Focusing Activity: Who Are our Students?

Lesson Title: Challenges Students Face Developed By: Amanda Bird, Luvi, Jeff Desired Results: By the end of this lesson, we would like teachers to compare their experience with the other SES groups and how it might affect a student facing the challenges they had to over come in the activity. Assessment Evidence: Teachers will be divided into three groups; each group will have to complete the same task but will have to do follow a different set of instructions to represent the different challenges our students might face relating to Socio Economic Status. Once the activity is completed, in each group the teacher will describe through writing their experience and how it felt compared to the other groups or Socio Economic Groups. Task Criteria: Teachers will participate in the activity then in each group discussion sand writing will take place to describe the individual experiences and relationship between students SES. SES Activity Rubric Benchmark: Students will compare the three different Socioeconomic Statuses and the effects on students. Criteria Throughs In- Depth Appropriate Use of Examples Grade: EP 5 sentences Completely on topic 1 example in-depth Grade: MP 3 sentences Mostly on topic 1 superficial example Grade: DP 1 sentence Off topic 0 examples

Lesson Plan Active Learning Plan: Steps for Lesson: 1. Teacher will greet the students as they make their way to sit down. 2. Teacher will introduce the classroom the topic of the day: Socio Economic Status. 3. Teacher will initiate a student discussion by asking, Can anybody tell me what SES means and how it might affect learning? 4. While discussion takes place teacher will hand each student colored cards to be used for group placement. 5. Teacher will introduce different SES groups and give examples. 6. After 10 minutes teacher will bring discussion to an end and begin to explain procedure for the activity. Students will be asked to take out a scratch piece of paper and writing tool. Students will move to designated areas for activity depending on the color of their card. Students will be instructed to write the alphabet backwards in one minute on their paper.

While performing the activity each group will have to do the task differently. Group 1: Seated at Desks. Group 2: Standing. Group 3: Walking in a circle. Once one group finishes with at least three students the round will be finished and begin again for a total of three rounds. For each round the winners will receive candy. After determining the winner students will be seated in their groups. Finally students will work with group mates to write a paragraph about the comparison of the groups working situation and the associated SES class for the group.

Materials: 1. Paper 2. Writing tool 3. Colored cards 4. Candy 5. Notes about SES 6. Timer Approximate time of lesson: 20-30 minutes. Modifications: Students who need more help will be partnered with another student or will be the timer for the lesson. Resources: PowerPoint with SES information. Reflection: 1. Restate the SLO, assessment(s), assessment criteria, and instructional activities used in the lesson. SLO: Students will compare the three different Socioeconomic Statuses and the effects on students. Assessment: The SLO was demonstrated by teachers through writing a paragraph about SES and student learning with discussion. Criteria Thoughts In- Depth Appropriate Use of Examples Grade: EP 5 sentences Completely on topic 1 example in-depth Grade: MP 3 sentences Mostly on topic 1 superficial example Grade: DP 1 sentence Off topic 0 examples

Instructional Activity: Teachers will be divided into three groups; each group will have to complete the same task but will have to do follow a different set of instructions to represent the different challenges our students might face relating to Socio Economic Status. Once the activity is

completed, in each group the teacher will describe through writing their experience and how it felt compared to the other groups or Socio Economic Groups. 2. Explain how the SLO, assessment(s), and instructional activities align with each other. The action verb in this activity was to compare and describe. I believe in the activity itself the teachers were able to experience what some students struggle with outside of school that make things difficult to learn in school. The teachers were asked to participate, discuss and write about the activity. The discussion was evidence for verbal participation, the activity was a demonstration of who our students are and the writing was a measure of how learning helped the teachers. Due to my activity including an assessment of writing, the students worked in groups to create a paragraph explaining their learning experience. Through the use of a simple straightforward rubric the teachers were able to clearly identify their learning from he activity and hopefully it will be used in their future teaching careers. The rubric and SLO were able to work together because they reflected each other as a way to measure the learning experience in a personal opinion. 3. Describe how the CREDE standards were incorporated into the lesson. CREDE: 1. Teachers and Students producing together- Teacher instructed students but students were able to facilitate and participate in the activity as a cohesive group. Teacher facilitated discussion but students controlled how the conversation went and teacher used questions to have students go into deeper thought. 2. Developing language and literacy across the curriculum- Teacher introduced new words such as Socio Economic Status and encouraged students to utilize it in their vocabulary. 3. Making lessons meaningful- Teacher was able to relate lesson and activity back to how it might make student learning more difficult. Also by identifying the different SES that students might be in as a way to make the lesson meaningful to their life. 4. Teaching complex thinking- Teacher influenced students to think about how themselves and classmates might have challenges that can make learning difficult. In this activity teachers will use learning to will have students better understand SES in their lives and their lives of other through reflection. 5. Teaching through conversation- Students and Teachers discuss what SES is and how it affects student learning. In the activity both large and small group conversations take place to encourage multiple perspectives on the information being taught. 4. How well did students reach the SLO? Each group exceeded the criteria of the SLO through the written assessment of a reflective paragraph after the activity was completed. The groups were asked to compare their SES experienced to the other two the rest of the groups experience. Throughs In- Depth Appropriate Use of Examples 5 sentences Completely on topic 1 example in-depth

Each group met the criteria of EP and explained how the activity resembles the SLO through the group reflection of the activity compared to the other groups resembling each class of SES. 5. What specific changes are needed to the SLO, assessment(s), or instructional activities to improve students ability to reach the SLO? The minor changes that would need to be made are to issue roles to each student within the groups. I would like to include a role on each colored card. Some of the roles might include, speaker, recorder, materials manager, and collector. By including roles students can feel more involved with the lesson and also this will avoid the issue of having only one student complete the entire activity by themselves and the other not participating. Roles also play a vital part in students learning responsibility.