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 Informational Text Part 1 (Lesson 4 of 8)

    GEDB Child Poverty: Reading Informational Text Part 1 (Lesson 4 of 8)

    Overview

    During this component students are engaged in a variety of expository texts to fortify their understanding and deepen their knowledge of global poverty. Students will read and classify information from news articles related to poverty on a character map using the five subtopics (causes, effects, challenges, emotions and hopes). After guidance and modeling of an article about homeless children in Colorado, students will operate in learning teams to become experts on a different news article. Teams will read and collaborate to create a poster showcasing their new learning about a person or group of people living in poverty. Working in diverse teams provides students with the opportunity to take charge of their learning while promoting higher-level thinking, oral communication and leadership skills ("Collaborative Group Work" 2012). 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

    During this component students are engaged in a variety of expository text to fortify their understanding and deepen their knowledge of global poverty. Students will read and classify information from news articles related to poverty on a character map using the five subtopics (causes, effects, challenges, emotions and hopes). After guidance and modeling of an article about homeless children in Colorado, students will operate in learning teams to become experts on a different news article. Teams will read and collaborate to create a poster showcasing their new learning about a person or group of people living in poverty. Working in diverse teams provides students with the opportunity to take charge of their learning while promoting higher-level thinking, oral communication and leadership skills ("Collaborative Group Work" 2012).


    Content

    Student Engagement/Motivation

    Students read these guiding questions that are written on chart paper:

    What is "The Crossings"?

    Where is it located?

    How does it help people living in poverty?

    Teacher will show the video of The Crossings, “Denver Broncos Youth Center,” and have students listen and observe what the Denver Rescue Mission is and does (may need to show the video two times).

    https://www.youtube.com/watch?v=DEK2Xxyjxo4 (The Crossings video)

    Students will share what they noticed in the video while the teacher records responses to the questions on the chart paper.

    Students will repeat responses orally and read responses for fluency. ex. The crossings is a shelter for people who don't have a home in Denver, CO.


    Learning Targets and Criteria for Success

    Learning Targets:
    I can determine the main ideas and details of information presented in a video.

    I can engage in collaborative conversations.

    I can read a news article and determine what it says and make logical inferences.

    I can determine the main idea and details of an informational text.

    Criteria for Success:

    I will watch "The Crossings" and determine the main idea and most important details.

    I will explain what "The Crossings" is and does with a partner and in a whole group.

    I will read an article about "The Crossings" for understanding and identify the main ideas and details using a highlighter.


    Supplies/Resources

    Supplies:

    Folders

    Computer

    Projector

    Screen or interactive white board

    Document camera

    Chart paper

    Markers

    Highlighters

    Resources:

    Video: “The Crossings” 

    https://www.youtube.com/watch?v=DEK2Xxyjxo4

    News Article (for teacher model):

    “Colorado Children Living in Poverty” 

    https://www.cpr.org/2014/12/09/colorado-children-living-in-poverty-share-their-fears-stresses-dreams/

    Group News Articles:

    Jairo Gomez

    http://www.npr.org/2014/11/18/364062673/new-york-city-teen-balances-school-and-life-in-poverty

    Sera's Story

    http://www.pbs.org/wgbh/frontline/article/seras-story

    Kaylie and Tyler (and other poverty statistics)

    https://povertyhunger.wordpress.com/


    Learning Tasks and Practice

    Day 1: Model reading an informational text and identifying important information.

    Teacher will guide students in reading the news article "Colorado Children Living in Poverty". Teacher will use a document camera to model reading and highlighting key details about children living in poverty.

    https://www.cpr.org/2014/12/09/colorado-children-living-in-poverty-share-their-fears-stresses-dreams/ (article link)

    Students will follow along in their text and use a highlighter to identify key details.

    Guiding questions:

    Who is "The Crossings" for?

    What are some effects, challenges, emotions and hopes of living in poverty?

    Infer causes of their poverty.

     

    Day 2: Guided Practice: Making a Character Map 

    Students will reread the article for information about Nakisha Johnson "Pinky".

    Teacher will model making a character map on a piece of large chart paper or white bulletin board paper (see image below).

    Students will talk with a partner and write any causes, effects, hopes, emotions and challenges related to Nakisha on sticky notes and put them on the map in the correct place.

    Group work: Reading a News Article 

    Teacher will assign teams of 3 or 4 with a different article. These articles are listed under "Group Articles" in the materials and resources section.

    Students will read the articles in teams and determine the main ideas and details of their assigned article.

    Students will highlight important information.

    Teacher will circulate to each group to clarify any questions and guide reading and discussion.

     

    Day 3: Reading informational text and creating a team character map.

    Teacher will review the character map of Nakisha Johnson.

    Students will read their articles for information regarding the 5 subtopics of poverty: causes, effects, challenges, emotions and hopes. Students will write information regarding each stubtopic on a sticky note as they read.

    Each team will make a poster of the person or group of people in their article (see image above), displaying important details about each of the subtopics. They will use their sticky notes and highlighted information to guide them on their posters. These posters will be presented to the whole class and used in lesson 5 for the process grid to classify information.


    Technological Engagement

    Video presentation of "The Crossings" for information.

    Modeling reading and thinking using the document camera.


    Collecting and Documenting Evidence of Learning

    Formative assessments

    Day 1:

    Exit ticket

    Students write new learning on a sticky notes or peice of paper.

    _________________ is interesting to me because _____________________.

     

    Day 2:

    Write to explain

    Tell about the effects poverty has had on Nakisha's life?

     

    Day 3:

    Team poster completion


    Feedback/Instructional Adjustments

    Optional/alternative articles about Child Poverty can be found on the Newsela website. If you have a Newsela account, these articles can be accessed and modified on the website by lexile level to meet the needs of your class and diverse reading levels.