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: Reading Informational Text Part 2 (Lesson 5 of 8)

    GEDB Child Poverty: Reading Informational Text Part 2 (Lesson 5 of 8)

    Overview

    In the second part of reading informational text students give their poster presentations in teams from GEDB Tchr Capstone: Lesson 4. Students will spend the second part of this lesson moving through rotations to record all new learning from the posters onto a process grid. By recording information on a grid students continue to practice classifying key details about four different poverty cases and points of view of different groups living in poverty around the world. As they rotate to each poster students also practice academic language, posititve interdependence and create a pre-write organizer for informative writing (see resource link) ("OCDE Project GLAD 2-day Research and Theory Workshop" 2015). 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 the second part of reading informational text students give their poster presentations in teams from GEDB Tchr Capstone: Lesson 4. Students will spend the second part of this lesson moving through rotations to record all new learning from the posters onto a process grid. By recording information on a grid students continue to practice classifying key details about four different poverty cases and points of view of different groups living in poverty around the world. The process grid is a cooperative learning activity where students become experts on one article and are able to further their learning of the unit concepts as they view, categorize and record information from other group posters onto an individual pre-made grid. As they rotate to each poster students also practice academic language, posititve interdependence and create a pre-write organizer for informative writing (see resource link) ("OCDE Project GLAD 2-day Research and Theory Workshop" 2015).


    Content

    Student Engagement/Motivation

    Introduce the presentation rubric (see attachment) and model how to present information using the poster of Nakisha Johnson.


    Learning Targets and Criteria for Success

    Learning Targets:
    I can present information and findings from a news article.

    I can classify information presented and displayed on a grid.

    Criteria for Success:

    I will speak clearly to present information about a person or group of people living in poverty.

    I will classify and record information from team posters on a grid.


    Supplies/Resources

    Supplies:

    Folders

    Process Grid (PDF)

    Chart papers

    Markers

    Presentation rubric (PDF)

    Tape


    Learning Tasks and Practice

    Day 1: 

    Presenting information

    Students will practice presentations in their teams, using their rubrics as a resource for planning.  The presentation rubric is attached in this lesson as a PDF.

    Presentations:

    Each team will present and show their poster to the whole group. Student will explain what they learned about the causes, effects, challenges, emotions and hopes of the person/people in their news article (from lesson 4).

    Teacher will allow students, who are listening, time at the end of each presentation to ask questions or comment on new learning from each presentation.

     

    Day 2: 

    Classifying information from the team posters onto a Process Grid (see attachment).

    This activiy provides students with the opportunity to read information from the team posters, classify it according to the 5 subtopics (causes, effects, challenges, emotions and hopes) and record all information on a chart, without having to read each news article. 

    Teacher will introduce the process grid and model how to complete a row using the poster for Nakisha Johnson (see attachment).

    Teacher will model locating each subtopic on the poster and on the grid. ex.Teacher says "Locate the challenges on Pinky's poster." Teacher will point to the challenges or have a student point to the challenges on the poster. Teacher says, "Now locate the challenges in the column on your grid, in the row for Nakisha "Pinky." Teacher will tell students that this is how we'll record information from each poster.

    Students will record information from Pinky's poster on their process grid.

    Students will work in their teams to complete the row on the process grid that aligns with the person or people from their article.

     

    Day 3: 

    Process Grid Completion (see attachment).

    Students are in their teams at their tables. 

    Teacher will give each student their process grid and poster from (from day 2).

    Students will hang their posters from lesson 4 groupwork in an area in the room.

    Teacher will review how to locate information from one of the the team posters. Teacher will ask groups to discuss the causes of poverty from their poster and point to where that information should go on the grid.

    Students will practice with another subtopic. Encourage students to speak in complete sentences. Ex. "One cause of Kaylie's poverty is ____________."

    Teams will rotate to each team poster and record information in the row that aligns with each article. The vertical columns are populated with the 5 subtopics (Causes, Effects, Challenges, Emotions and Hopes) and the horizontal rows are populated with the people living in poverty from each article (see process grid attachment).

    Teams will continue recording the information from each poster until their grid is complete.

    References:

    "OCDE Project GLAD." Reading and Writing Strategy. Proc. of OCDE Project GLAD 2-day Research and Theory Workshop, Asheville, NC. Orange County: Orange County Department of Education, 2015. 161-70. Print.

    For more information about OCDE Project GLAD visit http://www.ocde.us/NTCProjectGLAD/Pages/default.aspx 


    Collecting and Documenting Evidence of Learning

    Formative: 

    Presentation rubrics: Self-assessment and teacher assessment

    Process grid completion


    Extended Learning Opportunities

    The process grid can lead to an informative writing piece. Students may choose one row from the grid to write to give information about poverty from the perspective of one group of people.


    Teacher Reflection of Learning

    The process grid is an activity that promotes the repetition of content and academic language, which is an important strategy for English learners to be able to acquire new language.