ASSURE Model Instructional Plan

(Note: Delete purple text before submitting your instructional plan!)

Chinese Philosophies
Emily Gray
6th
Social Studies
1 Class (75 Minutes) - Students may need extra time the following class period
*Note: Table cells will expand when text is added.
Analyze Learners

1. Number of Students: 30 Students (Accelerated/Talented and Gifted)

2. Age: 11-12

3. Considerations:
o EL Students: 5 Students
o Special Ed: 2 Students
o Boys: 14 // Girls: 16

4. Current Knowledge: Students will be working to create a meaningful presentation

about the Chinese Philosophies and share their work with a peer.

5. Learning Styles: Based on Inventory from the beginning of the year.

o Visual - 64%
o Auditory (Aural) - 6%
o Kinesthetic (Hands On) - 30%

State Objectives
6-1.4 - Explain the origins, fundamental beliefs, and spread of Eastern religions, including
Hinduism (India), Judaism(Mesopotamia), Buddhism(India), and Confucianism and Taoism.

Key Skills:
Explain change and continuity over time and across cultures
Interpret parallel timelines from different places and cultures
Identify and explain multiple causation and multiple effects
Compare the location of places, the conditions at places, and the connections
between places

Select Methods, Media, , and Materials

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Methods:
Whole Group: Students will listen to a presentation by the teacher to provide a
general overview of the lesson/key details.
Partner/Group: Students will create outlines for their presentations and be able to
provide support before they actually create their presentation.
Individual: Students will create a presentation that will demonstrate their
understanding of details.

Media:
Google Slideshow Presentation (Background Information provided by the teacher)
CREATE: Piktochart (Presentation - Students will create and share/teach a peer)
READ Article/ Textbook - Informational Text, which will provide support
Edpuzzle: Video - This support is used for any student that finishes early

Materials:
Piktochart (Web)
Chromebooks
Internet Connection
Pencil and Interactive Notebooks
Google Slides (Teacher Produced)
Edpuzzle/ Headphones
Textbook - READ Article
Smartboard

Utilize Media, Materials, and Methods

1. Preview the materials: Edpuzzle Video: Chinese Philosophies, Google Slideshow

(https://docs.google.com/a/horrycountyschools.net/presentation/d/1UJCdIOqf9tCuL3GU
4GDHMl5Cj5bdA5YPFeVsXi-pZBo/edit?usp=sharing), Piktochart login/gmail

2. Prepare the materials: Google Slideshow, Textbook Pages and READ Article

3. Prepare the environment: Student Group based on lexile levels - to ensure all students
are grouped with different ability groups (groups of no more than 4), Smartboard,
speakers, lighting//temperature//welcoming classroom environment.

4. Prepare the learners: The Yin-Yang symbol is something that most kids have seen
before, but may not know the meaning behind - Display that symbol and have students
share with shoulder partner their prior knowledge of Chinese Philosophies. Ask - Have
you seen this symbol? Do you know what it means? Where do you see it?

5. Provide the learning experiences: Kagan Cooperative Groups (Think Pair Share, Round
Robin, and Turn and Talks - All outlined with Google Slideshow)

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Require Learner Participation
1. Warm-Up: Yin-Yang // Taoism - What do students already know about the topic.
a. Turn and Talk with Shoulder Partner
i. (5 Minutes // Think Time and Talk Time)

2. Input: Google Slide - Chinese Philosophies

a. Teacher will TEACH about key details and concepts
b. Think Pair Share and Round Robin within the Google Slideshow
i. 20 Minutes

3. Guided Practice: Students will work to create an outline for their presentation
a. They must include the founder, origin, basic beliefs, sacred text, and diffusion
in their presentation.
i. They can generate information from the Teacher - Google Slides,
Textbooks, and READ Article. They are encouraged to use a variety of
resources.
b. Round Robin ideas and support each other to ensure all students have the
correct content/ information for their presentation.
i. (5-7 Minutes)
c. Before students work: Have them login with their gmail/google accounts to
Piktochart.

4. Independent Practice: Students will work for the remaining time (40-45) minutes to
create a presentation that can be taught to their peers. They will be responsible for
ensuring they teach meaningful information to each other. **Teacher will be
monitoring progress and providing support.
a. Any student that finishes early - Edpuzzle Video (Embedded with questions)
b. https://edpuzzle.com/media/59de2c168769ca40ed4bd7a4

5. Closure: Students will have 5-7 minutes to share with a classmate (Stand-Up/ Hand
Up/ Pair Up) and present their presentation.

Evaluate & Revise

Evaluation methods for each of the following are included:
1. Student Performance:
https://docs.google.com/spreadsheets/d/1TDO3E6bHTUCDagt_sREyNCH_86JrjnqRjGaKo
UbY-Ss/edit?usp=sharing - A link to the rubric, which I created to score my students. I
focused on the Slideshow and use of class time in the rubric. I know the students have
already used Piktochart to create a slideshow about themselves, so this was truly about
assessing them summarizing key information and being able to present it in a meaningful
way.

2. Media Effectiveness: Students will be scored on the Slideshow. The students will
take a Mini-Assessment at the end of the week. This lesson will be presented on a

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 Monday and assessment will be Friday. The students will have an opportunity to
share their presentations with other students throughout the week. I will ultimately
know if it was successful based on the Mini-Assessment data (10 question quiz).

3. Instructor Performance: I always have my students do a reflection in their Interactive

Notebook following their Mini-Assessment. They are required to write 3-5 sentences
about the week. They can include things they enjoyed and that helped foster their
learning OR they can write suggestions/improvements. I will encourage them to write
about the Slideshow activity and if it truly helped them learn.

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