ASSURE Model Instructional Plan

Lesson Title: Tall or Short?

Teachers Name: Rachel Gottfried
Grade: Kindergarten
Content Area: Mathematics
Lesson Length: 2 days, 90 minutes each
Analyze Learners
1. 20
2. 8 Males; 12 Females
3. 5-7 years old
4. Mental, Social, Physical, Social Notes such as:
o 1 student with an IEP
o 7 African Americans, 11 Caucasians, 2 Hispanics
5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes: Students
should be able to count to 10 and solve simple problems with the numbers 0-4.
6. Learning Styles
(Estimate % of Students)
o 25% Visual
o 15% Auditory
o 60% Kinesthetic
State Objectives
Given class activities and group activities, the kindergarten students will directly compare 2
objects with a measurable attribute in common to see which object is taller and/or shorter
and describe the difference with 90% accuracy.
Select Methods, Media, and Materials
1. What are the methods:
I will use a picture book that gives a fun story about the height of objects around us. This will
prepare the students to start thinking in depth about the true meanings of tall and short. I will
encourage students to read with me; this will benefit their literacy skills. After the reading, I
will call different students up and as a class we will decide who is taller and who is shorter.
This will help give the students a visual and in person example. After, students will do one
large group activity and then split up into groups and go to different stations around the
room that work on different skills while still practicing the concept of tall and short. These
stations will give visual and material views of objects for students to learn the concept of the
lesson. Working in groups will also practice the students social skills.
2. What are the media:
The students will first use the picture book to tell the difference between tall and short as a
class. In groups, they will go to a station that uses the SmartBoard. Pulled up on the Smart
Board will be a game (http://www.mathgames.com/skill/K.43-tall-and-short) where they will
choose either the tallest or shortest object. There is also a component in this game that lets
the students draw on the pictures which can help students who learn visually to see how
one is taller/shorter than the other.

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3. What are the materials:
Day 1: Super Sandcastle Saturday by Stuart Murphy and illustrated by Julia Gorton.
Various objects around the room-20 total.
Day 2: Station A: SmartBoard and game to be used. Station B: Prompt ready and taped to
each students journal. Crayons and pencils ready for the students to use for the activities.
20 popsicles stick along with various object nearby for students to work with. Station C:
Worksheets for activity -20 copies each. Pencils and erasers for students to use. A turn in
tray for student to place their completed work.
Utilize Media, Materials, and Methods
1. Preview the materials:
Day 1: I will read the book to make sure it is appropriate for the lesson and will add
notes/questions to add/ask while reading it to the class. I will preview 20 objects (one for
each student) for the students to use for the activity of placing them in order from tallest to
shortest. Various items will be used-marker, measuring stick, eraser, tissue box, etc.
Day 2: I will create a list of items that I want to make sure the students evaluate which one
is taller/shorter for the group activity. For station A I will preview the website with the math
game and make sure it is appropriate for the lesson and works like it should. I will also make
sure it is compatible with the SmartBoard. For station B I will prepare the students journals
by taping a typed version of the prompt on top of the page for that day. I will make sure
there are plenty of objects nearby that students can use for the activity. I will make sure
there are enough popsicle sticks, at least 20. I will also have crayons and pencils on the
table with the popsicle sticks. The students journals will be placed on the table beside it;
students will pick up theirs when they begin this station. For station C I will preview the
worksheets to make sure it is appropriate for the age group. I will place 20 copies of each
sheet on the table where this station will be held. Pencils and erasers will also be placed in
the middle of the table for the students. A tray will be on the table for students to turn in their
completed work.
2. Prepare the materials:
Day 1: I will purchase or check out Super Sandcastle Saturday. I will prepare a note card
with questions and guiding comments to lead students through the book. I will prepare the
20 objects for students to use in the group activity. I will prepare a sheet with the correct
order of the objects for reference.
Day 2: I will label various objects around the room with a paper star that I want students to
evaluate and compare with other objects in the group activity. For groups: station A- I will
prepare the smartboard- have game pulled up and ready, make sure markers, etc. are
working correctly. Station B- I will type up, print, and paste the journal entry into each
students notebook. I will put 20 popsicles sticks and various little objects (eraser, pencil
sharpener, book, magnet, etc.) that will be used with the journal entry. Colored pencils and
crayons will be provided for students. Station C- I will print out 20 copies of the 2
worksheets I want the students to complete. I will staple them together and provide pencils
and erasers for students to use.
3. Prepare the environment:
For both days, the learning will be taking place in my classroom. The lightening and
temperature will be average and comfortable. Seating at the beginning of each class will be
in the carpet area. Day 1 group activity will be completed at the carpet area. Day 2 group

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activity will be completed at the smartboard area and 2 tables on opposite sides of the
room.
4. Prepare the learners:
Day 1 I will prepare the learners by moving slowly though the book and examples of
students height. I will ask questions and encourage student participation.
Day 2 I will prepare the learning with a warm up at the beginning of class with students
working together to determine if objects around the room are tall or short (comparing it to
the previous object).
5. Provide the learning experiences:
*See Require Learner Participation section for detail.
Day 1:
Super Sandcastle Saturday by Stuart Murphy and illustrated by Julia Gorton
Comparing which student is taller or shorter
Putting objects in order from shortest to tallest
Day 2:
Comparing objects around the room (objects that were prepared with a star taped on
them).
Station A- Smartboard game that students must choose which object is taller or
shorter.
Station B- Students will follow journal entry; students will compare objects with a
popsicle stick and draw the compared item. Students will write whether the object
compared and drawn is shorter or taller than the popsicle.
Station C- Students will complete the 2 worksheets that are stapled together. The
worksheets contain pictures and instructions on whether to circle the taller or shorter
picture.
Require Learner Participation
This lesson will be 2 class periods- 90 minutes each.
Day 1:
To begin, students will be called to carpet time, here they will read Super Sandcastle
Saturday by Stuart Murphy and illustrated by Julia Gorton. As we read though the book, I
will encourage students to read with me. Also, after each page we will identify objects in the
book and what we think may or may not happen and what we think is taller/shorter. Both will
practice the students reading and inquiry skills. After the reading, I will choose 2 students to
come up and let students choose which student is taller/shorter. Repeat until students have
a grasp on the concept, or until each child has been used as an example.
45 minutes
After the reading, each student will be give one object (will be various lengths). With tape
marking a line on the floor (and with prechosen objects; have tallest and shortest object
already placed in their spot, far ends of tape), students will one-by-one place their object on
the floor (with the bottom flush with the straight line on the floor) where it belongs in regards
to the other students objects. I will assist students that have trouble and will encourage
others from the class to verbally help as well. After each student lays down their object, I will
ask them why they chose that place; this will be good for the student to put their actions into
words and for the students watching to hear it explained multiple times.

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45 minutes
Day 2:
Begin the lesson with labeling objects around the classroom as taller or shorter as a class.
Have students pick objects to measure. Allow students to explain why they think their
answer is correct.
30 minutes
Next, students will be split up into 2 groups of 7 and 1 of 6 (let students pick their own
groups, but warn them that if there are troublemakers with any of the groups, they will be
split up) and go to 3 different stations around the room. Students will spend 20 minutes at
each station. Station A: The Smart Board will display a game
(http://www.mathgames.com/skill/K.43-tall-and-short) were students must choose which
item is the tallest/shortest. Students will take turns- one student per round. Encourage
students to help students that may need it. Station B: Multiple popsicle sticks will be placed
in the middle of the table. Students will be given a prompt in their journal (already taped to
the top of the days page) that asks What items in the classroom can you find that are taller
than the popsicle stick? Draw and label them in your notebook. What items are shorter than
the popsicle stick? Draw and label them in your notebook. Instruct students to draw a line
in their notebook and put the taller objects on one side and the shorter objects on the other;
label which side is taller/shorter. Station C: Worksheets will be placed on the tables for this
station. The worksheets contain objects being compared and a question at each asking the
student to circle the tallest/shortest. When students have completed their sheets, urge them
to compare their answers with another. Encourage them to look around the classroom for
objects like the ones on the sheet.
-60 minutes
Evaluate & Revise
Evaluation methods for each of the following are included:
1. Student Performance
I will be using the students journal entry from Station B and their worksheets from Station C
to grade their performance on their knowledge and understanding of determining whether
objects are tall or short. While students are at Station A I will keep an eye out for any
student that is struggling. I will make a note of the student struggling and see if their grade
improved throughout the 3 stations. If not, I will take measures to ensure the student(s)
understand the lesson (after school, another lesson, etc.)
2. Media Effectiveness
I will evaluate the effective use of the media- book and Smartboard game- on whether the
students were engaged and enjoyed the media. For the Smartboard game, I will evaluate
the effectiveness of it by whether it worked good, with no glitches, freezes, etc.
3. Instructor Performance
I will use the students work (Station B and C) to evaluate if the teaching strategies were
effective. I will have a co-worker and/or my supervisor watch and grade me on my
instructor performance. I will use both assessments to revise and edit the lesson for future
classes.

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