PART A: Secondary History/Social Studies Context for Learning Information Use the Context for Learning Information to supply

information about your school/classroom About the School Where You Are Teaching 1. In !at ty"e of sc!ool do you teac!: #r$an !ig! sc!ool% called &e itt Clinton Hig! Sc!ool. Located in t!e 'ronx of (e )or* City. T!e area !ere t!e sc!ool is located is on t!e +est side. T!is !ig! sc!ool encom"asses a small learning community ,SLC-. T!e sc!ool contains roug!ly .%/00 students. T!e !ig! sc!ool contains grades 121.. T!e students !o attend &e itt Clinton Hig! Sc!ool are from mostly lo er income families. .. List any s"ecial features of your sc!ool or classroom setting t!at ill affect your teac!ing in t!is learning segment: +!ite/c!al* $oards% Internet access ,in certain classrooms-% "ro3ector and screen. Classroom settings are mainly t!e standardi4ed students des*s and teac!er des*. C!al*$oard lines t o alls it!in t!e classroom. T!e sc!ool is located in t!e 'ronx !ic! can $e difficult since most students are from lo er societal class families% t!ey tend to !a5e less o""ortunities and most of all lo er standards "ertaining to educational *no ledge and re6uirements. 7. &escri$e any district% sc!ool% or coo"erating teac!er re6uirements or ex"ectations t!at mig!t affect your "lanning or deli5ery of instruction% suc! as re6uired curricula% "acing "lan% use of s"ecific instructional strategies% or standardi4ed tests: Re6uirements mig!t include t!e content t!at is needed to $e taug!t. T!e difference $et een useful and useless *no ledge. Students need to $e taug!t !at ill $e useful. Re6uirements mig!t ma*e t!at difficult it! "utting excess *no ledge t!at does not need to $e learned. T!ere is also a student8s "re5ious *no ledge. T!is is a *ey factor in student8s reinforced learning and integration of *no ledge. About the Class Feature in This Assessment 1. +!at is t!e name of t!is course9 +orld History to 1:00 .. +!at is t!e lengt! of t!is course9 ;ne full sc!ool year 7. +!at is t!e class sc!edule9 <0 minutes for 7 days a ee* =. Is t!ere any a$ility grou"ing or trac*ing in !istory/social studies9 T!ere is a$ility grou"ing and trac*ing in social studies due to t!e 5arious academic le5els amongst students. >rou"ing ill $e 5aried on t!e difficulty of t!e lesson and assessment. Assessments ill $e catered to different learning s*ills and le5els. #ltimately% grou" or* ill lead to trac*ing assessment. 'rea*ing students into grou"s $ased on academic a$ility and understanding ill greatly !el" t!e students understand t!e material at t!eir o n "ace and com"re!ension le5el.
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<. Identify any text$oo* or instructional "rogram you "rimarily use for !istory/social studies instruction. Title: +orld History: Connections to Today Sur5ey ?dition@ Pu$lis!er: Pearson Prentice Hall@ Pu$lication &ate: .00< :. List ot!er resources you use for !istory/social studies instruction in t!is class: i.e. Pre4i Presentations% or*s!eets% online resources ,useful educational e$sites and )ouTu$e 5ideos-. Aaterials include: Large $lan* s!eets for 6uic* "resentations% crayons% note$oo*s% "ens and "encils. About the Stu ents in the Class Feature in This Assessment 1. >rade le5el com"osition: includes fres!men in !ig! sc!ool@ all fres!men are re6uired to ta*e a +orld !istory course. .. (um$er of students in t!e class: Aax: .0@ Ain: 1021.@ Aales/Bemales: :0C female D =0C male 7. Com"lete t!e c!art $elo to summari4e re6uired or needed su""orts% accommodations or modifications for your students t!at ill affect your instruction in t!is learning segment. As needed% consult it! your coo"erating teac!er to com"lete t!e c!art. Consider t!e 5ariety of learners in your class !o may re6uire different strategies/su""orts or accommodations/modifications to instruction or assessment. ( ( ( ( ( ?nglis! language learners >ifted students needing greater su""ort or c!allenge Students it! Indi5iduali4ed ?ducation Programs ,I?Ps- or <0= "lans Struggling readers #nder"erforming students or t!ose it! ga"s in academic *no ledge )umber of Supports$ Accommo ations$ "o ifications$ an /or Stu ents *ertinent I+* ,oals 3 Copy/print Powerpoint/Prezi presentation notes and follow up: close monitoring that they are writing, reading and understanding the information 5 Pro ide oral e!planations for the directions of the assignment/assessment" Simplify words and phrases so students will understand" #i e easier $same content and instruction% types of assessment and assignments" 3 Pro ide easier conte!t words and phrases" #i e them easier assignments to understand, but will still relay the same information as e eryone as will be learning" Pro ide aids to help them understand the content that will be taught in class $also guide them with assessments and acti ities%"

Learning )ee s Category Learning disability Struggling readers

&LLs

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'nderperforming students

Students need enthusiasm" )elate outside e!perience to sub*ect and content in order for them to be engaged" +f they are suffering from difficult content, gi e them an easier assignment, again relaying the same information but in an easier and more understandable way" ,eed to be placed in group wor-. this will engage and help students interact and become comfortable in order to achie e"

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