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: Final Writing Project (Lesson 8 of 8)

    GEDB Child Poverty: Final Writing Project (Lesson 8 of 8)

    Overview

    The final component of this unit provides students with the opportunity to write an essay explaining poverty. They are prompted to explain some causes, effects, challenges, emotions and finally their opinion telling the most important thing people can do to overcome poverty. A writing essay rubric is used to guide, revise and edit their writing. Throughout this unit, students have learned about poverty from online sources, news articles, fiction texts and personal experiences. Education has been a common hope or theme for people living in poverty. One of the goals of this assignment is to assess if students can recognize this as the most important idea and if they can support their ideas with reasons or evidence from their learning. 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.            

    Description

    The final component of this unit provides students with the opportunity to write an essay explaining poverty. They are prompted to explain some causes, effects, challenges, emotions and finally their opinion telling the most important thing people can do to overcome poverty. A writing essay rubric is used to guide, revise and edit their writing (“Using Rubrics” 2016). Throughout this unit, students have learned about poverty from online sources, news articles, fiction texts and personal experiences. Education has been a common hope or theme for people living in poverty. One of the goals of this assignment is to assess if students can recognize this as the most important idea and if they can support their ideas with reasons or evidence from their learning.


    Content

    Student Engagement/Motivation

    Teacher will introduce the final writing prompt and rubric.

    Teacher will provide students with a rubric and prompt and have them read along as you read each criteria.

    Writing prompt:

    Write a final essay explaining poverty.

    Teacher will say, "Use these questions to guide your writing."

    What is poverty? 

    What are some causes of poverty?

    What are some effects and challenges of poverty?

    In your opinion, what is the most important thing people can do to overcome poverty? Support your opinion with 2-3 reasons.


    Learning Targets and Criteria for Success

    Learning Targets:

    I can plan and write an informative essay using information from print and digital resources.

    Criteria for Success:

    I will plan an essay about poverty using a classification map and my notes.

    I will write an informative essay about poverty using my plan.


    Supplies/Resources

    Supplies:

    Informative writing rubric

    Paper

    pencil

    Document Camera

    Projector

    Screen

    Resources:

    Writing rubrics

    rubistar: http://rubistar.4teachers.org


    Learning Tasks and Practice

    Day 1:

    Students will share some ideas they have about the writing prompt with a partner and then with the whole group.

    Teacher will model an example of appropriate speaking and then write it on paper and project it on the screen or whiteboard using the document camera and projector.

    Students will create a writing plan using the classification map.

    Poverty is ________________________.

    Causes                Effects/Challenges                 Hopes/how to overcome poverty

    *                            *                                                *

    *                            *                                                *

    *                            *                                                *

     

    Day 2:

    Teacher will review the rubric and expectations for each category (see attachment).

    Teacher will provide a word box with suggested transition words to use when writing their essay.

    To begin with      Also          In addition           Furthermore         Finally

    Students will use the entire class period to write their essay using their writing plan.

    Students will check their writing using the rubric and questions in prompt when they have completed the writing assignment.

    Writing Sample:


    Collecting and Documenting Evidence of Learning

    Summative

    Essay writing

    Rubric


    Teacher Reflection of Learning

    In this final part of the unit on poverty, students are showing what they know, what they learned and beginning to think of ways to take action in addressing this issue. They are ready and excited to share their learning and have the tools, language and knowledge necessary to produce a written piece showcasing this.

    Finally, I want to share a story about the transformation one student went through during this unit. This boy was having discipline problems in my class and in his 3rd grade classroom. He is a child living in poverty, moving from place to place and attending a different school every year. He spent most of the year stealing, bullying other students and not trying his best in class. As the unit unfolded, he began to soften and became interested in the unit more than the others. He had a personal connection to this issue and became increasingly interested in learning and talking more about it. He became a leader during groupwork and played an important role in the editing phase of the News Report video. One day at the end of class, we were not finished editing and he asked if he could stay and help. I called his teacher and she allowed him to stay for a little while longer to help me. He was so skilled at using the iPad and iMovie app that I let him take over. As he was leaving that day to go back to class he stopped and came back to say, "I feel really proud of myself." I couldn't hold back the tears. I believe that global education has changed his life. In his final writing, he wrote about becoming a lawyer to help people living in poverty and so that he could buy his mom a house so she didn't have to keep moving .

    Global education not only changed my students, but it has changed the way I teach and think about curriculum and learning like no other professional development has in the past. I look forward to creating many more global education lessons and units and working with other educators to bring global curriculum into their classrooms.