ASSURE Model Instructional Plan

Created by Group 4:

Patricia Becht

Elizabeth Carrillo

Allison Fitzgerald

Emily King

Melissa Surratt

Title:  A Creator's Rights

Teacher:  Mrs. Smith

Grade: 6th grade

Content Area:  Reading

Lesson Length: 2 days, 45 minutes each day

Learners Analyze

 General Characteristics:

The 28 students in Mrs. Smith’s 6th grade reading class range from ages 11-13 years old. They come from a homogenous background. There are about the same number of boy students as there are girls. Reading skills are average for this age group.


Entry Competencies:


Prerequisite Skills:

Most of the students are familiar with the copyright concept, but they have not mastered this skill yet. Students do understand internet use and are digital natives. Some of the vocabulary that pertains to the copyright laws will need to be introduced.


Target Skills:

The majority of the students have a minimal understanding of the concept of copyright. The students need to grasp and demonstrate knowledge of copyright laws.  



Students at this age are very eager to use technology to help acquire new knowledge and skills.  Appropriate internet behavior might need to be modeled. Students might have a difficult time truly understanding the specific details of the copyright laws.


Learning Styles


Perceptual Preferences and Strengths:

All of the students wish to complete their final project using Internet resources. The students have a good grasp on using digital devices for this age group.


Information Process Habits:

This particular group of students learn better by doing or performing. They benefit more from a hands-on approach to learning.


Motivational Factors:

The students have suggested the use of the internet to complete their final project. They have been together all year as a class and are very comfortable with the teacher, librarian, and classmates. This group of students are very successful when assigned small group projects.


Psychological Factors:

The students are a part of a very balanced class: age, gender, and style of learning.

State Objectives and Standards

 Texas Essential Knowledge and Skills (TEKS)


(6.1A) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components.


(6.3 A, B, C) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;

(B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet;

(C) describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy.


(6.11 A, B) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;

(B) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics

 National Education Technology Standards for Students (NETS-S)


1. Basic Operations and Concepts


a. demonstrate a sound understanding of the nature and operation of technology systems.

b. are proficient in the use of technology such as using search engines (e.g. and creating an online digital handout through Etherpad Lite or Google Docs. .


2. Social, Ethical, and Human Issues


a. understand the ethical, cultural, and societal issues related to technology.

b. practice responsible use of technology systems, information and software.

c. develop positive attitudes toward technology uses that support lifelong learning,

    collaboration, personal pursuits and productivity.


3. Technology Productivity Tools


a. use technology tools to enhance learning, increase productivity, and promote creativity.


5. Technology Research Tools


a. use technology to locate, evaluate, and collect information from a variety of sources.

b. use technology tools to process data and report results.

c. evaluate and select new information resources and technological innovations based

    on the appropriateness to specific tasks.


Select Methods, Media, and Materials

 Select Strategies.  The teacher has selected a combination of teacher-centered and student-centered strategies to deliver lesson:


Instructional situation.  The whole class needs to learn the concept of copyright.

Strategy.  Presentation

Potential Technology/Media.  PowerPoint presentation and YouTube videos


Instructional situation.  The teacher seeks to increase student learning by having them work cooperatively to research, share, evaluate, and synthesize new content into a group product that demonstrates their learning.

Strategy.  Cooperative learning

Potential Technology/Media.  Students meet using free online collaboration tools (Schoology, Google Docs)

Instructional situation.  The teacher wants to challenge students into thinking about what they know and need to know about a topic.

Strategy.  Problem Solving

Potential Technology/Media.  Students are provided with handheld computers (or laptops) to collect examples of songs that have violated copyright laws and where artist have gone to court to settle copyright disputes.

Instructional situation.  The teacher wants students to discover key concepts in order to instill deeper levels of understanding.

Strategy. Discovery

Potential Technology/Media.  Students create a handout to show what is copyright law and its misuse.

Select Technology and Media.  The copyright lesson involves student use of internet-connected handheld devices or computers, an Internet browser to locate information about copyright uses and misuses, Web 2.0 applications (e.g. Wordle, YouTube, Schoology, Google Docs, search engines such as, library resources, word processing tools to create handout.


·         Align to standards, outcomes, and objectives.  The aforementioned technology and media provide necessary tools for students to meet learning objectives.

·         Accurate and current information.  Students will access multiple Web 2.0 applications through internet-connected handheld devices or computers, an Internet browser to verify content accuracy.

·         Age-appropriate language.  Technology and media sources have been screened for age appropriateness.  The teacher may assist students with interpretation of some web-based resources.

·         Interest level and engagement.  The use of handheld devices or laptops, Web 2.0 applications, library resources, and word processing tools will keep student interest and engagement at a high level.

·         Technical quality.  Technology and media assigned for student use is of high quality.

·         Ease of use.  The handheld devices or laptop, Web 2.0 applications, library resources, and word processing tools are suitable for middle school aged students.

·         Bias free.  Technology and media resources are bias free.

·         User guide and directions.  Students are familiar with handheld devices and laptops.  The Web 2.0 applications and word processing tools include Help assistance and the teacher will assist students experiencing technical difficulties.


Select Materials.  

The teacher selected the use of Internet resources, word processing tools and library resources because it provides students with information necessary to fulfill the learning objectives.  Students and the teacher utilized library resources by meeting with a media specialist before the start of lesson to familiarize themselves with the technology and media require to complete lesson.



Utilize Media, Materials, and Methods

1. What do you need to preview?

All websites need to be previewed, including the video.

2.  What things need to be prepared before the lesson?

All computers in the library should be made available along with access to a printer, quizzes should be copied and collated, and pencils provided.

3.  Where will the learning take place?

In the library, at the tables. Lights will be lowered in order to view the screen better.

Students will be divided into groups by the teacher.

4. How will you engage students in learning during the warm-­up section?

The librarian will ask students for prior knowledge about copyright and copyright laws.  As they respond, she will enter their words into a Wordle text box.  At the end of 5 minutes, the students will see a word cloud of their suggestions.

5. Outline the ‘Require Learner Participation’ section.

Make sure students are aware of their participation roles in the group work that will follow the lesson

Require Learner Participation


1. Introduce the entire class to proper copyright use with the Power Point slide show.  To ensure that all students participate, students must take notes and turn them in at the end of class.  Students must be able to properly answer whether specific works are copyrighted or not.

2. To reinforce copyright information students will be divided into four teams of six and participate in a class game.  All team members must participate and take turns presenting the group’s official answer.  The class will discuss each question, after each group has supplied the class with an answer.  The proper answer will be verified and reinforced by the teacher.  

3. Students will take a quiz using the computers that correlates to the powerpoint presentation.

4. Students will use laptops to locate and listen to songs with copyright infringement issues in order to understand the widespread violation of copyright laws.

5. Finally, each student will create a handout to illustrate their personal understanding of                      copyright laws to ensure their continued academic integrity.

Evaluate & Revise


6 Points

8 points

10 Points

12 Points


Student is a productive member of

the group

Student contributes little & is either too quiet or disruptive

Student agrees but does not contribute ideas to creation

Student contributes ideas but forgets to validate (listen to) others

Student contributes ideas, accepts responsibility & volunteers in creation of product


Student participates in lesson with accuracy

Student asks other group members for answers  & submits assignment

Student assists in discovery

Student assists in discovery & contributes to a positive learning climate

Student assists others through the inquiry process, is cognizant of others and encourages other group members


Student demonstrates proficiency in  handout creation

Student does not have firm grasp of information shown on handout

Student is uncomfortable with information & contributes little to product

Students shows mastery of subject, but does not elaborate fully  

Student's expertise of subject matter is obvious by elaboration given & contributes fully to creation


Student participates in creation & provides suggestions

Student adds little to creation of project

Student listens attentively

Student participates fully & volunteers for duties but lacks creative input

Student participates, adds creativity & innovation to creation of handout product


Demonstrates critical thinking

Allows others to provide goal

Can provide goal & assertively assigns duties

Has a sense of curiosity & can provide a plan for handout

Provides a goal, looks for evidence to support goal  & displays curiosity concerning product


Organization & sequence of materials

(Members receive a group score for the       next two requirements)

Information in the product is not sequential contributing to confusion

Information in visual product is interesting but not sequential

Visual presentation of information is sequential & can be followed easily

Visual presentation of information is logical,  sequential & contributes to audience interest


Preplanning   of graphics & visual aids


Handout graphics are ineffectual

Handout graphics provide little support of presentation

Handout graphics generally relate to presentation

Handout graphics are clear & reinforce presentation


Student evaluates other group products or

    handouts to   aid revision


Student takes very few notes & evaluates but does not show interest or respect to fellow classmates

Student takes notes & evaluates all presentations but asks no questions          & provides no


Student exhibits interest in other presentations and takes notes & evaluates but asks no questions

Student exhibits interest in all presentations, takes notes & evaluates presentations thoughtfully & asks questions











Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The

              Cognitive Domain. New York: David McKay Co Inc.

Chapter 126. Texas Essential Knowledge and Skills for Technology Applications. (n.d.). Content  

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International Society for Technology in Education (ISTE). (2007). National educational

technology standards for students (NETS-S) (2nd ed.). Eugene, OR:ISTE. Retrieved June

21, 2013, from 

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012).  Instructional technology and media for

learning. (10th ed.). Boston, MA: Pearson.

State board of education TEKS review committee. (November, 2010). Proposed revisions: Texas

            essential skills technology applications, middle school. Retrieved from