Professional Documents
Culture Documents
UNIT OVERVIEW
ASL Standards
1.Sign arguments to support claims with clear reasons and relevant evidence.
2.Sign informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
3.Produce clear and coherent signing in which the development, organization, and style are appropriate
to task, purpose, and audience.
Learning objectives:
Week One:
1Student will learn the background information of Holocaust before reading the Diary of Anne Frank.
2. Students will analyze and comprehend the Anne Frank book.
Week Two
1. Student will analyze and comprehend the Anne Frank book.
2. Students will answer some comprehension questions
Rationale:
This unit on facing adversity with “The Story of Anne Frank-A biography” immerse the students in
diverse cultures, empathy, and awareness. The unit encourages critical thinking, reading
comprehension skills. Students will do literacy analysis through the lens of facing adversity. Through
Anne Frank’s words students are exposed to the harsh reality of discrimination and resilience of a
human spirt when facing an unimaginable adversity.
Class composition & learner characteristics:
There are 5 students in the classroom they are on level reader, advanced and under level. There is
three female students and three male students.
I teach 7th-grade English Language Arts with five students daily for 45 minutes. Below is an overview
of my diverse seventh-grade English Language Arts class composition, encompassing demographics,
learning styles, and accommodation for each student, which are essential to creating an inclusive and
supportive learning environment. Here is a snapshot of five students in my class:
Jean: Demographics: Jean, a thirteen-year-old African American student. She is very creative, and she
is never in a bad mood. Her adoptive parents are very motivated to learn ASL to be able to help her
read and communicate with her better.
Learning Style: Jean’s learning style is a lot of auditory support with signing. She doesn’t take abstract
information very well. Information will need to be concrete and literal.
Accommodation: Provide additional time to complete assignments and test. Leveled assignment to
the level that she can do.
Haley:
Demographics: Haley a 13-year-old student who is very shy and quiet. She has a strong interest in
comics book. She identifies as Caucasian.
Learning Style: Haley is a visual learner she often needs pictures to connect to word she is not familiar
with. She appreciates ASL before reading English it helps her understand and visualize before she read
in English.
Accommodation: Provide additional time to complete assignment and test. I leveled the assignment
to the level that she could do. Provide ASL as an option instead of written English assignment.
Iris:
Demographics: Iris is very outgoing; she has a sense of humor. She is always motivated to learn. She is
trilingual with Spanish, English, and ASL.
Learning Style: Iris’ learning style is visual learner and kinetic. She learns better when there is a hands-
on activity to help her understand.
Accommodation: To support Iris’s success, she needs additional visual aids. She learns better when it
is hands-on (Kinesthetic learner). She benefits a lot from having those accommodations.
Alex:
Learning Style: Alex learns better when there is some critical thinking involved. He likes to have some
challenges in his assignments. He is a very fast learner.
Accommodation: Alex doesn’t have any accommodation; the only thing is had is have an assignment
on a bit higher level.
Adam:
Demographics: Alex, a 13-year-old student is from a trilingual household. He knows Spanish, English,
and ASL. He brings a rich language experience to the classroom.
Learning Style: Adam is a visual and kinetic learner. Sometimes he will need some additional language
support in ASL.
Accommodation: Adam have some issues with his fingers making it hard for him to do certain things.
Sometimes we offer to write for him while he signs the answers.
Students will take a multiple-choice exam by the end of the book. (Summative).
Students will write a summary of every 4 chapter. There is 8 chapter all together (Summative)
Week Two:
Topic