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Lesson Plan Template

Teachers: Lexi Gerber

Science/Social Studies

Strand 3 Concept 2 PO 1. Propose viable methods of responding to an identified need or problem
Social Studies
Strand 1 Concept 10 PO 3. Describe how key political, social, geographic, and economic events of the late
20th century and early 21st century affected, and continue to affect, the United States.
Strand 2 Concept 9: Contemporary World PO 1. Describe current events using information from class
discussions and various resources (e.g., newspapers, magazine s, television, Internet, books, maps).
Objective (Explicit):
SWBAT describe the current scenarios children in poverty face today by writing a letter to a person of
influence (parent, relative, congressman, ect.) with grade level grammar and correct claims that are
supported with clear evidence.
SWBAT propose solutions for children in poverty by discussing them in class and describing them in their
letters with clear statements and logical reasoning
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT recall information from presentation and videos
SWBAT compile factual information in order to make a claim
SWBAT identify key information and facts in order to support a claim
SWBAT write a persuasive letter with accurate grammar
Evidence of Mastery (Measurable):
Discussion in class measured by an observational checklist.
A persuasive letter to an influential person that is written well and has correct grade level grammar.
Persuasive letter has accurate facts and logical thinking

Materials: Video on Poverty and children,

computer, projector, access to student computers
or ipads, notebooks, pencils, articles with
information about child poverty.
Four Ways of thinking: Values thinking and strategic thinking. Students will be using values thinking as they think
about what each of these cultures values and what their recipient of their letter values in order to write a factual
and strong persuasive letter. They will also be using strategic thinking as they try to develop an idea of ways their
recipient can help this cause. They must take into consideration what factors lead into their solution and the
effects of their solution. They have to think about all the little piece that go into their solutions. Also they must
you strategic thinking to think about all the different pieces that go into affecting poverty and causing it.
Opening (state objectives, connect to previous learning, and make relevant to real life)
Teacher will say okay class. Welcome in. Please answer the bell work question in your ISNs Bell work question
will read What impact does Poverty have on children. After students have 5 minutes to work have them discuss
their answers with their group. After another 5 minutes use a random name generator to call on students and
have them share what their group discussed. Teacher will then say As you will recall, yesterday we began our
unit on poverty. What were some things we discussed yesterday? Give opportunity for 2 or 3 students to answer.
Today we are going to dive in deeper to this subject and will learn what effect poverty has on children. Our
objective for today is the following (point to objective on board as you say it) We will be able to describe
different scenarios children of today experience around the world and propose a solution to these issues by
writing a persuasive letter that is supported with accurate evidence.
Teacher Will: On the same page that you wrote your Student Will:
bell work title the page Children in Poverty Facts. I
am going to play a video and during the video take
notes of the different things these kids have to do
and go through. Also be mindful of their ages.
Remember to right down facts not opinions.
Takes notes in their ISNs
Play video:
Instructional Input

Key vocabulary: Poverty, Persuasive, Claim,

After video ends say Now that we have some

information about children in poverty lets start a
thinking map to collect all of our new facts and
knowledge. Which thinking map would be the best

Let a student or two tell you which map would be

best (alternative option would be to let the class
say it chorally if they would all be on the same

for this task? Let students give an answer- typically

a spider web or bubble map are the best
Draw thinking map on the board and say To begin
our fact list I am going to go back in my notes and
see what I wrote down. Lets see, I wrote down that
some children have to drop out of school because
they cant afford it. I also wrote down that children
that are affected by malnourishment and poverty
can be just babies and even 12 years old like many
of us in this class. As you say these facts out loud
write them into the thinking map on the board. Are
there any other facts we gathered from the video?
What kind of conclusions or claims can we begin to
make from these facts?


Let a couple students answer this question.

Give students time to think and then allow a
couple students to give ideas.

Guided Practice

Before we make any concrete ideas lets take a look

at some more information and facts about child
Co-Teaching Strategy/Differentiation
For a deaf student there are subtitles on the video.
For an ELL make sure what you write on the board is clear and provide hand gestures or pictures.
Teacher Will:
Teacher will say Now we will be looking at a couple
different articles about child poverty. While you are
reading your article make notes in your ISN of an
interesting or important facts. If a fact seems useful
to support a claim or maybe help in forming an
opinion, make sure to write it in your journal.
Hand out articles. At each table should be 4

Student Will:

students. Each student in that group of 4 should

have a different article. They will become experts
on their articles
After giving time for students to read over their
articles have them share their findings and facts
with those at their table. Walk around to make sure
students are on task.
When groups have discussed bring the class back
together and have them share as a whole class what
they found in their articles. Encourage them to share
things that stuck out to them, shocked them, or
sounded important to note. Prompt them when they
give answer to explain why that particular fact
caught their attention. As students list facts add
them to the thinking map on the board and
encourage students to write them down in their own
thinking maps in their notebooks.
After much discussion on the articles ask the
students what claims they could make about poverty
and why child poverty is an important subject. What

Students will read the article they are given and

become experts on their articles. They will write in
their notes important facts, statistics, and
information in relation to child poverty.

Students will share their notes and readings with

their groups.
Students will discuss with the class what
information stuck out to them and explain why
they though their information was important or
Students will write notes down and add to their
thinking maps during the discussion

Students will brainstorm ideas on why this subject

is important and why in particular it is important to

does child poverty mean to them? What impact has

todays lesson had on them?

Independent Practice

Co-Teaching Strategy/Differentiation
For students who are below reading level, give them a summary of the text in simpler words.
Stand near students who are rowdy.

Teacher Will:
Now that we have compiled a great number of facts
its time to do something will all this information.
Your task is to think of an influential person, this
could be a parent, relative, congressman, ect. who
you think should be aware of the great issue of
poverty and specifically child poverty. Once you
have thought of a person who should be aware of
this issue you will write a persuasive letter to them
telling them why this issue is important in general,
to you, and to them. You must convince them that
this is a subject that they need to take note of and
possibly take action in. For extension, propose to
them a solution and a way they can take action
against child poverty. Remember to back up each of
your claims with factual evidence. Appropriate
grammar will be expected. As a reminder dont
forget to use both your values thinking- remember
what your recipient values and matters to the
people you are trying to help and your strategic
thinking- how could help this children?

Student Will:
Brainstorm who they think should be aware of the
issue of child poverty.
The students will then write a persuasive letter this
person convincing them that child poverty is an
issue they should be concerned with. Students
must support their claims with evidence and true
As an extension, students may suggest a solution
to child poverty and offer the recipient of the letter
a chance to help aid the effort against child

Co-Teaching Strategy/Differentiation
If students have difficulty writing provide alternatives such as typing or the option, the record their ideas

Closing/Student Reflection/Real-life connections:

Leave some time at the end of the lesson to watch Rich ( ). After the video have
a discussion to wrap up what they learned today and what they got out of the lesson. Ask the students what
impacted them the most about today? What shocked them the most? Why does it matter to them? What are
some ideas of things they could do to help?