ASSURE MODEL LESSON PLAN

Subject: World History

Topic: Enlightenment
Subtopic: French Revolution
Duration: 1 hour
Date: November 11, 2019

ANALYZE LEARNERS
General Characteristics

This lesson is designed for 8th grade students of a private university. The class has a population of 50
students. It consists of 30 girls and 20 boys. The age of the students ranges from 13 to 14 years old.
None have a serious mental or physical impairment. All of them are Filipinos.

Prior Competencies

The students are acquainted with some of the terminologies and important personalities in this lesson
as it was mentioned in the previous discussions. The students are already proficient in the basic
computer skills needed for this lesson. Most have their own computer at home and mobile phones and
have Internet access.

Learning Styles
At the start of the school year, students completed an inventory on learning styles. Students’ learning
styles vary from auditory to visual and kinetic learners. Most of the class described themselves as
predominantly visual learners. However, each style will be considered in order to ensure that the
students learn.

STATE STANDARDS AND OBJECTIVES

Audience

A class of 50 8th grade students where most of the students are visual learners

Behavior
Students would learn about, discuss, and identify the implications of the French Revolution

Condition
This lesson will be done indoors

Degree
This lesson will be done for one hour and students should come up with an output of their
understanding about the lesson
Unit Objectives
(From DepEd K to 12 Gabay Pangkurikulum Araling Panlipunan Baitang 1-10,
https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf)
  Demonstrates research skills, analyze data and various references, research, critical thinking,
effective communication, and understanding of the history, politics, economics, culture, and
society of the world from ancient times to present.
 Demonstrate understanding of the transition to modern times in countries and regions of the
world as they spread the ideas of science, politics, and economics to the development of global
consciousness
 Critically examine the impact of his or her country, community, and self on the events of the
transition to modern times.

Lesson Objectives
 Students to recall significant details about the lesson through an ice breaker
 Students to identify the causes of the French Revolution
 Students to differentiate the important personalities of the French Revolution
 Students to examine the reasons behind the fall of Napoleon Bonaparte
 Students to justify the significance of the Declaration of the Rights of Man in today’s society
 In groups of five, students should be able to create an infographic (timeline) of the French
Revolution using a software or an online application (ex. Canva, Piktochart)

SELECT METHODS, MEDIA AND MATERIALS

Methods
1. The lesson will start with an ice breaker game (short quiz) to assess their prior knowledge
about the lesson
2. A class discussion will be led by the teacher.
3. At the end of the lesson, the teacher will show a short video clip as a summary of the
discussion.
4. The students will have an online quiz to evaluate their understanding of the lesson.
5. Students will use software or online applications to create their Timeline Infographic.

Media
1. Links of the activities will be sent on the Google Classroom
2. Kahoot! will be used for the ice breaker (Link: French Revolution
https://create.kahoot.it/share/french-revolution/41d35ef8-10d9-4575-89c5-44ccd8921980)
3. A Prezi Presentation will be used for the discussion (Link: French Revolution
https://prezi.com/view/NANFwEZVDuqimoxdmbLw/)
4. A video from Youtube will be shown as a summary (Link: What caused the French
Revolution? – Tom Mullaney https://www.youtube.com/watch?v=PBn7iWzrKoI)
5. A quiz will be conducted using Google Forms (Link: French Revolution Online Quiz
https://forms.gle/EoTNE94KQ51kGdy69)
6. Students will search on the Internet any available software or online application for their group
task

Materials
 LCD Projector
 Computers
 Internet Connection
 Books as basis for the discussion
UTILIZE METHODS, MEDIA, AND MATERIALS
Preview media and materials

The teacher will ensure that the links for the activities (ice breaker, discussion, video clip, and online
quiz) are working.

Prepare the media and materials

The links of the activities will be sent on the Google Classroom. The online quiz will be sent after the
discussion.

Prepare the environment

The computer laboratory should be reserved in the time period and that the Internet is accessible. The
LCD projector should be plugged in and ready to use.

Prepare the Learners

The students will be oriented on the flow of the discussion. They will be informed on the learning
objectives. The activities they will have will be mentioned before the lecture proper so that they will be
prepared. The significance of their activities and learnings will also be explained.

Provide Learning Experience

The teacher will facilitate the discussion. Questions during the lecture will be entertained.

REQUIRE LEARNER PARTICIPATION

 An ice breaker will be conducted before the lesson to stimulate the learner’s participation.
 The students will be encouraged to ask questions and clarify information they cannot
understand in regards with the Prezi presentation and the video clip.
 Students will have to complete their online quiz after the lecture as an assessment of their
understanding.
 For their group task, the students are encouraged to work on specific roles so that they can
complete their output. One or two students can do the summarizing of the infographic contents
and the others can help in creating the actual infographic.

EVALUATE AND REVISE

The online quiz the students will have is a form of evaluation on how they understood the lesson. The
essay part of the quiz also demonstrates their knowledge and how they can synthesize pieces of
information

A rubric will be used to evaluate the timeline infographics of the students. (Link:
https://6thsocialstudiesmcginty.blogspot.com/2017/03/creating-caste-system-infographic.html)
Revising the lesson could be accomplished in several ways. First, the time in the computer lab can be
shortened or lengthened if appropriate. Second, if the group task will take too long, it can be done as
their homework.