Overall Students: Most students come from the upper middle class and are predominately white. Classes have between 35 and 40 students in each class. Most students are willing to learn given they have built a community where they feel comfortable. Most students enjoy technology, sports and movies.


Johnny: 9th grade
  1. Culture: American
  2. Language: English
  3. SES: Upper Middle Class
  4. Family: Lives with his Mother, father and has an older sister in college
  5. Readiness: Johnny has strong skills in mathematics, and reads at grade level.
  6. Interests: plays on the soccer team, and plays guitar
  7. Affect: He is quiet and doesn’t like to work in groups, but is a good student and always does his homework.
  8. Management: He needs to branch out and start sharing his ideas with others and become more part of the community of the classroom. Although he is quiet, he can work well in groups, but does not like to take lead. As a teacher, I will encourage him to take class roles and make him feel comfortable. As for our unit, I would sit Johnny next to and partner with a student who may be a little behind to force him to speak up and share is knowledge. He may be given some leadership responsibilities with the service learning project at the end of the unit.
Differentiation:
Content/Readiness: Johnny has all the needed tools to be successful in this unit and is reading and preforming math at grade level.
Process/learning profile: Johnny needs to work better in groups and assume some sort of role to keep his interest. He is a smart student, but sometimes gets distracted by other things around him.
Product/interest: I think this unit will be good for him since he is good at math and it will stretch his thought process to go deeper, which will also prevent him from getting distracted.



Ana: 10th grade
  1. Culture: Mexican, parents are immigrants
  2. Language: mostly Spanish, Reclassified EL
  3. SES: lower middle class
  4. Family: Ana lives with her Mom, Aunt, Uncle and Cousin.
  5. Readiness: She is a reclassified English learner, so she is working still on her English skills especially writing. She has taken Algebra 1 twice and is now in Geometry.
  6. Interests: She likes to cook, and hang out with her friends
  7. Affect: She is in general a very popular girl and works well in a group. People like her and she tends to be a good leader.
  8. Management: Ana is a smart girl that needs to be challenged and to be told of her expectations. For this unit, Ana needs to be encouraged to read carefully and take lots of notes. This may be a difficult book for her since it combines a lot of her weaknesses, but her imagination and creativity needs to be encouraged to get her excited about the unit.
Differentiation
Content/Readiness: Ana reads a little below reading level and has issues with decoding and understanding academic language. Her math is also a little weak since she has taken Algebra 1 twice.
Process/learning profile: Ana needs to be put into a group that will support her. I don’t want them to tell her all the answers but I want them to help her with insight to the book. I will also provide her with some vocabulary and definitions for each chapter so she can practice them while she reads.
Product/Interest: For the Service learning project at the end of the unit, I would like Ana to have a leading role since she has the ability to get people motivated. This will help her to take charge of her own learning and force her to be confident in what she does understand.




Chloe: 10th grade
  1. Culture: American
  2. Language: English
  3. SES: Middle Class
  4. Family: She lives with her mother, father, and younger sister.
  5. Readiness: Chloe has been deaf since birth, and she is fluent in ASL. Due to the differences between ASL and English, she often misses articles directed towards nouns.
  6. Interests: She plays soccer, and has developed a method of communication with her team which works well.
  7. Affect: She mostly associates with other DHH students at school, and in class she only communicates with her translator. This makes her isolated and not share ideas in class.
  8. Management: Chloe would benefit from working in small groups where her translator could speak for her. It seems other teachers are nervous about calling on her, so she does not get the chance to speak up in class. For this Unit, she will benefit from drawing pictures, especially at those related to the text. She needs to be grouped up with students who are profficent at writing to help her proofread her assignments and show her what is missing. We will also be calling on her to make sure that she understands what is going on and will be able to answer through her translator. If needed, she can stay during lunch or after schools so she can fill in any missing pieces so she can be on track with the assignments.
Differentiation
Content/Readiness: Chloe can read well, but sometimes her writing skills are a little weak. Her math is right at grade level, but has a hard time communicating it to others which is an important part of understanding math.
Process/learning profile: Chloe needs to work more in groups, and work with her translator so she can talk to others about the math. Many teachers are very afraid to call on her, so she needs a more active role in the classroom community.
Product/Interest: Since she is a soccer player, I think she can connect to this in a more visual and physical way. The first lesson to introduce the idea of being in a 2 dimensional space is designed for students like Chloe to try to physically see how a world like that looks like.



Nicholas: 10th grade
  1. Culture: American
  2. Language: English
  3. SES: Upper Middle Class
  4. Family: Lives with mother, father, and two sisters. Has older brother in college.
  5. Readiness: He is a visual learner and excels in Math, and he struggles with reading and writing. He is very motivated to do well but sometimes gets discouraged in English class.
  6. Interests: He runs cross country, likes computers, and plays video games such as “Minecraft.”
  7. Affect: He has a close group of friends and is social with most people. He considers himself to be a “nerd,” and is empowered by his enthusiasm for his hobbies, rather than be embarrassed by it.
  8. Management: He is self-motivated but may benefit from working with stronger readers who can help him with comprehension and seeing the big picture in a text, and also suffers from ADHD. The fact that he is motivated by himself to work hard is a good quality to have as a group member, and may work with someone who is known to goof off. I would potentally place him in a leadership position due to this motivation, and his confidence in English and language will fall through, especially if someone in his group is good at it.
Differentiation
Content/Readiness: Nicholas does well in math and tends to work ahead of the class's pace, but lacks confidence in English.
Process/Learning Profile: Nicholas has to be constantly busy or else he can get off task and start to distract others. He can be challenged and if in a group setting, I would ask him specifically more open ended questions to have him examine the material at a deeper level.
Product/Interest: Since Nicholas likes technology, he will be a good person to be in charge of the research and information portion of the service learning project. It will be good to put him in charge of something so it will keep him busy.

Grace: 10th grade
  1. Culture: Japanese
  2. Language: English
  3. SES: Middle Class
  4. Family: She lives with her mother, father, and younger brothers.
  5. Readiness: Grace moved to California when she was 5. She is an English Learner at the Early Advanced stage, and takes her time reading and writes proficiently. Sometimes she has issues uncovering surface meanings of texts. She is good at math, generally achieving B's, but has a hard time with vocabulary and using full academic language.
  6. Interests: pop culture, social networking
  7. Affect: Grace works well by herself and with groups. She likes to contribute and is confident with ideas.
  8. Management: Grace will continue to improve her reading and writing skills working with other proficient students. She often repeats back what she is told, so allowing her to do this helps her internalize what is shared. Grace needs to work on vocabulary skills and understanding the deeper understanding of the material. This lesson is mainly focused on this issue, and it may be difficult for her. I plan on creating a poster with key words on it so she can reference them during the class. I will also call on her and make sure that she is able to restate some main ideas in her own words to check for understanding.
Differentiation
Content/Readiness: Grace is an English learner and has issues reading and understanding words. Her math is good, but has issues with academic language and translating it.
Process/Learning Profile: Grace has good ideas so working in groups will help her to verbalize what she understands and help her refine her English. She will also be given a vocabulary sheet with definitions to help her through the reading.
Product/Interest: I think the book Flatland will challenge her, but will help her with her reading skills. She is interested in how relationships work, so the story behind flatland will help her to stay interested.




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