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Samuel Black
Regent University

ASSURE Model Instructional Plan

Ernest Hemmingway
9th Grade
English
Lesson length: 90 minutes
Class Details

Total number of students: 20

Male students: 12
Female students: 8
Students with low learning skills:3
ESL Student: There are no students in this class learning English as a second language
Hearing Impaired: 0

Visual/Spatial learners (half)

Kinesthetic learners (4)
Verbal/linguistic learners (two student)
Interpersonal learners (one student)
Logical/Mathematical (two students)

State Objectives
The student will foster their development of vocabulary, with attention to
connotations, idioms, and allusions. Knowledge of literary terms and genres will be applied
in the student’s own writing and in the analysis of literature

SOL 9.1 – TSW make planned oral presentations independently and in small groups about
the works of Hemmingway.
SOL 9.2 - produce, analyze, and evaluate auditory, visual, and written media messages. a.
Determine the purpose of the media message and its effect on the audience.
b. Describe possible cause and effect relationships between mass media coverage
and public opinion trends.
c. Monitor, analyze, and use multiple streams of simultaneous information;
determining the effects of Hemmingway’s geographic orientation and its influence on his
works. SOL 9.3 -The student will read and construct diagrams about the plots of novels,
short stories, and essays.
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Media:
20 HP notebook classroom computers with internet access and WebQuest word doc.
installed on desktop
Google maps
Projection Screen

Materials:
Hemmingway novels Board tape
Encyclopedias Listening buds glue
Pencils spiral notebooks HP computers Blank writing paper
index cards Books on E.H.
Updated maps writing boards Hemmingway biographical film

Methods
Will use the computers to find places where this adventurous writer lived and worked.
Will use google maps on computers to see in living detail the places where he worked
Whole group introduction of where Hemmingway was born and where his family originated
from
Whole group instruction
Small group centers
• Find points of interest
• Places he lived
• Worked
• Create reasons for how this place could have influenced his work.

Utilize Media, Materials, and Methods

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Media:
20 notebook computers with internet access – Will be used to do Google map research a
different literary work by the novelist. The Students will pick a work by Ernest Hemmingway
and it must be different from other groups. To avoid overlaps I will the previous week allow
the students to pick which of his many works they would like to delve into in greater detail

Materials:
Laptops – to access encyclopedias and biographical information
Pencils – Used to record important information about his life
Board world maps--- to help students understand how much he traveled and the various
places that had influence on his life
Library books about Hemmingway, and of course his novels
Google Maps—will be utilized to see how these places look now. This will give students a
reality of the man they are studying.

Methods:
Large Group – TTW periodical check on the students’ progress with their assignments; to
ensure that the students are using google maps and staying on task and avoiding
distractions. Students will watch a biographical film, they will be responsible for watching this
film before coming to class.
TTW discuss the unusual characteristics of Hemmingway’s life. And how his work became
an important piece for future writers and authors.
Whole Group Introduction– As a first day introduction, TTW explain how Hemmingway
changed the literary landscape of his time.
Whole Group Instruction of Center Activities – TTW have the students switch novels to learn
about his other literary works. This makes it important that students be concise and tell the
important events of his works TTW inform students that the ten minutes per group. TSW use
google maps to show where he lived and worked on the said novel or literary work. Small
Group Centers –Students will present anything they feel is very interesting about him to the
class. 1-2 minutes per group.
Require Learner Participation
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Whole Group Research Skills:

During this time TTW have the students demonstrate correct use of language, spelling, and
mechanics by applying grammatical conventions in writing and speaking.
TTW then call on other students to point out the places where Ernest Hemmingway lived
and work.
TTW inform students to give reasons for why these places could have influenced him.

Whole Group Introduction places Hemmingway lived

The students will after be researching for the first class. They will as a class using Google
maps pick out the places where he lived. After this TTW host a discussion about how
locations differ what affect locality have on people.
Whole Group Instruction Activities:
TTW explain and demonstrate how to students are to work together. They must demonstrate
good group work habits. TSW utilize the laptop computers researching about the authors
life, works, family anything that they find interesting.
Google maps will be utilized. TTW further explain that each computer is to be used for
research purposes, and to use google maps. TTW divide the students into groups of four
where they will collaborate on each differing novel or work. Use relevant details to support
main ideas
TSW follow the teacher’s instructions for each center to successfully complete the
assignments.
Small Group Center Activities:
TSW work in groups of 5. I want them to have equal time hearing what the other groups
have discovered about his life, work, personality
• Google Maps
• Class Presentations
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• Group Discussions
• Teacher Lecturing Supplemental information on subject.
Describe possible cause and effect relationships. Students should also Compare
and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices
to convey a message that help to elicit the reader’s emotion. The student will self-
and peer-edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing. The students will need to make sure that their
written work is strong and free of grammatical errors that detract from their hard
work.

Evaluate & Revise

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Student Performance:
The students will be evaluated on their overall participation and my feel for how much effort
that they put into their assignments. I am not looking to be didactic in my criticism of their
work. I just want them to give their best effort on this assignment. His, Hemmingway’s,
writing is very influential, and I feel that they can learn much from studying his life, works
and personality.

Instructor Performance:
During these preceding’s TTW be actively investigating their work and conversation. Will
also periodically check what they are doing on their computers. Conversing and making
sure they remain on task.
Media Performance:
The computer serves as a gateway to a plethora of information that ordinarily would not be
accessible to kids. I will be sure that they manage their time wisely and use professional
conversation with their groups and teams.

Reference

Films for the Humanities & Sciences (Firm), & Films Media Group. (2011). Ernest
hemingway: A concise biography. New York, N.Y: Films Media Group.

Rink, P. (1962). Ernest hemingway: Remaking modern fiction. Chicago:

Encyclopaedia Britannica Press.