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United States History II is offered to high school juniors for a full academic year (i.e. two
semesters or four quarters). This class has approximately 36 students. Out of the 36 students,
only 32 attend class regularly. The age of the students in this class ranges from 16-17 years old.
The female to male ratio is relatively equal. There are eight English language learners (ELLs).
Five of the eight ELL students are native Spanish speakers; the rest of the ELL students speak
Somali, Korean, and Swedish as their first language. Additionally, there is one student with a
504 Plan.
When working with this group of students I will create a sense of community by getting
to know the students including their ethnic and cultural backgrounds, as well as their personal
and academic interests. Acknowledging the cultural diversity present in the classroom is a way to
communicate to students that they are valued and that the classroom is a welcoming learning
environment. Acknowledging cultural diversity is also a great way for me to get to know
students, and for students to get to know each other. Additionally, acknowledging and embracing
my students’ cultural identities will help create a positive and respectful classroom atmosphere.
I will begin the school year by setting clear expectations of classroom rules and
procedures. However, I will give students the chance to create or modify classroom rules.
Additionally, I will establish a daily routine to give students a sense of consistency. A daily
routine is meant to aid and create smooth transitions from one activity to another.
I will provide language support for ELL students by establishing a classroom community
that values language diversity. To further support ELL students, I will use strategic seating to
pair ELLs with peers who speak the same language. Depending on the level of language
acquisition, I could also prepare bilingual material. To support the student with the 504 Plan, I
will meet with the appropriate professionals to learn about the student’s needs.
For informal formative assessment, I will use the thumbs up/thumbs down system to
assess student understanding during class instruction. To motivate students to complete projects
and homework assignments, I will allow students to choose projects their preferred method of
assessment (i.e. written, spoken, artistic, etc.). Lastly, to increase attentiveness, I will use
Technology will be incorporated by using google docs to complete exit tickets. Google
maps will be used to show visual reference of locations and regions. PowerPoint presentations
will be used to guide note-taking and provide visuals during lectures. Overhead projector and
internet will be used to broadcast academic content like Channel One News and TEDTalk
videos. This use of technology will help ELL students and visual learners comprehend content.
To accommodate for student diversity in terms of gender, cultural and ethnic background,
language background, and socioeconomic status, I will design lessons using a revisionist
approach. The revisionist approach seeks to incorporate the “lost” history of minority groups.
Revisionist history incorporates race, class, and gender in the study of history. Revisionist
history is a way to teach critical thinking skills, and to make class content relatable to a larger
student population.
If this plan does not work in terms of class participation, motivation and attentiveness, I
would meet individually with students who are distracted and/or not participating in class.
Together, the student and I would develop an individual behavior plan. The purpose of the
behavior plan is to design behavior goals to (1) hold students accountable for their behavior and