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

    Education Standards

    GEDB Child Poverty: Fluency and Mapping Poverty Around the World (Lesson 2 of 8)

    GEDB Child Poverty: Fluency and Mapping Poverty Around the World (Lesson 2 of 8)

    Overview

    This lesson has two components: 1) a fluency list of poverty words and 2) a world map of poverty cases. In the first component the teacher introduces a list of poverty words organized by part of speech that will be learned and practiced during this lesson. Fluency practice continues to occur throughout the unit in both the reading fiction and non-fiction components. Being able to read content vocabulary words, phrases and sentences fluently is so important in a student’s ability to comprehend complex texts and issues. Providing students with ample time and opportunities to practice academic language directly from their texts will allow this to occur (Rasinski "Fluency Matters" 2014). In the second component a large world map is used to investigate the issue of poverty by comparing the effects of poverty of people in 6/7 continents. Students will engage in speaking and writing tasks using the world map. 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

    This lesson has two components: 1) a fluency list of poverty words and 2) a world map of poverty cases. In the first component the teacher introduces a list of poverty words organized by part of speech that will be learned and practiced during this lesson. Fluency practice continues to occur throughout the unit in both the reading fiction and non-fiction components. Being able to read content vocabulary words, phrases and sentences fluently is so important in a student’s ability to comprehend complex texts and issues. Providing students with ample time and opportunities to practice academic language directly from their texts will allow this to occur (Rasinski "Fluency Matters" 2014). In the second component a large world map is used to investigate the issue of poverty by comparing the effects of poverty of people in 6/7 continents. Students will engage in speaking and writing tasks using the world map.


    Content

    Student Engagement/Motivation

    Students will view 3-4 images of people living in poverty around the world (see search list under resources for image suggestions) in learning teams.

    Students will discuss what they notice and add new words to their classification posters from lesson 1 under the correct headings.

    Teams will share any new observations in a whole class discussion.

    *Use these images with the world map later in the lesson.


    Learning Targets and Criteria for Success

    Learning Targets

    I can read content words with accuracy and fluency.

    I can evaluate information presented about poverty on a world map.

     

    Criteria for Success

    I will read poverty words with fluency and accuracy in a group and independently.

    I will listen to new facts and information about the effects of poverty around the world.

    I will say and write new learning from the world map.


    Supplies/Resources

    Supplies:

    Fluency list

    File folders (1 per student)

    Notebook paper

    World map

    Large piece of white bulletin board paper

    Document camera

    Data projector

    Poverty images

    Labels of continents

    Labels of oceans

    Labels of effects of poverty

    Tape

    A, B, C cards for triad conversation

    Resources:

    Search list for Images with facts/captions (see attachment)

    Labels for use with world map (see attachment)


    Learning Tasks and Practice

    Day 1: 

    Poverty Folders

    Teacher will provide each student with a file folder that will be used to house all work completed during this unit as well as a place for the fluency list on the front cover.

    Fluency

    The fluency word list is compiled from students' video notes, map words and academic language from the fiction text and non-fiction articles. Being able to read these words fluently will support their learning and understanding of the texts they will encounter throughout this unit. 

    Teacher will introduce the fluency list (I staple the list to the front of a file folder and staple notebook paper on the inside of the folder to be throughout the unit) and discuss the five parts of speech (adjectives, nouns, verbs, adverbs and prepositional phrases) and provide an explanation of their jobs in the English language.

    Teacher will guide students in reading the fluencty list of words, by part of speech and instruct them to practice reading the list with a partner or independently.

    Students will practice reading these words everyday as they enter class to improve their fluency. Take a few minutes each day to time a couple of students to chart their growth. Record the date and time it took them to read the entire word list directly on the fluency sheet in any white space. This can also be achieved by having partners read and time each other.

    World Map

    Use the poverty images (see attachment)  and a world map poster (use a document camera and data projector to trace a large image of the world on a large piece of white bulletin board paper) to give students a deeper understanding of the global problem of childhood poverty.

    Teacher will begin the map lesson by labeling the continents and oceans. Students will repeat the names of each continent and ocean as you write them on the map.

    Teacher will create, label and explain a compass rose in one corner of the map.

    Teacher will create a map key with continents (green), oceans (blue) and Effects of Poverty (red).  The "Effects of Poverty" list (see attachment "Map word list") is different from the fluency list. These words directly match the images of poverty in each continent and the effects on people.

    Teacher will show each image, provide a fact or statistic about it and tape it to the appropriate continent or country on the map.

    Teacher will stop after every 2 or 3 images to check understanding.

    Students will recall a fact about poverty including where it is happening in the world.

    Teacher will have students say and write one new fact in their folders using the sentence frame:

    Some people are ________________ in _____________________________________. 

     

    Day 2:

    Fluency practice independently and with a partner:

    Students will read their fluency list of poverty words on their folder (see image of fluency folder).

    Teacher will review the world map (continents, oceans and recall any facts they remember) as a whole group.

    Review task examples:

    What are the seven continents?

    Locate the continent south of North America.

    Which ocean is located on the west coast of North America?

    What is 1 effect of poverty in Africa? 

    Listening Activity:

    Teacher will explain to students that they will do a listening activity to match the effects of poverty to the corresponding image on the map.

    Teacher will give each student an Effects of Povery label (see attachment) and retell the facts about each image.

    Students will listen for the information that matches their label and tape it next to the image on the map when they hear it.

    Triad conversation (see attachment)

    Put students in teams of 3. Read and post instructions on chart paper for how to have a triad conversation (see attachment).

    Give each team of 3 an A, B and C card. 

    Students will take turns being person A, B and C to tell and clarify new learning using the world map.                      

    Nelson, Signe.Triad Protocols. Proc. of WIDA National Conference, Atlanta, GA.Comp. Marina Dewees. N.p., n.d. Web.25 Jan. 2016

    Writing: 

    Students will write to explain 2-3 effects of poverty on people from different parts of the world in their poverty folders. 

    Teacher will remind students to use vocabulary from the map and their fluency lists in their writing. 


    Collecting and Documenting Evidence of Learning

    Formative Assessment:

    Writing samples- Sentences about the effects of poverty on different groups of people around the world.


    Extended Learning Opportunities

    A great extension is to provide students with a personal copy of the world map to label with continents, oceans and effects of poverty.


    Teacher Reflection of Learning

    At this point in the lesson, students are highly engaged and interested in learning about the global issue of poverty. They are noticing poverty around them and in many cases within their own lives. Many students are recognizing perspectives and comparing those with their own perspectives of poverty. They begin to recognize that poverty is relative and that what they know of poverty in their community, can look very different in other communities around the world. Since these lessons are taught in an ESL classroom, many students begin to share what poverty looks like in their home country.