SamS3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources. Maine Learning Results: Social Studies - C. Economics C2. Individual, Cultural, International, Global Connections in Economics. Grades 9 - Diploma Students will analyze wealth, poverty, resource distribution, and other economic factors of diverse cultures.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)

=Lesson 1=

Self-Knowledge
2.(H) The hook for this unit, and this lesson in particular, is that we will discuss money and what it means when you don't have any. I will put the following question on the board to start this lesson: "What is poverty?". Once students answer this question we will discuss and come up with a definition together. The important piece to point out is that being poor (not being able to afford a cell phone, for instance) is not the same as living in poverty. Poverty is when you cannot afford the necessary things to live, not when you just cannot afford the "extras". 3.(E) Students need to be equipped with a solid definition of poverty. The definition of poverty needs to be readily available in the recesses of their brains and in their notebooks. 4.(R) Students will be given many opportunities to rethink and challenge their prior knowledge of poverty through the class discussion. 5.(E) Students will be evaluated by the accuracy of their definitions. These are to be checked by me (in their notebooks). The definitions should not include any hint of prejudice or other form of un-sensitive talk. 6.(T) Visual: Information displayed on chalkboard throughout the lesson. Aural: The lesson includes some lecture/discussion. Verbal: The lesson includes some discussion. Physical: Some students will be asked to write their definitions on the board. Logical: The information will be displayed in an orderly fashion and an agenda written on the board. Social: Students will be able to work together to develop a concise definition. Solitary: Students will have the opportunity to reflect upon their opinions and definitions throughout the lesson. (Sequencing below) 1. The lesson will start with the following questions on the board to tap into prior knowledge and get students to begin thinking about the topic. 1. What is poverty? What words characterize someone in poverty? 2. The answers to the above questions will be posted on the board. The second question I may use Inspiration technology to create a web of the words that characterize someone in poverty. 3. Next we will look at our words and definitions and eliminate any that make a value judgement or have a tone of some prejudice within them. 4. We will work together and come up with our own definitions of poverty. 5. I will do some instruction to display how poverty is different from just being "poor". 6. Once we have a definition we will look at it and ponder if it applies to anyone we know and/or anyone in our community. 7. This lesson is designed for either an early release day or for the time after an assessment from a previous unit. I expect 30-40 minutes would be sufficient, but I think this could easily be extended. One extension is I would like people to write a short story of what they think someone in poverty might do on a daily basis (next lesson I will show a video about how people in poverty may be forced to live). ** || =Lesson 2=
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * 1.(W) This lesson is designed to trigger and recall students' prior knowledge. We are starting a unit about poverty, and I suspect that students know more than they think they do. Students may even find that they know students living in poverty. This should be a real-life applicable topic. Although many of my students may not live in poverty, they may be able to relate with some of the struggles.
 * 7. (O)

Empathy
9. (H) Students will have the opportunity to help me create a web of what home means to them. 10. (E) Students will know that poverty affects people very differently. However, they will also know that everyone living in poverty shares some common characteristics. Students will assist me in creating a graphic organizer about home and what people do at home that makes it a safe and welcoming place to be for those fortunate enough. We will work together and students will experience the video about poverty in America. 11. (R) Students will have the opportunity to revise their poverty definitions given the information gathered today. 12. (E) Students will answer some specific questions during and after the documentary. 13. (T) Visual: Graphic organizer and video. Aural: Discussion Verbal: Discussion Physical: Students will be able to move around and go over answers with classmates. Logical: Discussion and board work (outline form from Inspiration) Social: Discussion Solitary: Lots of reflecting today. 14. (O) (Sequencing below) 1. Class will start with the word "Home" projected on the screen. Students will (in their notebooks) write a list of things that come to mind when they hear/see this word. Feelings, Emotions, and ideas are all acceptable. 2. Using Inspirations Software I will make a web of the words surrounding "Home". 3. We will keep this on the screen and make a list on the board of things that you only do at home regularly (sleep, brush teeth, watch tv, etc.). Then I will ask the students to imagine (and empathize) what this would be like if they lived on a friend's couch, or in a homeless shelter, or even in a car. 4. Now we will review our "poverty" definition from last class, and discuss a little bit. 5. We will now watch the documentary "What's Going On: Poverty in America." (28 minutes). 6. While watching this students will answer the following questions: 1. What challenges do Jessica and JR face? 2. What would your challenges and fears be if you were living in Jessica and JR's shoes? (I will collect these and give them a grade and comment in order to discuss next class). 7. This lesson will take the full 80 minutes. We will finish up with an essay about this topic next class. || =Lesson 3=
 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * 8. (W) The point of today's lesson is for students to exhibit empathy for those living in poverty. They will also have a real world applicable understanding for the challenges people in the United States face on a daily basis concerning money and resources. The MLR for the entire unit is listed above.

Interpretation
16. (H) The hook for the lesson is to use the video from last class and students' prior knowledge to talk about poverty in Maine. 17. (E) Students will know that poverty takes on different forms around the United States. The information will allow them to see the differences in varying parts of the country. They will also see that there are universal similarities within this country. 18. (R) Through the writing assignment students will be able to rethink and revise their poverty definitions. 19. (E) The evaluation piece of this lesson is the students ability to interpret the information from the videos and classroom discussion. This info will be synthesized in a cohesive essay. 20. (T) Visual: Drawing piece of essay assignment. Aural: Discussion. Verbal: Discussion. Physical: Peer-editing stations. Logical: Synthesizing information. Social: Peer-editing stations. Solitary: Writing and reflections. 21. (O) (Sequencing below) 1. Class will start with me passing out questions from last class and discussing those answers. Can students relate to Jessica and JR? Which one is more similar to what you would see in Maine (Jessica)? 2. What are some characteristics of Jessica's life that make it hard to be successful and end her cycle of poverty? Is going to college possible for her? After answering these questions in a discussion we will move on to the writing assignment part of this lesson. 3. Students will have the choice here: 1/2 page written and a picture or 1 full page written. The question to answer is this: What common characteristics do you think all Americans living in poverty have. The class has seen 2 different people in different areas and they have some prior knowledge. 4. Students will write and have a classmate read, discuss, and edit. Final drafts are due at the end of class or first thing next class (depending on where students are). Students will use laptops to help facilitate the writing and editing process. Students may e-mail their papers to classmates for editing and feedback. 5. This lesson will take the full 80 minutes when editing is factored in. || =Lesson 4=
 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * 15. (W) Students should understand that poverty takes on different forms in the United States. They should also recognize that there are similarities between everyone living in poverty. Students will also be able to interpret their new information and old information and create an essay describing the similarities. The MLR for the entire unit is listed above.

Perspective
23. (H) The hook for this lesson is to tie in some prior knowledge and pique student interest by writing "child labor" on the board and allowing students to think about and process what that may look like. 24. (E) Students will know that poverty takes on different forms around the world. They will also look at why the differences exist. 25. (R) Students will have the opportunity to refine their definition of poverty based on the new information. How is it different in other parts of the world? Would people living in poverty in the United States appear to be "wealthy" in other parts of the world? 26. (E) Students will be evaluated by the accuracy of their short essays comparing poverty in the US and other parts of the world. 27. (T) Visual: Video. Aural: Video/discussion. Verbal: Video/discussion. Physical: Presenting essays. Logical: Synthesizing information from class into a logical essay. Social: Discussion Solitary: Essay writing/reflection. 28. (O) (Sequencing below) 1. Class will begin with a debrief of the essay assignment (students who took it for homework will pass it in at this time). We will again review/revise our definition of poverty after seeing the video and doing the writing assignment. 2. Next I will write "Child Labor" on the board and students will come up with a definition if they can. The definition I am looking for is something along the lines of "children being forced into working". We will look at a dictionary definition, as well. 3. We will discuss ways and reasons that children could be forced to work. How does this tie in with poverty? 4. We will view the documentary "What's Going On?: Child Labor in Brazil". While watching this students should try to imagine themselves living in these conditions and having to work long hours. Students should gain some new perspectives on this global challenge. 5. Students will write a very brief paragraph or two about the differences between poverty in the US and poverty in other parts of the world, including Brazil. Does it look different from how it does here? Why does it look different if it does? And finally, are there any characteristics that are universal for people living in poverty. 6. This lesson will take the full 80 minute period. || =Lesson 5=
 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * 22. (W) Students will understand that poverty looks different and affects people differently around the globe. Today's lesson will help enlighten them about the different forms poverty takes in other areas.

Application
30. (H) The hook is that students will be able to display their creativity in a few different ways today. Students will also work together. 31. (E) Students will know that poverty is cyclical and it takes an intervention (into the cycle) to end the cycle. Students will also understand the diverse ways that people can be propelled into the poverty cycle. 32. (R) Students will have the opportunity to rethink the poverty cycle and what causes and what can end it numerous times during this activity. 33. (E) Students will be evaluated by the accuracy of their poverty cycles. They will be evaluated by the accuracy of their causes and interventions as well. Education should be one of the interventions listed. 34. (T) Visual: Poverty cycle creation Aural: Discussion of poverty cycle Verbal: Discussion of poverty cycle Physical: One option for students is to do a collage or cut-outs for their poverty cycles. Logical: Poverty cycle creation Social: Working together on the cycle Solitary: Students may work alone, as well 35. (O) (Sequencing below) 1. Today is arts and crafts day! Students will be drawing the poverty cycle. The only hook is that I will show an example of a creative poverty cycle done by a previous student. Students will have the freedom to do a collage, do it on the computer, or draw it neatly with pencil, etc. 2. Students will work independently, but will have the opportunity to rack each other's brains for ideas. 3. The poverty cycle they create should include at least three reasons why someone would be in poverty and at least 3 ways to end the cycle. 4. Students will use the time to apply their knowledge of poverty to the project. 5. This lesson may take anywhere between 1 and 2 class periods. This is an area in which I hope to keep things loose so as to not stifle any creativity. || =Lesson 6=
 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * 29. (W) Students will understand the poverty cycle further. They will talk about how the cycle starts and what can be done to end it. Education is a piece that has come up many times throughout the unit.

Explanation
37. (H) The hook for today's lesson is that the very best poverty cycles from last class will be shared with the rest of the class. These cycles will become demonstration pieces for future classes and/or to help with upcoming work. 38. (E) Students will know about the many different aspects of poverty and how it relates to a single person in a country of their choice. They will use their knowledge of the poverty cycle and how poverty looks around the world to write the letter to the chosen government official. 39. (R) Students will continually revise their knowledge of poverty throughout this activity. They will be doing some research to understand about poverty and what it may look like in their selected area. 40. (E) Students will be assessed by the accuracy and readability of their letters. The letter should act as an introduction to the iMovie and will have the main information. Basically, it should make the selected government official want to view the iMovie. 41. (T) Visual: Presentations/typing Aural: Editing process/cycle presentations Verbal: Editing process/cycle presentations Physical:Editing and typing Logical: Writing/editing process Social: Editing process Solitary: Writing/thinking process 42. (O) (Sequencing below) 1. Students will begin by sharing their poverty cycles within small groups. The very best will be displayed around the room to help with the work in the upcoming lessons. 2. I will assign the final product/presentation today. I will begin by showing them my iMovie sample. They will have the opportunity to ask questions and play around with iMovie software a bit today to get a handle on it. 3. Now that students know what the final product is there is one loose end to tie up. 4. In order to get their chosen government official to want to watch their iMovie they need to persuade him/her in a letter. This will be a formal letter. 5. I will go over formal letter writing and will work through a brief example. 6. Students will now sketch out their idea for the iMovie and what needs to be included in the letter. 7. Students will begin typing the letter. They will have plenty of opportunities to peer edit and conference with me. While peer editing the "editors" will pretend that they are either the government official or a member of his/her staff. 8. Once students have finished and printed the letter, they are to begin work on final product (iMovie). 9. This lesson (including final product work) will take several days. The actual letter should be done in a class. ||
 * Consider the W.H.E.R.E.T.O. elements**.** (L)** ||
 * 36. (W) In this lesson students will begin to synthesize all of the information from the unit. They will use this information to write a letter and eventually create an iMovie showing that they fully understand poverty.

2004 ASCD and Grant Wiggins and Jay McTighe