Author:
Melody Casey
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
3
Tags:
  • GEDB
  • Global Education
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    GEDB Child Poverty: Building Background and Interest (Lesson 1 of 8)

    GEDB Child Poverty: Building Background and Interest (Lesson 1 of 8)

    Overview

    The goal of the first component of this unit design is to connect new learning and language to prior knowledge and build students’ background and interest of global poverty. They will begin to investigate the world and recognize perspectives by learning and thinking about the essential questions for the unit: What is poverty? What are some causes of poverty? What are the effects of poverty of children? Students are engaged in a variety of visual literacy tasks where speaking, listening and writing begin to occur through the support of graphic organizers and prompt cards with sentence frames linked to the speaking and listening standards (Zwiers 2008). This lesson was developed by Karie Gregory as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

    Lesson Plan

    Description

    The goal of the first component of this unit design is to connect new learning and language to prior knowledge and build students’ background and interest of global poverty. They will begin to investigate the world and recognize perspectives by learning and thinking about the essential questions for the unit: What is poverty? What are some causes of poverty? What are the effects of poverty of children? Students are engaged in a variety of visual literacy tasks where speaking, listening and writing begin to occur through the support of graphic organizers and prompt cards with sentence frames linked to the speaking and listening standards (Zwiers 2008).


    Content

    Student Engagement/Motivation

    Students will read the essential questions on sentence strips and have a class discussion about what they already know.

    Teacher will record thoughts and ideas on the board. 

    What is poverty?

    What causes poverty?

    What are the effects of poverty?


    Learning Targets and Criteria for Success

    Learning Targets:

    I can participate in collaborative conversations about poverty.

    I can recall information from videos, take notes and sort into groups.

    Criteria for Success:

    I will watch a video about poverty and take notes about what I notice on a defining map.

    I will have a conversation about poverty with a partner using my defining map.

    I will classify poverty words into five subgroups on a classification chart.

    I will write compound and complex sentences using the classification chart.


    Supplies/Resources

    Supplies:

    Large white paper for students

    Pencils

    Computer

    Speakers

    Projector

    Chart paper

    Screen or interactive white board

    Markers

    Sentence frame cards

    Videos and Links:

    Search for: Reading Rainbow: Season 14 Episode 1: Fly Away Home (may be found on Discovery Education (with login), ViewPure or YouTube)

    http://www.bbc.com/news/magazine-21636723 

    http://www.wmbfnews.com/story/30937238/poverty-and-education-main-factors-holding-sc-kids-back


    Learning Tasks and Practice

    Day 1:

    Teacher will model how to create the defining map for note-taking during the video (image below). Model taking notes on the chart paper  with a few key words from the video. Stop video occasionally to check understanding and allow time to record what they noticed. 

    Students will watch Reading Rainbow: Fly Away Home (see resources for video search options). They will take notes on their defining map. Students will record words or phrases to show what they notice in the video about poverty on the graphic organizer. 

    Partner task: Students will share words with a partner using conversation sentence starter. They may borrow and add any new words to their organizers.

    “I notice ________________ is the main topic because.” I noticed ________________ in the video. 

     

    Day 2: Students will review their Defining Maps from day 1 and share what they remember about poverty using the sentence frame, "I remember _____."

    Teacher will show students the videos: "The Children Going Hungry in America" (BBC video link)  and "Poverty and Education Main Factors Holding South Carolina Kids Back" (WMBF News video link). They will add new learning to their defining map and share with their partners. They will borrow and add new words to their organizer. 

    Teacher will teach students the word Classify- putting words together by a shared quality or characteristic. Teacher will provide a few simple examples such as, "Apples, oranges and grapes are classified as fruits. Eagles, robins and owls are classified as birds." Tell students to think about words that could go together in their defining map about poverty. Model the example, "Fires, hurricanes, and floods are all disasters." Students will work independently to classify words and write them on a piece of notebook paper. 

     

    Day 3: Students will share their classified words from day 2 in small groups/teams of 3 or 4 students. Teacher will provide each group/team with a large piece of chart paper and 5 different colored markers. Model how to create a classification chart on a class chart using these five subtopics: Causes, Effects, Challenges, Emotions and Hopes. Teams will create their poster and classfiy words from their defining map on to the classification chart. 

    Sentence frames for team conversation: I think __________, __________ and _______________ are ________.

    ex. I think fires, expensive housing and parent separation are causes. 

    After teams work for a while, teacher will bring the focus back to the whole group and create a whole class classification chart. Teacher will ask teams to share words from each subgroup and write them on the chart.

    Teacher will continue adding words until there is a complete chart of 4-5 examples for each subtopic (This part may go into a fourth day, depending on the levels of your students, discussions and class time). 


    Technological Engagement

    Model a Defining Map on a classroom poster. Students will copy on their own paper. Start video #1 Reading Rainbow: Fly Away Home (Visual Literacy). Stop video to model teacher thinking and write a few select words on the classroom map.


    Collecting and Documenting Evidence of Learning

    Formative Assessment

    Speaking- Teacher will listen for students' ability to express ideas using new vocabulary clearly.

    Writing- Exit ticket: 

    Sentence structure: Students will write on sticky note or other piece of paper.

    Day 1: I notice ____________________. 

    Day 2: I think ____________ and _____________ go together because ___________________.

    Day 3: Some (emotions of poverty)__ are ______________, _______________ and _______________. 


    Teacher Reflection of Learning

    In the unit launch students will begin to develop a personal interest and connection to poverty. Whether it is a direct or indirect connection, many will begin to show great compassion for people living in dire circumstances related to poverty. Many of my students showed interest in taking action and helping people in our community who are hungry or homeless after just two days of visual literacy and class discussions.