A- Analyze Learners
Grade
9th Grade
Subject Area
English 1 CP
General Characteristics
The students are 14 and 15 years old. None of the students have English IEPs, however, some do have 504 plans due to Dyslexia and ADHD. As CP students, many struggle with literary analysis, as indicated both by this year’s assignments and last year’s standardized test scores. They come from low-to-middle income homes, and some do not have parents who choose to involve themselves in their children’s’ educations (though some thankfully do). The vast majority of the students are very well-behaved, as they know that they will receive lunch detentions or referrals for being off-task or disruptive. Still, some need frequent re-direction, and some choose to take the consequences instead of completing work.
Entry Competencies
The students in general are able to do the following:
· Read a short passage of three pages or less
· Navigate the internet
· Respond to multiple-choice questions
Learning Styles
Students learn best from engaging activities that do not last the entire class period. Our school’s lesson plan template has students transitioning through six phases of instruction per lesson (bell work, activating strategy, instruction, guided practice, independent practice, closure), and students have adapted well to having dynamic class periods that follow the school’s routine. Students also enjoy being given the choice to work independently or with a (teacher selected) partner. This gives students someone to turn to for help and fulfills their need to socialize without becoming distracted. However, some students prefer to work independently to solve problems on their own, and they appreciate the ability to choose that method.
9th Grade
Subject Area
English 1 CP
General Characteristics
The students are 14 and 15 years old. None of the students have English IEPs, however, some do have 504 plans due to Dyslexia and ADHD. As CP students, many struggle with literary analysis, as indicated both by this year’s assignments and last year’s standardized test scores. They come from low-to-middle income homes, and some do not have parents who choose to involve themselves in their children’s’ educations (though some thankfully do). The vast majority of the students are very well-behaved, as they know that they will receive lunch detentions or referrals for being off-task or disruptive. Still, some need frequent re-direction, and some choose to take the consequences instead of completing work.
Entry Competencies
The students in general are able to do the following:
· Read a short passage of three pages or less
· Navigate the internet
· Respond to multiple-choice questions
Learning Styles
Students learn best from engaging activities that do not last the entire class period. Our school’s lesson plan template has students transitioning through six phases of instruction per lesson (bell work, activating strategy, instruction, guided practice, independent practice, closure), and students have adapted well to having dynamic class periods that follow the school’s routine. Students also enjoy being given the choice to work independently or with a (teacher selected) partner. This gives students someone to turn to for help and fulfills their need to socialize without becoming distracted. However, some students prefer to work independently to solve problems on their own, and they appreciate the ability to choose that method.