& CONNECTIONS TO (physical, social, emotional and cognitive). Students will need to STUDENT NEEDS have a foundation of understanding that the family is the primary &/OR context in which children are cared for and supported through early INTERESTS development. Students will need to understand that poverty of an individual impacts the development of the individual, family and greater society. ESSENTIAL ESSENTIAL QUESTIONS: QUESTIONS & How can poverty be beneficial? ASSESSMENTS: How can poverty be detrimental? Could you live in poverty? Could you live in middle class? Could you live in wealth? FORMATIVE ASSESSMENTS: The teacher will utilize constant formative assessment questioning strategies during the teacher-led discussion of the impact of poverty to ensure that students are understanding the broader impact of poverty on the family and society. SUMMATIVE ASSESSMENTS: Unit Test Projects--”Conquer Poverty Project” DESCRIPTION OF INITIATION: LEARNING & Write the three social classes on board: poverty, middle class, PERFORMANCE poverty. TASKS Have students write on a piece of paper, what social class they think they belong in and two positives and two negatives of being in that social class. In addition, have students write down 1-2 examples of experiences that have been hard for them to overcome. Have students keep this information to think about as the lesson progresses. Introduce the vocabulary word by writing the “resilience” definition of resilience from the Center on the Developing Child at is a good outcome in the face of Harvard University: “Resilience the short video clip from the Center on the adversity”. Show Developing Child at Harvard What is University entitled, “In Brief:
& CONNECTIONS TO STUDENT NEEDS &/OR INTERESTS (physical, social, emotional and cognitive). Students will need to have a foundation of understanding that the family is the primary context in which children are cared for and supported through early development. Students will need to understand that poverty of an individual impacts the development of the individual, family and greater society. ESSENTIAL QUESTIONS & ASSESSMENTS: ESSENTIAL QUESTIONS: How can poverty be beneficial? How can poverty be detrimental? Could you live in poverty? Could you live in middle class? Could you live in wealth? FORMATIVE ASSESSMENTS: The teacher will utilize constant formative assessment questioning strategies during the teacher-led discussion of the impact of poverty to ensure that students are understanding the broader impact of poverty on the family and society. SUMMATIVE ASSESSMENTS: Unit Test Projects--”Conquer Poverty Project” DESCRIPTION OF LEARNING & PERFORMANCE TASKS INITIATION: Write the three social classes on board: poverty, middle class, poverty. Have students write on a piece of paper, what social class they think they belong in and two positives and two negatives of being in that social class. In addition, have students write down 1-2 examples of experiences that have been hard for them to overcome. Have students keep this information to think about as the lesson progresses. Introduce the vocabulary word “resilience” by writing the definition of resilience from the Center on the Developing Child at Harvard University: “Resilience is a good outcome in the face of adversity”. Show the short video clip from the Center on the Developing Child at Harvard University entitled, “In Brief: What is