ASSURE Model Instructional Plan

Lesson Title: Happy Students run to class to participate in Language Arts because
they are Verb, Noun and Adjective fanatics!
Teacher’s Name: Makenna Hofer
Grade: 1st Grade
Content Area: Language Arts
Lesson Length: About 90 minutes
Analyze Learners
For Example:
1. 30 Students
2. 12 Males/18 females
3. 6-7 years old
4. Mental, Social, Physical, Social Notes such as:
o Cultural/Ethnic Notes – Two children who speak English as a second
language and Spanish in the home.
o Races/cultural category: Caucasian – 20%, African American – 25%, Hispanic
– 15%, Asian – 40%

5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes

6. Learning Styles
(Estimate % of Students)
o Visual – 40%
o Auditory – 20%
o Kinesthetic – 40%
Learning styles are determined by reviewing my students note-taking styles, problem-
solving methods, preferred learning aids (ex. maps, books, audiobooks, hands-on
experiments) and social behaviors/tendencies.

7. Learning Disabilities – 2 students with Dyslexia. Dyslexia means that students have
trouble reading and writing words. General accommodations: Note taking by typing
(instead of writing), Audiobook instead of textbook, provide reading guide with
important highlighted information.
8. Prior Knowledge: Students demonstrate their existing knowledge of verbs, nouns,
and adjectives by filling out a “Prior Knowledge Worksheet”.
Sample:
1. True or False. A noun is classified as a person, place or thing?
2. Which of the following is classified as a verb? swim, park, school
3. Please write a sentence using an adjective. Please underline the adjective you
have included.
5
Objective – Language Arts learners will be able to identify and demonstrate correct usage
of adjectives, nouns and verbs, differentiating between the three, and successfully apply
them to a sentence with accuracy.
ABCDs of strong objectives are included:
A – Language Arts learners
B – will identify and demonstrate
C – Successful application in a sentence
D – Accuracy

State Standards:
CCSS.ELA-LITERACY.L.1.1. B
Use common, proper, and possessive nouns.
CCSS.ELA-LITERACY.L.1.1.C
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We
hop).
CCSS.ELA-LITERACY.L.1.1 E
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;
Today I walk home; Tomorrow I will walk home).
CCSS.ELA-LITERACY.L.1.1. F
Use frequently occurring adjectives.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
CCSS.ELA-LITERACY.L.1.2. B
Use end punctuation for sentences.

Select Methods, Media, and Materials

All methods, media, and materials needed for the lesson are listed:
Methods – group lesson, working personally, game-based learning.
1. The group lesson will allow me to speak to all my students about verbs, adjectives
and nouns, how to identify them, and how to properly use them in a sentence.
Rationale: Teaching in a group setting will allow me to interact with a explain to all
my students at once, allowing for a group discussion. This will generate
communication skills and deepen understanding deepening their understanding on
the topic.
2. They will be working personally in their journals. Rationale: Students will take time to
reflect personally in their journals about new learned information from class
discussion. Journaling helps to set in stone a student’s learnings because writing is a
form of processing. Game link one: https://www.abcya.com/games/nouns_and_verbs
(noun and verb practice)
Game link two: https://www.turtlediary.com/game/identify-adjectives-in-sentences.html
(adjective practice)
3. Playing a game at the end to challenge themselves and have some fun. Rationale:
This educational game will not only help students to review their knowledge and
exercise their mind; It will also allow students an opportunity to use technology and
enjoy themselves.
2. What are the media - projector, Smartboard, iPads. I will use the projector and
Smartboard to present material defining verbs, adjectives and nouns. iPad will be used for
personal use (game at the end of the lesson).
3. What are the materials – Language Art notebook, English game website link. They will
use their Language Arts notebook to practice sentence writing. The game website link will
be used to at the end to access a topic appropriate, educational game.
Utilize Media, Materials, and Methods
For each listed above, details of how they will be implemented into the lesson to enhance
learning with using 5Ps.
1. Preview the materials: First, I will review my students learning styles to make sure each
one is implemented in my lesson. I will review their answers to the prior knowledge quiz.
I will be sure to have all my material needed gathered and that all technology is up and
running. I will make sure that my online game link is working and appropriate for the
lesson and student usage.
2. Prepare the materials: I will have my Smartboard calibrated and running when my
students arrive so that we can jump right into the lesson. Students charged iPads,
journals, writing utensils, and L.A. textbooks (audiobook on iPad for learning disability
accommodation) will be placed at each desk so students may begin right away. Links to
educational games will be printed on the whiteboard.
3. Prepare the environment: The classroom will be organized as usual. Desks are arranged
in groups of 4-5. I will pass out all needed so that students will not have to find them
during the lesson. Students will remain seated at their desks for the duration on the
lesson. During game time at the end, they will be allowed to transition to a comfy spot or
move seats to be near friends. However, this does not mean free time. This is work time
with preferred seating.
4. Prepare the learners: I will ask learners to standup and stretch. I will say my wonderful
students have stood up to stretch. I will ask them if they can identify the noun, verb and
adjectives.
5. Provide the learning experiences: I will tell my students that they will be working at their
desks today. They be listening, engaging in conversation, doing individual practice and
doing a hands-on activity (game on iPad). Students will be expected to participate in a
group discussion, demonstrate their learnings through journaling, and following all
instructions.

Moving into the Next Section: Outline –

Students will find all needed materials at their desk when they enter the classroom. We will
begin with a short assessment on the iPad so that I may gauge their prior knowledge. This
same assessment will be repeated at the end of the class. Next, there will be a brief war-up.
Following will be an introduction and discussion, classwork, review, repeated assessment,
and game.
Require Learner Participation
Includes detailed methods for actively engaging all students for the lesson’s duration.
This lesson will be spread over 90 minutes for one class period.

Warm-up:
Class will be being with students coming in the find their seats. I will ask the class to silently
stand and allow themselves to relax and stress to prepare for the lesson. I will say, “My
wonderful students have stood up to stretch.” I will ask them to please sit down as I write
the sentence on the board. I will ask them if they can identify the noun, verb and adjectives
in this sentence. Students need to raise their hands to answer the question. I will underline
the sentence according to their answers and we will keep trying until the verb, noun and
adjective have been accurately identified.

Students will begin with a prior knowledge assessment:

Prior Knowledge: Students demonstrate their existing knowledge of verbs, nouns, and
adjectives by filling out a “Prior Knowledge Worksheet”.
Questions:
1. True or False. A noun is classified as a person, place or thing?
2. Which of the following is classified as a verb? swim, park, school
3. Please write a sentence using an adjective. Please underline the adjective you have
included.

10 minutes

Introduction and Discussion:

After my students are seated, on the Smartboard I will create three separate and equal
sized columns. Next, I will title each one as “Verb”, “Noun” or “Adjective”. Next, I will
describe the what each one is and write a brief definition in their designated column. I will
review by calling on a few students to describe to me in simple terms what each on is. Next,
I will write an example under each one to prompt students. I will ask students to raise their
hands to tell give me an example on a verb noun or adjective. If students are behaving well
and participating, they may come forward to write their contribution on the Smartboard. This
will keep students eager to engage they can have a change to use the Smartboard and get
out of their seat.

40 minutes

Classwork:
I will leave the definition and examples on the board. I will ask students to open to a clean
page in their Language Arts journal. I will ask them to write their name at the top and to
number the page 1-4. I will instruct them to write four sentences. One with a verb, on with
an adjective, and one with a noun. The final sentence will include all three. Before they
begin their writing, I will remind them of the sentence I shared at the beginning of class
about my stretching students as an example.

I will collect the journals at the end of the activity after everyone is finished. I will give my
students about 15 minutes to complete their work. I will walk around to offer help and to
make sure students are participating. If I notice a student is off track, I will guide them. I will
be sure to check on my two students who speak English as a second language to make
sure they are on the right page. I will grade the journals after the class period, grading for
accuracy and mastery.

I will ask my students to stand up and we will walk two laps around the classroom in a
single file line. This will allow the students to burn of some steam and have a small break.

Review:
Students will return to their desk. I will tell my students that we are going to review by
creating a sentence together about our classroom containing at least one verb, adjective
and noun. I will write as we go and will remind them of our definitions and lists on the
Smartboard if they get stuck. I am looking for participation and mastery during this review
time. Students will be able to identify adjectives, nouns and verbs, differentiating between
the three, and successfully apply them to a sentence.

10 minutes

Concluding Knowledge Assessment:

Students demonstrate their existing knowledge of verbs, nouns, and adjectives by filling out
a “Prior Knowledge Worksheet”.
Questions:
4. True or False. A noun is classified as a person, place or thing?
5. Which of the following is classified as a verb? swim, park, school
6. Please write a sentence using an adjective. Please underline the adjective you have
included.

Closing/fun activity:
I will pass out student iPads. I will wait until the end of the lesson so that students are not
tempted to use their iPads prematurely. I will write the link to the game on the whiteboard
and will tell students to type the link into their search engine to play it. It is a game of
adjective noun and verb review. I will walk to each table group to make sure each student
has successfully found the game and help those who need assistance. The students will be
able to play this for the remainder of the class session.

Game link one: https://www.abcya.com/games/nouns_and_verbs (noun and verb practice)

Game link two: https://www.turtlediary.com/game/identify-adjectives-in-sentences.html
(adjective practice)

15 minutes

Evaluate & Revise

Evaluation methods for each of the following are included:
1. Student Performance
I will create a basic rubric grading student on their accuracy, mastery, application,
identifying and participation. I will grade the on a scale of 1-4.
Rubric:

Credit/link to rubric: https://www.pinterest.com/pin/189925309257489604/

2. Media Effectiveness
I will evaluate whether writing on the smartboard was helpful to the students. Did it
help to keep them engaged when they had an opportunity to write on the board? Did
having the Smartboard display help or hinder the students? Were the students
helped by the game at the end and did they enjoy it? These are the questions I will
ask myself at the end of the lesson for personal reflection/improvement for future
lessons.
3. Instructor Performance
I will ask my students the next day what they enjoyed about the lesson and what they
learned. After all that want to share have had a fair chance, I will ask what was
confusing or what they wish would have been done differently. It will be a time of
review and reflection. I expect for this to last around 10-15 minutes. It gives me a
chance to learn and student a chance to be heard and discuss their knowledge.

I plan to compare lesson plans on similar topics with the teachers in my cohort. As
we follow the same state-standards and teach the same grade, comparing lessons
will help us to share ideas, correct mistakes, take suggestions and make
improvements.

Appendix:
Table referred to in the introduction. Link: https://www.teacherspayteachers.com/Product/3-
Column-Organizer-3014992