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The students in United States History II at X high school come from diverse backgrounds
including but not limited to gender, ethnicity, first language, and socioeconomic status. This
particular class is for 11th grade students. There are approximately 33 students in this class,
including 18 girls and 15 boys. Of the 33 students, 24 are general education students, one student
is in special-education, and eight students are English language learners (ELLs). The learning
needs of this class include high-energy levels that manifest as side-conversations and crowding
by the door before the dismissal bell rings. This class is also a bit disruptive; students tend to
As part of my formative assessment plan for this 11th grade US History II class, I will
implement interactive class discussions. Given that this is a high-energy and talkative class, I
expect to redirect students’ attention and engage students on the lesson topic of the day. To have
an interactive class discussion, I will prepare questions ahead of time to guide the class
discussion and have students focus on the lesson objectives. Another example of formative
assessment I plan to use in this class is an exit slip. Exit slips could be a way to keep students
seated and prevent them from crowding by the door/leaving class before the dismissal bell rings.
My plans for summative assessment include comprehensive finals at the end of each unit.
Students will be given the choice to present a comprehensive narrative in the format of their
choice including but not limited to writing, video, art, PowerPoint, or storytelling.
The kind of data that I am expecting to get from my formative assessments is immediate
feedback regarding student understanding and performance. I plan to use data from my
result, I will use data obtained from formative assessments to rethink instructional strategies,
activities, and content based on student understanding and performance. I will use the data
obtained from my summative assessment to make appropriate adjustments and changes during
upcoming lesson planning. To accommodate diversity in this class, I will differentiate lesson
plans (instruction and assessments), and I will utilize a non-Eurocentric approach. What the latter
means is that I plan to teach inclusive history, or “people’s history”. This type of history focusses
on the achievements and contributions made by “regular” people. This type of history includes