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West Virginia State University

College of Professional Studies: Department of Education

Teacher Candidate: Trenton Williamson Date: Mar/6/17
School: Capital High School Grade/Subject: 10th Grade
Lesson Topic: Poverty

(1)Students will learn how the federal government defines poverty. (2)Students will compare
the federally defined poverty level with the cost of basic necessities in their own community.
SS.W.7 Identify types of exchange systems (e.g., barter, money) and the role forms of currency
play in acquiring goods and services.

NCSS-EC.9-12.8 Role of Price in Market System

Describes how time is set to accommodate the lesson. Just give time and not details. For
Overall Time - 60 minute lesson
Time Frame – 10 min. Teacher intro and explanation of poverty
45 min. Group Work
5 min. Closure
Teacher led discussion/group activity
There are several factors of different styles of learning throughout the lesson.
This section has three parts, each are an important part of the lesson.
Introduction/ Lesson Set
Use guiding questions, visuals, statements, and ways to assess prior knowledge and gain
interest for the lesson.

Body & Transitions
- I will give a description of poverty and the effects it has on our community and the cost
of basic necessities and conduct the diagnostic assessment.
- There are 20 students total, I will place the students into five groups of four. The four
students will think of themselves as a household. They will make a list of what they
believe are essential needs. (Students must have a place to live)
- Once the group agrees on a list of essentials they will research and find how much each
item costs in their community.
- Students will research and find the federal minimum wage and calculate the income for
a 40 hour week. Students will calculate the monthly cost and multiply it by 12 to find the
yearly income of a minimum wage worker.
- Students will compare the yearly salary of a minimum wage worker to the cost of the
students essential items and compare the cost.
- If the essential items cost more than the yearly salary the group will cut their list of
essential items.

This is a sequence of events for the lesson. Use bullets, clearly state what you will be doing in
sequence. If you use material, state: See Attachments. If students will be moving during the
lesson (transitions) state how this will be arranged.

(Objectives 1, 2)My diagnostic assessment will be conducted during the teacher introduction
and the explanation of poverty. I will have students raise a thumb up if they agree with the
statement and a thumbs down if they disagree. I will make the statement “Individuals are
responsible for living in poverty” and wait for the students response. This will give me an idea
on how students feel about the subject and after the students complete the activity I will ask
the same question to see if their responses change.

Formative Assessment
(Objectives 2)I will walk around and observe students groups as they create their essential
items list and complete their calculations. I will make suggestion to groups. For example is a car
an essential? Is a cell phone?
(Objectives 1, 2)At the end of the class I will ask students again “Individuals are responsible for
living in poverty” and see if they have changed their opinions. If students have changed their
opinions I will allow students to discuss why their opinions have changed.
If Lesson Finishes Early
If a group finishes the activity early they will discuss what role they think society should play in
ending poverty? Students will brainstorm, discuss, and record ideas.
If Technology Fails
My lesson is primarily based on technology. If technology does fail as a class we will complete
the assignment and record the information on the board. I will have the price of a place to live
along with the price of several essential items prepared and students can do the calculations
from their desks.