This is an Assure Method.

1. Nathan Wood
CI 350
ASSURE
Analyze
The first substantial trait of all these students is that they are Russian; luckily they do speak
English. This characteristic will play a huge role for communication with these children. Being
of Russian decent will affect their prior knowledge and feelings towards holidays in general, but
especially in regard to the Fourth of July an American holiday. A second general characteristic is
the student’s age group. These students have an age range from ten to nineteen. Considerations
must be accomplished for the younger and older children. Younger children will likely have
smaller attention spans, less knowledge of the United States, and different learning styles. Older
students will likely have more knowledge about the United States and perhaps the Fourth of July.
The group is also split almost in half by gender. Often males and females have different learning
styles. With this stated, variations in learning due to gender are often culturally driven, thus it
may be beneficial to research gender norms for Russia. A final trait, which affects learning, is the
children's visual impairment. This will especially influence which media will be used to present
information and how the children learn. Other senses and multiple adaptations need to be utilized
when dealing with children that have visual impairments.
State Objective
The students will orally create, from memory, a Fourth of July agenda where 66% of the
activities are common practices in the United States for the holiday within 10 minutes following
the four day lesson which incorporates readings, podcasts, videos, discussions, hands on
activities, and authentic learning.

2. Select Methods, Media, and Materials
The first method incorporated will be a more traditional approach using media primarily
in the audio format. This will include passing a flag around, discussions, an article, a podcast,
some videos, and probing. A major modification will be the need to use media accommodated
for the children’s visual impairment. The first part of the lesson many different materials may be
needed. A podcast on the history of the Fourth of July will be used. There will be United States
flag to pass around. Videos discussing the Fourth of July traditions and facts will be utilized.
NPR’s (2015) reading of The Declaration of Independence will be used. The final material will
be a small article on the traditional Fourth of July barbeque written in brail. By utilizing different
materials and approaches during this portion of the lesson, various learning styles and ages will
be accommodated. For instance, the podcast will provide students with basic history of the 4th of
July; this may be especially beneficial for the younger children with less prior knowledge.
Through the discussions it is hoped students will connect the Fourth of July to its Russian
holiday counterpart. All students will likely profit from being exposed to material in multiple
ways.
The second method to be utilized in this lesson is more authentic; a Fourth of July
celebration will be accomplished. Ultimately, it is felt that there is no better way to learn the
activities of the Fourth of July than to experience it firsthand. The main media format will be
audio and hands on; explanations of what is occurring, the playing of nationalistic music, etc. All
senses will be exploited, however. Students will taste and touch the food, smell the fireworks,
hear the music. Materials needed would be things like food, a stereo, grill, fireworks, pom poms
to get a better understanding of fireworks, and a video with fireworks. Through this authentic
portion it is hoped almost all students will be reached. Many different learning styles will be

3. touched. Individuals who are interpersonal will be capable of discussing the events, those who
are intrapersonal can soak it all up, and so on. Such a method also requires less prior knowledge
since you will be experiencing the events. By experiencing the activities they will be more
ingrained on the individual.
Utilize Media and Materials
The first day of the lesson will begin by passing around an embroidered United States
flag. The embroidered stars and stripes can be felt by each student and the teacher will discuss
the flags significance to the students; this will serve as an introduction for the lesson. Next the
teacher will begin a discussion by asking probing questions such "Why do we celebrate the 4th of
July in the United States?" or "What meal do many people in the United States eat on the 4th of
July?" The purpose of such questions is for the teacher to gauge the students understanding of
the topic. This will help show what the lesson needs to focus on. Also, the flag and discussion
will raise interest and get the mind working. Following the discussion Independence Daze by
BackStory Radio (2015), a podcast on the history behind Fourth of July, will be presented. One
purpose of this reading is to provide students with some knowledge behind the holiday if they are
unaware. This activity may be quite beneficial for the younger children in the group. A second
use of the podcast is that this information could be connected to student’s prior knowledge on the
Russian Revolution or some other Russian holiday such as Victory Day. Following the reading a
further discussion will be held and any questions answered.
Since the history is now known behind the Fourth of July, day two’s lesson will begin to
focus upon the activities of the holiday. To begin a video titled July 4th from History.com (2015)
will be shown. This video discusses fun facts about the Fourth of July along with the basic
activities that occur; such as parades, cannons, the reading of the Declaration of Independence,

4. and fireworks. Next a discussion will be held. During the discussion students will be asked if
they have heard the Declaration of Independence. Most will have likely not heard the
Declaration of Independence, so NPR’s (2012) Reading The Declaration Of Independence Aloud
will be played. This will again be followed by a discussion and questions will be answered. The
final portion of this lesson will involve a very small reading of the article The Classic July 4th
Barbecue (Pilato, 2015). Pilato’s article discusses the classic Fourth of July barbeque. To end the
lesson a discussion on what we need for a Fourth of July celebration will be held. This will lead
smoothly into the day three’s lesson.
The third lesson will provide a real learning experience for the children; they will
participate in a Fourth of July celebration. Many preparations will need to be made. This portion
of the lesson will include food, music, seating, and so on. Thus preparing the materials and
environment will be incredibly key. A major benefit of actually having the event is that it will
stimulate many senses. Students will touch, taste, hear, and smell actual 4th of July activities.
Through accessing so many senses the students will likely remember and learn a lot more about
the holiday. During the event things will be discussed as well.
A tentative schedule for day four’s lesson begins by going outside. Once outdoors, seats
can be taken, socialization may begin, and music played. The PBS (2015) video Patriotic Music
& Fireworks! is one example of the music to be played. The next activity will be the meal. Food
such as hamburgers, hotdogs, corn on the cob, slaw, and watermelon will make up the menu.
Following the meal, the final activity of fireworks will occur. Since the children have visual
disabilities this will pose a challenge. Real fireworks will be set off to allow for the sound and
smell experience. To help students understand the sounds of fireworks the YouTube video
Pyronale 2013: Dragon Fireworks (2013) will be played. Pom poms will be used on the

5. children’s skin to help grow understanding. The colors of the fireworks will be explained while
the show is occurring, as well. With so many senses utilized, a good understanding of fireworks
can occur. Ultimately, it is hoped that through the lesson all students’ needs and different
learning styles will be accommodated for.
The final day will be the summative assessment; the writing of the kids Fourth of July
agenda. This will be accomplished orally to accommodate for the visual issues. Students will be
given ten minutes and the instructor will write down the events the students list off. Students
must list a minimum of three activities and two must be traditional American activities. This
assessment will be accomplished without the aid of any materials.
Require Learner Participation
Learner participation should not be a problem during the lesson. Since discussion will be
ongoing learners will have ample chances to have their voice heard. The teacher will also probe
different individual children to gain participation. Additionally, participation in the celebration
and passing of the flag will be easily accomplished. One major challenge will be ensuring
students listen to the podcast and videos. Through having a discussion, formative assessment,
engagement can be gauged. As discussed prior, the lesson should benefit many different learning
styles by using authentic learning and more traditional learning. The lesson allows learners to
read, listen, feel, taste, and participate. Also, the lessons cover most of Dewey’s questions. We
know that we are teaching the Fourth of July, this is being taught to Russian children with visual
impairments, and the lesson is being taught utilizing many materials and methods. One major
benefit is that discussion will be constant throughout the lesson allowing students to receive
constant feedback and ask any question that they may have.

6. Evaluate and Revise
From the agenda we will be able to evaluate the lesson. If the Russian students have
learned the activities it will be easily shown in their agenda. Evaluation will occur throughout the
lesson by having ongoing discussions. Such discussion can always be used as formative
assessment. The teacher will be capable to judge understanding and thought processes.
When revising every aspect of the lesson should be arbitrated. One aspect that maybe
should be broken up in the lesson is the podcast. This podcast is rather long and maybe better
received if it was presented at different times. Maybe only half of the podcast is needed. The
Fourth of July celebration may not have went as planned and need revisions. Perhaps there was a
food shortage. After the first attempt at teaching these lessons, its likely many revisions will be
needed.

7. Resources
Donna, P. (2015). The Classic July 4th Barbecue. In About. Retrieved December 4, 2015, from
http://entertaining.about.com/od/july4th/a/classicjuly4th.htm
Independence Daze. (2015, July 3). In BackStory. Retrieved December 3, 2015, from
http://backstoryradio.org/shows/independence-daze-2015/
July 4th. (2015). In History. Retrieved December 3, 2015, from
http://www.history.com/topics/holidays/july-4th
Patriotic Music and Fireworks. (2012, July 4). In Public Broadcasting Service. Retrieved
December 4, 2015, from http://video.pbs.org/video/2365025123/
Pyronale 2013: Dragon Fireworks. (2013, September 8). In YouTube. Retrieved December 4,
2015, from https://www.youtube.com/watch?v=jRQ1zWfa9wc
Reading the Declaration of Independence Aloud . (2012, July 2). In National Public Radio.
Retrieved December 3, 2015, from
http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=1374970
61&m=137600759&live=1