IIP Project: Final - Middle Grades and Secondary Education Assignment - CORE (CompMS)

Interdisciplinary Instructional Planning Project Latoshia Simon School of Education, Liberty University Author Note MACROBUTTON AcceptAllChangesInDoc "Insert full name here. Include ORCID number in URL format if you have one." I have no known conflict of interest to disclose. MACROBUTTON AcceptAllChangesInDocAndStopTracking "<Disclose conflicts, if any>" Correspondence concerning this article should be addressed to MACROBUTTON AcceptAllChangesInDoc "Insert Student's Full Name" . Email: MACROBUTTON Noname <Insert Your LU Email> Table of Contents TOC \o "1-3" \h \z \u Mission Statement, Character Principles, and Biblical Worldview PAGEREF _Toc133323251 \h 3Lesson Plan #1 PAGEREF _Toc133323252 \h 4Lesson Plan #2 PAGEREF _Toc133323253 \h 6Lesson Plan #3 PAGEREF _Toc133323254 \h 8Lesson Plan #4 PAGEREF _Toc133323255 \h 10Lesson Plan #5 PAGEREF _Toc133323256 \h 12Lesson Plan #6 PAGEREF _Toc133323257 \h 14Lesson Plan #7 PAGEREF _Toc133323258 \h 16Lesson Plan #8 PAGEREF _Toc133323259 \h 18Lesson Plan #9 PAGEREF _Toc133323260 \h 20Lesson Plan #10 PAGEREF _Toc133323261 \h 22Block-Style Lessons 11 – 20 PAGEREF _Toc133323262 \h 24Community Engagement Flyer PAGEREF _Toc133323263 \h 27 Mission Statement, Character Principles, and Biblical Worldview Dorothy Hamm Middle School Location: Arlington, Virginia School Population: 923 Mission Statement: Dorothy Hamm Middle School's mission is to offer a student-centered environment that fosters holistic growth and academic excellence. The school collaborates with the community and families to promote biblical worldviews that equip learners to be future confident global leaders. Our teachers incorporate a well-rounded curriculum, cultivating excellence among learners inside and outside class. Character Principles Fairness Fairness involves making right, being free from discrimination, and making reasonable judgments (Berk et al., 2021). Learners can be deemed fair if they listen attentively to others' perspectives and play by the rules. Leviticus 19:15 states that we should not show favoritism but judge in fairness (Chr, 2023). The learners learn to be fair and not discriminate against others based on their social class. Excellence Excellence means striving to be exceptionally good at what one does (Flaherty, 2022). An excellent student will strive to meet deadlines and perform exceptionally well to achieve high grades. In Daniel 6:3, Daniel worked to be distinguished from other officials, which set him apart (Chr, 2023). Learners should aim for excellence in all they do to ensure they make a positive difference. Respect Respect involves high regard toward someone else (Malti et al., 2020). Learners demonstrate respect by speaking politely without using offensive language and listening attentively when the teacher is teaching. The Bible in 1 Peter 2:17, instructs us to demostrate respect and love to each other (Chr, 2023). The Bible guides how learners should act toward others. Learners can treat everyone and emulate this biblical principle. Accountability Accountability means being transparent and accepting responsibility for one's actions (Sugiarti, 2021). Learners demonstrate accountability through the completion of work within the stipulated time. For instance, when a student takes responsibility for making mistakes in classes. In Galatians 6:1-2, we are instructed to hold each other accountable (Chr, 2023). A student needs to guide their friends when they are doing wrong things. For instance, when a friend fails to complete their assignment, one must ask why they did not. Responsibility Responsibility means one has authority over a duty they are answerable for (Sugiarti, 2021). A student is responsible if they take good care of the school property. A responsible student will prepare for classes with all the necessary stationery equipment. In Galatians 6:5, we are mandated to be responsible for our actions (Chr, 2023). Similarly, learners learn the importance of taking responsibility for their actions and the consequences that follow. Resilience Resilient people will overcome adversity because they are motivated and have self-control (Rushton et al., 2021). When learners are resilient, they will implement problem-solving skills when faced with challenges rather than give up. In book of Matthew 12:20, Jesus speaks on a bruised reed that will not be broken. This teaching indicates that we are supposed to be resilient in life even after challenges (Chr, 2023). Learners must be resilient; even when faced with disappointing grades, they must put in more work and stay motivated. Industrious An industrious person puts in hard work and due diligence in all they do (Sugiarti, 2021). Learners demonstrate this trait by being productive in class and completing all assignments. The work is done precisely and keen to detail. Proverbs 21:5 teaches that an industrious person will prosper (Chr, 2023). Learners can emulate this biblical worldview in their education to promote academic success. Therefore, learners will strive for excellence in all they do to emulate the biblical principle. Disciplined Discipline involves abiding by the rules and regulations because of implementing self-control (Proferes et al., 2021). Disciplined learners have time management skills; hence, they do the right thing at the right time. They demonstrate appropriate social conduct when interacting with others. Proverbs 12:1 teaches that those who love discipline also love knowledge (Chr, 2023). The learners should be equipped about the importance of being disciplined References Berk, R., Heidari, H., Jabbari, S., Kearns, M., & Roth, A. (2021). Fairness in criminal justice risk assessments: The state of the art: The state of the art. Sociological Methods & Research, 50(1), 3–44. https://doi.org/10.1177/0049124118782533 Chr, W. (2023). The Holy Bible. Legare Street Press. Flaherty, J. (2022). Coaching: Evoking excellence in others. Routledge. Malti, T., Peplak, J., & Zhang, L. (2020). The development of respect in children and adolescents. Monographs of the Society for Research in Child Development, 85(3), 7–99. https://doi.org/10.1111/mono.12417 Proferes, N., Jones, N., Gilbert, S., Fiesler, C., & Zimmer, M. (2021). Studying Reddit: A systematic overview of disciplines, approaches, methods, and ethics. Social Media + Society, 7(2), 1-14. https://doi.org/10.1177/20563051211019004 Rushton, C. H., Swoboda, S. M., Reller, N., Skarupski, K. A., Prizzi, M., Young, P. D., & Hanson, G. C. (2021). Mindful ethical practice and resilience academy: Equipping nurses to address ethical challenges. American Journal of Critical Care: An Official Publication, American Association of Critical-Care Nurses, 30(1), e1–e11. https://doi.org/10.4037/ajcc2021359 Sugiarti, E. (2021). The influence of training, work environment and career development on work motivation impacts employee performance at PT. Suryamas Elsindo Primatama in West Jakarta. International Journal of Artificial Intelligence Research, 6(1), 1-11. https://doi.org/10.29099/ijair.v6i1.304 Lesson Plan #1 Preliminary Information Subject: Social Studies Grade Level: Grade 6 Learning Segment Theme: Westward Expansion and its influence on Indigenous People Lesson Structure or Grouping: Whole Class ☒ Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: VS.2: The learner should be able to incorporate history as well as social science skills to illustrate the westward expansion in addition to describing the mid-19th century by:Discussing as well as elaborating on the way settlers incorporated technology to adapt to the climate and physical terrain in the westDetermine the significant reasons for westward expansionInvestigate the impact of treaties, policies, and legislations that led to the development and growth of the countryExamine the impact of the Indigenous peoples on the growth of the nation Common Core State Standards: CCSS: ELA-Literacy RH 6-8-1 The learner will provide citations to support their comprehensive analysis of texts.CCSS: ELA-Literacy RH 6-8-2 The learner will elaborate on the primary ideas from the sources and present an accurate summary to demonstrate new details.CCSS: ELA-Literacy RH 6-8-7 The student will incorparate visual aids like photographs, maps, videos, and charts (CCSS, n.d). Learning Objective(s) Learners will investigate the different reasons for the westward expansion in the United States (Virginia, n.d).The student will explore the causes and the impact of expansion of the westward expansion.The student will understand how life was during pre-industrialized periods in North America.The student will incorporate visual aids such as maps to understand the westward expansion.The student will use pictographs and graphs to investigate the adverse impact of the railroad on buffalo and Indigenous Americans. Resources, Materials, and Technology Integration Resources and Materials: Maps indicating the expansion in the United States in 1783Graphic organizer to enhance understanding of the Westward expansion (Fabros & Ibañez, 2023).Pictographs and graphs on buffaloWhiteboard Technology Integration (if applicable): Computers with internet access to research to create virtual storyboardsThe learners will explore Google Earth to identify North America Academic Language Demands Language Demands: Learners will read and write from textbooks to analyze the transportation innovation during the westward expansion.Learners will interpret the readings and write summaries on life during the pre-industrialized period. Language Supports: Teaching grammatical structure on the westward expansion using word chartsPre-teaching vocabulary through vocabulary journals Essential Vocabulary: Manifest Destiny, Westward Expansion, Annex, Emigrant, Indian Removal. Instruction Direct Instruction/Modeling: Tell the learners they will learn what the United States looked like in 1783 through the map. The learners are required to label different areas on the map. Guided Practice: The learners will label different areas on the map as the teacher moves around to supervise Independent Practice: The learners will be given homework to reinforce the westward expansion lesson. Closure: Reviewing key points coherently to ensure that the lesson is well understood. Differentiation Supporting Learners with Special Needs: The session will utilize multisensory teaching aids, such as visual aids, to reinforce the lessons (Syahputri, 2019).Vocabulary will be present both orally and in writing. Strategies to Challenge Above-Average Learners: The gifted learners should incorporate a compact curriculum. The learners will complete projects that channel their creativity. Facilitating a Classroom Environment that Supports Student Learning: The learners should be able to formulate an agreement to ensure all learners abide by the rules (Yahya & Nur, 2023). Positive reinforcement should be used to encourage the learners to deliver excellence. Extension: The learners will need to create a concept map that identifies the impact of the westward expansion. Culturally Responsive Teaching: The learners will be encouraged to contribute to the group discussion through their cultural context Assessment Diagnostic/Pre-Assessment(s): The learners will do a ten questions survey to indicate the concept that they comprehend the most. Formative Assessments/Feedback to Learners: The learner must complete homework assignments to provide feedback on well-understood areas. Summative Assessment: A final report will be written to assess the understanding of westward expansion. Connections to Research, Theory, and Best Practice (5-6 professional references in current APA format) References CCSSO - Common Core State Standards. (n.d.). Common core state standards for English language arts literacy. https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf  Virginia Department of Education (n.d). Standards of learning. https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction Fabros, B. G., & Ibañez, E. D., (2023). Effectiveness of graphic organizers in improving conceptual understanding towards operations of fractions among teachers. International Journal of Instruction, 16(1), 507–526. https://doi.org/10.29333/iji.2023.16128a Fabros and Ibañez (2023) examine the impact of the instructional tool in enhancing academic excellence among learners. Graphic organizers enhance conceptual understanding of topics among learners. Educators can implement this tool in teaching since it improves a given discipline's attitude. Learners can use the tool to decode and understand different concepts by forming connections. Learners can build associations and associations that elevate learning. Fabros and Ibañez (2023) argue that books are arranged in lines, which makes it difficult for learners to build associations. Syahputri, D. (2019). The effect of Multisensory Teaching Method on the learners’ Reading Achievement. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(1), 124–131. https://doi.org/10.33258/birle.v2i1.192 Syahputri argues that incorporating a multisensory teaching method enhances learners' performance. Using multiple senses simultaneously enhances learners' learning capacities since they can retain information longer. The brain improves memory retention based on visual, auditory, kinesthetic, and tactile abilities. Teachers can incorporate this teaching strategy since it reinforces memory. The learners are kept engaged during learning, which helps them logically perceive information and helps them solve problems. Yahya, M., & Nur, H. (2023). The Impact of a Conducive Learning Environment on Learning Motivation and Student Achievement in Vocational Schools. In 2nd World Conference on Social and Humanities Research (W-SHARE 2022) 199,-206. Atlantis Press. https://www.atlantis-press.com/article/125988842.pdf Yahya and Nur (2023) affirmed that creating a conducive environment for learners to attain the objectives in the pedagogical process is imperative. Teachers must foster a conducive environment to ensure that the learners are motivated, resulting in performance improvement. The learning environment improves learners' affective and cognitive abilities, improving their performance outcomes. Virginia Department of Education (n.d). Standards of learning. https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction Lesson Plan #2 Preliminary Information Subject: Social Studies Grade Level: 6 Learning Segment Theme: Effects of Reconstruction Lesson Structure or Grouping: Whole Class ☐ Small Group ☒ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: USII.2 The learner should be able to incorporate history as well as social competencies to comprehend the ongoing reconstruction effects on citizens after the mid-19th century (Virginia, n.d). Common Core State Standards: CCSS.ELA-Literacy.RH.6.8.2- Determine the main points from different sources and provide a summary.CCSS.ELA-Literacy.RH.6.8.7- Evaluate using reasoned judgment, fact, as well as personal perspective within a text (CCSS, n.d). Learning Objective(s) The student should be able to explain the reconstruction process in America.The learners will analyze the aftermath of the war and the effect of Abraham Lincoln's assassination on the United States.The learners will examine primary and secondary sources to understand the legacies of Abraham Lincoln, Frederick Douglass, and others.The student will analyze the role of the Supreme Court and Congress in reconstruction actions. Resources, Materials, and Technology Integration Resources and Materials: ProjectorGoogle slides Technology Integration (if applicable): The learners should leverage computers to access secondary and primary sources on the effects of reconstruction. Academic Language Demands Language Demands: Learners will interpret a word problem to understand the effects of reconstruction.The learners will use primary and secondary sources to justify their understanding in an essay. Language Supports: Graphic organizers will be used to explain new concepts.Vocabulary will be attached to the word wall for learners to view daily. Essential Vocabulary: Reconstruction, amendment, radical Republican, scalawags, freedmen’s bureau, Jim Crow laws. Instruction Direct Instruction/Modeling: Learners will work and cooperate in the groups to research and formulate a storyboard about the civil war's aftermath (Ghafar et al., 2023). Guided Practice: The learners will answer questions on the role of Congress and the Supreme Court in the reconstruction process. Independent Practice: The student will research and write a short essay on the legacies of Abraham Lincoln, Robert E. Lee, Fredrick Douglass, or Ulysses Grant. Closure: After the completion of the lesson, restating the instructional purpose ensures that the learners recall and comprehend vital points. Differentiation Supporting Learners with Special Needs: Describe any diagram orally, ensuring the visually impaired learners comprehend the effects of reconstruction. Learners with special needs will be allowed to read aloud to ensure they understand the concepts presented. Hands-on learning ensures that learners with special needs are catered to during lessons. Strategies to Challenge Above-Average Learners: The students should receive open-ended questions regarding reconstruction to provide an opportunity for in-depth analysis. Facilitating a Classroom Environment that Supports Student Learning: The student should have choice as well as ownership within the learning process by choosing what to research. Incorporating interesting teaching strategies such as role-playing ensures that the learners comprehend. Extension: The learners will research Lincoln's Ten Percent plan (Bhambu, 2022). Culturally Responsive Teaching: Learners will be encouraged to incorporate culturally responsive teaching styles, such as oral storytelling (Khan et al., 2023). Assessment Diagnostic/Pre-Assessment(s): Concept map allows the learners to relate ideas that they are aware of to enhance understanding Formative Assessments/Feedback to Learners: The learners will have clicker questions to provide instant feedback on the student’s comprehension levels. Summative Assessment: The learners will complete a standardized test to depict their understanding of the subject matter. Connections to Research, Theory, and Best Practice (5-6 professional references in current APA format) Bhambu, S. (2022). Impact of extension activities on learners. https://www.homesciencejournal.com/archives/2022/vol8issue3/PartE/8-3-53-513.pdf Bhambu (2022) examines the importance of extension activities in enhancing learners' performance to ensure the reinforcement of critical concepts. Learners acquire practical skills in specific content areas, resulting in improved performance. Teachers must incorporate suitable extension activities to foster strong motivation to develop knowledge and skills in a content area. CCSSO - Common Core State Standards. (n.d.). Common core state standards for English language arts literacy. https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf Ghafar, Z. N., Raheem, B. R., & Mahmood, H. M. A. (2023). Teaching and learning through storyboarding: A new approach via critical reflection. Middle East Research Journal of Humanities and Social Sciences, 3(04), 94–100. https://doi.org/10.36348/merjhss.2023.v03i04.005 Ghafar et al. (2023) argue that storyboarding enhances critical thinking, retention, and reflection. After a critical evaluation, one can preserve for a more extended period after the pedagogical approach prioritizes efficiency since learners become creative after using storyboarding to organize information. Teachers can implement the visual representations the learners use to visualize concepts. Storyboards enhance collaboration since the learners will work as a cohesive unit to present a given idea. Khan, U. A., Iqbal, M. Z., & Jumani, N. B. (2023). A review of culturally responsive teaching for bridging the gap of teaching efforts and performance of culturally diverse learners. Journal of Education and Social Studies, 4(2), 330–347. https://doi.org/10.52223/jess.2023.4210 Khan et al. (2023) argue that teachers must respect the diversity in culture and norms among their learners. Teachers need to build on learning different cultures to ensure a better analysis of the student's opinions and standards. When one understands the culture better, it leads to inclusive instructional plans and curriculums for learners. Culturally responsive teaching leads to improved student performance. Teachers should shun biases, stereotypes, and discrimination since they depict apathy and inequality. Virginia Department of Education (n.d). Standards of learning. https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction Lesson Plan #3 Preliminary Information Subject: Social Studies Grade Level: Grade 6 Learning Segment Theme: Industrialization and Growth Lesson Structure or Grouping: Whole Class ☒ Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: USII.3 By incorporating history and social science skills, the learner will understand how industrialization transformed life in both rural and urban areas after the Civil War (Virginia SOL, n.d). Common Core State Standards: CCSS.ELA-Literacy. RH.6.8.1 The learner must provode citation of the scholars’ work to justify their interpretation of the sources.CCSS.ELA-Literacy. RH.6.8.6 The student will describe how the sources present information (CCSS, n.d). Learning Objective(s) The learners will describe the impact of industrial growth on America.The student will investigate the cause-and-effect between rapid population growth and infrastructure development.The learners will elaborate on the technological advancement and its impact on America.The learners will examine how free markets and capitalism have led to labor productivity and transportation development, impacting living standards. Resources, Materials, and Technology Integration Resources and Materials: Industrial revolution handout papersMapsDocumentaries Technology Integration (if applicable): The learners will watch YouTube videos on industrialization in America (Mdhlalose & Mlambo, 2023). Academic Language Demands Language Demands: The student should be able to analyze the cause and effect of industrialization. The learners will justify their analysis of questions using different sources. Language Supports: Graphic organizers will provide the meaning of key concepts and definitions.The learners will listen to audiobooks that promote new vocabulary and comprehension acquisition. Essential Vocabulary: Industrialization, The Communist Manifesto, Free market, capitalism, Supply and Demand. Instruction Direct Instruction/Modeling: The learners will receive the handouts and complete the sections by discussing their findings and debating the benefits of the Industrial Revolution. Guided Practice: The learners will be instructed to analyze their positions and counterarguments in-depth. Independent Practice: The learners will provide an essay on the effects of industrialization with evidence to justify their stance. Closure: After reading the different responses, a conclusion will be provided to ensure the learners understand the revolution's positive and negative impact. Differentiation Supporting Learners with Special Needs: The educator will provide a narrative analysis of the sources used to teach the lesson to cater to special needs learners.The sources will include a word bank to ensure special needs learners are catered for. Strategies to Challenge Above-Average Learners: Through promoting opportunities for divergent answers to ensure that the learners incorporate creativity (Kanapathy et al., 2022). The learners will be motovated to be creative in their solutions for self-directed activities, Facilitating a Classroom Environment that Supports Student Learning: By fostering positive student connections, we can enhance collaboration in the classroom. The learners are encouraged to participate in different class activities. Extension: The learners will complete additional research on the impact of the Industrial Revolution on American society. Culturally Responsive Teaching: The learners will be encouraged to practice cultural practices that show appreciation for different cultures. Assessment Diagnostic/Pre-Assessment(s): K-W-L charts help organize new information that the learners know and want to know (Ardiyan, 2022). Formative Assessments/Feedback to Learners: In-class discussions demonstrate the level of understanding and clarity of the topic. Summative Assessment: The final project should entail evaluating the understanding level of the subject matter. Connections to Research, Theory, and Best Practice (5-6 professional references in current APA format) References Ardiyan, R. N. (2022). The use of KWL strategy on learners’ reading comprehension. Journal of English Teaching and Linguistics Studies (JET Li), 4(2), 100–109. https://doi.org/10.55215/jetli.v4i2.5951 Ardiyan (2022) argues that a KWL chart improves comprehension of different concepts, equipping learners to predict concepts they will read about. Learners utilize background knowledge to help them associate with what they already know. Teachers need to incorporate KWL charts to enhance understanding and promote problem-solving. CCSSO - Common Core State Standards. (n.d.). Common core state standards for English language arts literacy. https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf  Kanapathy, S., Hazir, N. B. M., Hamuzan, H. A. B., Menon, P., & Woon, Y. H. (2022). Gifted and talented learners “underachievement” and intervention: A case study. European Journal of Education and Pedagogy, 3(5), 114–122. https://doi.org/10.24018/ejedu.2022.3.5.453 Kanapathy et al. (2022) argue that teachers should incorporate practical pedagogical approaches to tackle underperformance among gifted learners. Compelling goal valuation ensures that educators identify suitable teaching strategies for gifted learners. Therefore, teachers need to identify the optimal teaching strategy that ensures performance among gifted learners. Mdhlalose, D., & Mlambo, G. (2023). Integration of technology in education and its impact on learning and teaching. Asian Journal of Education and Social Studies, 47(2), 54–63. https://doi.org/10.9734/ajess/2023/v47i21021 Mdhlalose and Mlambo (2023) affirm that efficient technology integration enhances collaboration between the learners and the teachers. Learners can acquire and implement technological skills in acquiring information. When teachers incorporate technological advancements in learning, they pique the student's interest, which enhances performance. Mdhlalose, D., & Mlambo, G. (2023). Integration of technology in education and its impact on learning and teaching. Asian Journal of Education and Social Studies, 47(2), 54–63. https://doi.org/10.9734/ajess/2023/v47i21021 Virginia Department of Education (n.d). Standards of learning. https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction Lesson Plan #4 Preliminary Information Subject: Social Studies Grade Level: Grade 6 Learning Segment Theme: The Cold War Lesson Structure or Grouping: Whole Class ☒ Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: The learners should be able to implement competencies in history and science to understand U.S. foreign policy (Virginia SOL, n,d). Common Core State Standards: CCSS.ELA-Literacy. RH.6.8.2- The learner will identify the key concepts and provide a summary based on the sources. CCSS.ELA-Literacy. RH.6.8.4—The learner will provide the specific meanings of words and phrases used in history/ social studies (CCSS, n.d). Learning Objective(s) The student will explain key concepts, which include the Atlantic Charter, NATO, and other international charters.The student will describe Marshall's objectives and reconstruction of Japan.The learners will distinguish between a democratic nation and communism in terms of economic philosophy and governance.The student will demonstrate the reasons for the fall of communism in the Soviet Union. Resources, Materials, and Technology Integration Resources and Materials: PowerPoint SlidesProjectorCold War Handout Technology Integration (if applicable): The learners will watch documentaries on YouTube Academic Language Demands Language Demands: Learners will examine key concepts and their meaning in the Cold War. Language Supports: The learners will use word maps to develop new vocabulary. Essential Vocabulary: Containment, Warsaw pact, Iron Curtain, Berlin Airlift, socialism, Berlin wall, atomic bomb. Instruction Direct Instruction/Modeling: Lecturing will be conducted, and the learners must write short notes and listen. They will also look at a map on the smartboard to identify countries involved in the Cold War (Loaiza, 2023). Guided Practice: The learners will need to identify the countries involved and write the countries' names. Independent Practice: Using sources, the learners will complete a 4 paragraph essay describing the reasons for the Cold War. Closure: The learners will be encouraged to ask questions on concepts they do not comprehend. Differentiation Supporting Learners with Special Needs: Flipcharts and diagrams will help learners with visual impairment. Read-aloud ensures that learners with special needs participate in activities (Paul et al., 2022). Strategies to Challenge Above-Average Learners: After understanding their strengths, suitable assessments will be formulated to challenge the learners. Gifted learners will be grouped during group discussions to encourage collaboration by challenging each other. Facilitating a Classroom Environment that Supports Student Learning: The classroom session should provide team-building activities to ensure learners know the teacher. Extension: The learners will be required to research propaganda posters Culturally Responsive Teaching: Respecting the learners' cultures and making an effort to pronounce names appropriately. Assessment Diagnostic/Pre-Assessment(s): Entry and exit slips will aid the student in identifying the key concepts and ideas. Formative Assessments/Feedback to Learners: Writing short reflections about th...