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SWBAT write a paper speculating on how one of the lives discussed in the
book (for example Caroline Payne, Kara King, or Leary Brock) could have
been different if she had known about alternative options or had more
information to help her make decisions, by utilizing their prior knowledge,
notes, annotations, bellwork, reflections, and the book The Working
Poor.
ASSESSMENT/EVALUATION
SWBAT:
Define poverty and what it means to be poor.
View various statistics, definitions, and facts relating to poverty.
Read The Working Poor while annotating and writing down key
points and ideas.
Discuss, research, and learn about six situations that contribute to
poverty.
Write a multi-paragraph essay about a topic.
Incorporate research and prior knowledge into their writing.
MATERIALS
Pens
Writing Journals
Graded reflection worksheets
Character Info worksheets
The Working Class text
Drafting Notebooks
VOCABULARY/KEYWORDS
The following are vocabulary words and the page number of where they
appear in The Working Poor.
deferred (60), prosperity (5), diligent (5), destitution (4), wallowed
(50), abandoned (28), caustic (51), punctuality (11), assiduous (51),
persistence (51), dissonant (51), stagnation (51), wryly (51), deficits
(26), insidious (51), scavenging (56), impoverished (6), myriad (70),
affluent (4), corrosive (126), attrition (127), competence (282),
transitory (55), expenditures (42), marginalized (42), phalanx (110),
boycott (111), conciliatory (234), commonality (180), prerequisites
(4), subsidize (13), imperatives (85), buffers (161)
TEACHINGPROCEDURES
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.
Thislessonclearlyrelatestovaluesthinking.Valuesthinkingisdrawingthelinebetweenwantandneed,and
distributingvalue.Itisconsideringeverythinganddecidingwhichthingsaresustainable,whichthingsareofvalue.
Inthislesson,studentwillbegintounderstandpoverty.Theywillseehowtheirlivesmaydifferfromorbesimilar
toothers.Also,theycanseehowsomeoneelsesvaluesthinkingalterswhatmaybeaneedtoone,maybea
necessitytotheother.Onlythen,willtheyreallyunderstandvaluesthinking.