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ASSURE Model Instructional Plan

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Volume, Pressure, Temperature

Nicole Hinden
90 Minutes
*Note: Table cells will expand when text is added.
Analyze Learners

1. 25
2. 11 males, 14 females
3. 12-14 years old
4. Mental, Social, Physical, Social Notes such as:
o 3 Students on autism spectrum
o 4 students with IEPs, 5 with 504s
o Mixed ethnicities
5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes
Students have already learned about immigration and will have access to all notes from the unit.
Some students are reading below grade level and can be disruptive when they feel

6. Learning Styles
(Estimate % of Students)
o Visual 40%
o Auditory (Aural) 10%
o Kinesthetic (Hands On) 60%
State Standards and Objectives
CC.1.4.8.Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.8. Write narratives to develop real or imagined experiences or events.
CC.1.4.8.Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and
clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among
experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events.
CC.1.4.8. Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.

NET-S Standards

3C: Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.

6B Students create original works or responsibly repurpose or remix digital resources into new creations.


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TSWBAT to create an original Chooose Your Own Adventurestory reflecting an immigration experience to the
United States, based on notes and discussion. The story will use 5 vocabulary words and have at least 2
different endings.

Select Strategies and Resources

Class discussion: to build background, review, and complete notes
Presentation (Student led): Students will share these stories with the 5th grade class.
Cooperative learning: working in pairs for peer review and editing
Google Slides
Class webpage for reference notes
Sample Project

Info packets
Class notes
Paperback CYOA stories

Utilize Resources
1. Preview the materials: review sample project and directions for clarity and accuracy
2. Prepare the materials: I will need to make sure I have enough materials for all students or pairs, including
copies of ino packet, and I will add the sample project to my class page
3. Prepare the environment: I will make sure all my classroom laptops are charged. I will make sure my
slideshow with notes is loaded on to the SmartBoard.
4. Prepare the learners: Review Choose Your Adventure Novels in pairs (each pair reads through a story 2-
3 times to become familiar with the layout.

5. Provide the learning experiences: Will start with intro above. Then will review key points and vocab of
immigration. Will present sample project and review directions.
Require Learner Participation
This will be a 4 day class activity
Building Background: Ask if students are familiar with CYOA books. Give students 7-10 minutes to review
paperback copies to become familiar with the style.

1) Review prior vocab and key points of immigration

2) Pass out info packet and rubric

3) Using Notes Slideshow, show sample project and review directions/rubric

DAY 1) Students will create a Storyboard in their paper notes packet to outline their CYOA story. Student
will review the storyboard with me during workshop before moving on to the next step.

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Day 2) Students will begin using Google Slides to create their CYOA story based on their storyboard.
Day 3) Students will complete their CYOA story and collaborate with peers to edit and give feedback.
Day 4: Students will present their stories to the 5th grade class and answer questions about immigration.

See Rubric

1. Student Performance
See attached
2. Media Effectiveness
I will evaluate the effectiveness by reviewing the students storyboards, peer editing notes, CYOA
slides, and presentations.
3. Instructor Performance
I will discuss with students to learn what is working and what needs improvement. I will ask my
department head to observe a lesson and give feedback to increase engagement and achievement.

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