Section

II: Contextual Factors

Within the chart below, I have included the information that I found relevant to student
learning and interaction within the classroom. One thing that I found unique with this class is
the fact that it is evenly split between males and females. This has been helpful when it comes
to competitive activities such as test review, as they like to split-up boys vs. girls. A number of
the students in this class are also involved in athletics, JROTC, or working part-time jobs. I also
took this information into account while planning and executing this unit. A few students in this
class have IEP or 504 plans that I must keep in mind at all times. The only times that I have seen
these truly affect the class is on test days. There are 4 students who elect to take their tests
with their resource teachers, which allow for extended time and other accommodations while
taking the test.
When planning this lesson, I took these factors into account to make sure that each student
would have the same opportunity to get as much out of it as possible. On a few occasions
during the last two weeks, I had several students leave class early due to away games for their
sport. Taking this into account, I made sure to post any information or assignment on Google
Classroom. I also monitored the amount of information that I went through each day, and made
sure that it was manageable for each student. By planning in this way, I was able to keep each
student accountable, while also keeping the extracurricular lives of my students in mind.


Important Student Information (Key Element 1.A)
Factor
Description Source(s)
(e.g., gender, SES, reading
(in terms of your students) (if needed)
levels)
Gender Males: 13 Power School
Females: 13
Ethnicity White: 3 Power School
African American: 23
IEP/504/Medical 14 Students Power School
Accommodations • Access to restrooms/nurse at any
time
• Preferential seating
• Additional time on tests/ability to
take test with resource teacher
• Self-monitoring allergies
Activities/Hobbies Sports (a few members of the football General
team, track team, cheerleading squad), conversations
jobs, spending time with family, watching
movies, spending time on the computer
 Important Student Information (Key Element 1.A)
Factor
Description Source(s)
(e.g., gender, SES, reading
(in terms of your students) (if needed)
levels)
Students who work part- Males: 10 General
time Females: 8 Conversations

How many have an interest No interest: 11 Show of hands
in gov/politics? Some interest: 12
Significant interest: 3