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Pages and Files
Task 1 Theme
Task 3 Context Information
Task 4 Unit Rationale
Task 5 Unit Overview of Activities
Task 6 Unit Objectives Standards & Assessments
Task 7 Unit Calendar & Lessons
Task 8 Technology Application
Task 9 Art Component
Task 10 Social Justice & Equity
Task 11 Service Learning
Task 12 Student Descriptions
Task 13 Unit Differentiation Strategies Adolfo
Task 14 Unit Differentiation Strategies Alex
Task 15 Unit Differentiation Strategies Elena
Task 16 Unit Differentiation Strategies Jonny
Task 17 Unit Differentiation Strategies Samuel
Student Descriptions Revised
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Task 12 Student Descriptions
Whole Class Information
There are 32 students in the entire class. The class contains students from all socioeconomic classes, but the average socioeconomic status of the class is upper middle class. The majority of the class is Caucasian, but there are also 6 Latinos, 4 Asians and 1 Native American. Two students have IEPs and one student has a 504 because he has a heart condition that causes him to frequently be absent. The students in this class are very social and they enjoy group work. It is important to keep students on task while they are working with their seatmates, as they tend to be very chatty. Some of the students take the initiative to come to after-school tutoring when they are not understanding the material, the majority of the class however does not. Finally, it is important to note most students do not do any additional studying at home besides finishing their assigned homework. There are many vibrant personalities in this class, which makes teaching challenging and exciting.
Student 1 (English Language Learner)
is a Mexican-American Intermediate English Language Learner in Tenth grade; he has a low socioeconomic status, and is an intermediate ELL. He lives with his single mother and has an older sister in college. Adolfo has been in the United States for 3 years. He is self-sufficient when it comes to completing homework tasks and he comes to after school tutoring when he is struggling with the material. On Saturdays and Sundays he sells merchandise at the swap meet for his family’s business. His favorite classes are math and PE, and he enjoys doing
Student 2 (English Language Learner)
is a 15 year-old 10th grader and is an Early Intermediate English Language Learner. She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the Unites State for one and a half years. She is literate in Spanish and often reads Spanish literature. Her report cards from her school in Mexico indicate above average grades. Elena is somewhat shy socially but is well liked and works well in small groups. She is seldom absent from school. The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner.
Student 3 (Special Education) Alex Johnson
is a 15-year-old boy in the 10th grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student.
Student 4 (Individualized Education Plan) Jonny Fitsburg
is a very quiet and sweet 9th grader. He is very attentive, quick to respond, and gets along great with the other students in his class. He is very shy when approached personally, but always carries a smile. Jonny has an IEP for a speech stutter. His academic testing in reading comprehension and mathematics is average, and locomotor/fine motor skills are recorded as normal. Jonny receives school help on speech skills from a speech pathologist during school hours. It has been noted that Jonny responds best with visual material, and responds less with just auditory information. In his IEP he states that math is his favorite subject, in P.E., he has expressed soccer is his favorite sport we have covered thus far in class.Jonny is of Asian heritage but only speaks English at school and at home. His family is very supportive and actively involved with Jonny’s academics. Jonny’s family lives in Encinitas CA, and has a SES of middle to upper middle class.
Student 5 (Heavily Overweight) Samuel Doe
is a 9th grade average student, who obtains mostly B’s in class with a few C’s. He is normally very socialable in most academic classes, but becomes quieter during physical education class. Samuel is a student that needs special attention for this unit in the fact that he is heavy overweight, approaching obesity. He struggles to complete simple tasks in Physical Education and it is apparent that this affects his self esteem. Samuel is at a normal social development, but often looks bored or disconnected from material. He will respond when ask to complete work, but performs better with extrinsic motivation. In a student survey passed out at the beginning of the clinical practice, Samuel responded he feels he learns best from auditory and visual presentation on information. Samuel is Caucasian male with a middle class SES, and split residence in Encinitas with divorced parents. Parents have 50/50 custody over Samuel and take time to make sure he is completing his work on time. He enjoys spending his time on the computer and video games.
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