M3 L3 - Activity and Analysis

M3 L3 - Activity and Analysis
Examines the teachers’ use of the ASSURE model to create technology-integrated

lessons and implement these lessons with their students in a variety of settings.
Answer the questions in the analysis section below.
ASSURE Model Lesson Plan

Lesson Title: Macbeth Introduction
Grade Level: Grade 11
Lesson Length: 90-minute block
I. Analyze Learners
Learners’ general characteristics: The lesson is designed for 11th-grade high school
students. This is an in-class support class comprised of 7 male and 11 female
students, of which six (6) students have Individualized Education Program (IEP)
accommodations. Academic ability and learning styles vary. In general, students
become easily distracted and lose focus quickly. The students are familiar with the
work of William Shakespeare and are capable of identifying the various literary
devices found in work.
Entry characteristics: The students in this class are skilled in the use of computers
and tablets. However, their proficiency in this technology is limited to the use of social
media and entertainment applications.
At the end of the lesson you are expected to:

 Understand the concept of the Assure model in designing lessons with technology.
 Apply the ASSURE model in planning and creating a lesson.Learning styles:
Although the class is comprised of students of all learning styles, the majority
of students in this class are tactile learners.
II. State Standards and Objectives

This lesson is designed to meet the Common Core Standards for Language Arts.
The standards covered in this lesson plan include:
Objective 1: The students will be able to determine the atmosphere created in Act I,
scene i of the play and discuss how language and choice setting is responsible for
that atmosphere.
Curriculum Standard
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed)
Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth, using
modern terminology.
Curriculum Standard
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
Objective 3: Students will be able to understand the significance of Act I, scene i of

Macbeth
Curriculum Standard
Analyze how an author’s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
Objective 4: Students will experience varying interpretations of Act I, scene i of

Macbeth and produce their interpretation
Curriculum Standard
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
III. Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered approaches have
been designed for this lesson.
Technology and Materials.

Students will have access to computers, printers, microphones, headphones, word
processing software, video, and audio editing software, and the Internet.
Media. Students will use print, audio, texts, visuals such as photos, and clip art or
drawings to create assignments.
IV. Utilize Technology, Media, and Materials

P a g e 56 | 188Prepare the materials: With the assistance of the instructional
technology coordinator, Classroom computers and chrome books will be checked
and ready for student’s use.
Appropriate software will be accessible to the students.
Prepare the environment: Desks are to be arranged in a manner that allows for small
group work. Additionally, a computer station must be accessible to all students to
complete various aspects of the assignment.
Prepare the learners: Students will have been prepared for this lesson during the
lesson
Prior. Students have notes on Shakespeare and literary devices, which can be
referred to as needed.
V. Require Learner Participation

Student participation in this lesson will include both large and small group activities.
The lesson is structured to begin with, with large group instruction and activities to
prepare for the smaller group activities.
Large group activities: The lesson will begin with students assuming roles and
reading
Act I, scene i of Macbeth. A brief discussion will focus on what the students think
is happening in the scene. Student reading will be followed by students listening
to a recording of the scene. Using the Promethean Board, students will begin to
develop a comparison chart of what they read and what they heard. This will be
followed by viewing the performance of the scene via YouTube. Students will
add to the chart upon completion of the viewing.
Small group activities: The students will break into groups of three or four to rewrite
the scene they have just watched. They will use computers to access the internet
for research and assistance. Once rewritten, students will use PowerPoint
presentation software to present their version of Act I, scene i to the class.
VI. Evaluate and Revise

Student activities will be evaluated using the rubric (you can attach your rubric)
Analysis
What do you understand about the ASSURE model?
- The ASSURE model is an instructional design model that teachers can use to
create technology-integrated lessons. It assist students in identifying and exploring
problems that they may encounter while learning content or skills in a particular
content area; the students determine the target problem.
How does the teacher use the ASSURE model to integrate technology into the
instruction?
- It is used as a professional development strategy to help them take a systematic

and exploratory approach to evaluating, adopting, and implementing new technology.
The model is also an ideal professional development strategy for teachers who are
integrating technology into their curricula design but feel like they need a structured,
hands-on approach to assisting them in deciding which technologies to integrate into
their instruction.
What do you think the impact on student learning resulted from the ASSURE-based
instructional lessons?
- Learners may be more likely to retain more material for longer periods of time due
to the demonstrated benefits of integrated technology in learning.The reflection
component of assessment is one of the major importance in the planning and
execution phase to ASSURE excellent learning. In this model, after the teacher
finished the design and instruction and acquired data on the outcomes and
impressions of the students, the teacher should reflect on what went well and what
may be improved in that particular instructional event.This data will aid the teacher in
re-designing the instructive event for future use. But, beyond this specific
instructional occasion, this information can help the teacher to a better approach in
the learners in the future. Thus, creating and constructing the most appropriate
learning environment for the students. With that being said, it will be beneficial to us,
learners and future educators.
What are your perceptions of implementing the instruction and of student learning
with technology?
- Students accept responsibility for their own learning outcomes, while teachers serve
as guides and facilitators, thanks to technological advancements. Technology lends
itself to becoming a multifaceted tool that aids in this process. It infuses classrooms
with digital learning tools, such as computers and hand-held devices, to support both
teaching and learning; expands course offerings, experiences, and learning
materials; supports learning 24 hours a day, seven days a week; builds 21st-century
skills; and increases student engagement. Teachers' and students' responsibilities
have begun to shift as a result of technological advancements. Technology is a
powerful instrument that can help and improve education in a variety of ways, from
making it easier for teachers to generate instructional materials to allowing
individuals to learn and collaborate in new ways. Students are more engaged by
technology and spend more time on basic learning tasks as a result than students
who employ a more traditional method. Also, it allows instructors to personalize
curriculum and tailor it to the requirements of individual students, allowing all
individuals to reach their full potential.

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M3 L3 - Activity and Analysis

Examines the teachers’ use of the ASSURE model to create technology-integrated

ASSURE Model Lesson Plan

At the end of the lesson you are expected to:

II. State Standards and Objectives

Objective 3: Students will be able to understand the significance of Act I, scene i of

Objective 4: Students will experience varying interpretations of Act I, scene i of

III. Select Strategies, Methods, Media, and Materials

Technology and Materials.

IV. Utilize Technology, Media, and Materials

V. Require Learner Participation

VI. Evaluate and Revise

- It is used as a professional development strategy to help them take a systematic

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