This lesson plan is for a 4th grade classroom with 20 religiously diverse students. The plan aims to teach students about 5 major December holidays through lectures, videos, maps, and group presentations. Students will learn the holidays' names, locations, origins, and traditions. They will research in groups and present speeches. The teacher will use a KWL chart, maps, computers, a projector, and video camera. Students will participate through discussions, videos, a map game, and presentations which the teacher will evaluate based on content, research, and presentation skills. The teacher will assess the lesson and make revisions based on student feedback.

1. Kristin Hayes
CI 350
ASSURE Lesson Plan
1/23/14
Analyze Learners
General Characteristics
This lesson is designed for fourth grade
students. There are twenty students, and the
female students outnumber the male students.
While none of the students have a learning
disability, there is a religiously diverse
classroom present here. Two students practice
Islam, and three students practice Judaism while
the remaining fifteen students adhere to
Protestantism. In addition, there are two
African-American students present in the
classroom. The majority, however, are middle
class Caucasian students. Despite the
heterogeneous makeup of the classroom, the
students generally get along and practice
respect for one another, but the students can get
rowdy when they feel they are not being
challenged.
Entry Competencies
The fourth grade students have mastered the
following:
1. Typing a minimum of ten words per
minute
2. Utilizing bookmarked search engines to
find information on a topic with
teacher’s assistance
3. Conducting an oral presentation both
alone and with classmates
4. Locating information in the school
library with resources such as
encyclopedias, atlases, and magazines
5. Reading on a basic comprehension level
Learning Styles
The students have a lot of energy and a desire to
learn through kinesthetic learning, but most of
the students are auditory or visual learners.
However, if the students complete class work
such as textbook or worksheet problems that
they feel are not challenging, learning
disruptions will occur. Constantly changing and
manipulating the curriculum as well as
implementing small pieces of each learning style
into the lesson helps to keep the students on
their toes. Building excitement for the content
through media often keeps the students engaged
in the coursework as well. Also, relating the

2. material to the students’ personal lives helps
pique individual interest in the classroom.
State objectives
Select methods, media,
and materials
These are the objectives for the lesson:
Students will name the five major
holiday celebrations (Christmas,
Chanukah, Kwanzaa, Las Posadas, and
Ramadan) celebrated around the world
in December through lectures and inclass videos at the end of the unit with
100% accuracy.
Given a blank world map, students will
locate and identify the countries that
celebrate each of the holidays through
lectures, videos, and an in-class map
game by the end of the unit with 100%
accuracy.
Students will describe the origin stories
as well as the basic traditions of each of
the five major holidays through in-class
lectures and watching videos of
traditions such as song and dance at the
end of the unit with 100% accuracy.
Students will practice greater
competence in researching the Internet
independently in the school computer
lab at the end of the unit with 100%
accuracy.
Students will compose and present a
small speech on the holiday that is
chosen for his or her group using in class
research time at the end of the unit with
100% accuracy.
The method of instruction I will use is whole
group instruction alongside small-groups.
Students will receive instruction on the
December holidays together, but they will work
in small-groups of four to research for a group
presentation. These are the materials I will use:
Flip Chart. At the beginning of the unit,
the students will participate in a class
discussion which will help to complete a
KWL chart the teacher will make. This
will not only be a good warm up activity
for the students, but this will also give
the teacher a clearer idea of what the
students already know.

3. Utilize media and
materials
Maps. Students will use large sized maps
to locate the countries that celebrate
each holiday discussed in class. The
students will also play a map game
where I will state a holiday tradition,
and the student must identify one
country that practices the tradition on
the map. The maps are property of the
school, and I have checked them out of
the Resource Center for the duration of
the unit.
Computers. Students will complete
activities in the school computer lab
such as completing research on the
holiday that is assigned to them. I have
reserved designated times for the class
to use the computers. I will also use my
personal computer to show videos and
pictures in order to appeal to both visual
and auditory learners.
Projector. I will use the projector to
show videos and pictures in class. The
classroom already has a projector;
therefore, projecting the media onto the
board will be the most efficient way to
show these mediums.
Video camera. The students will be
videotaped while they present their
speeches in order to provide direct
feedback. Groups will be assigned a
meeting time with the teacher to watch
the video as well as be evaluated by the
teacher and the students themselves.
The teacher will reserve the video
camera from the school’s Resource
Center.
Preview the Materials
The teacher previewed the videos and
pictures to ensure that they were
appropriate for instruction.
Prepare the Materials
The teacher first draws the basic outline
for the KWL flip chart. She then collects
the items she loaned from the school’s
Resource Center including the video
camera and the maps. Next, she checks
to make sure that the projector and
computer are in working condition for

4. the following day. Finally, the teacher
speaks with the school librarian to
ensure her classes still have the
computer lab reserved for the
designated days.
Prepare the Environment
The teacher will arrange the seats in a U
shape so that the students will be able to
look to the board to observe media as
well as one another during classroom
discussion. Also, the center of the U will
make a good area of students to
participate in kinesthetic activities. The
teacher’s podium has been moved out of
the front of the classroom so students
can see the board and other materials.
The flip chart and map will be on
opposite sides of the room. The flip chart
has also been placed at the front of the
room to the left of the board because the
teacher is right handed and will need to
write. The maps are to the right of the
board. On the days the students go to the
computer lab, the students will be
divided into the designated groups. Most
small-group work will be completed in
the computer lab. All of the equipment
needed to show media such as the
projector and video camera has been
tested and is in working condition for
instruction.
Prepare the Learners
The teacher will introduce the unit and
explain specific objectives of the unit as
well as the different activities the
teacher will be asking the students to
complete. The students will also be made
aware of any formal and informal
evaluations and upon what criteria they
will be graded on during these. A time
for questions will follow to ensure
understanding.
Provide the Learning Experience
General Techniques. The screen which
media will be projected onto is a part of
the white board in the center of

5. Require student
participation
classroom. The teacher will have a desk
alongside the students in the middle of
the U shape of the desks where her
computer and projector will rest. If the
desk was in the actual middle of the
students, the teacher’s back would be to
some of the students which is not good
for learning. The flip chart is to the left of
the board.
Projector. The projector will only be on
when the teacher is showing a video or a
picture otherwise the students may
become distracted. The teacher will also
use a pointer and turn off the lights to
help the students better see the media.
Flip Chart. The writing on the flip chart is
in large black letters in order for all
students to properly see and read the
chart. Because this is a visual aid, the
lights must be on during presentation,
and the teacher must not block the view
of the flip chart while discussing it with
the students.
Video. While shooting the video, the
teacher must keep the lights on to
provide adequate lighting. The
classroom must also be quiet in order to
hear the presentations.
Maps. The maps must be presented in a
location that all students can see which
is to the right of the board in this case.
The lights must also be left on in order to
see the details of the map. The teacher
will use a pointer to point out specific
countries to the students during the
presentation.
Large Group Activities
The teacher will begin by asking the
students to share any of the holiday
traditions that they celebrate with their
family. After that discussion, the teacher
introduces the five holidays being
discussed throughout the unit and
introduces the three statements
associated with the KWL Chart—“What I
Know, What I Want to Know, What I
Learned”. The teacher will then begin
lecturing where she incorporates videos
and pictures to help teach the holidays

6. to the students. Two of the videos are
interactive, meaning they ask the
children to sing and/or dance with
traditional songs from some of the
holidays discussed. The teacher will also
teach the students the locations of the
countries that celebrate each holiday on
a large map. The students will then play
a map game to help them become
familiar with the geographical locations
of the holidays celebrated. The Large
Group Activities will span over a five day
period.
Evaluate and Revise
Small-Group Activities
The teacher will split the classroom into
groups of four for the small-group
activities. Students will have three days
to conduct research alongside his or her
group for the presentation. While the
teacher will demonstrate an outline for
students to construct their speeches, the
students can be creative because they
have previously been made aware of the
evaluation process and criterion for the
assignment. On the fourth day, the
students will meet with their group to
prepare for the presentation the
following day. The students are advised
to do a mock trial of their speeches to
ensure success the next day. The final
day of the unit the students will present
their group projects to the class, and the
teacher will record the presentations
with a video camera. The teacher will
spend the weekend evaluating the
students’ presentations. On Monday, the
teacher will individually meet with the
student groups to provide and receive
feedback about the unit.
Assessment of Learner Achievement
Students will be evaluated on whether they met
the objectives outlined above. The material
learned in large group activities act as a base
knowledge to the student’s personal and smallgroup research. The objectives will be tested by
the evaluation of the student group research
presentations because the criteria for this
evaluation is directly reflected in the objectives.

7. Content (50 points)
Did your group include the common
names associated with the holiday?
Did your group identify the countries
that celebrate the holiday on the map?
Did your group explain the origin story
of the holiday?
Did your group explain the cultural
traditions associated with the holiday?
Research (25 points)
Did you consult Internet sources to
collect the data information?
Did you use trustworthy websites such
as those ending in .gov while conducting
research?
Did you organize your research
alongside of your group’s research
appropriately?
Presentation (25 points)
Did your group include all of the content
required?
Did your group speak loudly and clearly
so all of your classmates could hear you?
Did your group take turns presenting the
material so that all group members were
involved?
Evaluation of Media and Methods
The media and materials were all free
and either previously owned or rented
from the school’s Resource Center. This
makes the unit very efficient in terms of
the costs of resources.
Student feedback was frequently utilized
as a tool of evaluation of the media and
methods. The teacher observed student
reactions during the media
presentations and wrote them down in a
journal to refer to during the revision
process. After the large group
instruction was completed, the teacher
conducted the first informal evaluation.
The students were given a short survey
about the media they encountered
during the first part of the unit. The
survey was composed of Likert scale

8. questions as well as a few open response
questions. The second informal
evaluation was given after the
presentations were complete, and the
teacher met with the student groups.
Students were first personally
interviewed by the teacher to determine
any struggles or successes they
encountered during the unit. The
students were also given an evaluation
worksheet to assess one’s group. This
was anonymous and only contained the
number of the group in the top right
corner. This ensures that the students
can speak honestly about his or her
experience with the group to guarantee
a fair experience for all.
Evaluation for Overall Instruction
The teacher gathers the formal
evaluations from the unit and calculates
the student’s average. However, this is
only the feedback from the formal
evaluation. The teacher also uses the
informal evaluations (such as
observations made) to decide on what
changes need to be made to the lesson
plan. The teacher is most interested in
the clarity of the objectives and whether
the students were successful with these.
Also, the informal evaluations will help
the teacher draw a conclusion on
whether the students enjoyed the media
and activities in the unit.