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

    Education Standards

    GEDB Child Poverty: Reading About Poverty in a Complex Fiction Text (Lesson 3 of 8)

    GEDB Child Poverty: Reading About Poverty in a Complex Fiction Text (Lesson 3 of 8)

    Overview

    In this component students are exposed to a quality piece of literature with themes and bigger ideas focusing on childhood poverty. They will continue to develop a deeper understanding of the bigger issues while building compassion for others living this way. As students read The Most Beautiful Place in the World by Ann Cameron, they will practice summarizing each chapter and describing Juan using a Character Map. Two key strategies are utilized to guide conversation and understanding of the bigger ideas and text themes. First an anticipation guide is used to introduce the big ideas and character perspectives found within the book ("Anticipation Guide" 2016). The second strategy used is a Triad conversation protocol, where students work in teams of three and follow a system that leads them through academic conversation. (Dewees & Nelson "WIDA National Conference"). 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: 
    In this component students are exposed to a quality piece of literature with themes and bigger ideas focusing on childhood poverty. They will continue to develop a deeper understanding of the bigger issues while building compassion for others living this way. The Most Beautiful Place in the World by Ann Cameron is a beautifully written story of a boy living and working in poverty in a small village of Guatemala. His story is told from his perspective and covers all the components studied in this unit (causes, effects, challenges, emotions and hopes of living in poverty)(Cameron 1988). As students read the book they will practice summarizing each chapter and describing Juan using a Character Map. Two key strategies are utilized to guide conversation and understanding of the bigger ideas and text themes. First an anticipation guide is used to introduce the big ideas and character perspectives found within the book ("Anticipation Guide" 2016). The second strategy used is a Triad conversation protocol, where students work in teams of three and follow a system that leads them through academic conversation. (Dewees & Nelson "WIDA National Conference").

    Student Engagement/Motivation
    Teacher will provide each student with or show story images (see Supplies and Resources section for search recommendations) related to the story and have them record what they notice, think or wonder about the image on a T chart:
    I notice/I think....    I wonder....      

    Students will have a discussion about the images and post them on a bulletin board or in a pocket chart while reading the book. Reference the images as they relate to parts of the book and clarify understanding.

    Google Maps:
    Teacher will follow the link to the map of the area in Guatemala where this story is set.
    https://www.google.com/maps/place/San+Pedro+La+Laguna,+Guatemala/@14.7001639,-91.2438852,13z/data=!4m5!3m4!1s0x858eb5c859508437:0x5f1f62f51882946b!8m2!3d14.6888436!4d-91.2686634
    Teacher will show the map and compare the area to the description on pp. 13-16 in the book. Students will explore the street views and images provided on the map.

    Guiding questions:
    What is the same and what is different about the real San Pedro and the fictional San Pablo from the text?

    Learning Targets and Criteria for Success
    Learning Targets: 
    I can recount stories from diverse cultures and determine the central message using key details from the text.
    I can describe characters in story and explain how their actions contribute to the sequence of events.

    Criteria for Success:
    I will read The Most Beautiful Place in the World and summarize key events orally and in writing on a sequencing map.
    I will describe Juan's character with key details on a character map and explain how his traits, motivations and feelings contributed to the story's events.
    I will identify the central message in the story using the Big Idea Hand strategy.

    Supplies/Resources
    Supplies:
    Fluency list
    Folders
    Poverty images
    Anticipation guide
    Chart paper
    Markers
    Book: The Most Beautiful Place in the World by Ann Cameron (1 copy for read aloud or a copy for each student)
    Triad Conversation Poster
    A B C Cards (for conversation)
    White paper 
    Pencils


    Resources:
    Story Images:
    Search for the following images using https://images.google.com/  or  https://www.bing.com/images/detail/search?iss=sbi :
    ⦁    Guatemalan village/market
    ⦁     Arroz con leche
    ⦁     Guatemala
    ⦁     Abandoned boy
    ⦁    Guatemalan boy shoeshining
    ⦁    Guatemalan school
    Anticipation Guide (see attachment)
    Triad Conversation (see attachment)
    Character Map (see attachment)


    Learning Tasks and Practice
    Day 1: 
    ⦁    Teacher will give each student an Anticipation Guide (see attachment) and have them read each statement and write Agree or Disagree. 
    Teacher will tell students to keep it out as we read the book and record the character's point of view, citing evidence from the book.
    ⦁    Students will make a story sequencing map with a piece of paper (legal size if possible). Teacher will show how to diivide the paper into 8 squares to record story event summaries and character descriptions/actions. 
    ⦁    Teacher will instruct students to write the title, author, and their name in the top left square. 
    ⦁    Teacher will give each student a book or read aloud pp. 13-17. Tell students to visualize the setting and illustrate what they heard on the second square. Teacher will guide a discussion about how the setting is the same and different from where we live.
    ⦁    Teacher will take the students on a virtual fieldtrip of San Pedro, Guatamala using Google Maps. Teacher will show images and any street views to enhance the students understanding of the story's setting (see map link).

    Day 2:
    ⦁    Students will need a book, anticipation guide and Sequencing map. Teacher will guide reading pp. 18-23 and have students check their anticipation guide for character point of view. 
    Guiding questions during reading:
    What event happens that changes Juan's way of living?
    What caused this to happen? How does Juan feel?
    ⦁    Students will use these questions to write their summary in the top third square of the sequencing map. 
    ⦁    Triad Conversation (Resource link)- Provide students with an A, B or C card. Students will follow the conversation script/poster to have a discussion about Juan's life.
    Conversation Prompt: Tell something important about Juan's life.

    Day 3:
    ⦁    Students will need a book, anticipation guide and Sequencing map. Teacher will guide reading pp. 23-35 and have students check their anticipation guide for character point of view. 
    Guiding questions during reading:
    Why does Juan's mother leave? How does want react to this abandonment? How does he feel?
    Describe Juan's Grandmother. How does she feel about Juan?
    ⦁    Students will use these questions to write their summary in the top fourth square of the sequencing map. 
    ⦁    Triad Conversation (Resource link)- Provide students with an A, B or C card. Have students follow the conversation script/poster to have a discussion about Juan.
    Conversation Prompt: Tell about Juan's visit to his mother's new house.

    Day 4: 
    Students will need a book, anticipation guide and Sequencing map. Teacher will guide reading pp. 37-47 and have students check their anticipation guide for character point of view.
    ⦁    Guide students in reading pp. 37-47
    Guiding questions during reading:
    Explain what Juan does in the market? When do things get bad for Juan? Why?
    What does Juan want to do?
    Students will use these questions to write their summary in the fifth square of the sequencing map.
    ⦁    Triad Conversation (see attachment)- Teacher will provide students with an A, B or C card. Teacher will have students follow the conversation script/poster to have a discussion about Juan's life.
    Conversation Prompt: Tell about something Juan does or wants.

    Day 5:
    Students will need a book, anticipation guide and Sequencing map. Teacher will guide reading pp. 48-57 and have students check their anticipation guide for character point of view.
    ⦁    Guide students in reading pp. 48-57
    Guiding questions during reading:
    How does Juan get into school? Summarize what the letter from his teacher says.
    How does his grandmother react to the letter?
    ⦁    Students will use these questions to write their summary in the 6th square of the sequencing map. 
    ⦁    Big Idea hand (see attachment): Students will use the hand to help students identify the big idea of the book (Thumb-
    Who?, Pointer finger-
    Finally did what?, Index finger- 
    When?, Ring finger-
    Where? and Pinkie finger-
    Why did they do that?).Sample big idea sentence: Juan finally learns to read and gets to attend school when his grandmother enrolled him into school because she loves him and will help him throughout his life.
    ⦁    Students will write the central message in the 7th square of the sequencing map.
    ⦁    Triad Conversation (see attachment)- Provide students with an A, B or C card. Students will follow the conversation script/poster to have a discussion about Juan's life.
    Conversation Prompt: Tell about what finally happened to Juan at the end of the story.

    Day 6:
    Character Map:
    Students will draw a picture of Juan in the middle of a piece of paper (use the notebook paper in the folder or a piece of white paper)
    Students will write the 5 poverty subtopics around his picture (causes, effects, challenges, feelings, hopes) and work with a partner to reference the text for details and write them on the character map.
    Students will use their character map (see attachment) to write a final paragraph describing Juan's experiences as a child living in poverty in Guatamala.

    References:
    “Anticipation Guide.” The Teacher Toolkit.N.p., n.d.Web. 1 Feb. 2016
    Cameron, Ann, and Thomas B. Allen. The Most Beautiful Place in the World. New York: Yearling, 1988. Print.
    Nelson, Signe.Triad Protocols. Proc. of WIDA National Conference, Atlanta, GA.Comp. Marina Dewees. N.p., n.d. Web.25 Jan. 2016               

    Collecting and Documenting Evidence of Learning
    Formative Assessment:
    Sequencing map writing
    Observations of student Triad Conversations
    Character Map completion
    Summative:
    Final descriptive writing about Juan's life using the character map.


    Teacher Reflection of Learning
    The magical part of this component is observing students comprehend the story in a way where they are wanting to defend the main character in every struggle that he endures in his young life. Additionally, they are able to build empathy and a deeper understanding of the theme or central message as it relates to poverty.