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Korrie BerbereiaNovember 24, 2009EDUC 431 PACTContext Commentary

1. Briefly describe the following:a. Type of school/program in which you teach, (e.g., elementary/middle school, themedmagnet, or charter school)

XYZ School is part of the XYZ Unified School District that encompassesapproximately 600 square miles and is located in the town of XYZ a small, rural,agricultural community. The town of XYZ is an unincorporated area of the County witha population of approximately 2,000. At XYZ School we strive to provide our studentswith an environment conducive to learning and a quality curriculum, which keeps themactively involved throughout the instructional day. We want our students to be able toapply academic principles and critical thinking skills to solve real world problemsrelevant to their lives. This includes the ability to work together, to communicate well,and to share knowledge with others. Parents and community members are an integral part of the school. The PTO, SSC, ELAC/DELAC and Migrant PAC are an active part of the school community. They sponsor many events throughout the year that help connect parents, students, and teachers. The school is fortunate to be embraced by a dedicatedstaff and a caring community. b. Kind of class you are teaching (e.g., third grade self-contained, sixth grade coreEnglish/social science) and organization of subject in school (e.g., departmentalized,interdisciplinary teams)Self contained 5

gradec. Degree of ability grouping or tracking, if any;none2. Describe any district, school, or cooperating teacher requirements or expectations thatmight impact your planning or delivery of instruction, such as required curricula, pacing,use of specific instructional strategies, or standardized tests.All school sites benefit from district-wide resources such as instructional materials,lottery, routine restricted maintenance, safety, and other funding. Some of the specialfunding sources supporting student programs include:§Title I (NCLB)§Title II—Teacher Quality§Title III Consortium§Title IV§Title V§School Safety and Violence Prevention§Library Materials

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§Special Education§Economic Impact Aid§Migrant§English Learners fundingBTSA3. How much time is devoted each day to specific instruction in history-social science inthe class which is the focus of this task?

2-3 hours weeklyAbout the students in your class:

1. How many students are in the class

2. How many students in the class are:English Learners

Redesignated English Learners

Proficient English Speakers

3. Please complete the following table about your English Learners’ latest CELDT scores(if available):

# of Studentsat EachCELDT Levelin DifferentModalitiesScore LevelListeningSpeakingReadingWritingOverall

Beginning44354EarlyIntermediate83534.75Intermediate35765.25EarlyAdvanced1012101010.5Advanced34343.54. How many students have Individualized Education Plans (IEPs) or 504 plans?

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5. How many students participate in a Gifted and Talented Education (GATE) program?

About the school curriculum and resources6. Describe any specialized features of your classroom setting, e.g., bilingual, StructuredEnglish Immersion, team taught with a special education teacher.

2 hours per day of bilingual instructional assistant, 1 hour per day of collaboration with special education teacher.

7. If there is a particular textbook or instructional program used for history-social scienceinstruction, what is it? (If a textbook, please provide the name, publisher, and date of publication.)

Houghton Mifflin California Edition 2007 Edition

8. What other major resources are typically used for history-social science instruction inthis class?

Houghton Mifflin Textbook Support Package California 2007 EditionLesson PlanContent Standards:

5.5 Students explain the causes of the American Revolution.

1. Understand how

political, religious, and

economic ideas and interests broughtabout the Revolution

(e.g.,

resistance to

imperial policy, the Stamp Act, the TownshendActs,

taxes on tea,

Coercive Acts).2.

Know the significance of the first

and second

Continental Congresses

and of theCommittees of Correspondence.3.

Understand the people and events associated with the drafting and signing of theDeclaration of Independence

and the document’s significance, including the key political concepts it embodies,

the origins of those concepts

, and its role in severing tieswith Great Britain.

4. Describe the views, lives, and impact of key individuals during this period

(e.g.,

King George III

, Patrick Henry, Thomas Jefferson, George Washington, BenjaminFranklin, John Adams

Resources and Materials:

See attached pages (Resources 2-3)Copies of “Revolutionary Tea” and lyrics1 clean plastic cup per studentHot water and Caffeine-Free Tea BagsSpoonsSugar JournalsPencils

Objective(s):