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Introduction:
At the secondary level, students shift their learning from logic to analyzing. Students at
the tenth-grade level are taught how to read, analyze, and interrupt what they read and write.
This is the grade level that students can begin preparing for higher education or life after high
school. A typical tenth-grade class holds about 25-30 students. Most general education teachers
have at least one class or period that mixes general students and students with learning
disabilities, commonly referred to as an inclusion class. In every grade level (10th – 12th), general
English teachers must teach one inclusion class; others are a combination of honors and AP
classes. This public school has a mix of demographics; the majority population is students of
color, biracial, and white. Students at the school have Chromebooks to access assignments
online; most programs are accessible virtually. English 10 exposes students to various literature
for students to analyze, interpret, and view. The standard 10.4 covers the concepts and skills
students will learn:
10.4 “The student will read, comprehend, and analyze literary texts of different cultures
and eras. a) Identify main and supporting ideas. b) Make predictions, draw inferences, and
connect prior knowledge to support reading comprehension. c) Explain similarities and
differences of techniques and literary forms represented in the literature of different cultures and
eras. d) Analyze the cultural or social function of literature. e) Identify universal themes
prevalent in the literature of different cultures. f) Examine a literary selection from several
critical perspectives. g) Explain the influence of historical context on the form, style, and point of
view of a literary text. h) Evaluate how an author’s specific word choices, syntax, tone, and voice
shape the intended meaning of the text, achieve specific effects, and support the author’s
purpose. i) Compare and contrast literature from different cultures and eras. j) Distinguish
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between a critique and a summary. k) Compare and contrast how rhyme, rhythm, sound,
imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary
forms. m) Use reading strategies to monitor comprehension throughout the reading process”.
This standard will teach students to analyze, interpret, view, and represent literature using
figurative language and literary devices. They will use plot and Venn diagrams to better analyze
and interpret the literature’s plot and characters. Students will be introduced to viewing multiple
perspectives through literature and online resources. Students will also represent their beliefs and
make real-world connections that recognize their beliefs and how it is represented in readings.
Students will use multimedia to demonstrate their knowledge and understanding of the content.
Gifted Learners:
Most gifted students are identified by high school but can get overshadowed in general
education classes. Teachers who teach gifted students should first understand the students'
learning experience and process to effectively achieve the students understanding (Bennett &
Northcote 2016). Talented students can find themselves bored and unmotivated to engage in
learning if the work may be easy for them. Students will be asked to research a particular
literature era and make parallel connections to the current period. Students will have the choice
to choose the era that most interests them. Students are more likely to be motivated to learn if it
is their choice and interest. Students can follow their curiosity, allowing flexibility to encourage
inquiry-based learning and gain control of their knowledge (Ablconnect 2023). This supports
standard 10.4(c), where students will analyze and interpret the similarities between each era. In
addition, students will view online resources to further understand each era.
Struggling Learners
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10th-grade students are at a pivotal point in their learning that determines how their
education impacts post-graduation. Many struggling 10th graders have almost no motivation in
the classroom. Social media has become the language for secondary students; it keeps them most
engaged. One strategy to keep students engaged is using social media to pique their interest and
analyze culture and social functions (SOL 10.4(d)). Students will explore the various forms of
digital literature through social platforms to develop inferences on cultural impacts. Social media
has become its own language for secondary students. It can help students build their confidence
through social platforms to formulate their opinions and be exposed to vast information online,
stimulating their writing skills to respond (Will, Yunus, Suliman 2019). Another strategy to
support struggling students can be by making adjusting how the literature is being delivered.
When reading a short story, I will provide an audio version to listen to while reading.
Audiobooks are beneficial to improving reading skills; similarly, reading aloud increases
understanding and critical listening (Wolfston 2008). Struggling learners have the same learning
accessibility but may need extra help understanding the content.
English Language Learners
English language learners are exceptional; they work twice as hard to meet learning
standards. In 10th grade, ELL students often struggle the most because the curriculum shifts from
learning the framework of English to conceptualizing the framework; their response may get lost
and they have to translate between languages. This can negatively impact their attitude and
discourage students from wanting to participate in the class. It is the teacher's responsibility to be
mindful and inclusive when selecting literature for instruction. To achieve 10.4, ELL students
will interrupt and discuss in small groups about social issues as a youth. It is expected that a
written response may lack quality, but verbally students are engaged and participating. Students
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enjoy teaching methods that encourage them to respond personally, speak from their perspective,
and provide their own opinion (Ghazali et. al., 2009). ELL students are less pressured and more
inclined to share their thoughts in a small group. Because of the language barrier, visual
examples of the learning outcomes can make it easier to grasp the concept. ELL students will
view visual representations of literature through animated short stories and then create a plot
diagram about the story. One article describes how visual examples throughout the lesson most
effectively met their learning needs (Curtin 2006). As the teacher, it is my goal to deliver the
SOLs to ELL students in a way that they can comprehend at their personal level.
Students Impacted by Trauma
Trauma is spectrum and the response will vary from student to student. Trauma can leave
physical and emotional damage. Secondary students are dealing with being a teenager and their
trauma. Students may excel in their assignments but struggle to positively engage in discussions
and social interactions. As the educator, it their responsibility to make the student feel safe and
accepted in the classroom; this will reflect in their behavior. Students who feel safe in the class
will likely respond and grasp the content. One activity to engage SOL 10.4, students is to provide
them with space and choice. As analyzing and interrupting literature can become biased and
insensitive, students with trauma have the power of learning within their comfortability. The first
level of intervention for students with trauma begin with creating positive and safe environments
through routine and being attuned to the student’s behavior and triggers (Phifre & Hull 2016).
Teachers can support students by addressing their emotional needs and building their confidence
in their learning skills. Another strategy for students are to encourage their thought process. SOL
10.4 (f), can be taught by having students analyze literature and how their views are being
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interrupted in the reading. Students who are adequate by trauma thrive in a learning environment
that is supportive and safe to be who they are and not defined by their trauma.
Conclusion
General education teachers set the tone through their teaching methods and what culture
they want to promote to student from all backgrounds. To achieve standard 10.4, the teaching
strategies will motivate general students, gifted learners, struggling students, ELL, and students
impacted by trauma to achieve standard 10.4. To implement the design to be inclusive of all
students can be achieved through small group work. This will bring the diversity of students to
share their ideas about the literature and be exposed to multiple perspectives. At the same time,
they analyze, view, represent, and interrupt to optimize their understanding. It is essential as the
educator to be diverse in the teaching methods and implement differentiated instruction
strategies. “Differentiated instruction is an adaptive method of instruction by which teachers
provide multiple possibilities for learning based on students’ backgrounds, readiness, interests
(Estaiteyeh 2023)”. Learning activities such sournaling or think-pair-share can be practiced with
all groups of students to achieve the standards of learning in English 10.
References:
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Teaching Strategies
Bennett-Rappell, H., & Northcote, M. (2016). Underachieving gifted students: Two case
studies.HIssues in Educational Research,H26(3), 407-430.
Ellen M. Curtin (2006) Lessons on Effective Teaching from Middle School ESL Students,
Middle School Journal, 37:3, 38-45, DOI: 10.1080/00940771.2006.11461534
Estaiteyeh M, DeCoito I. Planning for Differentiated Instruction: Empowering Teacher
Candidates in STEM Education. Can. J. Sci. Math. Techn. Educ. 2023;23(1):5–26. doi:
10.1007/s42330-023-00270-5. Epub 2023 May 8. PMCID: PMC10166050.
Ghazali, S. N., Setia, R., Muthusamy, C., & Jusoff, K. (2009). ESL Students' Attitude towards
Texts and Teaching Methods Used in Literature Classes.HEnglish language teaching,H2(4), 51-56.
Make real world connections to course material. cube. (n.d.).
https://ablconnect.harvard.edu/make-real-world-connections-course-material
Phifer, L.W., Hull, R. Helping Students Heal: Observations of Trauma-Informed Practices in the
Schools. School Mental Health 8, 201–205 (2016). https://doi.org/10.1007/s12310-016-9183-2
Wil, C. S. C., Yunus, M. M., & Suliman, A. (2019). The use of social media to assist writing
skills among secondary pupils.HInternational Journal of Academic Research in Progressive
Education and Development,H8(3), 224-236.
Wolfson, G. (2008). Using Audiobooks to Meet the Needs of Adolescent Readers. American
Secondary Education, 36(2), 105–114. http://www.jstor.org/stable/41406113
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