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ASSURE Model Instructional Plan

Personalized Learning: Unit Fractions


K. Gaines
3rd
Math
65 minutes
Analyze Learners
1. 17 Students
2. 10 males 7 females
3. Ages 8-9
4. Learning Styles
o 1 Gifted and Talented Student
o 1 IEP Student (Reading, Math, Social/Emotional Goals)
o 6 RTI Math Students
o 2 Speech Students
5. Preassessment (MAP and Fractions) Given and Groups Made Based On Results:
o 5 High Students, 6 Average Students, 6 Low Students
6. Learning Styles
o 5 Students Visual 29%
o 4 Students Auditory (Aural) 24%
o 8 Students Kinesthetic (Hands On) 47%
State Objectives
A Audience: 3rd grade math students

B Behavior: The 3rd grade math students will be able to identify and represent unit
fractions in different ways using models, words, and unit form.

C Condition: Using Zearn and Google Classroom, students will take notes on unit
fractions, complete choice activities about unit fractions, and complete an assessment
(quick check) to show mastery and understanding about unit fractions.

D Degree: The degree in which students must show mastery is by producing accurate
notes and station work, while achieving an 80% or higher on the goals quick check.
Select Methods, Media, , and Materials
o Methods:
o Teacher Mini Lesson
o This method is important to the lesson because it is a quick preview
about what the students will be learning independently on Zearn. It
sets up the learning goal for the students and provides an example
of the learning goal in use. It is also used as an opportunity for
students to complete application problems that are focused on the
learning goal.

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o Small Group
o This method is important because it allows the teacher the
opportunity to meet with students to learn about the goal on their
level. Some groups will be working on the basics and fundamentals
of the learning goals, while other groups will be working on higher
levels of thinking centered around the learning goal. These groups
are based on preassessment work, and MAP testing using the
Learning Continuum to provide instructional goals.
o Student Independent Work
o This method is important because students are learning about the
instructional goal at their own pace. They are watching Zearn
videos and taking notes, then choosing activities and stations to
apply what they have learned through the mini lesson and Zearn
video.

o Media
o Anchor Chart
o The anchor chart is a resource for students to use during their
independent work that provides definitions and examples of high quality
work centered around the instructional goal.
o Zearn Videos and Notes
o The Zearn video and notes are important to the foundation of the
student being able to showcase mastery of the instructional goal. The
video and notes are the true learning and understanding taking place
during the instructional goal.
o Materials
o Zearn
o As previously stated, Zearn videos and notes are important materials to
this lesson because it provides space for students to develop
understanding about the learning goal.
o Google Classroom
o Google Classroom is used to provide students with a digital copy of
their learning goals checklist. The digital version of the checklist
provides students with links to videos, activities, and the quick check in
Google Forms.
o Student Checklist and Station Options
o Students are provided a paper copy of the checklist to keep track of the
sequence and path they must follow during the instructional goal. The
students are also provided the option to choose hands on station
options if they do not feel as though digital activities are ways that they
learn in order to show mastery.
Utilize Media, Materials, and Methods

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1. Preview the materials:
Zearn Video: I make sure I have an understanding of the videos to assist student
questions, and to prepare for the mini lesson.
2. Prepare the materials:
Checklists and Station Options: Both digital and hard copies of these need to be
prepared ahead of time in order for students to be able to complete their
independent learning.
3. Prepare the environment:
Students work independently at their desk or on the floor by their desk. Small
group instruction takes place at a small kidney table. Lights are on, and classical
music plays in the background. It is a serious and productive learning
environment.
4. Prepare the learners:
Engage the learners through the mini lesson. Include a read aloud, think aloud,
and partner thinking to engage the learners. Whole class manipulatives are also
used to engage the learners.
5. Provide the learning experiences: Teacher is Facilitator
Require Learner Participation
Mini Lesson:
Mini Lessons occur daily and last 10-20 minutes. All students participate and are
engaged through different instructional tools that are appropriate for the learning
goal. The mini lesson for this lesson will require students to shade in unit
fractions in picture models (both circles and rectangles) and begin to compare the
size on these fractional units.

Independent Work:
Students will watch Zearn Videos Lessons 1-4, take notes and complete an
obligation. Students are engaged through the Zearn videos and are held
accountable by the notes and obligation that must be completed in order to move
through the learning goal.
Students will be able to then choose from a variety of Station Options that will
allow them to practice the learning goal using their learning styles.
o Fraction Splat: This is a game online. The link is in the digital copy of their
checklist. They must write their score down.
o Partition the Shapes: The activity is in Google Classroom. Students must
use the line tool to partition different shapes in Google Drawing.
o Fraction Critters: Students must cut, color, and glue the fraction critters in
their notebook, and label the unit fraction for each.
o Fraction Printout: This is a printout from an Engage New York activity.

Small Group:
Three groups were made for this instructional goal. The three groups have been split
into 5 groups and are provided instruction at their present academic level. Students
are engaged because it is a smaller group of students with teacher support.

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o Group 1: High Group 5 Students
Comparing Unit Fractions
Writing Unit Fractions on a Number Line
o Group 2: Average Group 3 Students
Identifying unit fractions in pictorial models.
o Group 3: Average Group 3 Students
Identifying unit fractions in pictorial models.
o Group 4: Low Group 3 students
Identifying numerators and denominators
Describe portioning shapes in equal parts
Creating unit fractions in provided pictorial models.
Evaluate & Revise
1. Student Performance
Student performance will be evaluated by the mastery shown on the learning goals
quick check. Mastery is shown at 80% or higher. Student Zearn notes and station
options will be evaluated for achievement level and quality of work. Student groups
will be manipulated and supported based on the achievement levels of both the
goals Quick Check and independent learning work.

2. Media Effectiveness
The media is evaluated for its effectiveness of student learning. Student work and
Quick Check is evaluated and the correlation between the Zearn notes and student
work is measured. The question is asked, does the student work mirror the learning
that took place during the instructional Zearn video?

3. Instructor Performance
My performance is measured by administrative assessment using the Elliot tool. It is
assessed whether I am meeting the academic needs of all students throughout the
blended lesson. The technology coach will also assess if I am providing enough
support and safety for the students while they learn at their own pace and path using
technology.

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