Poverty Lesson

Poverty Lesson
Teachers: Ms. Gulbranson and Mrs. Rhymes
Subject:
Social Studies
Common Core State Standards:
6-8.RH.2.Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions
6-8.RH.4.Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies
Objective (Explicit):
SWBAT define what poverty is.

SWBAT construct a plan of action to help with poverty in my own community.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Students will create a plan of action with 90% of students achieving 100% by following guidelines on a rubric along
with answering what is poverty and a true or false question related to the subject.
Rubric
5
points
a. Student states the problem

in a complete sentence.
b. Student describes why the

problem is important to
them, using information from
the article and making
personal connections.
c.
Student explains how they

will make a solution and
gives an example of a
solution. (Plan of action)
d. Student completes a, b, and

c in paragraph form (1
paragraph or more)
Rubric
3
points
Student states
the problem in
an incomplete
sentence.
Student
describes the
problem, but
does not use
information
from the article
or personal
connections.
Student
explains how
they will make
a solution, but
does not give
an example.
Student
completes a,b,
and c in semiparagraph
form, but it is
not complete.
Rubric
Student does not state
the problem at all.
Student does not

describe the problem at
all.
Student does not explain

how they will make a
solution nor gives an
example.
Student does not use

paragraph form to
complete a, b, and c on
the rubric.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Students will summarize and analyze an article
Students will create a poster that summarizes an aspect of an article.
Key vocabulary:
Materials:
0
points
-Poverty
-Panhandling
(defined on Powerpoint)
-Butcher paper for each table for group project in guided

practice
-Exit-ticket to show what students have learned from the
lesson
-Article to guide the instructional input and guided practice
activity: https://newsela.com/articles/donation-
homeless/id/5525/
-PowerPoint that has internal summaries and directions
for the lesson
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Students will be given a scenario to respond to and discuss:
On each table, there is a penny. As a group, study the penny. What do you observe? What do you think of , when you look at a penny?
The teacher will give students 2 minutes to observe the penny and discuss.
Instructional Input
After the 2 minutes, the teacher will call on each table and ask a person from a random numbered desk (1,2, 3, or 4) to share what their table
discussed.
Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?
Student Will:
What will students be doing to actively capture and process
the new material?
How will students be engaged?
The teacher will read the first paragraph of the article.
Students will actively listen and participate during the instructional

input.
The teacher will pause and talk about the first paragraph
(think-aloud) about what he/she has absorbed from the
paragraph and applying prior knowledge.
Students will make notes at the side of the article for reference, to
help them in the guided practice.
The teacher will model the information she has learned

from the paragraph on a poster that has been pre-made.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach and one observe approach will be used to maximize student achievement. While one teacher instructs, the second teacher can
monitor behavior and reactions of the students.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
The key terms that are featured on the PowerPoint will be printed out on a sheet of paper for students who have trouble seeing the board.
Guided Practice
Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as you
are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they
practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?
Student Will:
How will students practice all knowledge/skills required of the
objective, with your support, such that they continue to
internalize the sub-objectives?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to independent
practice?
The teacher will go over the expectations and assign

tables the paragraphs that they are in charge of.
Students will listen and follow directions.

Students will be assigned a paragraph from the article.
Construction paper will be passed out to each table.
A student will summarize information from a text, and what

they have learned from the reading.
The teacher will walk around the class, and ask

pondering questions and clarifying questions. The
teacher will also answer students questions.
Tables 1, 2, and 3
Paragraph 2: The Meters Give People A Choice
Tables 4, 5, and 6
Paragraph 3:Not Everyone Agrees
Tables 7, 8, and 9
Paragraph 4: Some Meter Results Are Good
As a table, students will create a poster (15 minutes)
After the 15 minutes, the teacher will have each table

share their poster. A random table number will be asked to
stand up and show the poster to everyone in the class and
explain what they drew and what they learned.
Independent Practice
One teach and one assist approach will be used to see which students still struggle, and this will be used as a guide to what type of approach
will be needed for the independent practice.
How can you utilize grouping strategies?
Teacher Will:
Student Will:
How will you plan to coach and correct during this practice?
How will students independently practice the knowledge and skills
How will you provide opportunities for remediation and
required by the objective?
extension?
How will you clearly state and model academic and
How are students are practicing in ways that align to assessment?
How are students using self-assessment to guide their own
behavioral expectations?
Did you provide enough detail so that another person could
learning?
How are you supporting students giving feedback to one another?
facilitate the practice?
The teacher will give out the directions for the exitticket and administer the exit-ticket.
Students will listen to directions and complete the exitticket.
While students are completing the exit-ticket, the

teacher will walk around and monitor students.
Exit-Ticket
1. What is poverty?
2. You need to have money to help the poor. (Circle
true or false)
True
False
3. How can you make a difference in your community?

*Make sure to:
- State the cause
- Why the cause is important to you
- What actions you will take
- Use one or more examples from the
article and/or personal experiences
- Write in paragraph form
Both teachers will walk around the room to answer questions for clarification. One teacher may focus with the students with Special Needs, if
questions need to be read to them.
Students who have trouble seeing the board will be given a hard copy of the exit-ticket.
For students with Special Needs, they will be given an exit-ticket that covers the same content, but is simply modified:
Lending a Helping Hand

1. Poverty is the lack of resources the a person may have such as lacking food, water, hygiene, or clothes.
True
False
2. You need to have money to help the poor. (Circle true or false)
True
False
3. How can you make a difference?
Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?
Realistically, we may not solve all the problems having to do with poverty, but that does not mean that our actions wouldnt help. Everyone can make
the smallest of differences. Hoping those less unfortunate does not always require money. Going back to our exit-ticket, lets take some time to
discuss this. How is this possible? What can you do, even if you did not have money to help the less fortunate? How has your view of a penny
changed?

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Poverty Lesson

Teachers: Ms. Gulbranson and Mrs. Rhymes

Common Core State Standards:

SWBAT define what poverty is.

Include a copy of the lesson assessment.

a. Student states the problem

b. Student describes why the

Student explains how they

d. Student completes a, b, and

Student does not

Student does not explain

Student does not use

Sub-objectives, SWBAT (Sequenced from basic to complex):

-Butcher paper for each table for group project in guided

The teacher will read the first paragraph of the article.

Students will actively listen and participate during the instructional

The teacher will model the information she has learned

The teacher will go over the expectations and assign

Students will listen and follow directions.

Construction paper will be passed out to each table.

A student will summarize information from a text, and what

The teacher will walk around the class, and ask

As a table, students will create a poster (15 minutes)

After the 15 minutes, the teacher will have each table

Students will listen to directions and complete the exitticket.

While students are completing the exit-ticket, the

3. How can you make a difference in your community?

Lending a Helping Hand

Closing/Student Reflection/Real-life connections:

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