enhance understandings of findings, reasoning, and evidence to add interest. Language Literacy.L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Literacy.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Math: HSA.REI.D.10: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). LESSON OBJECTIVE Students will be able to identify three physical results of living in (in language students long-term poverty. can understand): Students will be able to identify three social-emotional results of living in long-term poverty. PRIOR KNOWLEDGE Students will need to have a foundation in the types of development & 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 does long-term poverty impact an development individual’s ASSESSMENTS: (physically, socially, emotionally and cognitively) over time? FORMATIVE ASSESSMENTS: The teacher will utilize questioning strategies during the teacher-led
enhance understandings of findings, reasoning, and evidence to add interest. Language Literacy.L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Literacy.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Math: HSA.REI.D.10: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). LESSON OBJECTIVE (in language students can understand): Students will be able to identify three physical results of living in long-term poverty. Students will be able to identify three social-emotional results of living in long-term poverty. PRIOR KNOWLEDGE & CONNECTIONS TO STUDENT NEEDS &/OR INTERESTS Students will need to have a foundation in the types of development (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 does long-term poverty impact an individual’s development (physically, socially, emotionally and cognitively) over time? FORMATIVE ASSESSMENTS: The teacher will utilize questioning strategies during the teacher-led
fcs_impact_of_poverty.docx