Teacher Candidate: Ryan Voortman

Grade Level: 11-12th Grade

March 19, 2021
Date:
Psychology
Unit/Subject: Resiliency: Living off of $1 per day
Instructional Plan Title
I. PLANNING
Lesson In this lesson students will learn about global citizenship and resilience by gaining a greater
summary and understanding of poverty rates abroad, namely in Haiti and Guatemala. To start this lesson, I will
focus: scaffold material from our previous lessons by asking the students several thought provoking
questions in regards to the basics of resiliency as well as local poverty rates. Second, students will
learn a bit more in regards to the current status of Haiti and Guatemala as we read through
several country profiles in regards to the two. Third, students will watch two films in regards to
what it is like to live off of $1 per day in Haiti and Guatemala, as well as the resiliency needed to
overcome challenges.
In order to assess student learning, following the completion of the lesson, students will answer a
series of questions in essay format in which they reflect upon what they saw in the films as well as
how they believe that they may be able to effect change abroad.
Classroom and Thankfully, with the COVID pandemic having cleared up a bit, my students now have the option to
student factors: return to campus (which a large majority of them do) or stay at home and continue with remote
instruction. The only confine I find to this style of teaching is that at times it can be tricky to
ensure that I am giving ample attention to the students learning remotely as I am to the students
who I have live in class. I have also found that at times, when YoutTube videos are shared over
Zoom they tend to be a bit choppy and lag out occasionally. With that in mind, whenever I show a
video to my classes. I make sure that I pause the video at specific intervals in order to review the
questions that had already been discussed as well as allow for my virtual students to catch up.

In addition in order to complicate things a bit further, not only am I teaching to students both live
and remote, but I also have several international students who are not on the same time zone that I
am teaching to as well. With this in mind I need to ensure that I am explicit when it comes to
directions and what students are responsible for so that there are no surprises to students who
may not be able to ask questions live in class.

National / State National Standards for High School Psychology:

Learning 2.2 Describe the characteristics of and factors that promote resilience and optimism.
Standards: 2.3 Distinguish between effective and ineffective means of dealing with stressors and other health
issues.

Specific learning target(s) / objectives: Teaching notes:

• Students will be able to analyze problems This is the fourth and final lesson in a larger unit in regards
that are faced by individuals abroad on a to resiliency. Prior to this lesson students will have learned
daily basis, as well as develop ideas in the basics of resiliency as well as local poverty/homeless
regards to how they can promote change. rates and the resiliency that it takes to overcome.

Agenda: Formative assessment:

- -In order to determine whether or not my students fully
that will later be discussed in a comprehended the learning objectives set out for them.
Following the conclusion of this lesson, students will be
responsible for constructing an answer to several questions
that correlate with the video we watched in essay form. The
questions touch upon identifying the challenged faced by
those in both Haiti and Guatemala, as well as how they
personally can aid in producing change for those who
struggle with poverty abroad.
Instructional Teacher: access to computer (YouTube for videos), webcam and microphone, Zoom account,
Materials, PowerPoint
Equipment and Students: access to computer, webcam and microphone, Zoom account, note sheets, reading
Technology: excerpts, MyWCS (My schools LMS)
Grouping: I will have one group of students physically in class with me and another who will be tuning in
virtually.
The group tuning in virtually will be placed in their own separate breakout room after the
conclusion of the videos in order to discuss the questions presented to them, while those in class
will work collectively (while socially distanced) answering the questions that are presented to
them.

II. INSTRUCTION
A. Opening
Prior -This lesson will follow another about staggering local homeless and poverty rates in the region
knowledge surrounding my school site. I plan to scaffold knowledge gained in the previous lesson by asking
connection: students a series of questions in regards to previous material covered.
Anticipator After reviewing material that was covered previously, I plan to utilize poll everywhere in order to
y set: pose the question ‘do you think you could live off of $1 per day… explain’. I hope that by thinking
through this question students gain a greater understanding in regards to how difficult this truly is as
well as the resiliency that it may take to overcome such struggles.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
1.) I greet students both live and 1.) Students begin working on bellwork 1.) Scaffolding information
remote, walk them through questions and are ready to share previously taught in order
todays agenda and instruct them their answers when called upon. to prepare students for new
to begin working on the 2.) Students locate Poll Everywhere material
bellwork questions that touch question and devise a well thought 2.) Poll Everywhere is utilized
upon what was covered in the out answer to the question provided. in order to answer this
previous days lesson 3.) Students elaborate upon their answer question as it allow students
2.) I instruct students to complete when called upon and actively take to remain anonymous,
poll everywhere question in in what they fellow classmates had to therefore allowing
regards to what they think it say on the topic of poverty and introverted students who
would be like to live off of $1 per resiliency. may not speak up much in
day and the resiliency that it 4.) Students follow along as their class with the opportunity to
would take to overcome classmates and myself read through do so.
potential confines that may the country profiles. Students should 3.) Whole class discussion in
arise. be taking notes/highlighting regards to answers
3.) I review answers provided and important aspects of the document as provided
spurn on additional we are reading through it. 4.) Student read aloud
conversation in regards to the 5.) Students follow along with video (auditory learners)
topic. viewing guide as they watch the 5.) Videos are played in order
4.) I direct students to ‘country ‘Living off of $1 per day’ film to touch upon the needs of
profiles’ in regards to Haiti and 6.) Students participate in group visual learners.
Guatemala, and we read discussion sharing what they were 6.) Group discussion gives
through them together in order able to glean from the videos with students more agency in
to gain a better understanding of their fellow classmates. their learning and provides
the state of both nations. them with the opportunity to
5.) I play ‘Living off of $1 per day’ learn from their peers.
film for my students and instruct
them to take notes on the
‘questions for thought’ as we
 proceed.
6.) I break students up into two
groups (those who are live in
class and those who are virtual
in order to discuss their
findings.

III. ASSESSMENT
Summative This section is a part of a larger unit of study in regards Differentiation:
Assessment Resiliency, poverty and homelessness Therefore students will take -I will provide increased time to
: a standard assessment at the end of the unit through MyWCS complete the test for students
(LMS system) with learning profiles.
In addition to the standard paper and pencil test, students will -Students with learning profiles
also be responsible for constructing an essay about the resiliency will also receive a filled in study
that was displayed by those in Haiti and Guatemala who are guide prior to taking the test.
forced to live off of $1 per day. -Students will be presented with
a variety of modalities of
learning throughout this
particular lesson and the unit as
a whole including
- videos, -reading, -direct
instruction, -group conversation
–projects/presentations,
-interactive games and polls
Closure: After students have discussed their thoughts on the video clips and the resiliency needed to live off of
$1 per day, we will come back together as a class in order to discuss what was said in their groups.
Homework: Following the conclusion of this lesson, students will be responsible for crafting the answers to the
video viewing guide into a structured essay displaying their understanding of resilience and how it
can be seen in Haiti and Guatemala.