Project: Lesson Plan Based on the ASSURE Model

Subject

: English

Level

: Secondary

Lesson

: Cause and Effect Essay

Lesson Title

: Through my lens

-Description: From my Lens is a collaborative activity that will allow students to create a cause and effect
essay, by taking photos of an environmental issue of their choice. Each student will pick a topic which he/
she find interesting, then they will illustrate the topic through pictures they took, and later developing an
essay based on their personal experience.

Phase1: Analyzing the Learners: The class consists of 28 students of ages ranging from fourteen to
sixteen; 17 of which are males and 11 females. After studying the learning styles, the result came as
follows: 63% of the students learned best through visuals, 26% were kinesthetic, while 11% were auditory.
Since the main media chosen for this exercise will be the camera, students will be asked to work with any
technological tool that incorporates a camera; either phone camera, digital camera, or even manual
camera.
Phase2: Stating the Objectives: Students will find it more interesting to explore the issues, and express
their ideas through photographs they took. Visual examples make it easier for students to grasp problems
and applications, and make abstract concepts more concrete. By the end of this lesson plan, students
will be able to elaborate on their photos in order to write a clear cause and effect essay. The photographs
will be a tool to assist students while writing their essay; it allows them to connect to the environmental
issue which will make it easier for them while writing the essay. Also, in order to ensure collaboration and
student participation, students will post their essay on their personal blog that they have created at the
beginning

of

school

year.

Phase3: Select Media and Materials: Students will be asked to select any technological tool that
incorporates a camera, and takes photos of any environmental issue of their interest. This process should
allow students to deeply understand the environmental issue through their photographs, and later on to

expand upon the skill acquired and transfer it onto paper by writing a cause and effect essay about their
chosen issue. The second part of the lesson planning will involve the explanation of how to write a cause
and effect essay. By the end of the third lesson, students will have the opportunity to create a clear
description of the photographs from their lens, and to contribute and engage in dialogues about different
issues

with

other

peers.

Lesson one (45min):

Activity: Photographs of environmental issues will be shown to the students during the first
lesson. A discussions in class will take place about these issues, in which students will elaborate on the
pictures, relate the issues with personal experiences, and share their own ideas or stories about a certain
issue. The second part of the lesson will involve the explanation of the basic camera techniques in order
to ensure that all students will be able to use this tool for the exercise.

Assignment: Divide the class to groups of four, and ask each group to take pictures that they like
the best or think best reflects an environmental issue. Remind students that they will be asked to show
selected pictures to the rest of the class and describe them in depth; so they should choose pictures that
they are comfortable sharing. Download photos on the class's computer so they can be projected; this onscreen display will create motivating practice and interaction between students.
Lesson two (45min):

Activity: Have each group share their photographs together, and decide on choosing 3 to 5
pictures to share with the rest of the class. Ask each group to take notes about their chosen issue and
turn them into a 4 to 8 sentence caption. To guide students while writing their captions, have them
consider questions such as: how do we name this problem? What is happening in the picture? How does
the issue relate to our lives? What are the causes of the problem? What can we do about the problem?
How might we become empowered now that we understand the problem? Once youth have written their
captions, each photo essay (picture and caption) can be presented to the whole group.

Assignment: Ask students to bring their photographs next time to class, so they can relate them
with the explanation on how to write a cause and effect essay.
Lesson three (45min):

Activity: An explanation about writing a cause and effect essay will take place. This will involve
distributing handouts for two essays by different writers, so that students can use a reference.They will
also use their textbooks in order to understand the basic technical rules and steps of writing a cause and
effect essay.

Assignment: Ask students to review what had been explained in class, and inform them that they
will write the cause and effect essay next day during class time.
Phase4: Utilize Media and Materials: Students will work individually on their essays by elaborating on
the captions they wrote in the previous lesson. The aim of this individual work is to ensure that all

students

are

able

to

form

cause-effect

essay

on

their

own.

Lesson four (45min):

Activity: Students will make use of the class time to compose a cause-effect essay through the
captions of their photos, and the explanation done in class. Writing the essay in class will show that
students have understood the content, and will give them the responsibility of relying on themselves
rather than copy-pasting abstract ideas from the internet.

Assignment: Notify students that the essays will be collected at the end of class time, and that
they will be corrected and returned next class session. Ask students to bring a soft copy of their pictures
for the next session, because they will be posting their essay and photographs on their personal blog.
Lesson five (45min):

Activity: Sharing their work on the blog for everyone to see will boost the students confidence,
and allow them to comment on each others work. They will also personalize the layout of their essay on
the blog any way they want; making students more motivated to finish their work.
Phase5: Require Learner Participation: A detailed rubric that assesses students progress will be used,
and it will evaluate the following: cooperative group work, participation since it is a tool for effective
learning, and individual development for the problem by applying solutions. A handout of the rubric will be
given

to

students

which

will

include

the

following:

Beginning

Developing

Focused

Exemplary

Never cooperates

Seldom cooperates

Usually cooperates

Always cooperates

Does

Contributes

Contributes

Contributes relevant

Cooperation within
group
Cooperates

with

group members
Research information

not

collect

information

information

Fulfills duties

Does not perform any

Performs

Shares information

duties
Shares no information

little
Shares

with the group

information

little

information
very
some
with

the group

that

information

relates
Performs nearly all

Performs all duties

duties
Shares

Communicates and

important

information with the

shares

all

group

information with the

group

Participation
the class
Effort

with
Very little effort/ does

Barely completes

Makes a very good

Works to the best of

not present on time

projects

effort

their ability

Contribution

Slows

down

the

Rarely

asks

Asks

questions

Attentiveness

learning of others
Very little focus

questions
Inconsistent focus

occasionally
Generally focused/

asks questions
Very focused/ listens

Attitude

Will almost show no

Will occasionally

listens to remember
Generally
shows

when others talk

Shows respect for

respect for peers or

make

respect for teacher

teacher and peers/

teacher

inappropriate

and peers

asks

comments

Offers

ideas

and

challenging

questions

Individual
Development
Identify

Students
demonstrates

Research

Apply

Analyze

work
no

Students

identify

with teachers help

Students

Independently

independently

identifies

the

problem

with

understanding

identify

Demonstrates

Used only the text

problems
Used one resource

creative ideas
Discusses

progress toward the

material

beyond

text

evaluates the extra

outcome
Was not able to collect

reference
Could not compare

material
Used the help of

sources
Collects data and

data

data with pictures

others to apply the

compares it with the

The analysis was not

Analyzed

data
Analyzed

several

pictures
Analyzed

the

successful

problem

problems

with

problem

and

no

as

one

some

the

presenting solutions

compared

it

and

with

other problems
Phase6: Evaluate and Revise: This stage is necessary to determine how effective this exercise and
lesson was; did the activity work, did using a camera to take photos of environmental issues help students
elaborate fluently in their essays, did students find the activity interesting...? Teacher can revise the
assessment result of each student, and decide accordingly if the activity was effective. Apart from
assessment revision, teacher might ask questions such as: did this lesson meet the objectives, did
students gain from this lesson, could individual work or group work have been more effective for parts of
this lesson, was the media appropriate...? A discussion with students will involve them to reflect on their
learning experience they had in this lesson, and also fill an evaluation of feed backs.

Questions for the evaluation will include:

- How would you rate the exercise of this lesson in relation to your learning
experience?
- Was the teacher able to help you understand the material?
- Did you find the new material presented effective in writing your cause and effect
essay?
- Did the material help you analyze and relate to real-life situations?

- Did the material help you understand the main concept?

- What was you least favorite assignment?
- What was your favorite part of the exercise?
- What was your reaction to working in groups? Did you benefit from it? Would you
like working in groups in future exercises?
- General comments:
This discussion and evaluation will be a guide for the teacher in order to improve
future lessons, as the students needs and opinions are taken into consideration.
Posted by Christine Nabhan at 4:57 AM