Teacher: Beth Ann Balalaos

Lesson number: Lesson Title: Could you Survive?

Grade/Subject: 5th
Central focus: Comprehension
Essential literacy strategy: Argue/Persuade Using Evidence
Related skill: Vocabulary Meaning in Context
Reading and Writing connections: Students will use their knowledge from the text and sources
previously read in order to establish a budget in order to survive on a fixed income.
Content/Common Core Standard(s):
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about
the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
CCSS.MATH.5.G: Graph points on the coordinate plane to solve real-world and
mathematical problems.
CCSS.MATH.5.G.2: 2. Represent real world and mathematical problems by graphing points
in the first quadrant of the coordinate plane, and interpret coordinate values of points in the
context of the situation.

Learning Objectives associated with the content standards:

Students will be able to compare themselves to those living a life of poverty.
Students will be able to use their previously learned information in order to write about their experiences.
Students will be able to use facts from research in order to assess their likelihood of survival.
Students will be able to understand the relationship between low-paying jobs and living in poverty.
Students will be able to create a budget in order to assess their needs in surviving while living a life of
poverty.
Academic Language
Vocabulary:
Wage
Income
Budget
Assess
Poverty
Survive
Low-Paying
Fixed Income
Rent
Expenses
Simulation
Sustainable

Language function:
Inquiry/Seeking Information
Additional language demand
Discourse:
- Based on what I have learned I believe that I could/could not survive living a life of poverty because
______________.
- I have been able to assess the living situation of those living on a fixed income, and I believe it is or is
not sustainable because __________________.
- I was able to create a budget based on a low-paying job by __________________.
- I found the simulation to be _________________ about those living a life of poverty.
- I found that the expenses and fixed income do or do not make it possible to survive because
______________.
- If could I would change _____________ in order to help those who have fixed income and/or are living a
life of poverty.
Student Friendly Daily Learning Target ( I can statements or pose as question)
I can relate to those living a life of poverty
I can use what I have learned in other lessons correctly, and to write about my experience
I can use the research I have gathered to assess whether or not I could survive on a fixed income
I can see the relationship between low-paying jobs and poverty
I can create a budget and a graph based on the amount of money I make, and the expenses I have

Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Description of formal/ informal assessments:
The formal assessment will be a scenario in which groups of students will travel through in order to
establish whether or not they could survive on a fixed income, and support their family. Each group will be
given a scenario with a description of the family, their amount of income, and their amount of expenses.
Through this students will have to form a budget and create a graph in order to show the amount of
money the family is spending on certain needs, and how much the familys income is.
For the informal assessment students will be assessed on their ability to work in a group, but students will
also have to present their budget and graph to the rest of the class and establish whether or not the family
in their scenario was able to survive. The students will also write in their reflective journal about their
experience during this project.
What is being assessed:
The formal assessment will be the budget and graph that each group of students creates in order to
establish their income and their expenses. Through this students will be able to understand whether or not
they would have been able to survive, and support their family, on a fixed income.
The informal assessment is the students ability to work in groups, as well as, the groups presentation on
their budget and graph. Each student will also be informally assessed on their reflection journal and ability
to answer the questions that they are asked.
Assessment accommodations:
Students who might need extended time to complete their graphs will be allowed to do so. However, each
group will consist of students with a wide range of abilities. In addition, students who typically struggle will
be placed in a group with students that normally perform higher academically.
Type of feedback that will be given to students:
Students will receive feedback from their peers about their presentation. In addition students will also

receive feedback from the teacher in their reflective journal. The teacher will give feedback on the
students graph and budget, how well they worked in their group, and how well they presented.
What students will do with the feedback:
Through the feedback students will be able to make adjustments to their presentation skills as well as,
keep certain aspects of their skills in mind when working in groups. Through the feedback, students will be
able to better prepare themselves for the next time they work in groups, and the next time they present to
their peers, which will be towards the end of the unit.
Instructional Resources and Materials:
iPads
Microsoft Excel
Microsoft Word
Scenario Descriptions
Smartboard
Journals
Connection to prior academic learning and prerequisite skills:
Previously the students have learned the reasons in which people in the United States become
impoverished for example, low-income jobs, gender, and unemployment. Students have also previously
learned the important vocabulary words necessary for the unit of poverty. Students have also learned
about distinguishing factors of poverty in the United States and other foreign countries. Therefore, from
this information students will be able to use it in order to assist them in their explanations as to why their
family could not survive in their scenario, as well as, have an understanding of why people often become
impoverished and cannot come out of poverty.
Connections to cultural/personal/community assets:
Through this lessons students will be able to have an understanding of living a life of poverty and how
difficult it is for a person to survive and support their family on a fixed income. Through traveling through
the scenario the students will be able to relate what they are learning about those who are impoverished
to real-life experiences. Students will be able to gain a better understanding of the circumstances and
experiences that come with living a life of poverty by taking the role of a person who is living in poverty in
this simulation.

Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: (10 mins) Students will view a short clip of a family who is
living a life of poverty.
Procedure
Time

Teacher Action
(include higher order thinking
questions, grouping strategies)

Student Action

15mins

The teacher will assign the students into

groups. The teacher will then explain to the
students about the scenario that they will have
go through. Students will be instructed that
they must work together, as a group, in order
to travel through the scenario of surviving with
a family, while living a life of poverty. The
teacher will inform the students that they must
create a budget in order to assess whether or
not they could survive with their minim wage
job, and create a budget.

The students will break into their assigned groups. The

students will begin to read the scenario that is given to
them and will begin to create their budget and strategies
in order to survive.

30mins

The teacher will then show the students the

prices of the goods they will be purchasing,
and the rent they must pay for.

The students will begin to create a budget using Excel

on Microsoft word using their iPads. After the students
create their budget they will create a graph in which their
needs and expenses based on their income and number
of family members.

Closure ( 15 min)
Each group will speak about their graph and whether or not they believe that would be able to
support their family and survive on the fixed income they were given. After this the students will
write in their reflective journal about how they would feel if they were to be living on a fixed
income.
How students will reflect on their own learning
Students will reflect on their own learning by writing in their reflective journal. The students will write about
how it felt to create the budget and whether or not they think it is feasible to survive on the low-income
wage that they had in their scenario. Students will also write about their experience in creating the budget,
and how they would feel if they were living on such a fixed income.
Accommodations/Modifications to requirements in IEPs and 504 plans
There are 6 students in the class with IEPs. One of the students in the class difficulties steam from their
medical issue of epilepsy, they are classified under other health impairment. This student receives
extended time, flexible seating, pacing and refocuses. Every student in this class receives
accommodations such as, flexible seating, extended time, refocusing and questions explained. Four of the
students are classified under learning disability and they all receive similar accommodations, in addition
some receive resource room, and modified tests in math, and fewer choice options on tests. Many of the
students also receive speech and language therapy. One student in the class is classified for as speech
and language impairment; therefore this student receives access to class notes, and checking for
understanding. All of these accommodations and modifications will be monitored by the general education
teacher, special education teacher and aide throughout the lessons.
Differentiation
Students will be placed in groups with students who typically excel academically. Students will be able to
use their iPads so that they are seen as a resource to their peers. One student who uses their iPad will be
placed in each group. These students will also be able to use the calculator on their iPads and may take
extended time if needed in order to complete their journal entry.
Technology Integration to Support Learning
Students will be using their iPads in order to create the budget layout and graph by using Microsoft Words
and Microsoft Excel. Students will compare the families income in their scenario and their expenses by
creating a graph on their iPad. As a group, they will then present their graph to the rest of the class.