ASSURE Model Instructional Plan

Lesson Title
Stephanie Bustamante
6th Honors
ELA
65 minute lesson
Analyze Learners
1.
2.
3.
4.

16 Students
9 Males/ 7 Females
11-12 years old
Other information
o The RIT ranges from 211 to 230.
o 13 students are Caucasian, 2 students are Caucasian and African American,
and 1 student is African American.
o 1 student did not meet standards for MAP Reading.
5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes
o Learning Styles:
o Visual -Aural (40%)
o Auditory (40%)
o Kinesthetic- Hands On (20%)
o Students have previous knowledge of text features via SCCC standards
(problem and solution, cause and effect, etc).

State Objectives
In a 65 minute, 6th grade ELA honors class, students will identify text features and
structures that support an authors ideas or claim using an informational text and will be
assessed using a graphic organizer and its rubric [6.RI.8.2]

Select Methods, Media, and Materials

1. Methods: Anticipatory set via Fears and Phobias video, teacher reviews text structures
(modeling), and lastly, students practice with text structures to better acquaint themselves
with skillset.
2. Media: PowerPoint Slide, video via My.HRW.com (students need to preview text
structures to re-familiarize themselves)
3. Materials: Houghton Mifflin Harcourt Collections Grade 6 pages 41-46 (6th grade required
text, Rhetorical Patterns graphic organizer and rubric via LiteracyTA
Utilize Media, Materials, and Methods

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1. Preview text structures using Powerpoint making sure examples are age-appropriate
2. Prepare textbook by marking pages of the text, writing questions for discussion,
modeling passages.
3. Students are assigned Kagan Style seating (groups of 4/5) with 2 High, 2 Middle, 1 Low
skilled-student. Classroom is set to a temperature of 72 degrees which has been
constant since the start of school. Word wall has been put in place for students to refer
to academic terms (claim, structure, etc). One light off to view PPT slides, students can
use earbuds to view the video.
4. I will ask the students: Who has ever been afraid? Did you run away or push through
overcoming your fear? Students have think time, pair up, share their responses with
their shoulder partner.
Require Learner Participation
*Lesson will take approximately 2 blocks- 120 minutes)
1. Begin with anticipatory set listed above (: Who has ever been afraid? Did you run
away or push through overcoming your fear? Students have think time, pair up,
share their responses with their shoulder partner)
2. Teacher will then elicit response from students who would like to volunteer to share
their responses.
3. Teacher will then ask students what text structure is using Kagan RoundRobin.
4. Once teacher has elicit responses from groups, teacher will show the PowerPoint of
Text structure, discussing each text structure and giving further examples than what
is demonstrated in the lesson.
5. Teacher will model train-of-thought hen encountering text structures. Then students
will practice on their own, and then work with their face partner to come to an answer.
6. Once students complete their practice, students will be introduced to the text. Fears
and Phobias found on pages 41-46 of the textbook by watching the accompanying
video, Fears and Phobias to introduce the text to the reader.
7. After students watch, students will discuss with their shoulder partner what they
learned by passing one paper with their group, each writing one fact they learned
from the video. Then, students will engage in whole-class discussion.
8. Then, students will be given a purpose to read: How does the text structures help
develop the subheadings? Students will be using the identifying evidence rubric
9. Students will then take their own notes reading the article found in the text, and
discuss using the guided reading questions found in the text.
Evaluate & Revise

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1. Rubric:

2. Class discussion about the Fears and Phobias video, student-student (team) All
Write Round Robin.
3. Teacher will ask students to leave a parking lot post-it that is exhibited on the
whiteboard. Teacher will ask students the following questions: What is one
weakness/one strength of todays lesson? What do you think you feel you need more
work in? Students will write their name on the back of the post it and leave it on the
whiteboard. At the end of the lesson, I will collect the post its and use it to create
small-groups for the following days lesson.

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