Assure Lesson Plan 1 "Village Census on Guam throughout the Years"

ASSURE Model Instructional Plan
Village Census on Guam throughout the years
Polly-Jo A. Quitugua
9th Grade
Chamoru
Length of Lesson: 45 minutes (1 period)
**This project will consist of a three day period due to length of class time.**

Analyze Learners
The classroom consists of 28 to 30 students. The students range in age from fourteen to fifteen years old. Students should already have the basic knowledge of the Chamoru language and should be able to present this assignment/project using the basic structures such as sentence grammar, punctuation, and pronunciation. Students should also be familiar with the basic usage of the computer and will be guided throughout the lesson if he/she is unfamiliar with how to use a computer. Majority of the students have no prior knowledge on how to create a digital spreadsheet as well as a power point presentation. Students will be taught how to create a spreadsheet and a power point presentation in order to complete the assignment/project. The lesson includes seeking information on the census of each village on the island and comparing the increase and decrease of the population within the years.
The learning styles that are present in the classroom are divided into three major categories, visual, auditory, and kinesthetic.

State Objectives
At the end of the lesson, students will be able to…
a. Create a digital spreadsheet on the census of the villages on Guam.
b. Determine the increase and decrease in population using the digital spreadsheet on the census of the villages.
c. Compare and contrast the increase and decrease throughout the years on the island villages using the digital spreadsheet.
d. Create a power point slide show in order to present their project.

Select Media, Materials, and Methods
* Projector for PowerPoint presentation.
* Classroom computer(s) with access to the internet & excel to create a digital spreadsheet & for research
purposes.
* Telephone to make contact with the village mayors in order to seek information on the census of each village.
* Pens, pencils, paper to log down information from the village mayors as rough draft before completing their
digital spreadsheet.

Utilize Media, Materials, and Methods

1. Students will be broken into groups and assigned a village. Students will research on data needed to
complete the assignment using the in-class computers for internet access and research and in-class telephone
in order to contact the village mayors.
2. Students will learn to create a digital spreadsheet and will be guided throughout the lesson on how to create a
digital spreadsheet.
3. Students will create a power point slide show in order to present their completed assignment. Students will
be creative with their power point presentation following the rubrics for final assessment.
4. The last method to be used is the in-class computers. After students are divided into groups, each group is
required to make their own digital spreadsheet and power point presentation on their assigned village census.
The digital spreadsheet will help students compare and contrast the census on Guam throughout the years.
Students will provide an introduction and brief history on their assigned village and include all data. This
information will come from the internet and contact with the village mayors. Teacher will evaluate on the
quality of the presentation and digital spreadsheet as well as information. The presentation is a way to
encourage and motivate students to the content area. Without going into much detail, the presentation will be
able to encourage students to integrate technology into their future assignments.

Require Learner Participation
1. Teacher will introduce the lesson through power point presentation. Being able to introduce the lesson in
this format will attract the visual learners. It will also be able to encourage and motivate students to
cooperate and provide their full attention on the assignment given. Students will be able to grasp the
concept of how to create a digital spreadsheet, understanding more about the history on the villages of
Guam and being able to create a power point presentation. The presentation should last around five
minutes. This assignment/project will probably take three days. Students will be given ample time in class
to complete their assignment/project.
2. Students are then divided into groups of four (and one group of three) randomly based on last name or
seating chart. All students play an important role in the development of the digital spreadsheet and power
point presentation. Students will break down duties for each group member. Each group must seek
information on the internet and contact the village mayors to complete their data. This step should take
about fifteen minutes.
3. Students will then gather into groups to discuss information on their research data and a brief history on
their assigned village. Students will share information on their village within their groups. This process
allows for complete learner participation; every student is important to the group’s success. This step
should take approximately ten minutes.
4. After the completion of the research for their assigned village students will then use the in-class computer to
create the digital spreadsheet and power point presentation. Students will need to communicate with each
other to finalize their presentation. There will only be two computers available; student groups will be
selected by the teacher to determine which groups are to be using the computers at certain times. Although
this step should take between fifteen and twenty minutes, groups will doing computer research at different
times.
5. After the groups gather the necessary information for the digital spreadsheet, students must agree on what
information to include on their power point presentation. This step should take approximately five to ten
minutes.
6. Every student must contribute to the final product. The power point presentation should be colorful and
attractive, as well as provide detailed information regarding the assigned village. This step should take
around ten minutes.
7. Students will be focused and determined to complete the assignment/project being that technology is being
used instead of the old fashioned lecture format. This lesson will be able to beneficial to students with
Attention Deficit Disorder. Students with ADD may find it easier to learn the information through groups
and an activity that requires the active contribution from all students. This lesson is applied to the large
number of visual learners as well.

Evaluate & Revise

Student Performance
Students will be evaluated on how well they worked together as a team to write a paragraph, graph, and make conclusions. The students will be graded on their group and class participation, their graphs, the sentence flow, and the proper use of the parts of speech.

Instructor Performance
*Were the students able to create a digital spreadsheet on the census of the villages on Guam?
*Were students able to determine the increase and decrease in the population using the digital spreadsheet?
*Were students able to compare and contrast the increase and decrease of population throughout the years?
*Were the students able to present their project well using the power point slide show?

Village Census on Guam throughout the years

ASSURE Lesson Plan Reflection Paper:
“Village Census on Guam throughout the years”
My response to the first question, “which one of the NETS*T standards do you feel might apply to this assignment?” would be that I would have to chose all six. The six standard areas are all applicable to my lesson on the “Villages Census on Guam throughout the years.” To be completely honest, being away from school a whole semester can really mess you up with how or where to begin and what to put into writing. It took me a while to complete the ASSURE lesson plan. Not only was I unaware or familiar with the type of lesson plan we needed to create but, I was also confused on how to write a reflection paper. Nonetheless, at the end of the assignment I realized that the ASSURE lesson plan can be very beneficial in your teaching.
I appreciated the fact that the components of the ASSURE lesson plan was applicable to all categories e.g. the different types of learners, stating the objectives, instructional methods, media, and materials & how to integrate technology into your lesson, evaluating and revising, etc. I enjoyed learning how to use a digital spreadsheet and ways to apply them to your lesson. For my lesson I decided to use the villages on Guam breaking down the students into group to compare and contrast the census on the villages throughout the years. Using the digital spreadsheet would be helpful for students to input their data to complete the assignment.
For my major which is Chamoru language & culture, there are not enough resources and updated information to help motivate and encourage students to preserve the language in order to keep Chamoru alive, which is why I do not believe that I have a response to what I liked least about the assignment. I was able to refresh my memory at least to the extent of getting the assignment done. Furthermore, I appreciated the assignment as well as being able to learn more on the technology perspective. I hope to learn more in order to integrate technology throughout my lessons on Chamoru language and culture.