Robert Patch Basic Classroom Plan Jake Skees is, from my assumptions, a high school level student in my classroom

who does not speak my language. After a week of having Jake in my classroom I need to make a plan in order for Jake to learn in my chemistry class. In this case, Im not sure if Jakes gender makes a difference to how I should teach him specifically. Just because he is a male, it does not mean he will necessarily understand certain references. The male role in our society is also quite different from the classic view of a male in the American society. In order to connect with Jake it would be very useful to know a better background on how he was taught in other sciences back in America. Perhaps I could use some of those techniques that he would be comfortable with in order to better connect with him. Other knowledge that would be relevant to me is some of Jakes interests. If I could incorporate some of Jakes interests into class discussions he would be much more likely to participate. I dont think the content knowledge needs to change, but I might want to adjust how I present it. I think Jake, along with the rest of the class, would appreciate it if I focused on teaching chemistry in a way that shows the impacts of chemistry. Instead of providing generic examples that dont mean much to students, I can show the environmental impacts of specific reactions. I also plan to differentiate for Jake. I think giving Jake the notes ahead of time will be good so he can always look something up later if he has to. The notes will contain mostly pictures and diagrams that he can use. Providing Jake with a few words as possible in direction and on tests will help him get through the material easier. I may even have the exams translated to English at least in the beginning just so he can become more comfortable. Extra time will be allowed to Jake for all exams and assignments as well. I think Jake would benefit greatly from working in pairs with some of the other students. They can help him focus on the material and they can give the perspective of someone Jakes age. In addition, I have notice Jake has been a bit of a loner. Working in pairs may help Jake establish some friendships. My classroom management would not change but I would put a special emphasis on the respect of other cultures and the importance of recognizing we are all humans. 25 minute lesson plan for Jake on the importance of catalysts Objectives: For this lesson Jake will be able to recognize that catalysts lower the activation energy of reactions. For this lesson Jake will also be able to illustrate the catalytic decomposition of ozone in the atmosphere. Part 1 of lesson: A reaction will be shown to Jake with a corresponding graph showing the energy required for that specific reaction to occur. A quick discussion of the reaction will take place. This will be followed by giving another graph to Jake showing him the energy of the reaction when a catalyst is involved. Jake will recognize the peak of the graph is significantly lower in the second graph. A full mechanism will be shown to Jake explaining how the catalyst lowers the energy, this is simply a reference but not needed to be memorized. Part 2: A picture of the ozone hole over Antarctica will be presented to Jake along with the general reaction for the destruction of ozone. Again a graph for the energy of the reaction will be presented to Jake and then the reaction will be shown again with elemental chlorine added. Jake will then predict the energy diagram after elemental chlorine was added. A short discussion on how elemental chlorine is added to atmosphere guided by a PowerPoint presentation with lots of pictures will conclude the short lesson