
five elements required to make a plot map and provide appropriate examples from the
text that illustrate them at 100% accuracy (degree).
2. Given the Plot Map rubric (condition), students (audience) will apply plot notes and
create a plot map for the Pit and the Pendulum, on Google Slides (behavior). The
student’s Plot Map must score at least 15/20 points, which is a proficient rating on the
rubric (degree).

SELECT METHODS, MEDIA, AND MATERIALS

METHODS:
Pedagogical Strategy (or strategies):
● Interactive Instruction (Discuss Objectives/POST IT discussion/Rubric) auditory
● Project-based (Creating a Plot Map on Google Slides) visual
● Active Learning (using computer program to create map) kinesthetic
MEDIA AND MATERIALS:
Instructional Media and Materials:
● Teacher’s Power Point for Lesson (will be shared with class on Google Chrome)
(attached)
● The Pit and the Pendulum by Edgar Allan Poe- story in student folder
● POST IT notes/Pencil or pen- found in student center
● Plot Map Rubric (attached)
● Student Journals/Folders- in student center boxes and drawers
● Google Chromebooks – reserved 10 from computer lab

UTILIZE MEDIA, MATERIALS, AND METHODS

PREVIEW: Power Point (prepare for discussion)
PREPARE MATERIALS: 12 Plot Map Rubrics/Google Chromebooks (on/working)
PREPARE ENVIRONMENT: Two students per table, facing front towards Smart
Board/Lights on/Two Chromebooks per table
PREPARE LEARNERS: Students get journals and folders and have a seat/Have each student
get a POST IT note and writing utensil/ Handout Plot Map Rubric/Go over posted objectives
PROVIDE EXPERIENCES: *see instructional plan

REQUIRE LEARNER PARTICIPATION

INSTRUCTIONAL PLAN Length: 3 Class Periods (39 mins each)
Sequence of instructional procedures/activities/events:

Presentation of New Information or Modeling: (Day 1)

The Powerpoint for Literary Elements will be in front of the class on the
Smart Board. Students will already have supplies at each table and will be facing
forward. Lesson objectives will be reviewed *see slide #1. We will begin with slide #2
“Plot: Lesson Opener Q&A”. Students will be recall prior knowledge about the literary
element, plot, and answer the following question on their POST IT notes: “What is a plot
as it pertains to a short story?” Students will write down answers along with their names
and post their POST IT responses on the Smart Board under the question. Once everyone
has posted, I will read answers aloud, omitting names. This will spark a discussion and I
can evaluate through this discussion and from POST ITs how much review is need before
moving forward. (learner participation- interpersonal)
-I will lead facilitate discussion by using student responses to ask questions such
as:
A. Could a story function without a plot? Why/Why not?
B. What do you think helps us to identify plot in the story?

Guided Practice: (Day 1)

The Powerpoint for Plot will be in front of the class on the
Smart Board. Students will already have supplies at each table and will be facing
forward. We will move on to slide #3 “Plot”. We will review plot. We will move onto
slide #4 “Literary Elements”. We will briefly review terms. At this time I ask students to
choose the five elements that would be used to make up a plot map and write them in
their journals. I will go over the directions for the independent practice and provide and
example *see slide #6. (learner participation- visual)

Independent Student Practice: (Day 1-2)

Students will illustrate the elements found in a plot map by using examples from the story,
the Pit and the Pendulum, and write them in their journals. They will do this at their
tables and may help their table partner when appropriate. I will be walking around the
room observing independent practice, checking for understanding. Before students can
move onto assessment, they must have the required information to construct the Plot Map
listed. (learner participation- cognitive/interpersonal)

Culminating or Closing Procedure/Activity/Event (Day 2-3)

Directions for the Plot Map will be reviewed *see slide #7. Students will use Slides on
their Chromebooks to create a Plot Map. The rubric will be reviewed for accuracy *see
slide # 8. They will use the information in their journals to assist them in creating it. All
Plot Maps should include the five elements found in a plot map with appropriate
examples from the story. The rubric will provide grading requirements. A 75% score is
required for a proficient rating. Students will title their assignment, “Plot Map”, and
share it with the teacher via Google Email: [email protected]. (learner participation-
kinesthetic/spatial/visual/cognitive)

Differentiated Instruction:
No ELL students, no students with hearing or physical disabilities, and/or
gifted/accelerated learners.

-Students with learning disabilities will receive all accommodations listed in their IEPs.
Extended time, distribution of templates, scribing, and reduction of assignment are
among the accommodations that may be used for this lesson.
 -Learning Styles and Preferences were incorporated and Bloom’s Taxonomy was used to
stimulate higher order thinking
Use of Technology:
Teacher will facilitate lesson with the use of a Smart Board with projector. The students
will use Google Chromebooks for access to Google Slides and their Google Accounts.

Student Assessment/Rubrics:
The Plot Map is a formative assessment and will be assessed by rubric.
Those students who do not meet the goal of 75% formative accuracy will receive RTI.

EVALUATE AND REVISE

Student Performance:

Plot Map Rubric/Students must reach a 75% proficiency rating

Media Effectiveness:

Was the Power Point visually stimulating and understandable?

Were students able to use computers and access Google Slides with ease?
What problems occurred during the lesson or independent practice?
What was the overall response to the presentation and use of Google Slides?

Instructor Performance:

*Hand out “Rate My Teacher” survey: students will rate teacher in four categories

Rating 1= poor 2= needs some improvement 3= proficient

Questions
1. The teacher effectively communicated the content to the class. 1 2 3
2. The Plot Map was a fair way to assess my knowledge of the content. 1 2 3
3. The technology was easy to figure out and access. 1 2 3
4. The teacher created a lesson that was interesting and meaningful. 1 2 3

Comments or Suggestions for Future Lessons: (especially if 1s or 2s were circled)