Tpa Task 2

Form: "*Designing Instruction Task*"
Created with: Taskstream

Author: Johnny Segovia
Date submitted: 05/29/2016 5:46 pm (PST)
Before beginning this task, read the complete directions provided in the CalTPA Candidate
Handbook.
Step 1: Academic Content Selection and Learning about Students
Directions:
An important step in planning instruction is to learn about your students. Select one class,
one content area, and the state-adopted academic content standards or state-adopted
framework (if your single subject content area does not have content standards) for this
task. Respond to the questions below about this class, unit of study, and how you learn
about the students.
A. ACADEMIC CONTENT SELECTION

(REQUIRED) Grade Level
11
(REQUIRED) Content area

U.S History
(REQUIRED) Subject matter

World War II
(REQUIRED) 1. List the state-adopted academic content standards or stateadopted framework that you will cover for this unit of study.
11.7: Students analyze America's participation in World War II
1. Examine the origins of American involvement in the war, with an emphasis on
the events that precipitated the attack on Pearl Harbor.
2. Explain U.S. and Allied wartime strategy, including the major battles of Midway,
Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
3. Identify the roles and sacrifices of individual American soldiers, as well as the
unique contributions of the special fighting forces (e.g., the Tuskegee Airmen,
the442nd Regimental Combat team, the Navajo Code Talkers).
4. Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms
speech).
5. Discuss the constitutional issues and impact of events on the U.S. home front,
including the internment of Japanese Americans (e.g., Fred Korematsu v. United
States of America) and the restrictions on German and Italian resident aliens; the
response of the administration to Hitler's atrocities against Jews and other
groups; the roles of women in military production; and the roles and growing
political demands of African Americans.
6. Describe major developments in aviation, weaponry, communication, and
medicine and the war's impact on the location of American industry and use of
resources.
7. Discuss the decision to drop atomic bombs and the consequences of the
decision (Hiroshima and Nagasaki).
(REQUIRED) 2. Describe the unit of study that addresses those standards.
The unit of study is about America's participation in World War II.
The unit of study will utilized a variety of instructional resources such as

maps, diagrams, graphs, and charts of diverse regions of World War II,
Chromebooks, audio aids (i.e. audio books), visual aids (i.e. videos), United
States History and geography textbook and supplemental books of the
history of World War II.
During the unit of study I will model the student activities as an instructional
strategy.
The unit will consist of teacher led group discussions.
The unit of study will allow for collaboration by engaging students in small
group activities.
The unit of study will provide students with the opportunity to read, think
critically, and discuss America's participation in World War II.
The unit will of study will allow for both formative (i.e. quickwrites, flipboards)
and summative (i.e. a final exam) assessments.
The unit will utilize technology by incorporating multi-media presentations as

a form of assessment.
(REQUIRED) 3. What is/are the academic learning goal(s) for this unit of study?
By the end of this unit, students will be able to:

1. Identify the origins of American involvement in World War II
2. Describe the Japanese attack on Pearl Harbor

3. Define key terms relating to World War II
4. Describe the course of the war from the American perspective
5. Describe how the United States government used the media to encourage
support for the war
6. Locate Hiroshima and Nagasaki on a map

7. Describe the effects of the atomic bomb
8. Take a position on the use of the atomic bomb to end the war-was it
necessary?
Class Information
(REQUIRED) Age range of students
16-17
(REQUIRED) Number of male students

11
(REQUIRED) Number of female students

16
(REQUIRED) Total number of students

27
B. STUDENT CHARACTERISTICS
Linguistic Background
(REQUIRED) 1. What information that may influence instruction do you want to
learn about your students?
Understanding my student's background is important. First off, I want to know

about my students' English Language abilities. How well they are able to read,
comprehend, write, and speak English? This would include investigating their
confidence and fluency with English in casual and academic settings. Is English their
first, second, or third language? This investigation should not be limited to sole
English Language Learner students. All students should be working at varied skill
levels. Even within native speakers, there will be a variety of abilities in each and
every class. By better understanding the language abilities and backgrounds of all my
students, I would have a better idea of who may require extra support in each area of
language interaction (who needs assistance in reading, writing, and comprehension).
Knowing this information of all my students would allow me to better plan multiple
and varied methods of presentation to best meet the needs of students at various
levels. It would allow me to plan more effectively and make more informed choices
when selecting and using instructional strategies, activities, and resources to best
facilitate students learning and ensure progress toward student mastery of stateadopted academic content standards.
Another key piece of information that I would like to know is: what is the primary
language spoken in the home by my students? By finding out what is the primary
language spoken at home, I will have a better idea of how much my students are able
to have people at home that are able to help them with their English based work
(reading comprehension, writing, group projects etc.), or whether they will need
assistance in these areas from elsewhere.
Both of these are key in helping me plan instruction. Knowing the English abilities of
all my students will help me better understand how best to present the content in ways
that will be accessible and comprehensible for all my students.
(REQUIRED) 2. How will you learn about your students? Describe the methods
you will use and why you have chosen to use those particular methods.
There are many ways I can learn about my students. First off, students whose primary at home language
is a language other than English (as determined by California's home language survey) will have taken
the California English language development test (CELDT). This will give me a general idea of the
language fluency and proficiency of the students whom are English language learners (for whom speak
primary language other than English at home). While this test is not something over which I would have
control (as its requirements are outlined by the California Department of Education), it would be
enormously helpful and learning which of my students are English language learner students and where
they are and they're English language development period the scores from the CELDT would allow me to
better understand where my student where in all their areas of language development.
The previously mentioned home language survey would also allow me to have information about what
languages are spoken in the homes of my students. The information on the survey would allow me to
begin further examination into the whole lives and language support available at home. For example if a
survey shows that a student's family speaks mainly Spanish at home I could learn more about the home
language situation by discussing the situation with the student.
Another excellent source of information would come from meaning with the families of the students at
back to school night or in any other opportunities that present themselves.
The class I am using this work for is an 11th grade United States history class. As such an important
source of information would be to speak to previous teachers of my students as well as other support staff
such as resource teachers and support aides. They would serve as a key source of information about
various students because they have worked with the students before and would have experiential
information and possibly more test results (in the case of CLL and special needs students). Prior
teachers and support staff would also know what worked well when they work with the students and what
approaches were less effective. They could be a wealth of information. And because high school students
work with many different teachers every year there would be many teachers and staff who may be able to
provide important information. This would be true regarding the linguistic abilities of the students as well
as other skill areas.
As a teacher I would like to have as much information about my students' language abilities as possible. I
would definitely use the sources of information that are given to me such as the CELDT results and the
information of the California home language survey. This information will be extremely helpful in knowing
about the linguistic background of my students and will help me have a better idea of how I can best
approach meeting their needs.
While the results of the CELDT and home language survey will be excellent sources of information I
would not stop there. If I needed more information to enable me to better address the needs of my
students then I would seek out that information wherever it could be found. I would discuss the language
situation and background with the students. I would approach other teachers who have worked with the
students before. I would look to seek out information from all teachers and staff that may have it. My job
as their teacher is to do whatever I can to understand the important characteristics of my learner's. This
includes understanding their language skills and needs so I can find ways to interact with them and
educate them in the most effective manner possible. My better understanding of the characteristics of my
students I will be better equipped to design developmentally appropriate educational experiences for
them. I need to seek out any information that will enable me to meet them where they are and their
educational Journey so I can guide them to the next level while ensuring their progress towards Mastery
of the academic standards.
(REQUIRED) 3. How will you use this information in planning academic

instruction in your selected content area?
Knowing about my students' linguistic background and language abilities will allow me to better plan
instruction and select instructional strategies that will meet their individual needs. By knowing which
students struggle with English language skills I can make better instructional decisions to benefit them. As
an example I can use this information when planning buddy work or small group Cooperative learning. I
could purposely pair English language Learners (in the early intermediate or intermediate CELDT range)
with a partner who is bilingual (in English and Spanish). This would allow for increased English interaction
for the English language learner student as well as allowing for a higher level of academic work. By
teaming an ELL student (as described above) with a bilingual buddy they can also work on the material
and discuss ideas in Spanish. As a social studies teacher I went all of my students to be challenged
academically. As described in the common underlying proficiency model of language learning skills
Concepts and content learned in one language is understood across languages. So if my ELL students
need to switch back and forth between languages when discussing ideas or when they working with a
group then I need them to be able to do whatever is most helpful to their comprehension of the material. I
need to meet them where they are with my planning to allow them to learn and work towards content
standards mastery. With the understanding that as their English language skills improve they will
understand the content in both languages.
Knowledge of the linguistic abilities and backgrounds of my students will also allow me to use support
materials to best assist my students. If I have students who really struggle with reading English then I
could design bilingual worksheets for items like vocabulary. I could help work with them to develop
learning strategies and systems that will better enable them to complete work and become more
comfortable working in English over time.
Understanding the linguistic basket backgrounds and abilities of my students will also allow me to better
plan instructional activities that will meet the needs of all my students. For example many English
language Learners struggle to comprehend and retain the material as quickly as their native English
peers. This makes sense considering that many are likely listening to the content will translate at least
some of the material they are encountering. This can reduce the amount of material that is truly retained.
For this reason many all students benefit from multiple exposures to material since this allows them to
absorb different parts each time. According to William Glasser theory of memory all students benefit from
multiple and varied exposures to material. According to Glasser people remember only 10% of what they
hear. However they remember 50% of what they see and hear and 70% of what they discuss with others.
By varying the methods of presentation to include multiple methods of exposure I am increasing the
likelihood that all of my students will remember what they learn at the same time that I am giving my ESL
students increased chances to be exposed to the content to understand the content and to retain it.
Knowing the linguistic abilities of my students will allow me to make the best decisions to maximize
learning comprehension and retention. It will allow me to decide what methods will best allow my students
to interact with this content. Should I use lectures guest speakers documentaries videos audio clips
Interactive simulations Group projects etc.? The more I know about my students' skills and their linguistic
backgrounds and abilities the better prepared I will be to make effective decisions about what instructional
strategies activities and resources to use to maximize my students ability to understand the content and
eventually Master the academic standards.
Finally by having an understanding of the students' linguistic home wife I can better work with students to
develop instructional support and Scaffolding for them. If the students are in homes where almost no
English is spoken then they may need extra help with English intensive activities. Knowing this will allow
me to work with students to support them. For example I could create small groups that work with me for
support. Or we could have a time before or after school when students need help could come into work
together or with me. Knowing what my students face at home in terms of language and support will help
me to better meet their needs at school.
Academic Language Abilities, Content Knowledge, and Skills

As a teacher it is important to realize that students may have very different abilities regarding prior content
knowledge applicable academic language abilities and skills that will be needed in a class. Because of
these differences it is important to consider these aspects of students' knowledge when does Any
instructional activities student work and Student Activities.
For example: Academic language can be very different than conversational language. In conversation a
student might speak to his classmates about "building" a go-kart. Whereas the textbook might refer to the
government "constructing" a highway. The first term is more conversational and the second term is more
academic the students may be familiar with one term and yet not with the other.
Likewise some students may have some previous knowledge regarding the subject matter of a new unit
while others may not have any prior knowledge.
Finally some students may have expertise with certain skills or technologies that others do not have. If we
are preparing to work on a group project that will use Prezi some students may have had extensive
experience working with the program while others may have never heard of it.
To effectively teach a unit of material it is important to determine the students confidence levels with the
appropriate academic language( language and vocabulary that will be essential to the unit and the prior
knowledge and their skill levels regarding skills that will be needed for the lesson unit or throughout the
year. No in these levels will enable me to make better decisions about instruction grouping and lesson
planning.
Abilities in these various areas are not static. As a teacher you cannot truly say, "Well
they have excellent academic fluency" or "they do not". Knowledge levels and skills will
vary for each and every student from lesson the lesson and from unit to unit. As such
these factors have to be considered from lesson to lesson and from unit to unit. Keep
this in mind when approaching a new unit of content it is important the competency
levels of the students in all of these areas.
Language skills are like a muscle that get better with us. I will begin each unit (and
lesson within that unit) by pre assessing academic vocabulary knowledge. This could
be done formerly (with a written quiz) or more informally in an interactive discussion or
any think-pair-share activity. By establishing a baseline for the students' knowledge of
the important academic vocabulary and there comfort with them I Can Do Better plan
developmentally appropriate activities and practices to enhance and build on their
current levels of knowledge. If the students are quite familiar with the crucial academic
language that will be needed in the unit, or the subject matter, then I can adjust my
lessons to provide activities and instructional strategies that would help the students to
build their fluency and master the vocabulary. If some students truly have the
vocabulary mastered that I could differentiate the instruction to best meet the needs of
all different levels. If during the course of the year it becomes clear that the students are
truly lacking the academic language fluency across many units and subjects that
identifying this deficit will allow me to begin to address it. I could add more intense study
of economic vocabulary by compiling a list of important academic terms and helping
them to build out their fluency through frequent exposure and practice. However all this
is based on first knowing where the students are currently at. And because vocabulary
skills will build throughout time does didn't academic vocabulary knowledge should be
examined in formative assessment throughout time.
It is also important to know what fire content knowledge the students have. This also
can be effectively measured there different types of pre assessments. Like with
academic language knowledge these could be more formal written pre assessment or
they could be done more informally through think-pair-share activities, a whole class
review discussion, or a brief small group review work and presentation. Fire content
can be two-fold in social studies. A teacher could measure what the class knows about
the material about to be presented and adjust the presentation accordingly. In addition
the teacher can and should measure what prior knowledge the students have and can
apply from earlier lessons that will be important to the new material. As an example in
studying the causes of the American Civil War the teacher would need to check for
understanding and retention of knowledge about the civil rights guaranteed in the
Constitution and how the final document came about and the ongoing struggle to
achieve the ideals expressed in the Constitution. It would be extremely difficult to
effectively teach about the lead up to the Civil War if the students did not remember and
could not apply prior knowledge about these issues as they are crucial in understanding
the growing conflict between North and South. Prior to diving into the lessons on the
build-up on Civil War it would be important to previous retained knowledge about this
related subject matter that will be relevant. Only then would a teacher know whether or
not a review of those key ideas would be necessary before moving into it the new
material. And as the academic language fluency, testing prior content knowledge would
allow teachers to better plan effective constructive activities for all students.
Finally it is crucial to measure the knowledge and comfort students have with various
skills and not to assume that everyone is comfortable. If a teacher is planning small
group project that will culminate in a group Power Point presentation that is important to
assess all the students Comfort level using power point. If students are not comfortable
using the tools and skills that will be required for a task then the teacher can plan ways
to introduce new skills or help to improve their skills. If some students are very skilled
with the program and others are total novices then this information is also helpful. A
teacher can use this information to create various levels of groups working on different
levels of skill or technical complexity. Or a teacher can use these advances students to
help other students grow and develop by having them act as technical mentors or
helpers. The possibilities are endless but like all the above a teacher must start by
measuring and knowing current levels of skill and knowledge.
Bite reading assessment as an ongoing task that helps to eliminate student knowledge
and understanding that teachers can make adjustments as needed to help the students
continue to grow and develop. By using formative types of ongoing assessment then it
is possible not only to see where the students are before a new unit or lesson but it is
also possible to measure growth over time and celebrate success. All people can get
frustrated and down on themselves. Being able to show students their growth and
celebrate their achievement and success will help to build their confidence and sense of
self efficacy.
As a teacher this type of ongoing formative assessment allows me to evaluate my
teaching practices and look for ways to improve.
As I have discussed before having an accurate assessment of student academic
language fluency content Knowledge and Skills is an ongoing process of formative
assessment. I will measure these areas regularly. By pre assessment student fluency
with academic language ( that is relevant to the new lessons and units), student content
knowledge about new material and ability to recall and apply prior content knowledge
that is relevant to the new material), and skills that will be applicable to the current
lesson and units, I will be better in understanding the characteristics of my learner's and
I will be better prepared to provide developmentally appropriate educational
experiences that best meet their needs.
Having this knowledge will Aid in my instructional planning. It would help me establish
academic learning goals that are attainable and meet the students at their current skill
levels and capabilities. It would help me better plan my lessons and allocate and
manage my instructional time more effectively. I will be better able to differentiate
instruction to meet the language abilities of my students and to provide content that is
correctly matched to their skill levels and need for rigorous academic engagement. For
example if the students are fluent with the academic language for the new unit that it
does not make sense to allocate a great deal of time to learning these words. Rather a
brief activity or review might be appropriate. Likewise if the students are totally
unfamiliar with the academic language and vocabulary for a unit then it would be wise to
allocate more time and resources to mastering these words and building fluency. With
content knowledge and decisions are not able to apply important Knowledge from
previous lessons ( like my example of students needed to understand the constitutional
rights and the ongoing efforts to achieve constitutional ideals to effectively understand
and interact with content regarding the lead up to the Civil War). Effectively measuring
what my students know will allow me to better plan lessons. It will give me the
information that I need to effectively design instructional activities that meet all their
needs. If they need a review of Prior content I can then plan ways to address that need.
On the other hand if the class really has a Mastery of the prior content then I can plan a
lesson strategy that immediately dives into the new material. Only by know where my
students are at can I make effective decisions about how to get them to where I need
them to be. Only by assessing their abilities can I make the necessary adjustments that
ensure they learn, comprehend, retain, and master the content and the state adopted
academic standards.
Finally, regarding skills. We live in a world that is constantly evolving and becoming
more advanced. My students will need many skills to be successful in school and in
their lives. Many of these skills will deal with technological knowledge and how to learn
use and benefit from technology. However just as important will be skills regarding how
to work together successfully, present material effectively, and how to seek out and find
information. Part of my job as an educator will be to help my students learn how they
learn so that they can go forward in their lives able to seek out and learn new
information, so that they can become their own instructors guiding their desires to learn
and grow. I also need to expose the students to new programs and technology so that
they can have any experience interacting with and shaping content within many types of
programs and Technologies. I can make my instruction more Dynamic and engaging by
including technology and new skills in the lesson group work and presentations.
Allowing the students to create presentations with film presentation software audio art
photography and more will help prepare them to use their creativity and Technology
going forward. However part of exposing students to new ideas and new skills is that
you must walk them through the process. You must help them learn and develop the
skills. And part of doing that as effectively as accurately assessing where they are now.
By measuring what skills students have mastered I can more effectively allocate time
and energy to building on areas of weakness or on introducing new skills. If everyone
can use a word processor then I should not spend time there. It would be better spent
elsewhere introducing or expanding new skills and knowledge. However by assessing
their present skill level can a teacher have the information necessary to make accurate
and effective decisions about how to allocate instructional time and what skills need
reinforcing. Like with all instruction, measuring the current knowledge and skill level of
my students will allow me to better plan activities that will continue to reinforce and build
new Knowledge and Skills.
Physical, Social, and Emotional Development

Knowing about the physical, social, and emotional development of students can be very important to being able to
effectively interact with them. It is part of really understanding the important characteristics of your learner's. However
unlike investigating a student's linguistic background or prior content knowledge this can be a more involved and
subtle process. Put a process that can yield critical information about one's students. I am working towards being a
high school social studies and history teacher. And as most people remember high school can be an incredibly
difficult time. It is a time of difficult self-exploration and self-analysis. It is a time of wanting to be unique and yet
desperately Desiring acceptance. As such students go through a great many changes and challenges during
adolescence and high school especially.
It is important to get to know your students as people and as individuals. By being engaged and aware you will
recognize major changes and/or problems. But they key is knowing the students.
Taking time to know your students and their physical social and emotional states and development will yield very
important information. It will enable teachers to better meet the needs of the students. All students are different and
knowing them for who they are can be crucial.
Information that could be important includes things like: what is their primary emotional state? Are they introverts or
extroverts? Are they shy or outgoing confident or insecure? Are they emotionally fragile and if so is it to a point where
a referral to a school psychologist is required? As far as Social Development it can be important to observe whether
or not students are accepted by larger groups or they are lonely and isolated? They change and social interaction
could also be important. As far as physical development I think one of the key issues is keeping an eye on the health
of the student. Sadly many children are undernourished. A recent survey in my area showed that one in five people
are not receiving enough to eat and many are the most affected our children. So being aware of students overall
physical health can be very important. Changes and overall appearance and health could be the first sign of a major
problem that may require immediate attention.
The truth is that many outside factors will influence how engage students are in school how much they are able to
benefit from education and even their ability to continue their schooling through graduation and beyond. If a student is
suffering with emotional physical or social distress then no matter how hard we tried to provide a quality education
they will not be as able to benefit from it. As teachers and as adults in their lives we need to be aware of signs of
distress and trouble and be aware of signs of sudden changes or warning signs of problems like abuse.
Having this knowledge will Aid in my instructional planning. It will help me to establish academic learning goals that
are attainable and meet the standards at their current skill levels and capabilities. It will help me to better plan my
lessons and allocate and manage my instructional time more effectively. I will be better able to differentiate instruction
to meet the language abilities of my students and provide content that is correctly matched for their skill levels and
need for rigorous academic engagement. For example if the students are fluent with the academic language for a
new unit then it does not make sense to allocate a great deal of time to learning those words
Learning about the physical social, emotional health, and development of students is a
more subtle, engaged and ongoing process for teachers. To begin with students that
have a diagnosis physical social or emotional issue will also be known by support staff
such as a school psychologist, resource teacher, or special education teacher. These
staff members are excellent source of information on the needs of the students with
diagnosed learning disabilities physical disabilities or emotional and social issues. As far
as learning about students has a whole a large part of it occurs through interaction.
Overtime for more information will present itself and can be gathered and learn. In my
experience a great deal can be learned by interacting with the students taking an
interest in who they are and talking to them about their lives. Examining their writing and
work and also held a great deal of information about who they are as people and what
their levels of development are. Students often open up while riding in ways that they
would be reluctant to do verbally or in a public setting. By giving them a variety of
creative Outlets to express themselves you give them any opportunities to tell you about
who they are what they are like and what their lives are like. All of these are sources of
information that can be used to better understand students.
Sometimes problems are obvious. If students consistently fail to have even the most
basic school supplies or seem to be malnourished or are frequently dirty there is a good
chance they are largely on their own or that a parent figure is frequently absent. Simply
by paying attention signs like this will be noticeable. Likewise observation will often
indicate it's a student is lonely, ostracized, or extremely isolated.
Sudden changes in physical appearance and social or emotional characteristics can
also be very telling that something dramatic has happened or is happening.
Part of our jobs as teachers is provide a safe, positive, and supportive learning
environment where students can truly drive. To do this we must use any and all tools at
our disposal to learn about who our students are as people. We must be aware of their
physical, social, and emotional development and well-being. For students to truly be
able to thrive in school these other areas in their lives must be in Balance. I have never
met a student who was really struggling with physical, social, and emotional well-being
that was truly succeeding in school. Outside issues whether physical, health, emotional
problems, or social concerns will find their way into the classroom. To best support our
students we must be aware of problems that may develop or may prevent the student
from succeeding in life and his school. Well we certainly cannot be a solution to all
problems by caring enough to notice we can often provide positive support and
assistance that will help students to be happier healthier and more successful in the
classroom.
Knowing about the physical, social, and emotional development and health of my
students is important when designing and implementing effective lesson plans that
engage my students. Awareness of a student's physical health is crucial. If I become
aware of a serious situation I must notify my administration and support staff in an effort
to help the students situation. We must do what we can to help improve the situation so
that the student is able to really benefit from his or hard time in school. If I become
aware of it social concern like severe shyness, ostracism, or loneliness these factors
can be important in developing lessons as well. In a situation like that effective use of
small groups could be very beneficial to get involved. And every class I've ever worked
there are students who are very empathetic and giving. By team in a lonely or very shy
student in a small group with kind and supportive students, the shy student could begin
to process of building connections and creating relationships. And all students will
benefit from group instruction which has been shown to be extremely effective teaching
strategy. I use group instruction extensively in my teaching in various forms. This
strategy could easily be adjusted to improve the connections and relationships of a
lonely student while still being a truly effective learning strategy. So this did it could
benefit academically as well as socially.
Social factors can also be useful in planning instructional strategies. Students whom are
predominately introverts might benefit from being able to present information in a selfdirected way like creating a short film photos essays or self-directed projects. At the
same time students who are very outgoing and extroverted they really thrive in group
work and presentations. I'm not suggesting that each type of student only do the types
of presentations that match their emotional Baseline. I think everyone should be
exposed to all types of work scenarios and situations. Everyone should do both and
their school career. However by knowing what types of students I have in my classes I
will be able to make it for decisions when designing instruction that meets their needs
and effectively engage them while still pushing them to grow. As an example I would be
better able to design for his presentation methods some student assignments. By giving
a variety of ways for students to present or complete some assignments I am able to
make the same as engaging and enjoyable for all students.
More severe emotional problems are also factors that can affect academic planning
when I have students with severe emotional problems in my class. Knowing that will
allow me to consult the school psychologist Administration and the school nurse (if
medicine is involved). By Consulting with these people I will have the information I need
to make informed decisions about how the student will be best set up for Success. That
knowledge will allow me to differentiate instruction and make the necessary changes to
encourage and support the students. In a situation like this out also consult teachers
who had worked with the student and previous years. By touching base with past
teachers I can tap into their experiences and what worked and what did not and how the
students seem to do best. From there I would have information to make it form choices
been planning the structure that will meet the students needs. I want to be sure to
create a learning environment that allows all students to thrive, an environment that
gives them victories, build confidence, and as positive as can be. However to
accomplish this and to plan lesson that will be engaging and successful for all my
students I must know as much as I can about what they truly need to thrive.
Cultural and Health Considerations
I believe that it is important to learn about my students cultural history for several
reasons. First of all a person's culture is a huge part of who they are. It represents their
family, their ancestors, their connections to the Past, and to the Traditions that make up
a large part of what may be important for them and their family. As a teacher knowing
about a student's culture will help me know them better and to better understand them
for who they are. It can be a glimpse into who they are, their hopes and dreams, their
families hopes and dreams, and to the influences and pressures that may be present for
them. All this information is crucial to really understanding my students and 2 then being
able to really work with them as effectively as possible.
As a social studies teacher knowing about his to this culture it's crucial and knowing
how the past may have influenced this person, their family, or their ancestors. That can
be very important when it comes to connecting the content to the students background,
making the content more relevant for that student, and helping the rest of the class
better understand the material. For example if I have a student in my class who is
related to the Navajo Nation than their view of the life of the Native Americans is going
to be quite different from the rest of the class. Their personal history gives them a
perspective that is unique. This means as a teacher I need to be sure to consider how I
approach topics like the conflict between settlers and Native Americans. I need to
approach the material in a culturally sensitive way that tells all sides of the story. And
ideally that student's perspective could be shared with the class and by sharing their
unique Viewpoint they could serve to further educate and enlighten the class. Well I
believe that history should always be taught for many perspectives knowing what the
cultural backgrounds of my students are will allow me to connect the material to each
and every student. It will allow me to be sensitive in my presentation and approach. It
will allow me to use the unique viewpoints of my students to bring the very few points to
life.
Health considerations are also important for me to know as a teacher. First and
foremost it is important for me to have any crucial Health details that could be essential
for ensuring the health and safety of my students. If I have a student who is deathly
allergic to peanuts I must know so that I can take all necessary and appropriate steps to
ensure that students safety. At the same time I need to know Health considerations so
that I can respond appropriately in the case of an emergency. If a student has what
appears to be a beast in the course of action can be quite different based off their health
considerations. If the student has no Health considerations that apply they can just go to
the nurse. In contrast at the student has a severe allergy to bee venom anaphylaxis
shock could result and Emergency Medical Response may be necessary. The only way
to make the best decision possible is that have their appropriate health information.
On a less urgent level knowing that Health considerations of a student can be important
and knowing how to interact with a student. For example if the student has a major
health issue like frequent migraines than these issues might but only interfere with his or
her ability to complete some work. Knowing this will allow me to make appropriate
adjustments to help this student have the opportunity to complete the work. Sadly some
students will be fighting serious disease while they attempt to attend school and live in a
somewhat normal life. This information can be crucial. For example if a student is
fighting cancer and attending school this is important to know. Knowing this information
would allow me to alternate Arrangements to be made ahead of time and what allowed
need to keep in touch with the student and the family to be sure they are set up for
Success so they are fighting this important fight.
Again like cultural considerations know about a student's health consideration is an
important part of really knowing who they are. All of these details are important
characteristics of the Learners. As such they are information that allows me to make
better choices as a teacher. Know any details allows me to make more informed
decisions about selecting instructional strategies and activities. It allows me to better

provide developmentally appropriate educational experiences. It enables me to better
connect the content to the students lives and realities. And most importantly it enables
me to help ensure student safety in the classroom.
I would learn about the health considerations of my students in a few ways. First I would
look at their files and at their health records and health information cards. At the
beginning of every year schools have students families fill out health information cards
where they list the students important Health consideration, history, and prescription
medication that they are on. The information collected by the school is important to land
a reference for learning about the health considerations of students. I have been in
many classrooms were crucial details about student's health or listed on these cards. By
looking at these cars I can put together a folder of key Health details for all my students
in a given year. This would allow me to quickly respond in the event of an emergency.
I also think that is a good idea to touch base with the school nurse and see if he or she
knows any additional information about any students that they feel I should know. I have
been at schools where students with severe health concerns were known by the entire
staff. This enabled the staff to react appropriately and quickly in the event of a problem.
The nurse and administration are awesome fantastic sources of information.
Back to school and I can present an opportunity to find out any important health
information. As students and their parents visit it would be a good idea to have an
information sheet they can fill out. This was certainly include place for them to include
important health information.
For cultural considerations and details, I believe this can be discovered in a couple of
ways. School was already sent home a home language survey. With my
Administration's permission, I would also send home a family survey that would feature
informational questions (optional). It's contained questions like how many languages
are spoken in the home? Are there any important traditions and your family? Do you
have relatives living in other countries? Would you like to share anything about your
family's background?" All of the questions will be carefully phrased in a way that would
encourage sharing but would try to avoid making anyone feel uncomfortable. I don't
think it is a great idea to just come out and say where were you born?" Questions like
that can make people nervous and uncomfortable. I think is a better idea to use props
and encourage sharing and that are truly voluntary.
Because the above approach is likely only to generate so much information I think that
is also important to use an ongoing process of interaction with your students. I have had
experiences with classes were over time students volunteer all sorts of information.
These moments can be a great time to engage the students to learn more. If a student
says we always go to Ecuador in the summer", it would be a natural response to say
how wonderful. Do you have family there?" The natural conversation that develop
would likely be provide all sorts of information. In my experience most students are
proud of who they are and what their families have accomplished. Often they are eager
to share. Seizing moments like these can be a great source of information.
I believe that learning about students takes an ongoing engagement. With the health
information beginning with the health cards is a natural starting place since the school
has already gathered information that is important. Then by tapping into the knowledge
of the nurse and administration I can make sure that any relevant information known by
others is not missed period finally having an easy way for families to share relevant
details during back to school night is a wonderfully easy way to make sure that
important information has been recorded and is known. By doing all the above I have
several layers of redundancy to make sure that the important information is known.
With cultural considerations it can be a little more sensitive because people can be
private or nervous about sharing. By having a carefully-worded family survey families
are given an opportunity to share information about their past. By sharing details about
family traditions, languages spoken, or any relevant information, a good amount of
information is given that can help build up knowledge about a student. These forms also
give the opportunity for families to share their past if they want. These details will also
be helpful because they give the reader a lot of information that is still helpful in knowing
about the student. By paying attention and interacting with students it is possible to
learn so much more. By listening for what the students share, and want to share, it is
very possible to engage them and learn more without making anyone uncomfortable.
As far as cultural information and considerations this information is very crucial for many
aspects of classroom instruction. Part of establishing and maintaining a positive learning
environment is ensuring that everyone feels respected and considered. Thus it is very
important to know about the cultural background of students to be sure that their
Heritage and experience is not missed or not considered in presentation that may
involve it. As an example, if a student were of Hawaiian descent then it would be
important to consider this in planning instruction. Part of American History is the growth
of the nation and the addition of new territory. In some cases the territories applied for
admission to the Union, in other cases territories became protectorates, and in others
the territories were annexed by the United States (as in the case with Hawaii). Knowing
that a student of native Hawaiian descent could be a crucial detail and knowing how to
preserve the material and is sensitive and appropriate manner. In this example it would
be important to discuss both sides of the issue. Discussing the process of the eventual
vote in favor of joining the union, and the ongoing independence movement that exists
in some smaller parts of the Hawaii population. All of this should be presented in an
informational and informative Manner and in a non-judgmental way. But because it is
subject matter that is like very close to the experience of the student and that's possibly
sensitive is important to use that knowledge to approach the topic with care.
Like all details of student information the cultural details and consideration should help
to inform a teacher's Knowledge. Learning about these things should be part of learning
about who the students are. The way that I can better understand and connect with my
student and we can better interact with engage with and effectively educate them.
Knowing who they are as people, makes us better able to connect with them, and to
make the content Connection in a meaningful way to their lives and their experiences.
Health considerations are also an aspect of learning about the student. In a different
way they help Educators to better understand the students their needs their struggles
and their lives. Knowing these things can only expand our understanding of them and
thus enable us to better connect with him. In the case of Health these details could also
be crucial in ensuring student safety and to allowing us to make accommodations to
best meet the needs of individual students. If a student is badly a major illness this is
very important to know. No evil owls the teachers to help the student to be successful in
school while they are facing this challenge. Knowing allows me to work with the student
and the family to make accommodations that work with their needs and enable success
and prevent unnecessary stress so they can be successful in their health the journey
and their ongoing education.
Interests and Aspirations
A large amount of who we are as people has to do with our interests, hopes, dreams,
and aspirations. This is true with adolescence as well. When you are in high school the
world is just beginning to present itself to you and to show you an infinite number of
possibilities. This is where students begin to think about what they hope they will
achieve and how they might make a difference. At this time we're wonderful teachers
can be important as encouraging students to reach for their dreams and to strive to
accomplish their ambitions. I have had teachers who were crucial in helping me to see
all that I was capable of. I would not be a person I have become without them. I also
know people who discovered they were capable of far more than they had ever imagine
or dream because supportive and encouraging teachers help them to see their potential
even when they had not. Knowing what students are interested in and what their
aspirations are can be absolutely essential to truly learn about your students and to
making the content seemed relevant and engaging.
In terms of instruction learning about your students interests and aspirations is crucial
to really knowing your students. These details allow you to make the context relevant
and accessible to your students. In the case of teaching history it allows a teacher to tie
these pieces of information into the lessons as points of commonality and interests that
make the content relevant. For example knowing that Abraham Lincoln's triple did
educate himself against Great odds and then he went on to become our nation's
president may be something that really connects with a student who was struggling
against barriers that may seem insurmountable to him.
As teachers we need to help each student to learn to be their best selves. We are not
pushing cogs through a machine. Each student will have their own needs interests,
hopes, and dreams. Part of really being able to connect with them and to make the
content relevant interesting and important to them is to take the time to know who they
are and what they are interested in and passionate about. Only then will we find ways to
really make the content interesting and engaging for them.
Information about the students can be accumulated through talking to each student or
having them write journal entries of what they enjoy doing in their free time and what
they want to be when they grow up. This will help me create lesson plans that will
keep them interested and will help them with their future endeavors. I could also use
in-class student survey forms. I like this method of acquiring the data because the
information that I gain would be available immediately, while it also gives the
students an opportunity to express themselves in class.
For those students that put history related aspirations in their journals, survey, or told
me about them, I will use that information to encourage them throughout the lesson
and I will incorporate real world examples to demonstrate how they will use that
lesson with their future goals. I can also create fun and entertaining examples that
correlate with what the students interests are. Anyway that I can plan the
instructional strategies and student activities to meet the students aspirations and
interest will provide the class with the opportunity to learn the content in different
ways.
Step 2: Learning about Two Focus Students
Directions: Select two focus students from the class you identified in Step 1. Select one
student who is an English learner and one student who presents a different instructional
challenge. Use some of the methods you described in Step 1 to learn about these two
students. Consider your selected content area and subject matter when describing what you
learned about the two focus students. Complete the section below. In each box include:
a description of what you learned about each of the students
an explanation of how the information will influence your academic instructional

planning.
Note: Single subject candidates for a credential in Languages Other Than English who are
delivering instruction in the target language may choose another student with a different
instructional challenge rather than an English learner.
Student 1: An English Learner

(REQUIRED) Gender
Female
(REQUIRED) Age
16
(REQUIRED) 1. Why did you select this student?

I selected this student because she is representative of many of the students
to I will encounter as a teacher. As a high school teacher in California I will
work with many students who are English language Learners. This student
faces many of the typical challenges and experiences that are faced by
English language Learners in California. As such, classroom accommodations
are similar, and her needs and challenges are similar. I feel that she
represents many students who have and will face similar life experiences and
educational journeys.
(REQUIRED) 2. What did you learn about this student's linguistic background?
This student has scored in the early intermediate range of the CELDT test. She has yet to
pass the language section of the California high school exit exam and is planning to try
again soon. She is very pleased to have passed the math section on the first try. This
student and her family are recent immigrants to California. They immigrated here when she
was in early 8th grade. While they have been here for several years now the language
barrier remains. As a parent speak very little English her family communicates almost
entirely in Spanish while at home. She has told me that her parents are insecure about not
speaking much English and that they both want to improve. However they have not been
able to take classes due to their work schedules.
This student's English fluency is higher than her parents but it has been quite a struggle for
her. She works very hard to improve and it's him that uses English as much as possible at
school. However she becomes easily frustrated when she is not further along in her
development. Her conversational fluency is actually impressive for someone who is only
been learning English for a little over 3 years. However she still struggles with
comprehension during lessons that are predominantly auditory. On the other hand she
thrives with visual work or Visual and written work. For example she seems to enjoy political
cartoons and many of the illustrations and her text books as they convey information and
more than one way.
Her parents are very supportive of her efforts to become fluent and to succeed in school.
However she says they wish they could be more help to her with her studies.
(REQUIRED) 3. What did you learn about this student's academic language
abilities in relation to this academic content area?
This student is clearly very bright. She works extremely hard and practices her English as
much as she can. I have seen that she is able to pick up new words and her vocabulary is
building. This is especially true with her conversational English. She will hear a word or
expression, and if she doesn't understand it, she will ask and quickly will attempt to begin
using the new words and phrases. She really does work hard at this.
On the other hand she is definitely struggling far more with academic language overall and
is especially much of the academic language used in history. This shows in a couple of ways.
Some of the language used in Direction and instruction confuses her as she is not familiar
with the English words frequently used in these situations. She is also struggling to
comprehend some of the terms that are part of the lesson content. For example a word like
notification is not familiar to her in a recent lesson. This type of word is hard to develop for
many students because they don't usually come up and daily life for a high school student.
And like many newly learned pieces of content new academic vocabulary can take several
repeated exposure to truly learn and understand. She is certainly not the only student who
has difficulty with the area of academic language. As such we cover vocabulary throughout
units and I tried to check for understanding when discussing directions and ideas.
(REQUIRED) 4. What did you learn about this student's content knowledge and
skills in this subject matter?
The class I am discussing for this TPA is United States history. This student has less content
knowledge than most of her classmates. This is only logical considering that she did not
grow up in this country. Many of her classmates have had social studies and American
history lessons throughout their school careers and thus have a fair base of knowledge upon
which to build. This student grew up in Guatemala and while she is certainly heard stories of
American History she is not familiar with many of the actual facts and details. When she was
still in Guatemala, she studied her native country is history and past. Since arriving in the
United States she has taken history classes. However the language barrier seems to have
reduced her level of comprehension and retention of that material especially from before
high school.
So yes she has some content knowledge about American history. She covered some of the
content in previous years. She knew some of the main historical figures at the beginning of
the year. However she is not well versed in the material. This year she seems to be really
enjoying the content. It may be because her level of English comprehension is not at a point
where a lot more of it is making sense. She does not hesitate to ask questions and does
retain the material well.
Ask for skills she is a driven student and has good study skills. She listens, take notes works
well in groups, enjoys asking questions, and is not afraid to admit that she is confused
about something. She knows how to use reference material and is very curious and thirsty
for knowledge. She works extremely hard and wants to excel in school. She also seems very
driven to learn about her new home. I believe she has developed excellent study skills and
is largely capable of self-directed learning and investigation. She is active in pursuing
knowledge and this makes her a wonderful student to work with.
(REQUIRED) 5. What did you learn about this student's physical, social and
emotional development relevant to this academic content area?
And learning about this student I have not discovered any information about her physical
health or development that I would consider relevant to the academic content area. That is
to say she seems healthy in every way and appears to be normal and her physical
development. Nothing is present or a parent that is relevant to the teaching of the content
in my subject or class.
Socially she is doing well and her Social Development seems to be normal. When I first met
her she seemed to be rather shy but that image quickly fading. She is outgoing and very
friendly. She has a group of students that she enjoys and has worked well with everyone I
have seen her group with. She seems to be a student who is fairly comfortable in many
different types of groups and working with all types of people. She appears to feel
comfortable around her classmates and seems confident working in class.
Demotion development of the student also seems to be well. She is fairly self-assured and
appears to be comfortable in her own skin. She is 16 years old and with that comes the
requisite insecurities and social drama that we all remember from high school. However I
have not observed that she is more self-conscious than anyone else I work with. If anything
she may be a little more confident and comfortable with herself. She is a pleasure to have in
class. She has a nice sense of humor and seems to enjoy life. The only area trouble that
I've ever really seen is that she can get very frustrated with herself because she feels she
should be making faster progress. And these moments she can sometimes become overly
hard on herself and a bit down. The times that I've seen this happen; she does not stay in
her own for long. She either comes out of it on her own or quickly takes comfort from
friends or from stack reassuring her that her progress is fantastic and she is doing a
wonderful job.
I have not seen anything in her emotional development or her Social Development that is
worrisome regarding her ability to participate in class and engage successfully with the
academic content. Like any student she has ups and downs but nothing that I have seen as
a problem that interferes with her academic progress or success.
(REQUIRED) 6. What did you learn about this student's cultural background,
including family and home relevant to this academic content area?
As I mentioned before the student is a recent immigrant. She and her family came to
California a little over 3 years ago. The student was an early eighth grade at the time. She
grew up in Guatemala and her family decided to come to California because they had
relatives who came here before and met with success. Speaking to her about her family's
experience I learned that her grandfather has been killed during the brutal Civil War in her
native country. He had been a police officer. However this was before she was born and was
never able to meet him. Her parents wanted to come to United States then but had not
been able to at the time. Her parents did not give up on the dream of coming to United
States even though the war was over by the time she was born. They spoke about their
plans are her and finally they were able to make the move when she was in 8th grade. She
is proud of her family for making it to California and her parents are very clearly proud of
her.
I find her story to be inspiring and it also relates to U.S. History very well. Our nation is a
nation of immigrants. People come here seeking better lives and better futures for
themselves and their children. Her life experience is an illustration of the American dream
and the Immigrant experience. Teaching in California many students have had life
experiences that are and analogous to the American dream and the American immigrant
experience that share many similarities over our history. Knowing all my student's
backgrounds in their family histories is a wonderful way to help me select the most effective
ways to make the content come alive for my students.
While we may all have our own family and cultural backgrounds and each of those stories
maybe a little bit different from everyone else there is a commonality of experience that is
present across many if not most of these stories. And by tapping into that universality of
experience this week and help students see their similarities and to see how their stories
relate to the history of this country. I have had many students be shocked that my mother's
grandfather was an Irish immigrant and when he arrived he faced many the same difficulties
that they found here. That come from entirely different parts of the globe yet who shared a
common experience in many ways. Finding ways to connect the historical content to the life
experiences of my students is crucial to making the content relevant and accessible to my
students. Students like this one how often drive that point home to the class when they
volunteered to share their experiences and how they are similar to what we are studying.
We are a country that has had wave after wave of immigrants. People from all over the
world come here for better life for themselves and their children. These people may have
almost nothing else in common but the fact that they share a journey and some of the same
life experiences that my students have experience to make their lives more engaging to the
current student.
By knowing about the life experiences of this student, and others, it is possible to show
them that their life experiences are the American experience and that they are repeating
the successful journeys of millions before them. Connecting their experiences of historical
figures has proven to be extremely powerful way to help them understand the historical
content on a much deeper level, but also makes that content far more relevant and
important to their lives.
For example this student could not have been more pleased to find out her story connected
to the stories of many of the Great men and women we study and how her story connected
too many of her classmates. The similarity was both engaging and reassuring for her. All of
this seems to have only deepened her commitment to learning the content and in the end
can only help reassure her Mastery of the state standards.
(REQUIRED) 7. What did you learn about this student's special considerations,
including health issues relevant to this academic content area?
This student is healthy by all accounts. She does not have any health conditions that
interfere with her ability to succeed in school or that are relevant to the academic content.
The only special condition that I am aware of is that of the economic realities of her family's
life. Because her father worked two jobs and her mother Works hours that can run very late
she is sometimes left taking care of her little brother. He is 11 years old. However, since
they do not have the money for other arrangements, there have been several days where
she was not able to complete all of her work because she was watching her brother until
late at night. They live in a one-bedroom apartment so working on her school work proved
difficult in these situations. It is hard for her to keep an eye on her brother and at the same
time have the quiet needed for study. She is extremely conscientious about doing her work.
We spoke about this issue earlier in the year and she is very good about finishing the work
as soon as possible. It has not affected her ability to participate in school, and so she is
allowed to make up the material as soon as she is able.
(REQUIRED) 8. What did you learn about this student's interests and aspirations
relevant to this academic content area?
This student feels very strongly that she owes it to her parents and to herself to
succeed. Because of this she works extremely hard and is consistently practicing
her English. She says that she is honestly not sure what she wants to do when she
gets older. She very much enjoys reading and likes to help people. So at the
moment she is considering studying law. Because of this she takes a special interest
when we discussed Supreme Court cases. She seems very interested in the story of
America and how we have developed and how different it is from the history of
Guatemala. She has a very curious mind and likes to ask why things happen the
way they do. For immediate goals include going to a good college and becoming
truly bilingual.
(REQUIRED) 9. Describe other information relevant to this academic content area

that you learned about the student (e.g., attendance, extracurricular activities).
The student is really a joy in class. She has great attendance and when she is in the
room she is engaged. She wants to learn to think to question and to ponder. She is
driven to know. She is in choir and enjoys singing. She says that she gets that from
her mother. She wants to try out for the musical, The Wizard of Oz". I told her she
should plan on it. It would be a great experience. She also plays in a soccer league.
She is very busy but all of it seems to stay in balance with her ability to engage in
her studies.
Student 2: A Student Who Presents a Different Instructional Challenge

(REQUIRED) Gender
Male
(REQUIRED) Age
17
(REQUIRED) 1. Why did you select this student?

I selected this student because he is dealing with a learning challenge that is common is
goals and appears to be on the rise. He has ADHD and that is a condition that is quite
prevalent in the world and in school today. As such I feel his experience is useful.
(REQUIRED) 2. How is the instructional challenge that he or she presents

different from that of the other student?
This student is a native English speaker. His problem is behavioral. ADHD will fall
into the behavioral category as far as student disabilities or issues. He does not
struggle with language or with the experience of being a recent immigrant. He
struggles to maintain attention and to stay focused in class.
(REQUIRED) 3. What did you learn about this student's linguistic background?
Student is a native English speaker. He is also from a family where English is the
only language spoken at home. He apparently has had some trouble in various
classes over his years in school but that appears to be more a symptom of his
ADHD. He communicates well and expresses himself effectively. His parents are
both college graduate professionals and are very well spoken.
(REQUIRED) 4. What did you learn about this student's academic language
abilities in relation to this academic content area?
This unit is a little older than the average student in his grade. He repeated
kindergarten as a child. He says that he was not diagnosed as having ADHD until he
was in fifth grade. So he likely struggled early on as students with various
disabilities often do before diagnosis. His extra year of age seems to have helped
him with vocabulary. His conversational vocabulary appears to be excellent, and

ability with academic language is largely on par with the class. Like almost all
students he does struggle with some academic terms that appear in instructions
and some of the terms in the content vocabulary. However I have not seen any
evidence that he is farther behind than the average student. Unlike many students
he's extremely comfortable looking up terms that he is not familiar with. I have
frequently seen him find homes in the class dictionaries. He also has no problem
asking for clarification if he is still confused. As I mentioned before we do cover key
vocabulary in class and I make sure to clarify instructions for the class.
(REQUIRED) 5. What did you learn about this student's content knowledge and
skills in this subject matter?
This student is very smart. He has good comprehension and retention once he has
absorbed material. He does struggle to stay focused and that does mean that he
sometimes needs to review material he missed or didn't catch on the first
presentation. However he is comfortable reviewing in a largely self-directed way. He
uses a digital recorder to tape lectures, or other more verbal bass instruction where
he struggles more with attention. This has proven to be very effective for him
because he can review areas he struggled with. Once he has absorbed it understood
content it stays with him. So as far as content knowledge he is excellent in terms of
remembering previous related content. He seems to really retain previous lessons
and can call upon that information. In terms of pre-existing content knowledge
concerning new material or new units he is more on par with his classmates. He
does not have large amounts of previous knowledge concerning American history. I
certainly know some of the key people and events and remembers a good amount
of what he learned in earlier grades. But this student's existing content knowledge
on our new units is not expensive. He knows some of the material but that really
makes a place to build on. His pre-existing knowledge in this respect is quite similar
to the average student.
(REQUIRED) 6. What did you learn about this student's physical, social and
emotional development relevant to this academic content area?
Because the student is a year older than his classmates he is more physically developed
than many. He is a tall, strong, and athletic young man. His parents say he has always
been athletic and has played many sports over the years. They seem to be an outdoorsy
and active family and he has shared some details of family trips he enjoyed to National
Parks. He definitely enjoys sports. And high school he has focused on soccer and is hoping
that he has a chance of going to college on a soccer scholarship. He has played on the
varsity team since last year and is quite talented.
This student's Social Development also seems to be good. From what I observe in class he
is well-liked and seems to get along with everyone. He is friendly and has a good sense of
humor and he seems to be relatively popular with everyone. He seems to work well with
everyone also. He does struggle with the tension but it does not seem to interfere with his
ability to interact with friends and classmates. He seems to enjoy work and interacting in
class. He seems fairly comfortable in his skin and he participates in class and in class group
discussions. He said that when he was in elementary school he fell out of place because he
had a hard time focusing. However he has learned to handle his impulse better over the
years. Now if he is really restless he probably gets up and stands in the back of the room
which he says seems to help him focus. He does this in a very unobtrusive way and so he
does not seem overly self-conscious about it.
Emotionally I would say that this student is fairly healthy. Although he does seem to
struggle a little here. From what I can tell he has learned to deal with his ADHD pretty well.
However he still gets frustrated and down on himself from time to time. He is hard on
himself and he has expressed worries about his future. High school students tend to
struggle with self-esteem issues of all kinds. His seem to relate to feeling different and
feeling like he shouldn't still be struggling with his condition. We can get quite frustrated
with this. However he does not take it out on his classmates and he does not tend to dwell
there for very long. I would not say that his emotion and help interferes with his studies any
more than it does for most high school students.
(REQUIRED) 7. What did you learn about this student's cultural background,
including family and home relevant to this academic content area?
I honestly do not know much about this to his cultural background partly because it has not
been directly related to his performance in school. When I spoke of being a descendant of
Irish immigrants he shared that he had Irish ancestry as well. However he doesn't believe
that the ancestry is recent and thus it seems to in no way influence his day-to-day life. His
family has lived in the area for a long time and his parents grew up in the same general
area.
His family is very supportive of him. They seem to help him stay on track while letting him
grow. He describes them as proud and loving almost to the point of being embarrassing.
They seem to come to everything he's involved in and he said his dad had never missed a
soccer game.
(REQUIRED) 8. What did you learn about this student's special considerations,
including health issues relevant to this academic content area?
His biggest special consideration is his ADHD. He was apparently put on medication
when he was first diagnosed. He didn't like it and stop taking it for a long time. He
then agreed to try it again when he started high school. He does still struggle with
focus and attention but he is not disruptive about it. He sits in front of classroom on
the side. When he is Stir Crazy or really needs to move because he gets up wanders
to the back of the room and stands. That seems to do the trick most of the time. He
seems to have learned how to deal with his condition fairly effectively over the
years and I find that the majority of the time he is a joy to have in class. I did not
find his condition has interfered with his ability to succeed in class. It may mean
that he has to work a little harder or review content that he missed during periods
where he struggled to focus. However he is willing to do the work, and eager to
succeed. He engages with the material and his classmates.
(REQUIRED) 9. What did you learn about this student's interests and aspirations
relevant to this academic content area?
This student is very interested in sports. I think that he'd love to play professionally
if that opportunity presented itself and soccer. However he is very focused on
attending a good University and has really stayed focused on keeping up his grades.
He checks and to monitor his progress regularly and will ask for feedback to be sure
he is on track.
(REQUIRED) 10. Describe other information relevant to the academic content area
that you learned about the student (e.g., attendance, extracurricular activities).
This student also has excellent attendance. He rarely misses a day. As I mentioned
above he is an excellent athlete and plays varsity soccer. He is often very interested
in images from class. It would not surprise me if he explored Art of Photography in
his senior year or in college. In class he has mentioned that he has visited several
museums in the area with his family. He seems to have enjoyed it. He shared with
me that he really enjoys then go. And he seemed pleased to learn that van Gogh is
one of my favorites also. He spoke of just being fast day with all the color and layers
of paint and how he was able to just be with the painting in a way that is difficult for
him in class. I don't have ADHD but I can certainly understand what he means. This
student is naturally inquisitive and seems to be interested in many things.
Step 3: Planning for Academic Instruction for the Whole Class

Directions:
Consider your academic content selection in Step 1 and what you want the students to
learn. As you begin to think about a lesson that falls within the selected unit of study,
respond to the questions below about your plan for academic instruction for the whole class.
(REQUIRED) 1. At what point in the sequence of the unit is this lesson? Put an X
next to one:
At the end of the unit of study
(REQUIRED) 2. List the state-adopted academic content standard(s) or stateadopted framework you will address in the lesson.
11.7: Students analyze America's participation in World War II
7. Discuss the decision to drop atomic bombs and the consequences of the decision
(Hiroshima and Nagasaki).
(REQUIRED) 3. What is (are) your academic learning goal(s)? What specifically do
you expect students to know or be able to do as a result of the lesson?
By the end of this lesson, students will be able to:

1. Describe the effects of the atomic bomb.
2. Explain the course of action that the war was taking. (Victory in Europe and
the possible invasion of Japan)
3. Take a position on whether the use of the atomic bomb was necessary to end
the war with Japan.
The lesson will take place at the end of the unit of study. Previous knowledge will be
activated and utilized in achieving the intended learning goals. of the lesson.
Students will incorporate the learning goals of the previous lessons (war-time
strategies, the role and sacrifice of the American soldier, Roosevelt's foreign policy
during the war, and the advances in weapons and aviation) to achieve the intended
learning goals of this lesson.
(REQUIRED) 4. How is (are) your academic learning goal(s) related to the stateadopted academic content standards or state-adopted framework?
My academic learning goals are related to the state-adopted academic
content standards in that the lesson's intended learning goals are that
students will be able to discuss the decision to drop atomic bombs and the
consequences of the decision(Hiroshima and Nagasaki).
(REQUIRED) 5. How will the content of the lesson build on what the students
already know and are able to do?
This content of the lesson will build on what students already know and are able to do
by:
The content will build on what students already know by incorporating

previous content knowledge from previous lessons about Americas
involvement in the war (Victory in Europe and the possible invasion of Japan)
Students already posses the ability to examine, think critically, and have group
discussions/debates to meet the academic standards of the content.
Students are able to actively listen to teacher lecture/presentations of the

content.
Students are able to watch academic videos while taking notes on the important
content.
Students are able to work in small groups and actively examine and discuss the
content.
(REQUIRED) 6. How will the content of the lesson connect to the content of
preceding and subsequent lessons?
The lesson takes place near the end of the unit. This lesson will build on the students
previous knowledge by requiring them to think critically and formulate a decision
based on previous lessons of the unit. The previous lesson's about war-time strategies,
the role and sacrifice of the American soldier, Roosevelts foreign policy during the
war, and the advances in weapons and aviation will be utilized and incorporated into
this lesson and discuss the decision to drop atomic bombs and the consequences of the
decision (Hiroshima and Nagasaki). The lesson will also connect to subsequent
lessons in that students will use the information in the current and prior lessons of the
unit learning plan to build on with the next unit of study that examines the Cold War
and the atomic age.
(REQUIRED) 7. What difficulties do you anticipate students could have with the
lesson content and why do you think these difficulties will arise?
Some of the difficulties that I anticipate that some students might have learning are:
Grasping the magnitude that the use of atomic weapons had on the world.
o
Understanding the death and destruction that the used of atomic weapons
caused.
o
The use of atomic weapons for combat purposes was only used during
this period. The destruction that was caused by the use of these weapons
cause panic throughout the world, and the threat of their use again would
dominate world politics for the next 50 years. For my students, this is a
threat that was over by the time they were alive. Making the connection
of the impact that the weapons had with students may prove to be
difficult.
With the increased role of violence on TV and in video games, student

may have been desensitized to the staggering death tolls that were a
result from the use of these weapons.
Making the decision to use atomic weapons.

o
Students will ultimately be asked to take a stance on whether or not they

would choose to use the weapons. Ensuring that students understand all
the factors that went into making this decision may prove to be a difficult
task.
(REQUIRED) 8. What evidence will you collect during the lesson or at the end of
the lesson that will show the extent to which the students have learned what you
intended?
During the lesson I will collect evidence that will show student learning via a
formative assessment verbal question and answering. As I present the material, I will
ask frequent comprehension questions to check for understanding of the content. This
may be asking a question and calling on a student to provide an answer or may be as

simple as posing a question to the class and asking for a show of hands as a response.
At the end of the lesson, to demonstrate their retention of the intended learning goals,
students will engage in a multi-media presentation to present their position. Students
will also engage with other groups of students to challenge and critique their
position/presentation.
9. Think about how you will sequence your instruction of the academic content to be covered in
this lesson.
Describe your plan for instruction in the order in which it will be implemented. Address each
of the following prompts and provide a rationale for each of your decisions.
Communicating the academic learning goal(s) to the students

(REQUIRED) Instruction Plan
Please note the sequence of your Instructional Plan by indicating a letter (a., b., c., and so
on) before each part.
I will communicate the academic learning goals as follows:

1.
2.
Describe the effects of the atomic bomb.

1.
Explain and discuss via multi-media presentation the events that

happened in Hiroshima and Nagasaki which ultimately led to the end of
the war.
2.
Explain and discuss via multi-media presentation the impact and effects
that the use of atomic weapons had on the world.
3.
Explain and discuss why understanding these effects is important to the

overall unit learning plan which is analyze Americas participation in
World War II.
Explain the course of action that the war was taking. (Victory in Europe and the
possible invasion of Japan)
1.
Explain and discuss via multi-media presentation the time line of events
that led to the decision to use atomic weapons on the cities of Nagasaki
and Hiroshima.
2.
Explain and discuss via multi-media presentation the toll that the war
had taken on America.
3.
Explain and discuss via multi-media presentation how the preceding

events led to the decision to use atomic weapons.
4.
3.
Explain and discuss why understanding of these events is important to

the overall unit learning plan which is analyze Americas participation in
World War II.
Take a position on whether the use of the atomic bomb was necessary to end
the war with Japan.
1.
Ask and discuss in whole group setting to consider all the information
that has been provided to take a position on whether or not the choice to
use atomic weapons was correct.
2.
Explain and discuss why the understanding of this decision is important

to the overall unit learning plan which is analyze Americas participation
in World War II.
(REQUIRED) Rationale
Please use the identical letter from the plan you wrote to match the rationale for that
portion of the plan.
The rationale for communicating the academic learning goals as follows:

1.
2.

1.
The use of atomic weapons during this war would change the course of
this war and the way all subsequent wars would take place after World
War II.
2.
Ensuring that students fully understand the effects of atomic weapons is

essential to understanding the impact they had.
3.
Providing understanding of these effects is important to the overall unit

learning plan which is analyze Americas participation in World War II.
1.
Understanding the psyche of America at the time of the use of atomic

weapons is critical to the decision to use them.
2.
Understanding how the preceding events led to the decision to use

atomic weapons is essential to understanding why the decision was made
to use them.
3.
1.
Providing understanding of these events is important to the overall unit

learning plan which is analyze Americas participation in World War II.
Take a position on whether the use of the atomic bomb was necessary to end
the war with Japan.
1.
This is communicated so that students understand how their retention

level of the lesson will be assessed.
2.
Providing understanding of why this decision to use atomic weapons is

important to the overall unit learning plan which is analyze Americas
participation in World War II.
Instructional strategies
1. Instructional strategies
1. After a quick review of the agenda, I will begin by recapping the plot
from yesterday's reading.'What were some key take-a-ways from
yesterday?What did we learn about the United States involvement in
World War II up to this point?
2. Once the day's lesson has been fully introduced, I will conduct a multimedia presentation of today's lesson content about the use of atomic
weapons on the cities of Hiroshima and Nagasaki; asking and
answering questions throughout to check for understanding. This
presentation will also serve as a time to model how to present the
material and will serve as a guide for students during the student
activity.
3. After the muti-sensory presentation (i.e. includes videos, pictures,
graphs, and charts) is complete and questions and comments have
been addressed, the question that will guide the student activity will be
posed; take a position either for or against the use of atomic weapons
against Japan in the pacific, be prepared to support and defend
your position.
4. Then, students will be assigned and given a set amount of time to read
the assigned sections. The question for the student activity will be
researched during this time with the information provided in the course
text and the content I presented.
5. Before students begin to read, the student activity will be assignment
and students will be given a time when presentations will begin.
6. Finally, I will conclude the day's activities by asking students to deliver
a multi-media presentation of their in-class findings and support their
position during a question and answer period/panel debate.
1. Instructional strategies
1. I will orally review yesterday's reading in order to refresh everyone's
memory and create an instant reminder as to where we left off.
2. Using the multi-media presentation will assist in address concerns that
I have expressed about student having trouble understanding the
impact that atomic weapons had on the world. This also allows me to
address any concerns or questions that may come up during this time.
I will also model how to present the content and refer to this instruction
while checking for understanding during the student activities.
3. I wanted to pose the question for the activity so that students will be
reading the content with the prompt in mind. This way students will be
reading/researching with a purpose to maximize the allotted time.
4. I wanted to pose the question for the activity so that students will be
reading the content with the prompt in mind; so that students are able
to process their position fully ask questions about their position if
needed.
5. Doing this provides structure and guidance for students to stay on task
throughout the activity. This allows for proper time management so
that all groups are able to present.
6. Allowing students to present their position in a multi-media
presentation allows them to present and demonstrate their position in
a personalized manner. It also requires that they can demonstrate an
understanding enough to support and defend their claims with their
peers.
Student activities
Student activities
1. Students will review the day's agenda and reflect on yesterday's lesson.
2. Students will actively listen to the class discussion as we review the
significant points of yesterday's lesson. At this point, students will be
encouraged to ask any questions that they might have about the previous
lesson.
3. Students will actively listen, participate in, and take notes on the teacher led
multi-media presentation.
4. After participating in the class presentation, students will take a position on
being for or against the use of atomic weapons.
5. Students will reflect on their position and the lesson content of the day that I
presented while they complete the assigned reading of the day from the
course text.
6. Students will work in groups of 2-3 people to create their multi-media
presentation.
7. Students will deliver a multi-media presentation of their group's position on
being for or against the use of atomic weapons.
8. Students will answer questions and support their claim in a whole
group/panel discussion setting to demonstrate their understanding.
Student activities
1. Students are provided structure to the day's lesson.

2. Having the discussion allows high-level students a venue to demonstrate
understanding, and also provides a recap for the lower performing students. This
is a time to ensure students' understanding to proceed to the next
lesson/learning goal.
3. Using the multi-media presentation will assist in address concerns that I have
expressed about student having trouble understanding the impact that atomic
weapons had on the world. The use of multi-sensory content during the
presentation provides students with the opportunity to receive the content in an
engaging way that will hold their attention and increase the quality of note taking
for the assignment.
4. I want students to have their position in mind before they choose their groups
and they start the reading. This is so that their efforts in these activities are
focused and to the point.
5. I wanted to pose the question for the activity so that students will be reading the
content with the prompt in mind to ensure they are able to support their claim
allowing them to develop advanced thinking and problem-solving skills.
6. Allowing students to work in small groups allows them to collaborate their ideas
to present their position. It also provides students with group support during the
question and answer/panel debate period. This will also allow students to
develop socially and handle the intense social peer pressure to conform while
maintaining individuality.
7. Allowing students to present their position in a group multi-media presentation
allows them to present and demonstrate their position in a personalized manner.
This also provides an easier method for students will special needs to express
their ideas.
Student grouping
Student grouping
1. Students will participate in the teacher led presentation individually.
2. Student will work in small groups during the reading portion of the class, but
will each will conduct the reading.
3. Students will work in small groups as they learn and reflect on their position
of whether or not to use atomic weapons to end World War II.
4. Students will work in small groups to present their position to the class.
Student grouping
1. Students will participate in the teacher led presentation individually so that

distractions will be kept to minimum allowing students to develop advanced thinking
and problem-solving skills.
2. Student will work in small groups during the reading portion of the class, but will
each will conduct the reading so that each group member has the information to
contribute to the group presentation.
3. Students will work in small groups as they learn and reflect on their position of
whether or not to use atomic weapons to end World War II to allow them to develop
socially and handle the intense social peer pressure to conform while maintaining
individuality.
4. Students will work in small groups to present their position to the class which allows
them to develop socially and handle the intense social peer pressure to conform
while maintaining individuality.
Materials, technology, and/or resources, including the use of instructional aides, parents, or other
adults in the room
The materials, technology, and resources that I will use during instruction are:
1.
I will use a multi-media presentation that incorporates multi-sensory materials

that will be accompanied by my lecture. I will need a projector and PowerPoint
software for this method of instruction.
2.
Included in this presentation of multi-sensory materials will be the use of

charts, graphs, pictures, and videos that will have captions embedded in them.
3.
Any aides or parent volunteers I have in my class during the lesson will be
walking around helping the students if they get stuck by providing additional
support.
The materials, technology, and resources that I will use during instruction are:
1.
I will use a multi-media presentation that incorporates multi-sensory materials

that will be accompanied by my lecture so that the content is presented in an
engaging manner. The use of PowerPoint allows me to control the progression
of the presentation so that I may address any concerns as they arise. This
method also allows me to model how to present the content. The modeling will
assist students during the student activities.
2.
The inclusion of these multi-sensory methods provides students with the

opportunity to experience the content in a differentiated manner. This also
provides the content for ELL and/or students with special needs in a way that
they can connect with.
3.
The extra help in my classroom will help me walk around the groups and help
those that don't fully understand. This is a huge help because if there are a lot
of students hat don't understand, then it will be beneficial to have more adults
to help with the comprehension of the content.
Progress monitoring of student learning

I will be walking around the room throughout the student activity section and listen in on the conversations of
the students to see how they are doing with the content and what they need help on. At the end of the lesson,
the students will have to demonstrate their retention by presenting their position to the class and support their
position while being critiqued.
By walking around the classroom, I will get a good idea on how the students are
handling the content and if they are comprehending the lesson or not. Placing myself
in a position to notice with each group as they are working on creating their
presentation allows me to address individual concern and areas of opportunity that
each group may have. If I notice that groups are having similar problems, I can
address them with the class as a whole.
(REQUIRED) 10. Given the difficulties you anticipate students could have with the
content, what additional steps would you take to foster access and
comprehension for all students?
I will keep reinforcing the content of the lesson and I will be walking around the room
checking to make sure each group is demonstrating understanding and not
experiencing any of the difficulties that I may have anticipated. If I see a few groups
struggling, then I will stop the class and review the content and how to process it. I
will connect the key concepts of the content that may cause difficulties by providing
relevant examples and metaphors that they will understand. If they dont immediately
understand the connection at the beginning of the lesson, I will utilized my knowledge
of what the physical, social, and development needs along with what the interest and
aspiration are in my class to make connections.
(REQUIRED) 11. How would you share the results of student academic learning
with students and families?
I will keep track of the students presentation by rubric evaluation and give it back to
them in a timely fashion so they can know how they are doing with the understanding
the content of the lesson. I will hold conferences with those still struggling to give
them some one on one time that will hopefully help them understand it better and feel
more confident to ask questions directly to me. I will also hold parent/ teacher
conferences where I can give those copies of their childs work and show them what
we are learning and how their child is progressing with the topic. If the student
understands the material, then the parents know that they are doing well, but if their
child is struggling, then I can encourage some at home help between parent and child.
Having that connection between the teacher, the student and the parents is vital for the
students success inside and outside of the classroom.
Step 4: Lesson Adaptations for the Two Focus Students
Directions:
Consider what you have learned about the two focus students in Step 2, along with the
implications for instruction that you identified for each of them. For the two students,
determine what adaptations you will make to this lesson you have planned for the whole
class. Describe those adaptations for each of the two focus students. If you determine that
no adaptations are needed for a part of the plan for instruction, indicate and explain that
decision. In each box below, include:
Your decisions about lesson adaptations
A rationale for these decisions
Student 1: An English Learner

(REQUIRED) 1. Academic learning goal(s) or your expectations of what the
student should know or be able to do as a result of this lesson.
I am not fundamentally changing the academic learning goals for student # 1. I believe
that she will be able to meet these goals:
1.
2.
3.
Take a position on whether the use of the atomic bomb was necessary to end the
war with Japan.
Student # 1 is an English language learner. I will include choices in my delivery of my

destruction plan that will aid her in her ability to absorb and comprehend the material.
Teaching strategies like SDAIE based approaches will help her to understand the content.
Whereas her CELDT test did put her at early intermediate, I have found that her levels of
understanding and ability are much higher than other early intermediate students I have
previously encountered. I have observed that her comprehension is more advanced than
her current ability to express her ideas in English. She is extremely inquisitive and very
confident about asking questions when she needs clarification. I believe that will enable
me to monitor her progress. I have also designed my lesson to resent material in
numerous ways. All students will benefit from exposure to the content through various
means. But using presentation methods that convey content through verbal, visual,
Interactive Group, and other means, all students including this one will have many
exposures to each idea. That has shown to help learning and retention in all students but
it's especially helpful for English language learning student as their repeated exposure
gives them numerous opportunities to build comprehension of the items they may miss on
first exposure. Many English language Learners are not able to absorb as much content on
first exposure because they are translating content in their heads as they progress.
Repeated and varied exposure has been shown to be very helpful in addressing this and
has the use of SDAIE techniques. Added to this student number one works extremely
hard and is very motivated to succeed. I have found that this has been crucial in her
success to this point.
For all of these reasons I believe that student number one will be able to achieve the same
learning goals as the rest of the class.
(REQUIRED) 2. Evidence of student learning you will collect during the
lesson and/or at the end of the lesson.
As I'm doing with the whole class instructional plan I will monitor student learning
and collect evidence of learning throughout the lesson for this student.
Early in the year I placed this student seat in front of the room. Her body is right
next to her as well. This has proved to be very helpful in helping me keep an eye on
her progress and to be able to see when she gets stuck. Because she is right there I
can unobtrusively keep an eye on how she is doing and whether or not she seems to
be getting stuck or seems to be seeking an unusually large amount of help from her
buddy. I like this because I can see how she is progressing in a way that is not
noticeable to the rest of the class and that and no way embarrasses her. I can then
touch base with her as needed to help her or to provide for their support and
Scaffolding. I will often check in with her by just stopping by and asking her how she
is feeling about what we just discussed and if she needs any clarification. Also by
having her right there I am able to keep an eye on progress with the assignment.
This will be the first evidence I look for. It is an informal assessment but effective. Is
she answering questions? Are her answers correct or On Target? This will get me
evidence of her progress learning and understanding.
This student is also excellent at asking questions or asking for assistance when she is
having a difficult time.
During discussions I will always try to find ways to include her as we progress. One
strategy that I find works very well for her is to ask her to elaborate on ideas shared
by others. I can offer prompts like do you agree with what was just shared?" This
allows her to participate and build on ideas without the sudden pressure of being
called on to think of an idea that is new discussion while having to quickly translate
her thoughts. It also provides me with more evidence about her level of
understanding. She also does frequently volunteer comments and ideas of her own.
She often will raise her hand and share something that is entirely new to discussion.
When she volunteers and this way she has had a moment to consider how to say
what she wants to share. This allows her to be set up for success and that has
helped her build more confidence. And this also gives me more opportunities to look
for evidence of what she is learning and where she is confused throughout the
process.
I will use informal formative assessment techniques to look for evidence of learning.
These will also allow me to monitor the students progress. Buy breaking the
multimedia presentation into small chunks I'm able to check for understanding as we
progress after each child. This is much more effective than teaching all the material
and then assessing their understanding of the entire lesson. This approach of
teaching a small chunk and then reviewing is also helpful for monitoring the progress
of this student. Because the material is presented in smaller segments I can work
consistently interact with all the students and see how they are doing. This is
effective and helpful for monitoring the students learning as well. The student will
benefit from the comprehension checks that benefit the class. I can monitor her
understanding by asking "can you put the material we just discussed into your own
words?" She is perfectly capable of answering this type of question. The key is to
give her the time to answer. I am a firm believer and giving students a bit think
about their answer. This is especially true with English language Learners who may
be considering how to express what they know in English. By giving them the time to
consider how to express their ideas I am better able to learn what they know. This is
very useful when looking for evidence of learning. It also shows them that you
believe in their ability to answer the question. She proved very capable of answering
questions in the moment to think of what she wants to say. And I firmly believe that
this is excellent way to check progress. It allows her to answer with no real change in
the curriculum. And as teachers we are always looking for the smallest necessary
adaptations that allow for classroom success. By giving her a moment to respond I
can include her in the mainstream classroom and it helps me gather evidence of her
learning and understanding.
Throughout the class I also asked to do some volunteer ideas that they would like to
clarify. She is excellent and this and this allows me to monitor her progress in much
the same way I do with the rest of the class. When she gets confused she has no
problem asking questions are pulling me aside for clarification. This provides
evidence of her learning or confusion and allows me to address those issues.
I will look for evidence of her progress, learning, and understanding during group
work. During this activity I will move around the class and observe interactions. I will
observe group work, group discussions, group research efforts, and general
progress. I will also engage groups in probing questions to help me see where they
are and will help me push them to higher levels thought about the subject. This will
enable you to monitor this student's progress also. I will be able to obtain evidence
of her learning through the group presentation that will present her ability to
communicate her ideas, and the ideas of the group. I will look at her written work
for evidence of understanding. The written work will act as an important supplement
to the presentation. Because she will have more time to write down her ideas,
thoughts, and research results, it will be important to look at what this student
knows. Because she will have more time to think about what she wants to write it
will provide important evidence of her knowledge. Much of this evidence may not be
easily apparent in the group presentation. This is because oral presentations or more
stressful for most students. Most people are prone to forgetting key items they were
planning to discuss. With this student the fact that she is presenting in her second
language makes an oral presentation even more difficult. So the oral presentation
with the written work will provide key evidence of what she has learned and knows
about the subject matter.
(REQUIRED) 3. Communicating the academic learning goal(s) and/or

expectations to the student.
At the beginning of the year I teamed up student # 1 with a classroom buddy.
This is a truly bilingual student who is kind, generous in spirit, and willing to assist
English language learning students in class. This has proven to be successful
because student #1 has someone who she can work with to better understand
the content. They work in English or Spanish and often in both. This has proven
to be an excellent way for the student to effectively interact with the content. By
having someone there to translate when needed, clarify ideas, and provide
supportive scaffolding she has really thrived. It has also allowed her to practice
her English in a safe setting since she can always switch to Spanish if and when
she gets frustrated.
With this in mind I plan to communicate their learning goals to the class as a
whole. I will use SDAIE techniques in all of my lesson delivery. These would
include sheltered English presentation techniques such as pacing my speech,
clearly enunciating, repeating and paraphrasing the material, reinforcing the
material with various teaching presentations and types of repetition, and finally
with frequent comprehension checks. These techniques have been proven to
help ELL students to succeed in mainstream classrooms. On top of that they
have been shown to benefit all students in the classroom and have even been
described by some as just "good teaching".
I will use SDAIE in everything I do in my classroom to make all the content
available to all of the students. I will use these techniques in laying out the
academic learning goals to the students. This should help student # 1 to interact
with the content in a more effective manner. I will probably reinforce with student
# 1 that she's always feel free to ask everybody for clarification or translation or
ask me if she needs information clarifying. I will tell her this privately so as to
avoid singling her out or embarrassing her. When the students are sent into
group work I will touch base with her to see if she has any questions about the
learning goals or anything that she did not get clarified during the lesson.
(REQUIRED) 4. Instructional strategies
My entire lesson will be presenting using SDAIE techniques that have

been shown to maximize accessibility of content for all students in a
mainstream classroom. These techniques include shelter English
strategies that I listed before. I will use all these techniques
throughout the lesson plan. The plan should be more accessible due to
these approaches. I want to use the least intrusive curricular
adaptations possible to promote success in the classroom. But using
these techniques, combined with her access to a support buddy, it
should allow for her to succeed in the class with minimal changes to
the plan.
1. Pre-Assessment
The following are specific adaptations for my ELL student: I will ask
student number one to check in with her buddy and use that resource
to help her with understanding. I will also encourage her to always feel
free to ask me questions during the lesson. She knows from
experience that she can ask her questions in Spanish if she needs to
and if I don't fully understand I will seek translation for myself. During
the discussion I will ask student number ones buddy to translate the
questions for her to be sure she is able to benefit from the review as
we progress. First student number one I will encourage her 2 write her
responses in Spanish if she does not know how to express her ideas in
English and needs to use a compensation strategy. As her history
teacher I am most concerned with monitoring her progress with the
history content. Her ability to express those ideas in English is not
what I am truly assessing. I will encourage the use of compensation
strategies that will improve her ability to interact with the content. I
will ask you and never wanted to touch base with her body to assure
that she understands the task. She will also be encouraged to write
her responses however she needs. She can write in English and use
code switching strategies to fill any unknown words in Spanish. Or if
she is more comfortable she can write her predictions in Spanish.
2. Vocabulary
First student number one I will have a vocabulary list that has Spanish
translations of the words where applicable. I will read each word aloud
and have the students repeat the word. This will benefit all of the
students but will especially assist ell students like her. Increase
interaction with English will improve overall fluency. Because I am
saying the word and then all the students are repeating it they will all
learn how to say the words. This will help yell student vocabulary and
fluency and would prove her English. This also serves as increase
interaction with native English speakers. For her use of the vocabulary
sheet through the week this today can certainly write her information
in Spanish if that allows her to work faster well we are doing work in
class. (For many ell students they are better able to keep up with
classroom instruction if they can use both languages as needed). I will
also encourage her to use her Spanish-English dictionary, her buddy,
and me to assist her and having the definitions in English as well. That
will ensure that she recognize the words and definitions if she
encounters them in English.
3. Presentation
One of the reasons I planned this lesson to be both lecture and

multimedia is to make sure it is more accessible to all. This includes
my EOL student. I will present the lecture using SD AIA techniques
especially sheltered English approaches. By pacing my speech, clearly
annunciating, repeating and paraphrasing the material, and with
frequent comprehension checks, I can be sure that the student can
really benefit from the presentation. The use of multimedia
presentation that accompanies the lecture is also tended to make the
content more accessible to my ell student. This student's English is
constantly improving. However she does seem to really thrive with
visual images that demonstrate ideas in more ways than just spoken
language. Using various presentation methods has been shown to
benefit all types of students. So this is a plus for the entire class also.
Yell student will benefit from a country in the content in either
language. It has been shown that Concepts learned in one language
are understood across languages. So her English improves and the
ideas that she interacted with in Spanish will still be retained and
comprehended in English.
4. Group work
For the group activity student everyone will be placed in a group that
also includes her body. This will mean that the support Dynamic that
she already uses and is comfortable with is also in the group dynamic.
The other members of the group will also be selected to be supportive
and helpful types of students whom are excellent a working with ELL
students. Their group will still complete the assignment and tasks.
They will still work together to accomplish all the tasks. The scaffolding
that is really present here is twofold: Access to her buddy and working
with a group of people who are supportive. Student number one

should drive in this setup. She is extremely hard-working and is very
social and comfortable in groups. I know that she will work well with
this group. She will be an important and contributing member and the
support and Scaffolding will be there as needed to help her succeed.
This type of group work is key to really building language skills since it
has been shown that he LL students received far more English
interaction working in small groups then I could ever be possible with
just interacting with a teacher. This dramatically helps to build English
skills and fluency.
5. Closing Activity
About 10 minutes before the end of class, I will have the students
complete a closing activity where they write down three things they
learned for the day, 2 things that still need clarification on, and one
thing they would still like to learn. Student everyone should be
comfortable doing this since we do this activity on a regular basis. She
knows I like her to attempt to write in English but that she is free to
use compensation strategies as needed. She always has a SpanishEnglish dictionary with her. This allows her to look up difficult words
when she has the time. So with this assignment my primary concern is
for her to communicate information to me. If she needs to use
compensation strategies, or write in Spanish, that is ok. The key is for
her to communicate the content. The information is what I am
seeking, not perfect English.
(REQUIRED) 5. Student activities

1. Pre-Assessment
Student everyone will participate in all the activities for this lesson. Beginning
with the pre-assessment she will be involved in all the activities. I will conduct all
of the parts of this lesson using SDAIE techniques that are designed to maximize
the accessibility of content in mainstream classrooms for all students. These
techniques have also been shown to be helpful to students as a whole. Some
believe that they are just in line with what is truly good teaching.
Beginning with the pre-assessment all discussions and content will be presented
using SDAIE. I will use many of the aspects of sheltered English instruction
including: Pacing my speech, clearly annunciating, repeating and paraphrasing
the material, reinforcing the material with various teaching presentations and
types of repetition, and finally with frequent comprehension checks. The student
will have a buddy that he works with for support and increase scaffolding where
needed. This buddy will be fully bilingual comma MBA student who is happy to be
support and help for an ELL student. By using SDAIE techniques and by
employing this buddy system, my ELL student will be able to participate in all of
the activities.
For the pre-assessment activities she will benefit from the SDAIE techniques that
will make the interaction and questions more accessible for her. I will ask her
buddy to immediately translate questions that I asked to the entire class to
ensure that they were understood. Student number one will then use her
personal whiteboard to respond. She will be encouraged to respond in English or
Spanish as needed. In a more formal and length of assignment she would be
able to use a Spanish-English dictionary to find the English words she needs.
However, in this setting, the lag between the question and the student's replies is
too short to allow for that. I want her to respond however she is best able to so
that she gets the maximum benefit from their group review work. The key is to
ask questions that stimulate the thought and response. The form of response is
not crucial. I am not her English teacher or her recess teacher, I am her history
teacher and my primary focus is on supporting her ability to benefit from the
content, instruction, and activities, and thus maximizing her progress toward
building standard base knowledge, understanding the content, and being able to
then apply it. My primary goal is to support her in her journey toward developing
Mastery of the California state adopted content standards. If she needs to use
compensation strategies to maximize her participation and learning, then I fully
encourage her to do so.
2. Vocabulary
Her vocabulary handout will have the instructions and words in both English and
Spanish translations. Since the students are asked to record definitions and facts
about the words as they move through the content then I will encourage her to
take notes and fill in the vocabulary sheet in English or Spanish, whatever
improves her ability to succeed as we learn. However, if she uses Spanish to
record the details and definitions, I will also encourage her to take the time to
translate her thoughts into English as best she can. This will help her succeed if
and when she encounters the terms or definitions in English going forward. It will
maximize her ability to recognize the content in either language.
3. Presentation
All students will be asked to take notes during the presentation. Student number
one will be encouraged to take notes in either language. I want her to do
whatever maximizes her ability to record notes and details that she seems
important, as well as to record her thoughts on the content. She should do that in
English, Spanish, or both. My focus is on allowing her to really engage and

interact with the content. If she learns it in Spanish, she will know it in any
language. She needs to do whatever maximizes her success.
4. Group Work
Student # 1 will be fully able to participate in the group activity and group work.
She will be placed in a group of long with her buddy and other supportive
students. This will extend the supportive Dynamic she has been working with her
body during the entire class work. It will also negate any communication
problems of the language barrier. I will ask her to use her English skills as much
as possible. If she becomes stuck, he can use her body for support by asking
how to say something. The more she practices her English, the more she will
improve. This has shown to be a very important benefit of all students working in
small groups. In small groups they can get an enormous amount of practice
interacting with native speakers, and this has been shown to lead to Rapid
Improvement in fluency. Student number 1's group will complete the assignment
and tasks. They will still work together to accomplish all of the tasks. The
scaffolding really present here is twofold: access to her body and working with a
group of people who are supportive. Student number one should drive in this
setup. She is extremely hardworking, and is very social and comfortable in
groups. I know that she will work well with this group.
5. Closing Activity
Student number one will complete the activity along with the rest of the class.
She will be encouraged to complete the information using compensation
strategies if needed. She can answer in English, Spanish, or a combination of
both. My goal is for her to convey the information to me, so that I can assess
what she knows, where she needs additional clarification, and would like to know.
She uses English as much as she can. So given her the ability to use
compensation strategies that maximize her ability to express her ideas is a great
support for her.
(REQUIRED) 6. Student grouping

Student number one is assigned to a small group that contains her buddy and
other support of students. This will enable her to interact and a safe positive and
supportive for setting that would encourage her participation. Having her buddy
continues that supported Dynamic she is so successful in using. That way she
can use English as much as possible and if need be, she can ask her buddy for
help translating her thoughts into English. So with this arrangement she is fully
able to participate in the learning and activities of the small group work.
Student everyone is usually quite comfortable working with a group, and

participated in class. It is likely that the oral group presentation will be more
difficult for her than for many in the class. Most students get very nervous during
oral presentations. Actually, most people get very nervous having to speak in
public. However, other student's that fear does not include the fear that they do
not have the language skills to accomplish the task. The student who is a native
English speaker made red speaking in public, but not because they worry about
will they be unable to speak English. Student number one is doing extremely
well with her developing English and English fluency. However it is still a second
language for her and requires far more thought. So for her the basic human fear
of speaking in public will be made even worse because she worries about her
ability to speak English accurately. She is more confident than many ELL
students I have encountered. But this is still a fear that will affect her and caused
the presentation to be more difficult for her then it may be for native speakers.
I would make a couple of adjustments to set her and her group up for Success.
First I would encourage her to practice with her partner and her group. I would
ask her group to go later in the period comma and I would tell her and her group
15 minutes before they we're going to present, so that they could step outside to
practice together and go over it a couple of times to help her feel comfortable as
possible. If there were words that she keeps forgetting to say in English, I would
encourage her to take a small note card containing those words up with her for
her presentation. Most importantly I would probably remind her that I am focused
on her knowledge of History. I do not care whether their presentation contains
perfect English. I would encourage her to focus on communicating her ideas and
encouraging her to use compensation strategies as needed to make that
possible. For example if she gets stuck on a word she could refer to her note
card. I would encourage her to do whatever she needs to do to put her at ease
and maximize her opportunities for Success. This is especially crucial. Small
successes have been shown to build a student's sense of self efficacy. And
numerous Studies have shown that a higher feeling of self-efficacy directly
correlates to better results, which in turn lead to even more confidence and
higher levels of self-efficacy. I want her to experience positive outcomes and to
enjoy small successes that will in turn lead to more success in the future.
(REQUIRED) 7. Materials, technology, and/or resources, including the use

of instructional aides, parents, or other adults in the room
I am not planning to meet instructional aides, parents or other adults to be in the

room for the lesson. If a resource specialist, aides, parents, or other adults were
to make themselves available, I would most definitely make use of them.
However I have rarely worked in a classroom environment where these

resources could be counted on to be present when planning. I would happily use
them if they were available, but I am not planning on their availability. I will use all
the materials listed in the main lesson.
Materials ELL student would have access to:
1. I would encourage her to keep an ongoing personal dictionary in her learning
Journal. As she learns new terms and words, she could record them and have
them available for easy access moving forward. In this way she would continue
to expand her English language skills, and she would create a personal
reference containing exactly the terms and support she needs.
2. Vocabulary handouts containing a list of important terms with space for
students to write the definitions. Her vocabulary handout will have the directions
and words in both English and Spanish. This is to ensure she understands the
directions and the words so that she can easily use the sheet to build references
and notes during the lessons.
3. Throughout the lesson she will have access to a Spanish-English dictionary.
She has her own, but I will also keep several in my classroom.
4. Directions for small group assignment including group assignments and the
topic each group is researching. I will provide a translation of this to give her, to
be sure that she really understands the directions, and the topic. She really
needs this, but I created just in case. So she has the option.
(REQUIRED) 8. Progress monitoring of student learning
I will look to monitor my ELL student's progress and many the same
ways I monitor progress overall.
In the pre-assessment activity, I will look to see if she is engaged. If
she is not, then she may be totally confused and lost, which may mean
she requires more support or scaffolding. If she is answering the
questions, but her answers are off-base or consistently wrong, but also
tell me that she has become confused or lost, and that I need to find
ways to provide more support. One of the benefits of SD AIA teaching
is that it encourages frequent summarizing and review of the material
to provide more opportunities for students to interact with the content.
I will be working with the material more than one time, and connecting
ideas throughout any lesson. If she is one of many students who seem
to be lost, then I may need to do more frequent summarizing,
reviewing, and connecting of ideas. On the other hand, if she seems to
have become lost, while most students are not, then I will find ways to
support her by pulling her aside or with a small group of students
needing support. I try to include lots of visuals in any lesson, because
this assists English language learning students. They benefit from

having the information presented to them in numerous ways, and in
ways that convey ideas through Visual aids. In my pre-assessment I
will use visuals to reinforce the ideas and Concepts that are covered
buy me or the students.
What the vocabulary sheet, I will keep an eye on whether or not she is
actually feeling and the ideas as we progressed. The sheet I gave her
has Spanish translations of the instructions and the terms. I will look
to see that as we cover particular terms, but she is actively filling in
Hershey, and writing her definitions and thoughts. This is easy to do
because she is sitting in the front. That allows me to monitor how she
is progressing discreetly, and in a way that is not apparent to the rest
of the class, or embarrassing her.
The multimedia presentation is broken into smaller bits of information
to make the content more digestible for all of the students. By
teaching a portion of the material, and then discussing it, reviewing it,
and monitoring student comprehension of the material, I am able to
move through the content at an appropriate pace. If students become
confused on one section, so we can spend more time there to re-teach
the areas of confusion or difficulty. This means that I can keep track of
the comprehension of the class as a whole. The same benefit allows
me to monitor the students progress. I am using a presentation
format precisely because it does present content in more than one
manner. Students benefit from discussing an idea, and then seeing film
clips or pictures or supporting primary source documents, or hearing
audio clips that will help solidify the material and their minds.
With the group work I can keep track of her progress by walking
around the room, listening to and observing group interactions, work
research, and progress, and by asking the students and the group
questions to check for understanding and promote higher level
thinking. All of these techniques will allow me to monitor student
number one's progress as well. In addition, I will be able to learn a
great deal about her progress by observing her group dynamic. If
everyone is engaging with everyone and discussing ideas with
everyone, then they are probably progressing very well. However if
students were one is only discussing ideas with her buddy, this
something is not right in the dynamic, and I need to get involved and
try to determine the problem and help them Rectify it. Small group
work has been shown to be an extremely effective learning strategy
for all students. It is also extremely helpful for English language
learning students because it enables them to use their English with
native speakers or bilingual speakers, much more than they could in

non-group work. It is crucial to student number one and all involved to
be sure that all the students are getting the maximum benefit from the
group work. So if observing her group and their interaction and
progress revealed problems, then I would get involved to rectify those
problems. That's all students could get the most benefit from the
group work.
Finally the closing activity will be crucial in helping me monitor student
number ones learning and progress. The activity ask her to express
things she has learned, then she is still unclear on, and one item that
she would like to learn about. I love this activity for all of students
because it allows them to put ideas into their own words. For my
English language learning student it is crucial because it gives me one
more chance to make sure she understands the content and that she
is making progress towards Mastery of the standards. It gives her
another chance to properly express if she is confused or needs
assistance in any area. So, if I somehow missed the signs that she
needed help, it gives me another chance to learn where she is
struggling. This allows me to see what is working for her, and what
learning strategies may be less effective for her. It allows me to know
where she needs help, so I can find ways to support her in those
areas. It allows me to assess my own techniques and strategies, and
how to search for ways to be better going forward.
(REQUIRED) 9. Sharing results of the student learning with the student

and/or the family
To share feedback with this student, I will use many of the techniques mentioned
before. I will use the written comments and responses on her papers and
assessment. If needed, I can translate them to help any comprehension divide. I
will meet with her regularly to discuss her progress. I will meet with her several
times per semester as I would do with all my students.
To communicate her progress with her family, I will use whatever method they
are most comfortable using. To this point, they have not been comfortable with
email. So, I use a family communication notebook. If they later wish to use email,
that will be fine also. I have my correspondence translated for them. I can do that
using programs such as Google Translate. Is important that they are able to
understand a correspondence and benefit from it. The family is also welcome to
write me, call me and leave me a message or to come and see me. It has worked
so far.
My ELL student's comprehension has been improving. So far, I have been able to
communicate might be back with her effectively, and I understood her responses
and concerns. Items are translated as needed to improve communication. I have
also told her that she is free to have her buddy sit in to translate and anytime she
feels she needs that to understand my feedback, or anything else. I let her know,
that her results are always private information for her and her family. If she feels
that she needs to have her buddy translate, that she is free to make that decision
as needed. So far it works well.
Student 2: A Student Who Presents a Different Instructional Challenge
(REQUIRED) 1. Academic learning goal(s) or your expectations of what the
student should know or be able to do as a result of this lesson.
The learning goals for the student with ADHD are the same. I believe he is absolutely
capable of achieving them. Like many students with ADHD, he enjoys doing things. He
likes Active Learning. In this lesson, we are active in the review, and very active in small
groups. On top of that, I would do my best to keep the multi-media presentation as
engaging as possible, and by breaking the content into smaller chunks comma with
review and comprehension checks in between, I am able to keep the presentation shorter
and more digestible. The content is then punctuated with interactive comprehension
checks and engagement. Because much of the lesson is geared at doing and interacting, I
fully believe he can accomplish these learning goals:
By the end of this lesson, students will be able to:
4.
5.
6.
Take a position on whether the use of the atomic bomb was necessary to end the
war with Japan.
(REQUIRED) 2. Evidence of student learning you will collect during the

lesson and/or at the end of the lesson.
Student # 2 benefits from an active and energetic learning environment. Luckily
that is how I have always tended to teach. If there is activity, and variety, he says
very engaged. He participates, answers questions, and is attentive. That helps
me to really be able to look for evidence of his understanding.
During the pre assessment activity I will be able to look for evidence of his
journey because it will be an engaging and participatory environment. He does
extremely well, when there is activity. Because I'm asking questions to the entire
class, I have all the students respond, safe and he seems to stay focused. He
thrives and these activities driving lessons, it seems to like to have the right
answer before others. That is his own motivation, but it he seems to enjoy the
sport of it, anyway, and it keeps him very focused. This means that I will be able
to truly monitor his answers and his understanding during this activity. He should
be focused and actively engaged in responding, and that will get me evidence
about his level of learning and comprehension.
During the multimedia presentation it is possible that he will struggle a bit more.
However, he says in front of the room, which helps him avoid distractions, and he
usually responds to visuals well. One of the reasons I like reinforcing lectures
with multimedia presentations is that creates visual variety. This student usually
enjoys visual stimulus. He likes video clips, old photos, and will sometimes come
in to ask me about something he found interesting.
This student usually does well in group work. He has found a group he is
comfortable with and contributes much to the group. He seems to enjoy
engaging in group activities and group work. However he seems to struggle a bit
more when sitting for long periods of time. So standing up and moving around
helps him stay focused. So to collect evidence of his knowledge, aside from
checking understanding with him, I will look to his group to offer input of his
evidence of knowledge.
What the closing activity, I will ask him to come do this activity with me. This is
really a great way to get evidence of his understanding. He can put it in writing,
but it's more effective to have a 1 on 1 with me due to the fact he seems to lose
focus often. I have him come with me; he will be able to quickly explain what he
learned, what he didn't understand, and what he would like to learn more about.
This is a very effective way of checking for his understanding.
Later in the week I will collect more evidence of his learning through the unit
summative assessment, as well as informal forms of assessment that will be
used throughout the unit. He can't get overwhelmed by a test. To help him with
this I put fewer items per page so it doesn't seem as visually intimidating. He still
gets the same number of test questions; there just are more pieces of paper. If
he is struggling to stay focused and finish, then he can have extra time to work
on his test also. This will help give me the best evidence about his learning and
progress.
(REQUIRED) 3. Communicating the academic learning goal(s) and/or

expectations to the student.
I will communicate to learning goals to student # 2 in a couple of ways. First, he
will hear them as I lay them out and explain them to the class. He also takes the
lessons, so we can refer to anything he missed. This will mean that he has
information on tape. In addition to these things I will give him a written copy of the
learning goals to keep. He has a folder where he puts these types of papers. I
remind him to put the papers in there as soon as I give them to him. With this in
mind, I will give him a copy of the learning goals and I will email the learning
goals for the lesson to his parents. This has proven helpful. They like to see what
we are doing, and then they asked him details about class. Finally, I will ask give
him copies of my notes and copies of the overheads for him to use in class. This
has proven to be very helpful for him. Since he does still struggle with paying
attention, having these notes helps him to review areas he missed, or areas he
struggled to focus on. I also emailed these home to his parents so they are
available at home as well.
(REQUIRED) 4. Instructional strategies
I will make no changes to the instructional plans that are designed to benefit my
student with ADHD. Here are several strategies that we used to help support him: I
have him sit in front of the room, on the side. This reduces the number of people or
things that would act as distractions. It also enables me to keep an eye on his focus
and that seems to help him Focus. He is in the front to help his attention and focus.
However I have him on the side so that he is able to move if needed. I have
discussed with him that if he is struggling to focus, he has my permission to quietly
get up and move to the back of the room. He will just stand there during part of the
lesson, and this has proven helpful. Sometimes just having some freedom of
movement helped settle him down enough so he is better able to pay attention. By
having him up close, we have also been able to work out subtle cues to remind him
to engage in the material. He and I worked it out privately, and no one else in the
room knows anything about it. If he appears to be losing his Focus, I will use this
private queue to gently remind him. This has proven to be effective at assisting him
with focus, when he may not realize that he has drifted off task. Finally, on the days
where he is really struggling to keep his attention focused even for short times, he
has learned to use a timer set to 5 minutes. He will pull it out and start it. When he
does best to stay focused until the timer goes off, and then he was himself a brief
break. All these things have been helpful to setting him up for success.
1. Pre-Assessment
The student will be able to benefit from the instructional strategies that I am using
for the whole class. Because much of the review and pre-assessment is very active
and engages all of the students he should stay quite attentive. He seems to enjoy
the competition of it, and try to get the answer correct and get it correct very
quickly. That helps to keep him on task. The fact that he takes the lesson, also allows
him to review any materials he feels he didn't really retain, or may have lost Focus
during his presentation.
2. Vocabulary
This may be a bit harder for him. However, I believe he can do it. He will receive the
same vocabulary sheet that I hand out to the whole class. He usually does well with
the repetition of words. But he struggles with activities like this; I will sometimes
linger over on that side of the room, as a way to help him Focus.
3. Presentation
I believe that he will benefit from multimedia presentation that supports the lecture.
I use many types of presentations and my patient to reach all different learning
styles and to provide various types of review and reinforcement for all my students.
However, it is also very helpful for students like this. He likes the pictures, sounds,
music, and short film clips. The constant variety of media helps him stay focused.
The fact that I am teaching the content in smaller chunks is also beneficial to the
student. Also students who would be fine with longer lessons, many would not. My
student with ADHD would fall into this group. By breaking up the content into smaller
chunks, and makes it less overwhelming and gives him a little bit of a breather
between materials. Then by using interactive engagement strategies it keeps him
engaged because he is doing something rather than just listening. The variety of
switching between learning new content and interacting what we just learned, also
seems to help us stay focused.
Difference for him during these types of presentations, I do give him a class copy of
my notes and handouts. He likes to make notes directly on them. As I mentioned, I
emailed copies to his parents. This is done so they can engage with him and
because he is not always organized well.
In the discussions in conference and checks between new materials, I try to
personalize some of the interaction. I will have this student, and other students, list
what they're most interested in, or how they might have reacted differently had they
been in that historical position. All the students seem to enjoy this and my ADHD
student seems to get a kick out of it. It helps him focus on the information but in a
fun and playful way.
I really tried to use positive reinforcement with this student. I have heard from
students with ADHD that their parents and their teachers are constantly telling them
they are doing things wrong. Some of the text books I have read supported that this
is a major problem for students with ADHD. So, I really try to provide positive
reinforcement whenever I can. I'll still try to be specific so that is authentic and
believable. Weather is pulling him aside and really compliment how focused he was,
or giving positive support by complimenting something he said. He especially seems
to enjoy it when he remembered some detail that I forgot to include. This has also
been a good reminder for me of how important specific positive reinforcement can be
to all students and I do my best to use it when I can.
4. Group Work
I don't feel like he will need any changes to the group instruction activities and plans.
He works with a group that he is comfortable with, and that stay pretty focused on
the work. He loves the research and Technology aspects of group work and I think he
will actually be able to play the role of Technology expert in his group. He tends to do
very well and small group settings. This may be because they are different from
moment to moment, and they enable him to engage with the ideas of others. He and
his group should do very well and I think he will really thrive. They know that
sometimes he feels like standing and it does not seem to bother anyone. It is a good
and supportive environment for him.
5. Closing Activity
I will have him briefly discuss his closing activity details with me. He seems to
struggle to stay focused on writing at the end of the. I have found that by changing
up how he gives me his information he benefits from the variety. And this lesson, I
will have him come up, and we will spend five minutes discussing it. It will give me
information that I need, and it will allow him to do it in a manner that he enjoys and
engages in.
(REQUIRED) 5. Student activities

I will make no changes to the student activities that are designed to benefit my
student with ADHD. Here are several strategies that we used to help support him: I
have him sit in front of the room, on the side. This reduces the number of people or
things that would act as distractions. It also enables me to keep an eye on his focus
and that seems to help him Focus. He is in the front to help his attention and focus.
However I have him on the side so that he is able to move if needed. I have
discussed with him that if he is struggling to focus, he has my permission to quietly
get up and move to the back of the room. He will just stand there during part of the
lesson, and this has proven helpful. Sometimes just having some freedom of
movement helped settle him down enough so he is better able to pay attention. By
having him up close, we have also been able to work out subtle cues to remind him
to engage in the material. He and I worked it out privately, and no one else in the
room knows anything about it. If he appears to be losing his Focus, I will use this
private queue to gently remind him. This has proven to be effective at assisting him
with focus, when he may not realize that he has drifted off task. Finally, on the days
where he is really struggling to keep his attention focused even for short times, he
has learned to use a timer set to 5 minutes. He will pull it out and start it. When he
does best to stay focused until the timer goes off, and then he was himself a brief
break. All these things have been helpful to setting him up for success.
1. Pre-Assessment
He will do well in the pre-assessment activity because he very much enjoys
interactive response. He loves classroom activities where I am seeking responses for
everyone. In this case all the students are responding, and he seems to like the of
challenge himself to be right and first or early.
2. Vocabulary
He may struggle a bit more with the vocabulary because this is less interactive and is
the type of place where he sometimes loses Focus. He will be engaged and the
repetition of words, but may not be focus on remembering to write the definitions
and details down as he goes. I tried to do everything I can to keep him focused but
sometimes he struggles. The fact that he recorded lessons, has proven helpful as he
sometimes will go back and retrieve information from the recording. Also his parents
well sometimes help him to get through vocabulary.
3. Presentation
He should be quite successful in learning the material. He recorded material and he
has a copy of my notes and all overheads. This seems to help him to make notes of
his own. The media-driven nature of the lesson should also help him to keep I'm
engaged since he enjoys technology and media. Finally because I am breaking the
content into smaller chunks, and engaging students after its trunk, this should help
them stay on task. I will engage the students an interactive ways and he enjoys that.
He likes doing all of these things rather than just solely listening. By breaking up the
material and then have an interactive discussions and reviews between he should
find it much easier to stay on task.
4. Group Work
Small group activities are something he enjoys. He can't stand if he needs to, move
around a bit, and if he doesn't have to stay quiet. He can really engage And
discussing content and ideas, and he enjoys it. He is also very comfortable with his
group. I think he would do really well on this.
5. Closing Activity
This is one of the bigger adjustments I am making for him and this lesson. Rather
than having him write down for this activity, I'm going to have them discuss His
Thoughts with me. I like to give him a variety of different ways to deliver content
over time. He enjoys discussing what he is learning. So for this lesson, I am going to
have him discuss his progress with me.
(REQUIRED) 6. Student grouping

I believe this student will do really well with the small group activity. Small groups
are Dynamic learning environment. They are different for each and every project and
task. He works with the group of students who are good at staying on task and it will
work well with him. He seems to really enjoy small group work for many reasons. I
have his group work up near me so that I can be sure they are on task. However, I
give them a fair amount of Freedom. Small group work should be dynamic,
interactive and fun. With that in mind I just asked that his group stays focused, and
don't get overly loud. The student knows he can stand, or move around a little, or
lean over a desk. He can do what is comfortable. He can also interact and discussions
and debates with his group mates and seems to be really enjoyed by him.
Because he loves technology, and is actually pretty good at using it, small group
work allows him to show others how to do things, and to be a bit of an expert on the
subject. He really throws when he can help his group mates do something, or when
he can help others. He is good at explaining how to use technology. I think his sense
of self-efficacy has been really helped by being able to Mentor others and this room,
and I believe that he has helped his confidence overall.
I have no doubt that this student and his group will have a well-researched and wellthought-out project. And he will be great when it comes to the verbal presentation.
He seems more comfortable expressing ideas this way. He is certainly able to write
his thoughts, but he describes it as being more of a struggle, and harder to stay on
task. So group work that includes group presentations is something that he tends to
do really well with.
For all these reasons, I think the student group work might be his favorite part of the
lesson, and might be his best part of the lesson.
(REQUIRED) 7. Materials, technology, and/or resources, including the use

of instructional aides, parents, or other adults in the room
This student needs a few materials and resources that others do not. He uses a
digital tape recorder to record lessons. This allows him to review topics he missed or
struggle to stay focused with during instruction. I also provide him with copies of the
learning goals, copies of my notes, and copies of the overheads. I emailed these
copies to his parents also. He keeps a timer in his bag, and does a good job using it
when he is really struggling to focus, and I have some digital timers that are
available if he forgets his. He has a classroom binder where he keeps these
handouts. I remind him to put them in his binder immediately. His parents having
copies of the materials at home help him because does it need to transport them.
This prevents loss, but make sure that he has all of the support materials that he
needs. Other than that, he has access to and uses all of the materials listed in the
whole class lesson section.
(REQUIRED) 8. Progress monitoring of student learning
Monitoring student number to his progress is ongoing. By having him up front, I am

able to monitor how he is managing to focus, and I can use a personal cue to remind
him if needed. I can also wander over towards his side of the room, during my
presentation and this will frequently help him stay on track.
1. Pre-Assessment
He should do well in the pre-assessment activity. His competitive side, and his
eagerness to answer the questions accurately, and before others, will keep him
focused. That will allow me to see how he is doing. By checking what answers he is
writing down, I will be able to see if he is on track, and whether he might need
additional review. Having him up front and it was me to monitor his answers without
making it obvious to other students. I can track his progress, but in no way
embarrass him or single him out.
2. Vocabulary
He may struggle more with this more than some of the other students. He will be
engaged in repeating the words, but he might struggle to stay on task when he
needs to record the definition or important facts. I have an up front, by using our
cues, and by being in and around the side of the road, I should be able to help him
stay engaged. If he appears to really struggle with vocabulary, then this will be clear
and I can make adjustments to meet his needs. There have been a few times over
the year where he could he was struggling to focus. One way I have adjusted to this
was by allowing him to use an interactive program like Quizlet. This program is
engaging, and helps him stay focused, and I can still monitor his progress. This
would be an option if needed.
3. Presentation
Because this is broken up into smaller and more digestible chunks he should do well.
I will monitor his engagement in the content. Is he examining the visual media? Is
he making notes on this sheet I gave him? This tends to give me a good sense of his
engagement and progress with the content. Because I will work reviews, discussions,
and interactions in between content segments, this will give him more opportunities
to be actively engaged in answering questions. This will help him stay focused, and
his answers and contributions will enable me to monitor his understanding in
progress.
4. Group Work
This didn't tend to do very well in small group work. He seems right and having more
freedom to move, paste, and discusses ideas. I will monitor his progress, and his
group's progress, and the same way I do other groups. During group work, I will
walk around the room. I will observe the groups, their interactions, their discussions,
and their ideas. I will listen to debates, and ask questions that pushed into stress of
thinking and ideas to even higher levels. Because his group is near the front, is easy
to make mini swings past them, and to be sure that the group, and the students are
on task. Finally, I will be able to learn a great deal about the group's progress by
observing their presentation, and examining their written supporting material.
5. Closing Activity
For the closing activity I will discuss his progress with him. I will ask him to tell me
what he has learned, but he is still struggling with, and what he is curious to learn.
This will also give me a chance to ask him questions about where he is at, and where
he might need more support and Scaffolding. The interaction will give me a great
deal of information.
(REQUIRED) 9. Sharing results of the student learning with the student

and/or the family
To share feedback with this student and his family, I will use many different
techniques. I will use written comments and responses on his papers and
assessments. I will meet with him regularly to discuss his progress. I will meet with
him several times per semester as I would do with all my students. I will also make
myself available to the student should he want to meet more often to discuss his
progress.
To communicate this student's progress to his family I will continue to stay in their
regular email contact with them. In addition to sending them copies of the resources
that I give him in class, they have also asked that I would keep in regular touch with
them. I am always happy to do this, and I've been doing my best to email them
every week with an update. I have also made sure that they know that I am always
reachable by email. I am also happy to receive written correspondence. If they would
like to speak with me, I am happy to return calls, and willing to make appointments
with any parents to meet before or after school. I tried to be as accessible as
possible. They are very supportive of their son, and I found that by staying in regular
touch with them, they do a great deal of support his studies and helping him as
needed. They are also excellent at raising concerns with me, that I otherwise may
not be aware of.
So far, the student seems to be doing well with this system, and his parents have
been able to really support and assist his desires to be successful. They are very
engaged, and it really is a pleasure to work with them, and be whatever help I can
be.
Step 5: Reflection on Connecting Instructional Planning to Student Characteristics

Directions:
Read your responses to the questions in Steps 1-4. Think about what you have
learned by completing this task, including the characteristics of the two focus
students, your instructional planning for the whole class, and your adaptations for
the focus students. Respond to the questions below
(REQUIRED) 1. What information that you collected for the whole class
and/or for the two focus students most influenced your planning for this
lesson?
In your response, describe how and why the information was influential and why you
found it to be so.
I found this process to be constructive. And my credential program we studied that

idea that as teachers we should try it for the smallest amount of adaptation or
modification necessary to enable all or special needs students to participate in the
mainstream classroom setting. I think I have already done that in an instinctive
manner. However sitting down to go through all the planning and considerations of
the lesson for the whole class and then moving on to consider what adaptations or
differentiation did need to be made to accommodate my ELL student and my student
with ADHD and having to explain why my rationale was very enlightening. What I
found was that it is possible to make small changes that give the students the tools
they need to succeed, and to be able to meet the same state standards. Now I
realize these two students are not extremes. I will certainly encounter students who
require far more accommodations and even curriculum modification to be able to be
in a mainstream setting. These two students really did emphasize for me that it is
possible to design lessons that will benefit the whole class as well as ELL and special
needs students. Many of the SDAIE techniques that I employed to use for my AOL
and special needs student AR just examples of excellent ways to provide whole class
instruction. Using them will benefit every student in the room wow it enables the AOL
student to participate at a higher level. The same is true of the planning for my
ADHD student. Many of the instructional plans that I used will maximize his
engagement and enjoyment of the lesson will also benefit the class as a whole.
Interactive Learning that engages the entire class is going to be far more interesting
and engaging for all the students. Maintaining creativity in presenting and reviewing
material will have him interested but it also benefits all the students die exposing
them to ideas and numerous ways.
Through learning about my class as a whole and learning about my to focus students
what struck me and really influence my planning was not how different they were. I
was struck by how many similarities existed between the class as a whole and the
two Focus students. This meant that by focusing on interactive and engaging lesson
design and creating lessons that build on prior knowledge connect to keep your
knowledge and present material in ways that connect to the entire class while
creating lessons that would be more accessible for my focus students. I was truly
struck by the idea of how much good teaching is good teaching and how by
considering the needs of the entire class and the individual needs of your students it
is possible to develop dynamic engaging and effective lesson plans that will reach all
the students in the room. By using creative approaches to lesson design every
student in the room can benefit. And that type of design means that small editions
adaptations in materials approaches and progress monitoring can be all that is
required to encourage success among all students ADHD students or any student
with a special need for the scaffolding and differentiation. Sure there will sometimes
be much larger and more complex changes required but in many cases the students
can really Thrive in with small adaptations and additions that make the content more
accessible to them yet and able to really participate in the mainstream class and
receive all of the benefits of the participation. Through creative planning and small
habitations every student in the room can be on the path toward success and the
Mastery of the content and State academic standards.
(REQUIRED) 2. How will you use what you have learned regarding
connecting instructional planning to student characteristics in the future?
The process of thinking through all the questions regarding the backgrounds of
my students was very enlightening. I have always engaged my students and
made a real effort to get to know them. I've always use this knowledge to connect
the content to their personal life experiences and to make it more relevant to
them and their lives. What does process reminded me of was that there is always
room for growth in teaching. I feel that I have done a good job with this type of
inquiry and exploration in my time teaching. However, going through this process
reminding me that there is always room for growth. As a teacher I can always
improve and I can always see new information and new connections and more
in-depth understandings and everything I do.
Is important to always analyze the effectiveness of one lesson plans, and lesson
delivery on student learning, comprehension, and retention. There are always
ways to improve or expand lessons and to sharpen my teaching skills. I have
always tried to find better ways to teach and more effective ways to interact with
my students. This process reminded me that there is still more room to grow and
every area even and in the aspects of teaching where I really am confident. The
death of the questions in section one reminded me that I can dive deeper learn
more and always look for better ways to understand my students and their lives. I
can always do better and push myself to improve. And as I improve the quality of
my understanding of my students will improve and that's my ability to effectively
connect with them and relate the contents of their lives and experiences will
improve.
This process helps remind me that I need to push myself even farther than I had
considered possible before. There's always room to grow. As a teacher I owe it to
my students to always be working to improve myself and my skills. This process
will help me remember to be even more creative and more inquisitive when it
comes to learning about my students. By doing this I will be far more skilled at
teaching them in ways that will really connect to them. And by finding better ways
to connect the content to them I will be a far more effective teacher each and
every year.

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Form: "*Designing Instruction Task*"

Created with: Taskstream

A. ACADEMIC CONTENT SELECTION

(REQUIRED) Content area

(REQUIRED) Subject matter

(REQUIRED) 2. Describe the unit of study that addresses those standards.

The unit of study is about America's participation in World War II.

The unit of study will utilized a variety of instructional resources such as

The unit will consist of teacher led group discussions.

The unit will utilize technology by incorporating multi-media presentations as

By the end of this unit, students will be able to:

2. Describe the Japanese attack on Pearl Harbor

6. Locate Hiroshima and Nagasaki on a map

(REQUIRED) Number of male students

(REQUIRED) Number of female students

(REQUIRED) Total number of students

Understanding my student's background is important. First off, I want to know

(REQUIRED) 3. How will you use this information in planning academic

Academic Language Abilities, Content Knowledge, and Skills

Physical, Social, and Emotional Development

decisions about selecting instructional strategies and activities. It allows me to better

a description of what you learned about each of the students

an explanation of how the information will influence your academic instructional

Student 1: An English Learner

(REQUIRED) 1. Why did you select this student?

(REQUIRED) 9. Describe other information relevant to this academic content area

Student 2: A Student Who Presents a Different Instructional Challenge

(REQUIRED) 1. Why did you select this student?

(REQUIRED) 2. How is the instructional challenge that he or she presents

him with vocabulary. His conversational vocabulary appears to be excellent, and

Step 3: Planning for Academic Instruction for the Whole Class

At the end of the unit of study

By the end of this lesson, students will be able to:

The content will build on what students already know by incorporating

Students are able to actively listen to teacher lecture/presentations of the

With the increased role of violence on TV and in video games, student

Making the decision to use atomic weapons.

Students will ultimately be asked to take a stance on whether or not they

may be asking a question and calling on a student to provide an answer or may be as

Communicating the academic learning goal(s) to the students

I will communicate the academic learning goals as follows:

Describe the effects of the atomic bomb.

Explain and discuss via multi-media presentation the events that

Explain and discuss why understanding these effects is important to the

Explain and discuss via multi-media presentation how the preceding

Explain and discuss why understanding of these events is important to

Explain and discuss why the understanding of this decision is important

The rationale for communicating the academic learning goals as follows:

Describe the effects of the atomic bomb.

Ensuring that students fully understand the effects of atomic weapons is

Providing understanding of these effects is important to the overall unit

Understanding the psyche of America at the time of the use of atomic

Understanding how the preceding events led to the decision to use

Providing understanding of these events is important to the overall unit

This is communicated so that students understand how their retention

Providing understanding of why this decision to use atomic weapons is

1. Students are provided structure to the day's lesson.

1. Students will participate in the teacher led presentation individually so that

I will use a multi-media presentation that incorporates multi-sensory materials

Included in this presentation of multi-sensory materials will be the use of

I will use a multi-media presentation that incorporates multi-sensory materials

The inclusion of these multi-sensory methods provides students with the

Form: "Designing Instruction Task"