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My class is eleventh grade English. When you walk in you will see bright and inviting
colors. You will notice what I call a cozy corner for my friends to come in and regulate if they
are having a rough moment. I have four different classes and each class has an average of
twenty students. My students range in educational development, and some need more support
than others. My school is very big on standards and is focused on the students learning and
feeling comfortable with their work. They are less focused on standardized testing. The
standard I am focusing on now is..
11.8 The student will analyze, evaluate, synthesize, and organize information from a
variety of sources to produce a research product.
1. a) Use technology as a tool to research, organize, evaluate, and
communicate information.
2. b) Narrow a topic and develop a plan for research.
3. c) Collect information to support a thesis.
4. d) Critically evaluate quality, accuracy, and validity of information.
5. e) Make sense of information gathered from diverse sources by identifying
misconceptions, main and supporting ideas, conflicting information, point of
view or bias.
6. f) Synthesize and present information in a logical sequence.
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7. g) Cite sources for both quoted and paraphrased ideas using a standard
method of documentation, such as that of the Modern Language Association
(MLA) or the American Psychological Association (APA).
8. h) Revise writing for clarity of content, accuracy, and depth of information.
9. i) Edit writing for grammatically correct use of language, spelling,
punctuation, capitalization, and sentence/paragraph structure.
10. j) Define the meaning and consequences of plagiarism and follow ethical and
legal guidelines for gathering and using information.
For this standard when it comes to integrating viewing, I would have a PowerPoint presentation
showing how to organize a research paper. This would include showing them how to set up an
outline to show their main ideas and subpoints for those main ideas. This PowerPoint will also
show how to properly use APA and MLA format for citing sources throughout the research
paper. For making sure my students are interpreting this standard I would have my students
pick their topic and start an outline during class, so I could check it to make sure they were
understanding how to create and use an outline. For analyzing I would have them examine a
research paper and have them highlight what they think the writer’s topics and subpoints are
and have them identify what format the writer is using for their citations. When it comes to
representing the standard, I would have my student turn in a rough draft of their research paper
(students would be given a list of topics to choose from). So, I could examine it to see how well
they are understanding the standard. I would then give them pointers for the final copy of their
research paper.
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For this standard when it comes to gifted learner I would create an interdisciplinary
product opportunity to elevate learning and address multiple standards from various subject
areas simultaneously (Brulles & Winebrenner, 2019). I would talk to the history department to
see what standard they were one and then have my gifted student write a research paper on
something from that standard. For example, if they were learning about U.S history from the
1800’s I would have them pick a historical event or person from that time. This in turn would
also lead to the strategy of using independent study for the gifted students in my classroom.
Independent study is the most frequent recommended instructional strategy in programs for
gifted students (Johnson & Goree 2021). Gifted learners are not always easy to point out of a
group of students. This is because, some gifted learners do not have the best grades. This is
because these kids get bored in class because they are not challenged enough, so they are not
motivated to do the work. Gifted learners are able to comprehend material that is grade levels
above their peers. These students usually have a strong sense of curiosity. They learn things
early and very fast.
When it comes to helping struggling learners, I would start with differentiated
instruction. With this approach, teacher change and switch around what students need to
learn, how they will learn it, and how to get the material across to them (Osewalt, 2023). For
this strategy I would figure out what helps my struggling students learn and would tailor my
instructional curriculum to hep fit them and their needs. The second strategy I would use for
this standard is graphic organizers. Graphic organizers are tools shown to enhance
comprehension and may be used to help remediate difficulties associated with advance
comprehension task (Singleton & Filce, 2015). I would give out an example of a graphic
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organizer for a research paper to my students and help them fill them understand how to use
them in order to help them better understand how to write a research paper. Struggling
students usually do not make the best grades and they are not interested in school because of
their grades. They might take longer than their peers to complete assignments, but still not
make a lot of progress.
When it comes to English language learners, I would take time in my lesson to do a
prewriting stage. I would do scaffold writing for my ELL students. Scaffold writing for ELLs can
create cross-cultural connections, because this stage involves generating and mapping ideas
(Corujo 2023). During this process I would do a talk before writing sessions. I would have the
students engage in a class discussion to talk through their ideas. This also gives students the
opportunity to get ideas and feedback from their peers. I would also provide writing prompts.
Figuring out what to write about all while learning a new language can be overwhelming
(Corujo, 2023). Providing writing prompts/topics to research can help take one more thing off
of their plate while they are learning how to speak and write in English. English language
learners are students who are limited in the English language. They are usually behind in the
English language which in turn provides a barrier to them being successful in their learning.
A traumatic event is a frightening, dangerous, or violent event that poses bodily or
psychological harm or is a threat to a student’s life or a loved one (“Students exposed to
trauma,” n.d.). Traumatic experiences often initiate strong emotions and physical reactions that
can carry on long after the event happens. Students who have been impacted by a traumatic
event can have behavior problem, emotional problem, and falling academic success. When
dealing with student who have been impacted by traumatic events I will make sure I know the
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root of their trauma. I will be aware of some topics or conversations that might remind them of
the event and make sure I do use those as topics the students can choose from for their
research (“Students exposed to trauma,” n.d.). Another strategy I would use us maintain high
expectations. I would not change my expectations for this standard for the child. Providing
emotional consistency and clear interpersonal boundaries signals safety for children who have
experienced trauma (O’Neill et al., n.d.).
In conclusion, there are many different types of students and figuring out how to teach
them all in one lesson can take some strategic thinking on the teachers end. I would make sure
I have handouts explain exactly what my expectations are for the research project. This way
student with any differences can understand what is expected of them. I would make sure I did
a class discussion/small group so my students could discuss topics and strategies for researching
and writing while bouncing ideas off of each other and getting feedback from the teacher and
their peers. I would make sure I had a list of topics the students can research while allowing the
gifted students to explore other options for research that keeps their mind engaged. Making
sure that students feel safe and have clear goals is important to helping all students.
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References
Brulles, D., & Winebrenner, S. (2019). The Cluster Grouping Handbook: How to Challenge Gifted
Students and Improve. Google Books. https://books.google.com/books?
hl=en&lr=&id=6moPEAAAQBAJ&oi=fnd&pg=PA1&dq=how+to+teach+gifted
+students&ot
Corujo, J. (2023, January 3). Writing strategies for ELL students. Education and Learning Technology
Company | HMH. https://www.hmhco.com/blog/writing-strategies-for-ell-
students
How to spot a student who is struggling. (2024, February 7). Gorick Ng's The Unspoken Rules | Gorick
Ng - Official Website. https://www.gorick.com/blog/how-to-spot-a-student-who-is-
struggling
Johnson, S., & Goree, K. (2021, September 23). Teaching gifted students through independent study |
18 | V4 | Methods. Taylor &
Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003236603-
18/teaching-gifted-students-independent-study-susan-johnsen-krystal-goree
O'Neill, L., George, S., & Wagg, J. (n.d.). Trauma-Informed Classroom Strategies.
Web.unbc.ca. https://web.unbc.ca/~loneill/classroomstrategiesmanual.pdf
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Osewalt, G. (2023, October 5). 5 common techniques for helping struggling students.
Understood. https://www.understood.org/en/articles/5-common-techniques-for-
helping-struggling-students
Singleton, S., & Filce, H. (2015). Graphic Organizers for Secondary Students With Learning Disabilities.
journals.sagepub.com. https://journals.sagepub.com/doi/abs/10.1177/004005991
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Students exposed to trauma. (n.d.).
https://www.apa.org. https://www.apa.org/ed/schools/primer/trauma
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