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Signature Assessment

Your Name

Institutional Affiliation

Course

Professor

Date
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Signature Assessment

Signature Assessment Part I: Section B

Plan for Teaching, Learning, and Assessment

Name Date

UWA Course Living and Working Together in State and

Nation

Grade: 2

Teacher Subject: Social Studies

Teacher 1: Teaching, Discussion, and Visual Aids.

Teacher 2: Analysis and Summary

Teacher Candidate:

Grade Level of Student(s): Grade 2

UWA Course: Living and Working Together in State and Nation

Subject/s of Lesson Plan: Introduction, objects, craft activity, discussion, reflection and assessment

Learning Segment (Unit) Title: (Title of Lesson): Describing the importance of cultural unity

and diversity within and across groups

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Question 1

a.

This lesson plan's central focus is to teach students about unity and diversity, fostering an appreciation

for society's richness. The article explores how individuals are similar and different, highlighting the importance

of understanding the richness of diversity in society.

b.

This lesson plan focuses on teaching students NCSS Standards, time, consistency, and change

principles. It introduces unity and diversity, highlighting the importance of cultural similarities and differences.

Students will improve critical thinking, communication, and empathy, ultimately becoming better global

citizens. Students will develop essential skills for a more inclusive and diverse world by understanding the

importance of others' perspectives.

c.

The plan prioritizes students putting their understanding of similarities and differences into practice in

real-world settings. They explore cultural customs, artifacts, and celebrations to understand how people from

diverse backgrounds express individuality. Students are encouraged to connect unity and diversity with personal

experiences and backgrounds.

d.

The learning environment where I teach is dynamic and multimodal, allowing students to discuss and

analyze cultural artifacts and practices in smaller groups. The school provides more materials and resources to

support active and multimodal learning, regularly redesigns classrooms, and incorporates cultural decorations

like posters and artifacts. This creates an engaging and inviting learning environment for students.

Question 2
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a.

Before starting a session, assessing students' knowledge of the topic is essential. Pre-tests and interim

evaluations help determine their understanding. Modifications may be necessary for students with IEPs or 504

plans. English students may require extra help with vocabulary or comprehension, while reading therapies like

phonics teaching and fluency practice can help (Foley-Nicpon & Teriba, 2022). Adept students may benefit

from higher difficulty or enrichment activities. Modifying lessons to suit individual learner needs is crucial.

b.

Whether it is their passions, cultural viewpoints, or life experiences, each of my students brings

something unique to the classroom. Due to variations in learning styles, communication methods, and social

norms, certain students' engagement with the course material and interactions with their classmates is

sometimes influenced by their multicultural backgrounds. The educational experience can be enriched by

utilizing various student interests. As their instructor, I can motivate their students to learn and succeed by

concentrating on what they are passionate about.

Question 3

a.

Teachers can justify their learning tasks and resources by considering students' prior academic learning

and personal, cultural, and communal assets. They can choose lower reading levels or use scaffolds to aid

students. For example, I normally choose relevant readings or discuss issues with recent immigrant students and

check for understanding afterward. Research and theory inform such decisions, using culturally responsive

pedagogy and Universal Design for Learning principles.

b.
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The co-teaching lesson plan caters to diverse students' learning styles by offering ample time and space

for comprehension. It includes listening, looking, and comparing images from different cultures, allowing

students to work independently or in small groups. Teachers can justify their instructional tactics by addressing

specific needs, such as IEPs, Section 504 Plans, and gifted students (Foley-Nicpon & Teriba, 2022).

Differentiated instruction, small group instruction, and personalized support are employed, with regular

progress reviews and adjustments.

c.

Students may struggle to grasp unity and variety due to their complexity. They may have a limited or

stereotypical view of certain cultures or groups, leading to a monolithic story or failing to appreciate diverse

perspectives. Teachers can combat this by including diverse texts, topics, and perspectives in the classroom,

encouraging students to share their experiences and perspectives. They can also use the intersectionality

paradigm to help students understand how their intersecting identities shape their worldviews. Additionally,

teachers can create a safe, inclusive learning environment that celebrates and appreciates differences,

encourages constructive interactions, and encourages students to question and disprove their biases.

Question 4

Teachers can create workouts incorporating essential language through collaborative learning, role-

playing, reading articles aloud, presenting challenges, and using images. One teacher teaches appropriate

literary language, while the assistant teacher supports and promotes students' language use. Examples include

defining crucial words, demonstrating appropriate language, motivating students through provocative questions,

and engaging them through games (Hafner & Ho, 2020). Teachers can also create games using essential phrases

to enhance language skills.

b.
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Language development in children can be aided by providing opportunities for studying, practicing, and

applying vocabulary. Learning can take various forms, such as reading aloud, discussing, and writing. In social

studies lessons, students can compare urban, rural, and suburban settings using terms like "urban," "rural," and

"suburban."

c.

Teachers can support children's language development by explicit instruction, modeling key vocabulary,

using visual aids, and providing meaningful vocabulary use opportunities. Comments and constructive criticism

aid in improving language skills.

d.

Language function involves developing students' ability to explain and describe ideas or processes using

precise language (Oga-Baldwin, 2019). Teachers can support this by providing positive role models, allowing

students to explain concepts in various contexts, and providing explicit instruction on information organization.

b.

Students should develop and practice the language skill of analysis, which involves breaking down large

amounts of information into manageable chunks. Teachers can use explicit instructions, models, and supervised

practice to help students understand and apply the language function (Hafner & Ho, 2020). Graphic organizers

like Venn diagrams and concept maps can also help organize content.

Question 5
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a.

Using a combination of formal and informal assessments to assess students' understanding of lesson

concepts will show me concrete proof that they have grasped the concepts I have been teaching them. Formal

assessments align with learning objectives, while informal assessments provide feedback and identify areas for

improvement.

b.

When making assessments, it is crucial to consider the needs of all students, including those with IEPs

or Section 504 Plans, those learning English, those with reading difficulties, and talented children. I use

strategies like offering various test styles, providing clear guidance, using formative assessments, and working

with bilingual or teaching disabilities to ensure assessments are appropriate and accessible for all students

(Hafner & Ho, 2020). Also, I provide constructive feedback, utilizing formative assessments, and collaborating

with bilingual educators.

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References
Foley-Nicpon, M., & Teriba, A. (2022). Policy considerations for twice-exceptional students. Gifted Child

Today, 45(4), 212–219. https://doi.org/10.1177/10762175221110943

Hafner, C. A., & Ho, W. Y. J. (2020). Assessing digital multimodal composing in second language writing:

Towards a process-based model. Journal of Second Language Writing, 47(100710), 100710.

https://doi.org/10.1016/j.jslw.2020.100710

Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in

foreign language learning. System, 86(102128), 102128. https://doi.org/10.1016/j.system.2019.102128