1. Rebecca Kilver
ASSURE Day #2
Causes of the United States of America’s Revolution
Analyze Audience
The class has twenty students. There are seven girls and thirteen boys. The class has
eight African American students. They are all low income students. Three of the students have
a reading disability.
State Objectives
The students will be distinguishing and labelling the events that led up the United States
of America’s fight for independence with a 100% accuracy in one week by watching a
Storytelling video, seeing a rap video on the causes of the revolution. They will also discuss a
tweet on Twitter, answer a question posed by a Voki, doing a primary source analysis on one of
the events, and creating a flip book on the causes of the United States of America’s revolution.
Select Methods, Media, & Materials
This lesson will be in a large group. My computer, speakers, and SMART Board will be
needed to show the Storytelling video, rap video, and Voki. That computer and SMART Board
will also be utilized for showing the tweet. I will need my computer to print off the questions
they will answer in the flip book.
Utilize Media & Materials
The videos will be reviewed before being presented. I will make sure content is clear,
concise, and understandable. If any changes need to be made to the storytelling video, I will
make them. Then, I will make sure the Voki is working properly. The tweet will be on my
account at least a day before I do this lesson. I will also reserve the media center so that the
students can use the computers to do their primary source analysis. The material for the
analysis will be modified to work for third graders. I will make sure that my computer in the
classroom is working well so that the Voki and videos will be able to be presented. Before
beginning, I will briefly talk about what they will be doing that day.
Require Learner Participation
The children will watch the two videos on the causes of the United States of America’s
fight for freedom. After that, we will review what they have learned. Then, I will show them

2. the tweet. The tweet contains a query. They will discuss the answer to that question. After
that, they will watch the Voki that will give them the question on an event that causes the
United States of America to want to have independence. They will talk about the answer to
that query. The last thing they will do is the primary source analysis on the Boston Massacre.
Each student must answer the Voki question as their answers are one of the ways they are
assessed. Their Boston Massacre primary source analysis and their flip book are the other ways
the students will be evaluated. They should be complete in their analysis and answers in the
flip book.
Evaluation of Methods & Materials
Once they have watched the videos, I will ask them how much they were interested in
it. If they seemed disinterested while the video was being presented, then I know I need to
select a different film the next time I do this lesson. I will also be sure and ask how well they
liked the Voki. Maybe if it was too boring, I could experiment and make a monster one.
Children are always enthralled with strange creatures like that. I will see how well the
conversation on the tweet answer goes. If it lags, I will know that I need to change my
question.