Assignment 5: ASSURE Lesson Plan

by Tara Dellegrotti EDD 7914-31680 Integrating Teaching and Technology

Nova Southeastern University April 3, 2011

Abstract

This lesson plan follows the Assure Lesson Plan Template found on page 118 in the Smaldino, Lowther, and Russell (2008) text. This lesson is designed for use with high school reading curriculum. This lesson will be used at writer’s high school in the ninth grade classroom that was assessed using the Technology Integration Matrix (TIM). The TIM is a developmental template used to assist educators in successfully integrating technology into the curriculum. The technology integration in this classroom has progressed from the active/adoption (A2) to the collaborative/adaption (B3) level. The lesson plan describes the integration of technology and how it is used to collaborate between students within and outside the high school, which is a (B3) level activity. There is a rubric for this project. This writer has included all items listed in the rubric for this assignment, and believes that overall it is at a level of Excellent.

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Instructional Situation

The goal of this lesson is to integrate technology in a way that will facilitate collaboration

between groups of students and provide an opportunity to use technology to create a podcast that

will be posted on the writer’s high school webpage and shared with others outside the classroom.

The students will work in groups of four to research their favorite non-fiction author. The groups

will use the Internet, Google, and Pro Quest, and other online resources to gather information

about their author. The information will be organized using a graphic organizer on Inspiration

software. The students will then create; using garageband, a video camera, Microsoft Word,

PowerPoint, and iMovie will be used to create a Podcast sharing their information about their

author.

This lesson plan uses the ASSURE Lesson Plan Template (Smaldino, Lowther & Russell,

2008, p. 118). The components of the ASSURE Lesson Plan Template are; analyzing the

learners, stating the state standards and objectives, selecting strategies, technology, media, and

materials, utilizing the technology, media, and materials, requiring learner participation and

evaluating and revising the lesson and student outcomes.

The ninth grade reading class that this lesson will be used for consists of 30

students. The class demographics include three English Language Learners (ELL) students and

six Students with Disabilities (SWD). The remaining 21 students are regular education students. .

All 30 students are level one or two as diagnosed from the Florida Comprehensive Assessment

Test (FCAT) and scheduled for two periods of intensive reading. The classroom consists of six

computers, and students are scheduled once a week in the computer lab to work on the Reading

Plus program. The students use the classroom computers to take district-mandated assessments,

play educational games, and complete make-up sessions on Reading Plus if they are absent on

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computer lab day. The writer has determined that the level of integration of technology used in

this class as evaluated by the TIM is at the adoption (2). The learning environment is at the

active (A) level. Currently, students are actively involved in technology, but the goal for this

exercise is to raise the level of the activity to collaborative/adaption (B3).

The goal for integrating technology use is (B3) on the TIM. This cell describes the ability

of students to collaborate with peers and others in different time zones using technology.

Students should be able to use technology tools to collaborate with others rather than working on

projects and assignments individually all the time. The video example on the TIM website of this

cell included a group of students who create a podcast, post it on a website, and view other

students’ podcasts from all over the world. The National Educational Technology Standards

(NETS-S) were identified and include designing, developing, publishing, presenting projects to

audiences outside the classroom, and collaborating with peers and experts using technology

tools.

Analyze Learner

Whole Classroom. The students in the class are classified as a regular education

classroom with reading levels from beginning fourth grade to eighth grade reading level. There

are 30 students. Three of these students are classified as ELL students. There are eighteen girls

and twelve boys. The students are between the ages of fourteen and sixteen. Many of these

students are from low socioeconomic backgrounds with a high mobility rate across the county

and state.

Entry Competencies. Each student has been assessed on their reading levels using both

fall and winter diagnostic measures, FCAT, and common assessment data. All students will be

given information on different non-fiction authors.

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Learning Styles. Students have been surveyed about learning styles and preferences.

Best practices will address most of the learning styles of the members of this class that include

hands on activities, peer instruction, small group instruction, and audio enhancement.

State Standards and Objectives

This lesson addresses several standards from the Florida Sunshine State Standard, the

National Educational Technology Standard for Students (NETS-S). The standards and objectives

are:

RI.9-10.7 The student can analyze various accounts of a subject told in different mediums

(e.g., a person’s life story in both print and multimedia), determining which details are

emphasized in each account. The student target is the ability to use a variety of multimedia and

portray a background of the author’s life and present it to others.

1. Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology.

2. Students use digital media and environments to communicate and work

collaboratively, to support individual learning and contribute to the learning of others.

3. Students apply digital tools to gather, evaluate, and use information.

4. Students use critical thinking skills to plan and conduct research, manage projects,

and make informed decisions using appropriate research and resources.

5. Students demonstrate a sound understanding of technology concepts, systems, and

operations.

RI.9-10.10 The student knows that is important to read and comprehend literary non-

fiction texts in grade nine. The student target is to be able to record and describe facts about the

non-fiction author so others can read and understand the text.

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RI.9.10.8 The student recognizes specific claims in texts by assessing whether the

reasoning is valid and evidence is relevant and sufficient. The student target is to be able to read

others text and comprehend facts about the author and whether the information is valid or not by

using available resources provided.

Select Strategies, Technology, Media, and Materials

The students will research using the Internet and other resources, about non-fiction

authors and text. They will collaborate with other students, both within their classroom and

outside their classroom using the Internet. They will create and present a PowerPoint

presentation, a Podcast, and post it on a website and share it on the school television station.

Using the selection rubric (Smaldino, Lowther & Russell, 2008), the use of the Internet

and PowerPoint is age appropriate and will engage the students and increase their level of

interest in their author.

Utilize Technology, Media, and Materials

This project will begin in December as this is when the pacing chart set forth by the

district is introduced. The starting point will include an introduction of the content to the students

through an online district program Learning Village. The students will use the Internet to

research their author. Each group of students will use their information from several sources in

order to obtain various background and current research ideas to share. After this information is

collected, students will design a graphic organizer using the program Inspiration to help organize

their ideas and information. The students will brainstorm ideas on how to create their Podcast

that incorporates their research and communicates their work clearly to the audience. By the

beginning of January the students are expected to have created their Podcast that will be

reviewed by the writer. Editing and revising will be given time before the final product is due.

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The high school has a television station called Gator News Network (GNN), and the Podcasts

will be shown to the entire school. The writer will also submit the podcasts to the school website.

The writer will do a call out on ParentLink for the intensive reading students to announce where

the podcasts will be posted for viewing.

Require Learner Participation

Students are to be actively engaged in research using resources that include textbooks,

Internet searches, Google, and ProQuest search engines. Group collaboration will include

creating a graphic organizer of their author using the software Inspiration and begin to create a

PowerPoint presentation that incorporates all the information that the students gathered. All

members of the group must contribute to the graphic organizer and the PowerPoint presentation.

Students will learn how to use the video camera, iMovie, garageband, Mirosoft Word, and

Microsoft PowerPoint to create their Podcast to spotlight on (GNN) and on their webpage. The

teacher will monitor, assist, and provide feedback to the groups during each phase of the project.

Evaluation and Revise

The TIM tool helped the writer to identify ways to improve the integration of technology

into the reading curriculum. Collaboration and sharing the presentation to people outside the

school has increased the technology integration level of this lesson/project. A rubric is used to

assess each component of this lesson including the graphic organizer created on Inspiration, the

PowerPoint presentation, and the Podcast.

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Multimedia Activity: Non-fiction Author Biography

Teacher Name:Ms. DellegrottiStudent Name:

Category 4 3 2 1

Sources Source information collected for all graphics, facts, and quotes. All documentated in desired format

Source information collected for all graphics, facts and quotes. Most documentated in desired format

Source information collected for all graphics, facts and quotes, but not documentated in desired format

Very little or no source of information was collected

Content Covers topic in-depth with details and examples. Subject knowledge is excellent

Covers topic with details and examples. Subject knowledge is good

Includes information about topic but there are 1-2 factual errors

Content is minimal or there are several factual errors

Requirements All requirements are met and exceeded

All requirements are met

One requirement was not met

More than one requirement was not completely met

Workload The workload is divided and shared equally by all team members

The workload is divided and shared fairly by all team members, though workloads may vary from person to person

The workload was divided by one person in the group is viewed as not doing his/her fair share of the work

The workload was not divided or several people in the group are viewed as not doing their fair share of the work

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References

Florida Sunshine State Standards. (1996). Retrieved March 29, 2011, from http://www.fldoe.org/bii/curriculum/sss/sss1996.asp

National educational technology standards (NET-S) and performance indicators for students. . Retrieved March 29, 2011, from http://www.iste.org

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning. Upper Saddle River, New Jersey: PEARSON Merrill Prentice Hall.

Technology Integration Matrix. (2007). Retrieved March 29, 2011, from http://fcit.usf.edu/matrix/

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Appendix-Technology Integration Matrix

1 2 3 4 5

Technology

Integration

Matrix

EntryThe teacher uses

technology to deliver

curriculum content to

students.

AdoptionThe teacher directs

students in the

conventional use of

tool-based software.

If such software is

available, this level

is the recommended

Adaptation 

The teacher

encourages

adaptation of tool-

based software by

allowing students

to select a tool and

modify its use to

accomplish the

task at hand.

Infusion 

The teacher

creates a learning

environment that

infuses the power

of technology

tools throughout

the day across

subject areas

Transformation 

The teacher creates a

rich learning

environment in which

students regularly

engage in activities that

would have been

impossible to achieve

without technology.

A ActiveStudents are actively

engaged in using

technology as a tool

rather than passively

receiving information

from the technology

Indicator: Students use

technology for drill and

practice and computer

based training.

Indicator:

Students begin to

utilize technology

tools to create

products, for

example using a

word processor to

create a report.

Indicator:

Students have

opportunities to

select and modify

technology tools to

accomplish

specific purposes,

for example using

colored cells on a

spreadsheet to

plan a garden.

Indicator:

Throughout the

school day,

students are

empowered to

select appropriate

technology tools

and actively apply

them to the tasks

at hand.

Indicator: Given

ongoing access to

online resources,

students actively select

and pursue topics

beyond the limitations of

even the best school

library

B CollaborativeStudents use

technology tools to

collaborate with others

rather than working

individually at all

times.

Indicator:

Students primarily

work alone when

using technology.

Indicator:

Students have

opportunities to

utilize collaborative

tools, such as

email, in

conventional ways.

Indicator:

Students have

opportunities to

select and modify

technology tools to

facilitate

collaborative work.

Indicator:

Throughout the

day and across

subject areas,

students utilize

technology tools

to facilitate

collaborative

learning.

Indicator:

Technology enables

students to collaborate

with peers and experts

irrespective of time zone

or physical distances

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C ConstructiveStudents use

technology tools to

build understanding

rather than simply

receive information.

Indicator:

Technology is used to

deliver information to

students.

.

Indicator Students

begin to utilize

constructive tools

such as graphic

organizers to build

upon prior knowledge

and construct

meaning.

Indicator:

Students have

opportunities to

select and modify

technology tools to

assist them in the

construction of

understanding.

Indicator:

Students utilize

technology to

make connections

and construct

understanding

across disciplines

and throughout the

day.

 

Indicator: Students

use technology to

construct, share, and

publish knowledge to a

worldwide audience.

D AuthenticStudents use

technology tools to

solve real-world

problems meaningful

to them rather than

working on artificial

assignments

Indicator: Students

use technology to

complete assigned

activities that are

generally unrelated to

real-world problems.

Indicator:

Students have

opportunities to

apply technology

tools to some

content-specific

activities that are

based on real-world

problems.

Indicator:

Students have

opportunities to

select and modify

technology tools to

solve problems

based on real-world

issues.

 

Indicator:

Students select

appropriate

technology tools to

complete authentic

tasks across

disciplines.  

Indicator: By

means of technology

tools, students

participate in outside-of-

school projects and

problem-solving

activities that have

meaning for the

students and the

community

E Goal

DirectedStudents use

technology tools to set

goals, plan activities,

monitor progress, and

evaluate results rather

than simply

completing

assignments without

reflection.

Indicator:

Students receive

directions, guidance,

and feedback from

technology, rather than

using technology tools

to set goals, plan

activities, monitor

progress, or self-

evaluate.

Indicator: From

time to time,

students have the

opportunity to use

technology to either

plan, monitor, or

evaluate an activity.

Indicator:

Students have

opportunities to

select and modify

the use of

technology tools to

facilitate goal-

setting, planning,

monitoring, and

evaluating specific

activities.

Indicator:

Students use

technology tools

to set goals, plan

activities, monitor

progress, and

evaluate results

throughout the

curriculum.

Indicator: Students

engage in ongoing

metacognative activities

at a level that would be

unattainable without the

support of technology

tools.

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