ASSURE Lesson Plan covering the Great Depression

1. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
ASSURE Lesson Plan
“Create a lesson plan on any topic with which you are familiar. The lesson plan has to follow the
ASSURE model”
Introduction
Smaldino, Lowther, and Russell (2012) introduce the ASSURE lesson plan and cover it
in depth in chapter three of their Instructional Technology and Media for Learning text. Using
their model, I created a lesson plan designed for a fifth grade general education classroom. This
lesson will integrate technology into a social studies and language arts lesson on the Great
Depression. Following the lesson, students should be able to demonstrate a general
understanding of the Great Depression, as well as know how to properly write a letter using
block format. This lesson will serve as the foundation to prepare students for an upcoming Great
Depression WebQuest assignment.
Lesson Plan
Topic: Social Studies: The Great Depression
English: Writing and formatting a formal letter
Analyze Learners
General The audience consists of 22 fifth grade students at a rural elementary
Characteristics:
school. There are 12 girls and 10 boys. A number of students (6) are classified
as “living in poverty” as can be seen by the free and reduced lunch rates. The
remainder of the class comes from working and middle class families. Three
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2. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
students have identified learning disabilities. The school system practices
inclusion, so the special education teacher or aide comes in at least once a day
to work with these students and they also have the option of going to the
special education room for guidance on a project or test. No students have
been officially identified as “gifted,” although quite a few (eight) are reading
well above grade level and excel on most all assignments. Students show an
appreciation for using technology in learning and assessments and have
benefited from listening to music during independent work time.
Entry SS: Students are familiar with the Great Depression through the novel Bud,
Competencies:
Not Buddy by Christopher Park Curtis. This novel was read recently as
part of the English curriculum.
LA: Many students already have cell phones and accounts/profiles on social
networking sites. Some have even begun to show an interest in blogging.
While the extra practice in writing is always welcome, students are
developing a standard attitude of “informality” in their writing that needs to
be addressed.
Technology: Students are proficient in Microsoft Word, use the “track
changes” feature regularly in peer editing exercises, and are comfortable
navigating internet sites that they have been directed to.
Learning Styles: Learning styles vary but on average students seem to fall into one of the
following three categories: linguistic, visual, or existentialist. The majority of
students in the class show a tendency toward musical intelligence and dislike
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3. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
working in silence. All students are motivated by the use of technology in
instruction.
State Standards and Objectives
Curriculum and Curriculum: Indiana Academic 5th Grade Language Arts Standards
Technology
Standards: Writing: Processes and Features 5.4
Writing: Applications (Different Types of Writing and Their
Characteristics) 5.5
Writing: English Language Conventions 5.6
Indiana Academic 5th Grade Social Studies Standards
Roles of Citizens 5.2.8
Economics 5.4
Technology: NETS-S (2007)
Communication and Collaboration: Students use digital media and
environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning
of others.
Technology Operations and Concepts: Students demonstrate a sound
understanding of technology concepts, systems, and operations.
Learning Given Microsoft Word software, the learner will compose a letter in block
Objectives:
format and score 13/15 or higher on the teacher created “Letters to Lady
Obama” rubric.
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4. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
The learner will demonstrate a general understanding of the Great
Depression by playing the teacher created PowerPoint version of “Jeopardy:
Great Depression Edition” scoring 5000/6000 or higher when completing the
game individually.
Select Strategies, Technology, Media, and Materials
Description of Select Strategies: This lesson lends itself well to both teacher and student
Materials Needed:
centered strategies. I have chosen to use teacher centered strategies for the
beginning, by presenting a PowerPoint that I have created. The PowerPoint
will be good for the introduction due to the embedded video, graphics, and
explanatory text. At this point in the lesson, students do not have the
background knowledge to successfully work on their own, hence the teacher
centered strategy of “presentation” is chosen. This follows the suggestions of
Smaldino, et al. (2012) when they state that it is “during the Utilize step (of the
ASSURE lesson plan) that teacher-centered strategies are implemented” (p.
70).
I will use student centered strategies to conduct the remainder of the lesson.
“With student-centered strategies, teachers serve as facilitators who offer
guidance as students engage in interactive learning activities and
experiences...” (Smaldino, et al., 2012, p. 72). Students will be given the
resources and hardware/software necessary to fully utilize them, and allowed
to explore on their own (in pairs). They will decide what is important and
what they wish to carry over into the letters they compose. With the help of a
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5. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
PowerPoint Jeopardy game that I have created, they will then self assess
whether or not they have discovered the key points from each resource.
Select Technology and Media: This lesson involves student use of
computers, the internet, and Microsoft Word software to compose letters in
block format to First Lady Obama. The computer lab will be used for this
lesson, for each student will need access to a computer with internet access.
The lab also has a ceiling mounted projector on site for the PowerPoint to be
displayed. A CD player that will allow the teacher to play music from the
depression era while students compose their letters is also available on site.
Students (divided into pairs) will be given a copy of Russell Freedman‟s
picture book, “Children of the Great Depression” as well as instructions to
visit the following websites for accurate Great Depression information:
http://www.digitalhistory.uh.edu/learning_history/children_depression/help
_president.cfm, http://www.usmint.gov/kids/timemachine/,
http://newdeal.feri.org/eleanor/index.htm
Smaldino, et al. (2012) provide a “Selection Rubric Criteria” to be used to
judge the qualities and appropriateness of chosen technology and media (p.
46). Following I will apply their rubric to the choices discussed above:
Alignment with standards, outcomes, and objectives. – The chosen
software and sources provide the tools and information necessary
for students to meet the learning objectives.
Accurate and current information. - The websites have been
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6. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
reviewed and content has been found to be accurate. Currency of
information is not applicable to this project.
Age-appropriate language. – Microsoft Word is written at a level a
little high for fifth grade, but student and teacher familiarity with
the software, as well as help options, more than make up for it. The
websites were specifically created for student use.
Interest level and engagement. – The software allows for students
to personalize their letters and the websites incorporate photos and
flash applications to hold student interest.
Technical quality. – Microsoft Word is superior word processing
software. The websites are of high quality and all hyperlinks seem
to be working.
Ease of use. – Students are very comfortable using Microsoft Word
and navigating through websites.
Bias free. – The selected resources are free of bias.
User guide and directions. – The teacher has enough first-hand
experience with the software to assist students with technical
difficulties.
Select Materials: The materials for this lesson include a teacher created
PowerPoint presentation (Great Depression/Block Format), 22 printed copies
of the Scholastic “Business Letter Format” resource found at
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7. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
http://teacher.scholastic.com/lessonplans/format.pdf, 22 computers with
Microsoft Word software and access to the internet, a ceiling mounted
projector, a CD player, a CD of Great Depression era music (The Great
Depression: American Music in the „30s), 22 “Letters to Lady Obama” rubrics
(created by teacher), 11 copies of “Children of the Great Depression” by
Russell Freedman, and a teacher created Great Depression Jeopardy game to
be used in assessment.
Utilize Technology, Media, and Materials
Preview: I will preview the websites students are to explore to make sure they are
still active. I will read over the information that I expect them to read to
determine if it is relevant and a good choice of resource for the content and
grade level.
Prepare Materials: I will reserve adequate time in the school computer lab, make sure the lab
ceiling mounted projector is working, as well as at least 22 student computers
(out of a lab of 30). I will ask the technology coordinator which have been
having problems and mark them accordingly. I will print one master “Block
Letter Format” resource from my computer and then use it to make 22 student
copies. I will create a PowerPoint presentation to be used in instruction, a
rubric to grade letters on form, content, and mechanics (22 copies from the
school copier), and a PowerPoint Jeopardy game to assess student knowledge
of the Great Depression.
Prepare The lesson will take place in the computer lab and non-working computers
Environment:
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8. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
will be marked. Students know the routine for working in the computer lab,
how to long on, and to check back with the white board for repeat instructions.
I will have written the necessary website url‟s as well as instructions for
opening and saving a document to the students H-drive in Microsoft Word.
Provide the I will open the lesson with a PowerPoint presentation I have created that
Learning
Experience: covers general information about children during the Great Depression
(including a video, images, and text) and presents students with the
information necessary to write a formal letter in standard block format. I will
pair students, keeping in mind ability level (low readers will be paired with
high readers, etc.) and instruct them to read through the three provided
websites and one provided book, taking notes while doing so. Afterwards,
students will move to individual computers, open Microsoft Word, and begin
writing their own letters to First Lady Obama. Students will peer edit and
revise using Microsoft Word‟s “Track changes” feature (which they are
familiar with). This will allow the author to accept or reject changes made to
the document. When students are through they will be prompted to print. The
close of the lesson will be each student‟s individual completion of the teacher
created PowerPoint Jeopardy: Great Depression Edition game. Students will
self score, writing down which questions they got right and wrong, adding
points for correct answers and doing nothing for incorrect answers. Score
sheets will be turned in, with a score of 5000 of a possible 6000 demonstrating
satisfactory knowledge.
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9. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
I will bind student letters into a book to be housed in the classroom once all
students have achieved 13/15 on the “Letters to Lady Obama” rubric. Students
scoring less than a 13 will be given time for revisions on the class computer.
Since letters will be saved on student‟s H-drive, the file will be accessible from
any school computer with Word software.
Require Learner Participation
Active Mental I will pair students and instruct them to go to
Engagement:
http://newdeal.feri.org/eleanor/index.htm and read through the sections titled
“How the Depression Affected Children,” “The Letters,” and “Mrs. Roosevelt‟s
Response.” Students will also be asked to visit
http://www.usmint.gov/kids/timemachine/, and
http://www.digitalhistory.uh.edu/learning_history/children_depression/help
_president.cfm while taking notes of pertinent information. I will closely
monitor students to make sure they are staying on task and on the suggested web
pages. Once it looks as if students are finishing up, I will prompt a class
discussion on what they‟ve just read.
Engage Learners At this point students will be prompted to open up Microsoft Word to
in Practice:
begin drafting their own letter of request to First Lady Michelle Obama. I will
play 1930‟s era music during this work period. As students finish up they will
use peer editing and revising using Microsoft Word‟s “track changes” feature
(which they are familiar with from past projects) to finalize their work. Once
students are satisfied with their work they will print them to the lab printer and
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10. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
turn them in.
Provide I will use the “Letters to Lady Obama” rubric I created to grade student
Performance
Feedback: letters on content, form, and mechanics. The PowerPoint Jeopardy will
provide students with immediate feedback on what they have learned about the
Great Depression.
Evaluate and Revise
Assessment: Authentic Assessment:
Student composition of a letter in block format scoring at least 13/15
on the assignment rubric.
Student completion of Jeopardy: Great Depression edition, with
notes turned in listing all questions completed right and wrong. I
have found that requiring detailed notes/reports on self-checked
assignments reduces dishonesty
Reflection: After viewing students‟ letters it is clear that more time should have been
devoted to this project. Approximately 25% of students had to do additional
revisions before letters were ready for publication. The amount of time
between completion of the project and presentation of the class book left
student interest for reading the class letters low. Quicker publication or
publication that employs more student input would make for a more
meaningful assignment.
The majority of Jeopardy results were at or above the expected outcome
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11. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
(5000/6000). The questions were written with the provided resources in mind
and students appreciated the coherence between activity and assessment.
Revisions: Students seemed happy with these activities and I think they will feel
comfortable diving into the WebQuest (over additional Great Depression
content) next week. Were I to teach this lesson again, I would lengthen the
assignment from just one computer lab session to two or three. Students need
time to think over information in order for it to be “learned,” so to have the
lesson, engagement, and assessment all happen within a couple hours may not
give the most accurate portrayal of students‟ real knowledge. I would consider
publishing the letters in a class blog to quicken the turnaround, involve
parents, and raise interest. Publishing to a blog and inviting parents to view
increases student interest and pride and makes the assignment more
meaningful, relevant, and memorable.
The technology and media used for the lesson were appropriate for student
age(s) and to meet the learning objectives.
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12. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
Letters to Lady Obama Rubric
(Modified from: http://www.rcampus.com/rubricshowc.cfm?code=Q3XW87&sp=true)
Category 5 3 1
Format Includes correct 1 or 2 errors in 3 or more errors in
(Block Format) margins, spacing, formatting. Includes formatting and/or
indentations, font, and all 5 elements of a missing one or more
alignment. Includes all letter in block format. of the 5 elements of a
5 elements of a letter letter in block format.
in block format.
Mechanics and No errors in spelling, 1-3 errors in spelling, 4 or more errors in
Spelling punctuation, or punctuation, or spelling, punctuation,
grammar. grammar. or grammar.
Content and Follows the class Missing at least one Missing two or more
Organization example: introduce component from the components from the
yourself, express your class example: class example:
opinion/concern, and introduce yourself, introduce yourself,
address how the express your express your
recipient could opinion/concern, and opinion/concern, and
possibly remedy the address how the address how the
concern. recipient could recipient could
possibly remedy the possibly remedy the
concern. concern.
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13. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
References
Digital History. (2011). Explorations: Children and the Great Depression. Retrieved from
http://www.digitalhistory.uh.edu/learning_history/children_depression/help_
president.cfm
Freedman, Russell. (2005). Children of the Great Depression. New York, NY: Clarion Books.
Indiana Department of Education (2011). Indiana Standards and Resources. Retrieved from
http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx
International Society for Technology in Education. (2007). NETS for Students 2007. Retrieved
from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
New Deal Network. (2003). Dear Mrs. Roosevelt. Retrieved from
http://newdeal.feri.org/eleanor/index.htm
Rcampus. (2012). iRubric: Business Letter Block Format rubric. Retrieved from
http://www.rcampus.com/rubricshowc.cfm?code=Q3XW87&sp=true
Scholastic. (n.d.) Business Letter Format. Retrieved from
http://teacher.scholastic.com/lessonplans/format.pdf
Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and
Media for Learning. Boston, MA: Pearson Education, Inc.
The United States Mint. (1999). h.i.p. pocket change Time Machine. Retrieved from
http://www.usmint.gov/kids/timemachine/
Various. (1993). The Great Depression: American Music in the ‘30’s. [CD]. USA: Sony.
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