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a. Engaging and Supporting Diverse Learners: Applying Principles of Universal
Design for Learning
i. Whole Class
1. Third hour has 24 students, none of whom are special ed. There
are six girls and eighteen boys. The class can be a little loud, but
is never too rowdy. They are a great group to work with because
they are willing to participate. Overall, this hour is one of the
higher-level classes. Currently, no one in this hour has a D or E in
the class.
2. Fifteen students are Arabic, one is African American, and eight are
white. While all of the Arabic students speak Arabic as well as
English, seven of them were raised in the US. These students are
classified as ELLs because Arabic is their primary language at
home, but they are native speakers of English as well. Seven
others were raised in Yemen, and one in Iraq. All of these students
are entirely fluent in English. The large presence of Arabic culture
in this class, as well as the school as a whole, means that
including the culture where possible in lessons is important.
3. This hour is good at both individual and group work. Early in the
semester, they struggled to work together. Now, they work well in
groups and only need a few minutes to settle when working

a. IntroductionEngaging Students, Activating Prior Knowledge, Setting Lesson
i. Introduce the lesson: Have kids pull out their articles and explain what
they are doing today. Remind them that we started thinking about this with
our quick write yesterday. Go over the immigration ban to make sure
students understand what it is. Ask students to think of and name similar
events in history (ex. Japanese Internment Camps). Help students to
relate this skill to real life by listing situations you might need to argue.
b. Instructional ProceduresEngaging Students in Actively Constructing Deep
ii. Model the outlining/brainstorming process by talking them through
iii. Have the students talk for 2 minutes or so at tables to the question What
claims can I make about Trumps immigration ban?
iv. Take a few examples of the claim and write them on the board. Remind
students the claim shouldnt contain an I.
v. Talk through how a writer finds their evidence, either by looking through
the articles or asking why do I believe my claim? and looking for
evidence to support your reasons. Use one of the claims given as an
example, and point out a quote that would work as evidence.
vi. Talk through the same process with personal experience as evidence.
vii. Go over the directions and take questions
viii. Have students begin outlining/writing
ix. Walk around room to make sure students are writing and answer
c. ClosureStudents Summarizing and Synthesizing Their Learning
x. Tell the students they can finish writing tomorrow.
xi. Relate the material to persuading people in real life situations
(asking your mom for money, getting a job, etc)