For the second part of this assignment you will design a plan for a culturally inclusive classroom
environment for one social identity group in a grade level and/or content area that you plan to
work with in the future (early childhood, elementary, middle school or high school, post-
secondary). The plan should be made for the grade level you identified in part one. Please include the following elements in your plan:
1. A one to two paragraph overview of the social identity group you have selected
(culture/ethnicity, ability, LGBTQ, language, etc.), supported by course readings.
2. A discussion of how the classroom environment will support learning by ensuring access
and safety for the social identity group you have selected.
environment for one social identity group in a grade level and/or content area that you plan to
work with in the future (early childhood, elementary, middle school or high school, post-
secondary). The plan should be made for the grade level you identified in part one. Please include the following elements in your plan:
1. A one to two paragraph overview of the social identity group you have selected
(culture/ethnicity, ability, LGBTQ, language, etc.), supported by course readings.
2. A discussion of how the classroom environment will support learning by ensuring access
and safety for the social identity group you have selected.
3. Identification of key aspects of the classroom environment that would support the active
intellectual engagement of a student from the social identity group you selected.
4. An explanation of why a teachers developing understanding of students interests,
cultural backgrounds, special needs and identities can support student learning.
5. A description and/or visual depiction of how the classroom will be organized (tables,
desks, grouping, technology, resources, imagery, parent and family access), using data
from course readings and applying your understanding of the social identity group you
have selected.
6. A proposed list of resources that you would use to support your work as a culturally
responsive teacher (local and global resources, childrens and young adult literature,
texts, tools, community organizations, technology) and discussion of the significance of
these resources for the social identity group you selected
intellectual engagement of a student from the social identity group you selected.
4. An explanation of why a teachers developing understanding of students interests,
cultural backgrounds, special needs and identities can support student learning.
5. A description and/or visual depiction of how the classroom will be organized (tables,
desks, grouping, technology, resources, imagery, parent and family access), using data
from course readings and applying your understanding of the social identity group you
have selected.
6. A proposed list of resources that you would use to support your work as a culturally
responsive teacher (local and global resources, childrens and young adult literature,
texts, tools, community organizations, technology) and discussion of the significance of
these resources for the social identity group you selected
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