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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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