Introduction
Educators are continuously seeking new and innovative methods to
refine and improve classroom instruction. In recent years, integrating
technology has enhanced classroom instruction. It is the responsibility of
teachers to effectively incorporate this technology into meaningful instruction.
The ASSURE lesson plan model provides assistance in achieveing this goal.
ASSURE Model Lesson Plan
Lesson Title: Macbeth Introduction
Grade Level: Grade 11
Lesson Length: 90 minute block
I. Analyze Learners
Learners’ general characteristics: The lesson is designed for 11th
grade high school
students. This is an in-class support class comprised of 7 male
and 11 female
students, of which 6 students have IEP accommodations.
Academic ability and
learning styles vary. In general, students become easily
distracted and lose focus
quickly. The students are familiar with the work of William
Shakespeare and
are capable of identifying the various literary devices found in a
work.
Entry characteristics: The students in this class are skilled in the use
of computers and
tablets. However, their proficiency with this technology is
limited to the use of
social media and entertainment applications.
Learning styles: Although the class is comprised of students of all
learning styles, the
majority of students in this class are tactile learners.
II. State Standards and Objectives
This lesson is designed to meet Common Core Standards for
Language Arts. The standards covered in this lesson plan include:
Objective 1: The students will be able determine the atmosphere
created in Act I,
scene i of the play and discuss how language and choice
setting is responsible
for that atmosphere.
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author’s choices regarding
how to develop
and relate elements of a story or drama (e.g., where a
story is set, how
the action is ordered, how the characters are
introduced and developed)
(New Jersey Department of Education, 2013)
Objective 2: The students will be able to rewrite Act I, Scene i
of Macbeth using
modern terminology.
CCSS.ELS-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they
are used in the text, including
figurative and connotative meanings; analyze the
impact of specific word choices on
meaning and tone, including words with multiple
meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.) (New Jersey
Department of Education, 2013)
Objective 3: Students will be able to understand the significance of
Act I, scene i of
Macbeth
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice
to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact
(New Jersey Department of Education, 2013).
Objective 4: Students will experience varying interpretations of Act I,
scene i of Macbeth and produce their
own interpretation
CCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production
of a play or recorded novel or poetry), evaluating how
each version interprets the source
text. (Include at least one play by Shakespeare and
one play by an American dramatist.)
(New Jersey Department of Education, 2013)
III. Select Strategies, Methods, Media, and Materials
Strategies. A variety of teacher-centered and student-centered
strategies have been designed for this
lesson.
Technology and Materials. Students will have access to computers,
printers, microphones, headphones,
word processing software, video and audio editing
software, and the Internet.
Media. Students will use print, audio, texts, visuals such as photos, and
clip art or drawings to create
assignments.
IV. Utilize Technology, Media, and Materials
Prepare the materials: With the assistance of the instructional
technology coordinator,
Classroom computers and chrome books will be checked and
ready for student
use. Appropriate software will be accessible to the students.
Prepare the environment: Desks are to be arranged in a manner that
allows for small
group work. Additionally, a computer station must be
accessible to all students
to complete various aspects of the assignment.
Prepare the learners: Students will have been prepared for this
lesson during the lesson
Prior. Students have notes on Shakespeare and literary
devices which can be referred to as needed.
V. Require Learner Participation
Student participation in this lesson will include both large and small
group activities. The lesson is
structured to begin with large group instruction and activities to
prepare for the smaller group activities.
Large group activities: The lesson will begin with students assuming
roles and reading
Act I, scene i of Macbeth. Brief discussion will focus on what
the students think
is happening in the scene. Student reading will be followed by
students listening
to a recording of the scene. Using the Promethean Board,
students will begin to
develop a comparison chart of what they read and what they
heard. This will be
followed by viewing a performance of the scene via YouTube.
Students will add
to the chart upon completion of the viewing.
Small group activities: The students will break into groups of three or
four to rewrite
the scene they have just watched. They will use computers to
access the internet for
research and assistance. Once rewritten, students will use
PowerPoint
presentation software to present their version of Act I, scene i
to the class.
VI. Evaluate and Revise
Student activities will be evaluated using the following rubric:
Conclusion
The ASSURE lesson plan model aids in the incorporation of
technology into classroom instruction. It serves as a guide for teachers and
focuses on the level of technological support applied. The proper use of this
model will enrich daily lessons and student activities and maximize the
potential of available technologies.
References
New Jersey Department of Education. (2013). Common Core Standards.
Retrieved from
www.state.nj.us/education/sca
Rubrics for Teachers. (2013). PowerPoint Grading Rubric. Retrieved from
www.rubricsforteachers.com