ASSURE lesson Plan

This is an example of a lesson that integrates technology in the classroom. The template provide is also a great resource for creating your own lesson using the ASSURE model. 

Lesson Plan

Teacher’s Name:  Ryan Norman


Amount of Students:  20

Grade: 9th Literature/ Title I

Lesson Plan Topic and Brief Description

This is a lesson constructed for a ninth grade literature class that is reading the memoir Night. The teacher will ask the students to construct written discussions and responses on Schoology. The students will respond to a quote that Elie Wiesel wrote that states that bystanders are just as guilty as those who commit the crime. The students will respond to two students and write a final short response on their thinking process through the discussions. This lesson plan was also constructed to teach students how to effectively construct online discussions as Davis (2010) challenges schools to do in a social network generation.

State Standards

ELA9RL2 The student identifies, analyzes, and applies knowledge of theme in literary works from various genres and provides evidence from the works to support understanding.


ELA9RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background.



Analyze Learners: 

This lesson is created for a Title I Language Arts class. The class consists of twenty students with 10 males and 10 females. 100% of the students receive free or reduced lunch.


The students participated in the VARK which is an online assessment that determines students’ learning style in the following categories:  visual, aural, read/write, and kinesthetic. Eight of the students were kinesthetic, five were visual, five were aural, and two were read/write.


Students participated in an anticipation guide on the Holocaust. Because most students already knew the basic facts of the Holocaust, the anticipation guide focused on sparking student interest and discussion. Most students didn’t know how to apply the basic knowledge of the holocaust to modern issues in school and in society.

State Objectives:

·         Students will be able to construct a class discussion on Schoology from an assigned topic.

·         Students will be able to organize a response to two classmates’ discussions on Scoology. 

·         Students will be able to evaluate their own process of understanding and write a final response on that process.


Select Instructional methods, media, and materials:

·         A class set of Night  by Elie Wiesel.

·         A classroom computers (laptop cart)

·         Students must have a Schoolology account.

·         Teacher computer with projector for class viewing.

Utilize media and materials:

·         Class set of novels: Students will read the novel in and out of class to prepare for in class writings and Schoolology discussion blogs.

·         Classroom computers/laptops: Students will be used for students to log onto Schoolology. Students will have three times a week to discuss and respond to other students. Class time is used for this because many of the students do not have internet access at home. Students who have iPods or iPhones are encouraged to take advantage of the Schoology application.  Students will also use the computers to complete the writing assessment for this assignment.

·         Schoology Account: Students will be required to create a Schoology account to answer class discussions and respond to classmates’ discussions.

·         Teacher computer with Projector: The teacher will use the computer and projector to demonstrate how to use Schoology and appropriate class discussion.

Require Learner Participation:

Day One:

1.      The teacher will introduce the students to Schoology. Because it is similar to Facebook, many students will be able to use the site without any issues. For practice, the teacher will ask students to answer a brief introduction post and respond to two posts for practice. The teacher will model this task.

2.      The students will read chapter three of Night. In the chapter, the author states that those who observe acts that are inhumane and do nothing to the oppressor are just as guilty as the oppressor.

3.      The teacher will post a discussion topic based on the reading of chapter three: Do you agree with Elie Wiesel when he said that the bystanders are just as guilty as those who commit the crime against humanity? Use examples from the text to support your answer. Include modern examples of bystanders in your own life to support your argument.

Day Two:

4.      Students will respond to two classmates’ discussions.  Students must respond to a student who agrees and disagrees with their stance on the discussion. Students must follow the R.A.C.E.R rubric for class discussions.

5.      Students will write a brief final discussion in a Word document to summarize their beliefs and whether their classmates influenced their first stance on the topic. If students changed their minds they must write why they did. 


Evaluate and Revise:

Students will be graded on the attached rubric for the discussion and the final summary assessment. The students will have a copy of the rubric during the assignment and will use it as a checklist for the assignment. The teacher will reflect on the lesson plan after the students have completed it and will make any needed changes.




R.A.C.E.R. Rubric for Short-Answer Responses






The question is not restated. Begins with “Because,” “So,” or


There is an attempt to restate or the question is restated partially, but it’s not clear.

The question is clearly restated. The reader is not guessing what you’re talking about.


There is no answer or the answer has nothing to do with the question.

The answer is partly correct, incomplete,

or student does not show a clear understanding of how to respond.

The question is answered fully and correctly,

showing that the writer is aware of what kind

of question it is and how to properly respond to it.

Cite Examples

There are no examples.

One example is provided or examples are present, but do not support the answer.

Two or more examples are provided, are relevant to the question and fully support the answer.


No attempts to support the answer and examples have been made.

The real life example does not connect to the question/answer or the explanation is not extended.

The student has extended the answer by explaining and/or providing examples with connections to real life.


There is no evidence that the response has been re-read, revised and edited.

There is some evidence that the response has been re-read, revised and edited and no more than 5 errors exist in grammar, syntax or punctuation.

There is clear evidence that the response has been re-read, revised and edited: all parts of RACER are present, there are no more than 2 errors in spelling, grammar, punctuation and capitalization.




Davis, M.(2010). Social Networking Goes to School. The Education Digest, 76(3), 14-19.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for              learning (9th ed.). Upper Saddle River, NJ: Pearson Prentice Hall