McMinnville, Oregon is located in the heart of the Willamette Valley, just 30 miles west of Salem, and midway between the coastline and the metropolis of Portland. This historic city has a population of about 33,000 residents, and is known for the larger amenities it offers despite its small town feel. With several award-winning restaurants, an aviation museum, art galleries, wine tasting rooms, and an annual UFO festival, McMinnville is a cultural epicenter.

According to the 2010 US census, McMinnville has a total population of 32,187, with a median age of 34 years; while 48.2% is male, 51.8% is female. The racial breakdown is as follows: 73.6% White, 0.6% Black or African American, 1.1 % American Indian and Alaska Native, 1.5% Asian, .2% Hawaiian and Other Pacific Islander, .2% Other, and 20.6% Hispanic or Latino. Furthermore, 66.6% of family households have children under 7 years old. There are a variety of different types of homes within McMinnville, ranging from older apartment buildings to custom built homes. Accordingly, the median household income is $40,804. The downtown boasts a number of beautifully restored historic homes, many of which are available for viewing. Additionally, 18.9% of the McMinnville population is at or below the poverty line.

The school district of McMinnville currently boasts 6,508 students enrolled as of October of 2011, according to the district profile. The area covered by the district is comprised of 144 square miles, crossing both the city of McMinnville and the neighboring city of Layfayette. Students are assigned to a school based on their home address. There are ten schools in the school district: six elementary schools, two middle schools, and one high school.

Of all the students in the district, 12.6% are Special Education students and 15.2% are English Language Learners. The district profile also breaks down the demographics of students as follows: 1.18% African American, .98% American Indian, .65% Asian, 1.23% Native Hawaiian/Pacific Islander, 31.06% Hispanic, and 95.96 % White (This data does not equal 100% since it is based of parents identifying with one or more category). The district employs 702 individuals, 371 of which are classified as teachers. The average years of experience for a teacher in McMinnville is 13 years, with 77% having at least a Masters Degree.

Of particular notice is that the majority of students (58%) are on a free or reduced lunch. The district qualifies students for free or reduced lunch based on household income. In a standard four-person home the annual income of $29,055 or below qualifies that student for free meals, while an income of $41,348 or below qualifies for reduced-price meals. Additionally, according to the school district website, in 2009 the McMinnville School District launched a new plan entitled Vision 2020. The reasoning of this program is to identify the following two goals: “Community priorities for students and schools; knowledge and skills students will need for post-secondary education and employment” (http://www.msd.k12.or.us/district/fast-facts).

Duniway Middle School is one of two middle schools located in McMinnville. Originally there was only one middle school, however Duniway was built to accommodate the growing population.  The school was built in 1993, and a new teaching wing, along with a third gym and a music room were completed in the Spring of 1999. According to the Duniway website, the school improvement plan focuses on individualizing student learning, focusing on helping improve student understanding and increasing test scores. The total student population is 679 students, and currently serves sixth, seventh, and eighth graders. The staff is comprised of 40 teachers and 25 additional employees. There is one Principal and one Vice Principal, two counselors, and four secretaries, one of whom is bilingual. The school is not eligible for Title I status.

As mentioned, the student population is currently at 679; 248 sixth graders, 223 seventh graders, and 208 eighth graders. 11% of all students enrolled are participants in English as a Second Language Program. Of the student population, 33% are on free lunch and 38% are on a reduced lunch according to the 2009-2010 district statistics. Both breakfast and lunch programs are available for students who qualify for free/reduced lunch.

The neighborhood around the middle school is comprised of small and medium sized homes. They are mostly well taken care of, with fenced yards, and paved driveways. Newby Elementary school is located directly across the parking lot, and feeds into Duniway once students graduate. In addition, many students at Duniway have siblings that attend Newby, and walk across the street to pick up a sibling and wait for a parent. Students can often be found hanging out in the front covered area both before and after school, or playing various sports games in the accompanying grass (if weather permits).

The school itself is a very warm and welcoming place. The entrance to the school opens into a foyer area, with the Counseling Office to one side and the Main Office to the other. The cafeteria is straight ahead, and is bursting with school pride: Go Duniway Dragons! A stage shares space with the cafeteria, with a retractable door that converts the space into an additional classroom as needed. The hallways have posters reminding students to do their homework, to walk respectfully, and to R.E.A.D. Each doorway to the classroom has the school motto posted overhead “Carpe Diem!” as well as a hand decorated name sign, reflecting the personality and values of the teacher. Sporadically throughout the hallways and classrooms signs can be found that ask “Where’s Mrs. Navarra?” with a picture of Where’s Waldo. This example clearly highlights the playful atmosphere the teachers strive to maintain (Mrs. Navarra is the ‘computer lady’ and is often running from one classroom to the next to help with technology issues).

The specific classroom I will be teaching my unit in is entitled English Language Development/English Language Arts (ELD 4/ ELA). The length of the class period is approximately 60 minutes, with the first ten minutes dedicated to watching Channel One news. The size of the classroom is fairly standard, although it feels smaller with the mass amount of materials and resources that take up any available space. The walls are decorated with a variety of pictures, words, and phrases both in English and Spanish. Culture is represented through artwork, depicting Mexican/Hispanic culture as well as traditional American culture. Previous student projects are featured on walls, pictures and cards create collages on either sides of the white boards, and a large world map covers over half of the third wall. Both the American and Mexican flags are hung from various corners, as well as the current president, a picture of the school principal, a calendar, and various school related information such as the no-excuses spelling list. The room contains two student computers, various art supply corners, whiteboards on every wall, and a smart board front and center. The students sit at tables which each seat two, and are faced towards the front of the room. Bookcases overflow in the back corners of the rooms, and stacks of books occupy any tables that are not in use by students.

There are 13 total students, all of whom are considered ELL (English Language Learners), with six 6^th graders, four 7^th graders, and three 8^th graders. There are four male students and nine females, with three students on an IEP or 504. The following accommodations are to be met according to the IEP: Kari (IEP) to pre-teach material, reinforce vocabulary, and extend time for homework up to two days; Erika (IEP) extended time, regular breaks, quiet setting for testing, and shortened assignments; Brianna (IEP) has the option to test in an alternative environment. Every student in the class speaks Spanish as a first language, and most speak Spanish primarily at home. Those students who speak English and Spanish at home seem to feel more comfortable speaking up in class, while those who only speak Spanish outside of school are generally more quiet and hesitant to share.

The students are assigned to their seat, and given a blue book box to keep all classroom materials. The box holds two text books, a spiral notebook, and multiple folders of varying colors. There is a specific system in place by the cooperating teacher, in which students are required to organize notes, homework, and handouts. Each student is expected to organize the information in the same way, as set up by the teacher at the beginning of the year.

As I mentioned in the descrpition of the classroom, all students sit in tables, facing the front of the room. Most students keep to themselves during class time, and only one pair can be seen conversing or off task during class time. It seems as though the students are familiar and comfortable with one another, although it is clear that they are not necessarily sitting near their friend of choice. Because this is a mix of 6^th-8^th graders, it is clear that the 6^th graders are expected to look up to their 8^th grade peers for help and modeling of appropriate classroom behavior.  

When teaching this particular group of students there are several considerations that I must make. First and foremost all the students are still learning the English language, and therefore I must speak slowly and clearly and model appropriate academic language. I also need to be sure to provide clear and concise instructions, use visuals, and model tasks before expecting students to complete them. Highlighting key vocabulary and frequent checks for understanding will be absolutely necessary if I expect my students to gain knowledge from this unit. I will also need to do my best to make sure that all students have a chance to participate, and encourage those students who are more hesitant or quiet to also share during class discussions.