As with any lesson there are weakness that will need to be addressed, most likely during class time as no plan can be without faults. The weakness for this lesson also happens to be the same area of its strength. This being the activity during the first half of the class, being the review of homework and its connection to modern day Yellow Journalism. Being that the standards call for students to understand the factors leading up to the Spanish-American war, students will need to know what Yellow Journalism was and what it truly meant for the public. Using historical pieces, while perhaps a better option for ensuring content based learning, they provided little in ways of learning beyond content. As few historical examples would be readily available for students, and those that would be would have a lack of context …show more content…
While I have made formative type assignments that can be characterized as a quiz of some sort, I have never truly made a quiz and through about the accommodations for it. Collaboration with my fellow group member made the creation of questions easy, as we both, more or less, agreed with what should and should not be on the first quiz. However, being that testing producers are typically a school issue, the idea of adding the correct accommodations while also still holding the interinguirty of the quiz itself is a rather difficult question to answer. While on one level it seems obvious that students should have to be subjected to the producers, I did find it hard to designate how to write how I would accommodate for students during it, I.E. being able to read questions, give definitions, or extra time. As all of these areas are dependent on the student, and students who actually have extra time in their IEPs would need to go to their IEP handler unless I (the teacher) had previously met with them and discussed what we would do to meet their