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ASSURE Model Lesson Plan

Discovery Education: The Culture of Hispanic Food

Abstract
This lesson plan followed the ASSURE model (Smaldino, Lowther, Russell, & Mims,
2015). It was designed for a Spanish II project-based on the culture of Hispanic foods and
eating habits. The Technology Integration Matrix was used to determine that this lesson
was geared towards a Goal Directed Transformation (E5). The lesson plan describes the
students use of Discovery Education streaming to interactive boards to educate others
and describe while collaborating with group members, the cultural aspect of food and
eating habits of a particular Spanish-speaking country.

Integrating Emerging Technology (TIM) into the Curriculum: Discovery Education


Overview
This lesson follows the ASSURE (Smaldino, Lowther, Russell, & Mims, 2015)
model for effectively integrating classroom use of technology and media. The present use
of technology in classroom according to the Technology Integration Matrix (TIM, 2012)
was determined to be at the (E3) Authentic Adaptation level. The lesson plan was
therefore designed to close the gap of the authors current use of technology to that of the
Goal Directed Transformation (E5) level.
The project will be completed within 1 week. The project is aimed at students
using technology to creatively create educational yet informative cultural boards,
enabling students to have a better understanding of the culture of the language studied.
This cultural activity will also allow students to use higher order thinking skills to make
comparisons and draw on previous and present knowledge, while using a myriad of
technological tools to complete their projects.
Lesson Plan Based on ASSURE Model
Analyze Learners
General Characteristics: This lesson plan is designed for students enrolled in Spanish II
course. The class consisted of 27 students. There were 15 girls and12 boys. The students
are 17 and 18 years old. Eleven of these students are black, fifteen are white, and one
student is Mexican. Sixty-one percent of the students are considered honor students.
Entry Characteristics: Each student has a personal netbook with access to the Internet
while at school. Some of the students have access to the Internet at home. The level of
comfort with technology is high for the majority of these students.
Learning Styles: Students learning styles in this class vary from auditory to visual and
also kinetic learners. With the advent of technology and all its advantages, students are
more driven and fascinated by the computer.
Standards
This lesson is designed to meet Georgia Performance Standards for Modern Languages
and the International Society for Technology in Education (ISTE) Standards. The

standards covered in this lesson plan include:


Georgia Performance Standards for Modern Languages Standards
MLII.IPI- The students exchange spoken and written information in the target language,
utilizing cultural references where appropriate. The students:
D- Give descriptions
F- Ask questions and provide responses based on topics such as self, others, and the
immediate environment.
MLII.PI -The students present information orally and in writing using familiar and
newly-acquired vocabulary, phrases, and patterns. The students:
A- Relate main ideas and essential details from level-appropriate print or non-print
material
B- Give brief, organized oral presentations, using visual and technological support as
appropriate
MLII.CUI- The students understand perspectives, practices, and products of the cultures
where the target language is spoken and how they are interrelated. The students:
A- Participate in real or simulated cultural events, such as family activities and
holiday celebrations.
B- Identify patterns of behavior typically associate with cultures, such as eating and
shopping customs, leisure activities, and celebration of national holidays.
C- Examine the influence of the geography of the countries studied on cultural
elements such as food, clothing, dwellings, transportation, language, and art.
MLII.CCC1- The students demonstrate an understanding of the similarities and
differences between the culture(s) studied and those of the students own culture. The
students:
A- Compare and contrast traditions, such as holidays, foods, and celebrations.
B- Compare and contrast the geography of the countries of the target language and
the students own country and discuss its impact on culture.
NETS-S Standards
1. Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
3. Research and information fluency: Students apply digital tools to gather, evaluate,
and use information.
Select Strategies, Technology, Media, and Materials
1. This project is scheduled to be completed in one week. Students will design and
create an interactive board on Discovery Education on Hispanic Foods.

2.
3.
4.
5.

Each student will have access to the boards created by each group.
Student netbooks
Teachers desktop computer
Speakers: with the aid of speakers the students will be able to hear video and
audio clips clearly.
6. Headphones: the students will be provided with headphones so that they could
listen to video and audio clippings they are interested in embedding on their board
without disturbing each other.
7. Interactive whiteboard
8. Interactive pen to write on interactive whiteboard
9. Wireless Internet Service
10. Discovery Education Streaming
11. Students research and record information
Utilize Technology, Media, and Materials
1. The teacher will demonstrate using the interactive white board how to build a
board on Discovery Education.
2. The students will log in to Discovery Education and familiarize themselves with
the mechanics of building a board.
3. The students will complete their research on Hispanic food, traditional meals and
the culture of Hispanic food for the Spanish-speaking country they selected.
4. Students will research video clips relating to foods of that particular country.
5. The Discovery Education Board will include:
a. Traditional meals of that particular country
b. Eating Habits/norms of that particular country
c. Video clips
d. Recipes
e. Audio files
f. Comparative information depicting the cultural eating habits of Hispanics of
that particular country and the United States
Require Learner Participation
1. Student participation in this lesson will include small group activities. The lesson
is structured to begin with a whole group instruction and discussion to prepare for
the smaller group activities.
2. The students will each access Discovery Education Streaming (as they have done
before).
3. Students will be instructed to log into Discovery Education as the teacher displays
the features on the interactive white board. The desired behavior will be modeled
and demonstrated.
4. Students will be encouraged to familiarize themselves with the templates of the
boards and to discover new features available and other useful technologies that
can be embedded in the board and used to complete the project.
5. Students will decide on the responsibilities of each group member and the
deadlines.
6. Students will use the rubric provided by the teacher as they work to ensure they
have completed all the requirements.

7. The students will complete a draft of the information and layout they will include
on their board, from the research they have conducted.
8. The students will present their draft/board on the third day to the class and ask for
feedback from their classmates and the teacher, before they complete the project.
9. Students will make necessary editing and corrections from the feedback received
from the teacher and fellow classmates.
10. The students will present their interactive board teaching their classmates about
the culture and eating habits of that particular Spanish-speaking country.
Evaluate & Revise
The ASSURE lesson plan model aids in the incorporation of technology into
classroom instruction. It serves as a guide for the teacher and focuses on the level of
technological support applied. Using the ASSURE model allowed the teacher to
meaningfully incorporate technology into a lesson, engaging the students in creativity,
higher order planning thinking and activities using technology in unconventional ways
that best enable them to monitor their own learning (TIM, 2007). The students felt that
since they were able to create their own boards, they were able to include interactive and
interesting yet valuable information that would contribute to the lesson.
Rubric
Completion of Task:
5
All the required information is included in the project.
3
Most but not all the required information is included in the project.
1
A few of the required information are included in the project.
Amount of Information provided:
5
The project provided an excellent explanation of the eating habits and culture of
food for that particular Spanish speaking country.
3
The project provided a good explanation of the eating habits and culture of food
for that particular Spanish speaking country.
1
The project provided a poor explanation of the eating habits and culture of food
for that particular Spanish speaking country.
Accuracy:
5
The information provided in the project is accurate and contains fewer than 3
errors.
3
The information provided in the project is somewhat accurate and contains fewer
than 4 errors.
1
The information provided in the project is not accurate and has 6+ errors.
Interactivity and Creativity:
5
The board is very attractive, interactive and creatively presents the main ideas of
the project.
3
The board is somewhat attractive, interactive and presents the main ideas of the
project.

The board does not present the main ideas of the content of the project in a
creative or attractive manner.

Organization:
5
The board is very organized. Organization does not distract from the content and
interaction of the board.
3
The board is organized with a few minor glitches and adequate sequencing.
Organization somewhat distracts from the content.
1
The board is poorly organized. The main ideas and content are obscured by a lack
of organization.

References
Georgia Performance Standards for Modern Languages (2013). Retrieved from
www.georgiastandards.org
International Society for Technology In Education (2008). Retrieved from
https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Smaldino, S. E., Lowther, D. l., Russell, J. D., & Mims, C. (2015). Instructional technology and
media for learning (11th ed.). Boston, MA: Pearson.
Technology Integration Matrix. (2007). Levels of technology integration into the curriculum.
Retrieved from http://fcit.usf.edu/matrix/

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