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ASSURE Model Instructional Plan


Plymouth Colony and Samoset
5th and 6th Grade
Writing
Lesson length: 50 minutes, or one class period
Analyze Learners
Total number of students: 6
Male students: 0
Female students: 6
Students with low learning skills:0
ESL Student:0
Hearing Impaired:0
Visual/Spatial learners (one or two)
Kinesthetic learners (one or two)
Verbal/linguistic learners (one or two)
Interpersonal learners (one or two students)
Logical/Mathematical (one or two students)
State Objectives
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
SOL 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain,
to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
Select Media, Materials, and Methods
Media:
iPad
Portable Projector

Materials:
Institute for Excellence in Writing Book
Notebook Paper
Pencil
Pen
Highlighter
Methods
Instructor-Centered Strategies: Presentation
Student-centered strategies: Discussion
Utilize Media, Materials, and Methods
Media:
1 iPad will be used for students to look up strong verbs to replace boring verbs
1 portable projector will be used to display source text and sample key word outline
1 whiteboard that is visible to students will be used to display transparencies
Materials:
Institute for Excellence in Writing Book-used for students to write down key words from each
line of the source text
Notebook Paper Used for students to draft their rendition of the source text using the
keyword outline as a guide
Pen Students will use a pen for their draft to avoid constantly erasing ideas that may come
to mind
Pencil Students will use a pencil for their keyword outline in order to make careful
selections of the few words they chose to represent the sentences in the source text.
Methods:
Instructor-Centered Strategy- Teacher will read the source text to students and give
instruction on how to complete a keyword outline.
Student-Centered Strategy- Students will fill out the keyword outline based on source text
read by teacher
Whole Group- Class will discuss and select final words to be used in the group keyword
outline.
Instructor-Centered Strategy- Teacher will use sample sentences to discuss examples of
boring verbs that can be replaced with strong verbs.
Student-Centered Strategy- Students will begin drafting an essay that uses keyword outline.
The students will also use the vocabulary words displayed on the portable projector in their
essay for extra credit.
Require Learner Participation

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Student-centered strategy:
During this time teacher will solicit class participation from all students by requiring each
student to give their examples of words for the keyword outline. Students will make a
decision as a group on which words should make the final cut.
Student-centered Strategy: Students will take turns using iPad to research new strong
verbs/
Student-centered Strategy:
Students will stand and read the completed portion of their draft aloud to the class.

Evaluate & Revise


Student Performance:
The students will be evaluated on their ability to comprehend the source text and rewrite the
story in their own words.
The keyword outline will indicate how much each student retains.
The opportunities to contribute to the group keyword outline will provide an assessment of
collaboration and ability to contribute new information based on what is already given in a
logical manner.
Students will also display writing abilities and strong verb understanding as they substitute
the words.
Instructor Performance:
During the group keyword outline portion of the lesson the instructor can receive feedback
from students that will clarify their skill levels.
The teacher will demonstrate competency of equipment and the ability to teach others to
utilize search engines to discover new words.
Media Performance:
The iPad serves as a vast dictionary that will allow students to expand their vocab beyond
everyday colloquial.
The projector will allow students to focus on cooperating with the group rather than being
distracted by their own textbook. The screen gives everyone a common focus point that is
conducive to a group activity.

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