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Diverse Classroom Scenarios for First to Sixth Grade Lesson Planning at ODU

This lesson plan outlines four diverse classroom scenarios developed by students in TLED 432/532 at Old Dominion University. Each scenario features different grade levels—first, second, fifth/sixth, and kindergarten—highlighting the unique demographics, socioeconomic statuses, and learning needs present in each classroom. The scenarios demonstrate strategies for addressing challenges such as gifted education, special needs, and ESL students. Ideal for educators aiming to create inclusive and effective lesson plans that cater to varied student backgrounds.

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Diverse Classroom Scenarios for First to Sixth Grade Lesson Planning at ODU

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  1. Lesson Plan Scenarios Developed by the students of TLED 432/532 Fall 2013 Old Dominion University

  2. Scenario 1: First Grade • Our scenario is for a 1st grade class with a total of 20 students. Of the 20 students 2 are white and the other 18 are black. There are no ESL students, however there is 1 student is a male with ADHD, 1 is a male with Autism , and 2 gifted students. Of the 2 gifted students one is a female that reads at a 3rd grade level and the other is a male that reads at a 2nd grade level. The gender balance will be 9 girls 11 boys, with 5 girls and 2 boys reading at low levels and having mastery over few pre-primer words. • Our school will be a title one school that has a 90% FRL population, has very low parent involvement, and is accredited with a warning. It is located in the center of a low socioeconomic neighborhood. The school is properly funded and the classroom has 3 computers plenty of books and learning materials.

  3. Scenario 2: Second Grade • Grade: 2 • # of students: 20 • Breakdown •   -gender: 12 boys 8 girls •   -FRL: 10 (half of our students) •   -race/ethnicity: black, white, hispanic •   -ESL: 4 students •   -Gifted: 5 students •   -Special needs: 2 (1 hearing impaired; 1 autistic)  • Location of school: rural area • Accredited: No • Reading levels: emergent (ESL students); beginner (majority of class); intermediate (gifted students) • Teachers:  1 teacher, parent volunteers,  and ESL teacher, special ed. teacher, reading specialist (these 3 come in for a certain time each day) • Technology: smart boards in most classrooms, 2 classroom laptop sets • Resources: 2 computers in our classroom, teacher aids, classroom library, reading benefit program (students receive free books) • Funding: regular/good • Strengths: comprehension, decoding • Challenges: decoding and fluency for ESL students; prosody for entire class.

  4. Scenario 3: 5/6th Grade • Grade: 5th/6th • # of Students: 20 • ·     Gender: 13males, 7 girls • ·     FRL/SES: 4 • ·     Race/ethnicity: 12 White, 8 Black • ·     Gifted: 4 gifted – no more than 2 content areas/core subjects • ·     ESL: 0 due to demographics • ·     Special Needs: 2, 1 mobility, 1 Dyslexic • Location of school – Rural • ·     Accredited? Yes • ·     Reading levels (by grade equiv.) • o     6 above level (3 – 6th; 3 – 7th) • o     3 behind (one – 3rd, 2 = 4th) • o     11 on level • ·     Technology • o     1 mobile lab (must be reserved) • o     2 SmartBoards in the school (must be reserved) • ·     Resources • o     1 library • o     1 resource room, 2 expert teachers (1 Special Ed & 1 Reading) • O

  5. Scenario 4: Kindergarten • This is a low SES suburban school located in VA Beach. The school is very diverse and transient because of a large military population. In our classroom alone we have 2 Asian children, 1 Indian child, 3 Hispanic children, 1 Arab child and 8 African-American children and 10 Caucasian children. There are 16 girls and 9 boys. 10 children are FRL. • The reading levels in the class vary. 2 are below average, 15 are on grade level, and 8 are above average. We have a cluster of 8 gifted students. There are 3 ESL students and one child who is high functioning autistic ( He performs well academically, but lacks social skills and communication).

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