Thematic Unit

ThematicUnit
UnitTitle:
Homelessness
TeacherCandidates:
JordynOakland,KieraBurnett,andAmberSage
Gradelevel:
5th
RationaleandGoals:
Thepurposeofourunitistohelpstudentsunderstandhowprominenthomelessnesshasbecome
intodayssociety.Throughoutthisunitonhomelessness,wewillworktoconnectthetopicto
studentslives.Byexaminingandanalyzingdifferentaspectsofhomelessnessthestudentswill
gainanappreciationandacceptanceofthoseintheircommunitywhomightbeexperiencingthis.
Itisimportantforstudentstobeexposedtohomelessnessanditssurroundingtopicssothatthey
maybecomecompassionatecitizensactivelyinvolvedinsocialchange.
Standards
Speaking
CCSS.ELALITERACY.SL.5.1:Engageeffectivelyinarangeofcollaborative
discussions(oneonone,ingroups,andteacherled)withdiversepartnerson
grade5topicsandtexts
,buildingonothers'ideasandexpressingtheirown
clearly.
CCSS.ELALITERACY.SL.5.1.A:Cometodiscussionsprepared,having
readorstudiedrequiredmaterialexplicitlydrawonthatpreparationand
otherinformationknownaboutthetopictoexploreideasunderdiscussion.
CCSS.ELALITERACY.SL.5.4:Reportonatopicortextorpresentanopinion,
sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptive
detailstosupportmainideasorthemesspeakclearlyatanunderstandablepace.
CCSS.ELALITERACY.SL.5.5:Includemultimediacomponents(e.g.,graphics,
sound)andvisualdisplaysinpresentationswhenappropriatetoenhancethe
developmentofmainideasorthemes.
Reading
CCSS.ELALITERACY.RF.5.4.B:Readgradelevelproseandpoetryorallywith
accuracy,appropriaterate,andexpressiononsuccessivereadings.
CCSS.ELALITERACY.RI.5.2:Determinetwoormoremainideasofatextand
explainhowtheyaresupportedbykeydetailssummarizethetext.
CCSS.ELALITERACY.RI.5.3:Analyzehowandwhyindividuals,events,and
ideasdevelopandinteractoverthecourseofatext.
CCSS.ELALITERACY.RI.5.6:Analyzemultipleaccountsofthesameeventor
topic,notingimportantsimilaritiesanddifferencesinthepointofviewthey
represent.
CCSS.ELALITERACY.RI.5.9:Integrateinformationfromseveraltextsonthe
sametopicinordertowriteorspeakaboutthesubjectknowledgeably.
CCSS.ELALITERACY.RL.5.1:Quoteaccuratelyfromatextwhenexplaining
whatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
CCSS.ELALITERACY.RL.5.3:Compareandcontrasttwoormorecharacters,
settings,oreventsinastoryordrama,drawingonspecificdetailsinthetext(e.g.,
howcharactersinteract).
CCSS.ELALITERACY.RL.5.7:Analyzehowvisualandmultimediaelements
contributetothemeaning,tone,orbeautyofatext(e.g.,graphicnovel,
multimediapresentationoffiction,folktale,myth,poem).
CCSS.ELALITERACY.RL.5.9:Compareandcontraststoriesinthesamegenre
(e.g.,mysteriesandadventurestories)ontheirapproachestosimilarthemesand
topics.
Writing
CCSS.ELALITERACY.W.5.1:Writeopinionpiecesontopicsortexts,
supportingapointofviewwithreasonsandinformation.
CCSS.ELALITERACY.W.5.1.B:Providelogicallyorderedreasonsthat
aresupportedbyfactsanddetails
CCSS.ELALITERACY.W.5.2:Writeinformative/explanatorytextstoexaminea
topicandconveyideasandinformationclearly.
CCSS.ELALITERACY.W.5.2.D:Usepreciselanguageand
domainspecificvocabularytoinformaboutorexplainthetopic.
CCSS.ELALITERACY.W.5.3:Writenarrativestodeveloprealorimagined
experiencesoreventsusingeffectivetechnique,descriptivedetails,andclear
eventsequences.
CCSS.ELALITERACY.W.5.3.B
:Usenarrativetechniques,suchas
dialogue,description,andpacing,todevelopexperiencesandeventsor
showtheresponsesofcharacterstosituations.
CCSS.ELALITERACY.W.5.9:Drawevidencefromliteraryorinformational
textstosupportanalysis,reflection,andresearch.
SocialStudies
SocialStudies4.3.1:Analyzesthemultipleperspectivesandinterpretationsof
historicaleventsinU.S.history.
ESEStandard2:TheNaturalandBuiltEnvironment.Studentsengageininquiry
andsystemsthinkinganduseinformationgainedthroughlearningexperiencesin,
about,andfortheenvironmenttounderstandthestructure,components,and
processesofnaturalandhumanbuiltenvironments.
ESEStandard3:SustainabilityandCivicResponsibility.Studentsdevelopand
applytheknowledge,perspective,vision,skills,andhabitsofmindnecessaryto
makepersonalandcollectivedecisionsandtakeactionsthatpromote
sustainability.
Math
CCSS.MATH.CONTENT.5.MD.B.2:Representandinterpretdata.
EducationalTechnology
EALR1INTEGRATIONStudentsusetechnologywithinallcontentareasto
collaborate,communicate,generateinnovativeideas,investigateandsolve
problems.
Component1.3:InvestigateandThinkCriticallyResearch,manageand
evaluateinformationandsolveproblemsusingdigitaltoolsandresources
1.3.2Locateandorganizeinformationfromavarietyofsources
andmedia.
Art
EALR2:
Thestudentusestheartisticprocessesofcreating,
performing/presenting,andrespondingtodemonstratethinkingskillsindance,
music,theatre,andvisualarts.
Component2.1:
Appliesacreativeprocesstothearts(dance,music,
theatre,andvisualarts).
Component2.3:Appliesarespondingprocesstoanartsperformance
and/orpresentationofdance,music,theatre,andvisualarts.
EALR3:Thestudentcommunicatesthroughthearts(dance,music,theatre,and
visualarts).
Component3.1:Usestheartstoexpressfeelingsandpresentideas.
Component3.2:Usestheartstocommunicateforaspecificpurpose.
EALR4:Thestudentmakesconnectionswithinandacrossthearts(dance,music,
theatre,andvisualarts)tootherdisciplines,life,cultures,andwork.
Component4.2:Demonstratesandanalyzestheconnectionsamongthe
artsandbetweentheartsandothercontentareas.
Objectives
Lesson1
SWBAT
comparetwostoriesapproachtohomelessness
SWBAT
discussreadingsinagroup
Lesson2
SWBAT
usedialoguetodescribeanindividualsexperienceandperspective
SWBAT
SWBAT
connecttheirartworktosocietyandculture
Lesson3
SWBAT
usequotesfromthetexttodrawinferences
SWBAT
summarizeatextusingkeydetails
Lesson4
SWBAT
comparestoryelementsusingdetailsfromthetext
SWBAT
SWBAT
analyzemultipleperspectivesonTheGreatDepression
Lesson5
SWBAT
integrateinformationfrommultiplesources
SWBAT
representdatagraphically
SWBAT
usevisualstoaidinpresentinginformation
Lesson6
SWBAT
effectivelyparticipateinclassdiscussionusingmaterialsfromtheir
readings/classvideo
SWBAT
collaboratewithagrouponadescriptiveslampoetryscript
SWBAT
presentslampoetrypiecewithaccuracy,expression,andappropriaterate
Lesson7
SWBAT
writeareflectivepieceabouthomelessnessthatcomparetwotexts
SWBAT
supporttheiropinionthroughtextsandpersonalexperience
Lesson8
SWBAT
createanartisticpiececommunicatingtheirpredictionfor
HowtoSteala
Dog
SWBAT
researchinformationonhomelessnessoutsideoftheclassroomusingthe
internet
SWBAT
buildontheirownunderstandingthroughgroupdiscussion
Lesson9
SWBAT
writeareflectivepieceintegratingtwodifferenttexts
SWBAT
reportonagivenscenariousingappropriatereasoning
Lesson10
SWBAT
utilizesonglyricstocommunicatetraitsforaspecificcharacter
SWBAT
presentartisticresponsetopeers
SWBAT
writeanopenresponsesupportingyouropinionwithinformationfroma
text
SWBAT
definethetermhomelessness
SWBAT
definethetermcommunity
Lesson11
SWBAT
identifytheimportanceofunderstandingpublicissues
SWBAT
discusswhyitisimportanttohaveastrongcommunity
Lesson12
SWBAT
locateplacestheycanhelpintheircommunity
SWBAT
usetechnologytodoresearch
Lesson13
SWBAT
compareandcontrasttwostories
Lesson14
SWBAT
discusstheirexperienceatthefoodbank
SWBAT
presentprojectstotheirpeers
SWBAT
compareandcontrasttheirexperienceswiththeirpeersintheirjournals
Lesson15
SWBAT
createanewbookcoverforHowtoStealaDog
SWBAT
createabookcoverbasedontheirnewknowledgeofhomelessness
UniversalDesignandAccommodations
Variousaccommodationswillbemadetosupportlearnerswithspeciallearningneeds.
Forstudentswithlowreadinglevelsorothercognitivedisabilities,wewillprovidea
recordingofthebook,
HowtoStealaDog
.Thiswillallowthemtobettercomprehend
thestoryasmoststudentslisteningcomprehensionlevelsaresignificantlyhigherthan
theirreadingcomprehensionlevels.Asourthematicunitcentersaroundthereadingof
thistext,thisaccommodationwouldbethemosteffectiveapproachtomakingthis
contentaccessiblefortheselearners.ForEnglishlanguagelearners,wewouldallowthem
tocompletetheirworkintheirnativelanguage.Studentscouldthenexpresstheir
understandingofthecontentwithoutsignificantlanguagebarriers.Wecouldalsofinda
varietyofreadingmaterialsinthestudentsnativelanguages.Additionally,forEnglish
languagelearnerswewouldprovideasmartphonetranslationapp.Thegoalofour
accommodationsistomakethislearningaccessibletoallstudents,regardlessoftheir
abilitiesandeducationlevels.Thelearningaboutpeopleandhomelessnessinthisunitis
toosignificantforanychildtomiss.
Enrichment
Inordertomakethisunitmoreengagingforstudentswithhigherreadinglevels,wewill
facilitatecertainenrichmentopportunitiestoextendthereadings.Thestudentswhoneed
thisadditionalstimulationwillbeidentifiedbeforetheunitbasedonreadinglevels.
Althoughwewillinitiallydecidewhichstudentsshouldbeplacedinthisgroup,the
groupingwillremainflexiblesothatwemayreassessthroughouttheunit.Inthisway,
ourinstructionbestfitsthestudent'sneeds.Thefirstmodificationwillbeduringourdaily
discussionof
HowtoStealaDog
.Insteadofcompletingthisactivitywiththeclass,
studentswillexchangeideasaboutthebookonaclassforum.Eachday,studentswill
workcollaborativelytodevelopadiscussionquestion.Afterthisquestionisapprovedby
theinstructor,studentswillposttheirthoughtsaboutthequestionashomework.The
followingday,studentswillrespondtotheirpeersthoughtsandthendevelopthenext
question.Thiscyclewillrepeatthroughouttheunit.Bydoingthis,studentsareableto
engageinhigherlevelthinkingabouttopicsthatareimportanttothem.Thesecond
modificationwewillmakeasaformofenrichmentisatypeofabilitygroupingduring
otherclassactivities.Wewillplacestudentsneedingenrichmenttogethersothatthey
maypushoneanotherduringclassactivities.Lastly,wewilloffertohostanafterschool
bookclubfor
HowtoStealaDog
.Thestudentsthatwishtofurtherdiscussandanalyze
theclasstextwithhavetheopportunityfrom3:30to4:30.
AssessmentStrategies
Formative
Studentswillbeformativelyassesseddailythroughvariousworksheets,personal
communicationbetweenteacherandstudents,andcarefulobservation.Thestrategies
usedvarybylesson.Additionally,studentvoicewillbeuseddailytoassessstudent
recognitionofthelearningtargetsandtheirperceivedprogresstowardsmastery.The
informationteachersreceivefromexitslipsandotherformsofformativeassessmentwill
beusedtoshapethenextdayslessonsoteachersmayevaluateareaswherestudents
needadditionalinstructionandifcertaininformationneedstoberetaught.
Summative
Thesummativeassessmentweselectedforthisprojectisanalternativebookreport.The
requirementsofthisprojectwillbedesignedtoevaluatekeylearningobjectives
identifiedthroughouttheunit.Studentswillcompletethreeelements:
Schoolcounselor'sreportofGeorginassituation
JournalofGeorginasexperiences
Poems
TheschoolcounselorsreportisadescriptionofGeorginascharacterfromanoutside
perspective.ThiswillallowstudentstohighlightkeyelementsofGeorginascharacterin
lightofhersituation.StudentswillalsocreatetheirownversionofGeorginasjournal.
Insteadofwritingaboutherplantostealadog,studentswillcompleteatleastfive
journalentriesdescribingmaineventsofthestoryfromGeorginasperspective.Finally,
studentswillwriteaseriesofpoems,usingsensoryelementsfromthestory,todescribe
thesettings.Theywillcompletethreepoems,describingthreeseparatesettingsoftheir
choosing.Thisassessmentincorporatesreadingcomprehension,writing,andart
standardswhileallowingstudentstoexpresstheirunderstandinginanartisticway.
StudentVoice
Thestudentvoicestrategiesdescribedbelowaregenericasthiswillbeincorporatedintoevery
lessonthroughouttheunit.
K12studentswill:
1. Explainstudent
Studentbasedevidence
Descriptionofhowstudentswillreflect
tobecollected
ontheirlearning
ExitSlip
learningtargetsand
Studentswillanswerthefollowingona
dailyexitslip.
whatisrequiredtomeet
1. Whatarewelearning?
them(includingwhy
2. Whyisitimportanttolearnthis?
theyareimportantto
learn).
1. Monitortheirown
ExitSlip
Eachlearningobjectiveforthedaywillbe
learningprogress
listedonthedailyexitslip.Nexttothe
towardthelearning
objectiveswillbeascalefromonetofive
targetsusingthetools
wherestudentswillranktheir
provided(checklists,
understandingandabilitytomeetthe
rubrics,etc.).
objective.Undertheobjectiveandnumber
line,studentswillwriteagoalfor
improvementspecifictothatobjective.
1. Explainhowtoaccess
resourcesand
Studentswillanswerthefollowing
questionsonadailyexitslip.
additionalsupport
1. Whatisonequestionyoustillhave?
whenneeded(and
2. Whatresourcescouldyouuseto
how/whythose
resourceswillhelp
them).
ExitSlip
helpanswerthisquestion?
OverviewofUnit
Week
Monday
Tuesday
Introduction
Lesson1:
Lesson2:
to
WouldYou
Wednesday
Friday
Lesson4:
Lesson5:
AtTheHeartof Homelessness
Timesof
StudentsWho
Homelessness
Myths
Widespread
AreHomeless
ReadChapter
Due:Chapter
Due:
Homelessness
Due:Chapter
1,p.312
2,p.1318
Chapters34,
Due:
78,p.4761
p.1932
Chapters56,
Homelessness StealaDog
Lesson3:
Thursday
p.3346
Homelessness Lesson6:
andYou
Lesson7:
Lesson8:
Lesson9:
Lesson10:
Howwould
ADayinthe
Homelessness
WhyPeople
Writingtoa
yourlifebe
LifeofBeing
intheUnited
LoseTheir
Memberofthe
differentifyou
Homeless
Statesand
Homes
Homeless
were
Due:Chapter
yourarea
Due:Chapter Community
homeless?
10,p.7078
Due:Chapter 12,p.90103
Due:Chapters
11,p.7989
1314,p.
SlamPoetry
Due:Chapter
104119
9,p.6269
WhatCanYou Lesson11:
Do?
Lesson12:
Lesson13:
Lesson14:
Lesson15:
Whatisour
Wherecanwe
ADayinthe
Whatdidwe
BookCover
responsibility
helpinour
Community:
learnfromthe
Due:
tosociety?
community?
Triptothe
foodbank?
Chapters
Due:Chapters Due:Chapter
LocalFood
Due:
2021,p.
1516,p.
17,p.136142
Bank
Chapters
158170
120135
Noreading
1819,p.
assignment
143157
Acknowledgements
Adams,C.(n.d.).OneMillionStudentsHomeless.RetrievedNovember15,2015,from
http://www.scholastic.com/browse/article.jsp?id=3756883
ThisarticlediscusseshomelessstudentsinUnitedStatesschools.Italsotouchesonthe
schoolsresponsibilitytothesestudentsaswellasprogramsinplace.Studentswoulduse
thistoresearchhomelessnessintheUnitedStates.
Barrett,M.,&Morrison,F.(2011).
ShoeboxSam
.GrandRapids,Mich.:Zonderkidz.
Thisstorycanbeusedtolearnalittleaboutbothrichandpoorandhowtohelpinyour
community.Studentswillbeabletousethistocompareandcontrastdifferentstories
regardingthesametopic.
Brenoff,A.(2014,May3).7MythsAboutHomelessPeopleDebunked.RetrievedNovember
15,2015,from
http://www.huffingtonpost.com/2014/05/03/7thingshomelesspeoplenottrue_n_5206475.html
ThisarticleaddressescommonmisconceptionsabouthomelesspeopleintheUnited
States.Thesemisconceptionsincludearangeofideassuchashowhomelesspeoplefeel,
howtheysurvive,andwhatledtotheirhomelessness.Studentswouldusethistoresearch
homelessnessintheUnitedStates.
Bunting,E.,&Diaz,D.(1997).
December
.SanDiego:HarcourtBrace.
Studentswillbeabletousethistocompareandcontrastdifferentstories.Thisstoryis
aboutahomelessfamilythatislivinginacardboardboxaroundChristmastime.
Bunting,E.,&Himler,R.(1991).
Flyawayhome
.NewYork,NY:ClarionBooks.
Thisbooktellsthestoryofayoungboyandafatherwholiveinanairport.Thestory
describesthewaystheyhideandblendinwithpassengersinanattempttonotget
noticed.Thisbooksharesauniqueperspectiveonthewaysomehomelessindividualsdo
notlookhomelessatall.
FactsandFigures:TheHomeless.(2009,June6).RetrievedNovember15,2015,from
http://www.pbs.org/now/shows/526/homelessfacts.html
Thisarticleaddresseshomelessnessinournationinabroadway.Itcoverseverything
fromimportantlegislation,todemographics,tonationaltrends.Thisisfilledwith
statistics.StudentswouldusethistoresearchhomelessnessintheUnitedStates.
GETUPDATES.(n.d.).RetrievedDecember10,2015,fromhttp://www.endhomelessness.org
Endhomelessness.orgisaninformativewebsitethatoffersanexplanationofwhat
homelessnessis,variouspoliciesandissuessurroundingthetopic,news,andwayswe
canhelpout.Thestudentswillusethiswebsitetoeducatethemselvesonthedifferent
issuessurroundinghomelessness.Duringtheirlessontheywillberesearchingdifferent
factsabouthomelessnesssothiswillserveasaresearchtool.
GeneralHomelessnessFacts.(n.d.).RetrievedNovember15,2015,from
http://www.greendoors.org/facts/generaldata.php
GreenDoorsisanorganizationaimedathelpingfindhomelesspeopleplacestosleep.
Thiswebsiteisdesignedtoinformthegeneralpublicabouthomelessness,thenumberof
peopleitaffects,andwhothispopulationis.Studentswouldusethistoresearch
Gunning,M.,&Pedlar,E.(2004).
Ashelterinourcar
.SanFrancisco,CA:Children'sBook
Press.
Thisbooktellsthestoryofayounggirl,Zettie,whocametoAmericafromJamaicawith
hermotherafterherfatherpassedaway.WewillusethisbookasaconnectionwithHow
toStealaDog.ThestudentswillanalyzethesimilaritiesanddifferencesbetweenA
ShelterinOurCarandHowtoStealaDog,additionallythestudentswillexplorethe
differenttypesofsheltersthatpeoplewhoarehomelessencounter.
Harper,J.(2005).
FindingDaddy:AstoryoftheGreatDepression
.TurtleBooks.
ThisbooktellsthestoryofayounggirlwhosefamilyisaffectedbyTheGreat
Depression.Afterherfatherloseshisjob,Bonniesfamilylosestheirhouseand
eventuallyherdadsprizedfiddle.Thetribulationsthisfamilygoesthroughmatchthe
storyofmanyduringTheGreatDepression.Thisbookallowsstudentstoconnecttothis
timeinhistoryfromachildsperspective.
HomelessUnaccompaniedChildrenandYouthinAmerica.(2015,April23).Retrieved
November15,2015,from
http://www.endhomelessness.org/library/entry/homelessunaccompaniedchildrenandyouthin
america
Thiswebpagedisplaysgraphsrecordingthepercentageofhomelessyouthaswellasa
mapoftheUnitedStatesbreakingthispopulationdownbystate.Studentscanusethisas
anexampleofhowtodisplayinformation.Studentswouldusethistoresearch
HomelessnessThroughAChild'sEyes|Aryanna'sStory.(n.d.).RetrievedDecember10,2015,
fromhttps://www.youtube.com/watch?v=QWO2vOpTMfg
Thisyoutubevideoisasilentvideousingonlyposters,thattakestheviewerthrougha
younggirl,Aryannasstoryofbeinghomeless.Thestudentswillusethisvideoasa
mediumforunderstandingwhatitislikeforchildrentobecomehomeless.Typically
whenwethinkofhomelessnessweonlyassociateitwithadults,thisgetsstudents
thinkingoutsidetheboxandgainfurthercompassion.
McCormack,D.(2013,March10).'Ineverlosthope':Startlinginterviewunearthedwithwoman
behindiconicGreatDepressionimagetalkingjustfiveyearsbeforeherdeathin1983.Retrieved
http://www.dailymail.co.uk/news/article2290879/IlosthopeStartlinginterviewunearthedwo
maniconicGreatDepressionimagetalkingjustyearsdeath1983.html
ThisarticleshowsthefamouspicturetakenfromTheGreatDepressiontitledMigrant
Mother.Yearslater,thiswomanisfoundandinterviewedaboutherexperiences.When
viewingthispicture,studentswillbeabletounderstandthemeasuressomeparentstake
toprovidefortheirchildrenduringhomelessness.
Messinger,A.(n.d.).UnshelteredLives.RetrievedDecember10,2015,from
http://cotsonline.org/wpcontent/uploads/2012/12/UnshelteredLives2010.pdf
UnshelteredLivesisalessonplancreatedbyAlexMessinger.Sheusestheletter
MotheringWithoutaNet
toshowthestudentsthatmultiplereasonsgointobecoming
homeless.Thestudentswillreadthisletterandrespondtoit.Bydoingsotheywillgain
compassionbyanalyzingafirsthandexperienceofhomelessness.
Nieh,E.(n.d.).AllTheYearsYouNeverKnewYouHad.RetrievedNovember16,2015,from
http://www.lifehack.org/articles/lifestyle/alltheyearsyouneverknewyouhad.html?ref=pp
Thiscolorfulinfographicisanexcellentexampleofusinginterestingfactstoholdreader
attention.Studentswillbeabletousethisasasampleinfographicfortheirownproject.
Polacco,P.(1996).
Icanhearthesun:Amodernmyth
.NewYork:PhilomelBooks.
Thisisastoryaboutfriendshipandhomelessness.Studentswillbeabletousethisto
compareandcontrastdifferentstories.
RethinkHomelessness.(2014,June26).CardboardStories.RetrievedNovember16,2015,from
https://www.youtube.com/watch?v=THxtcWNw3QA
ThisvideoshowsinterviewswithmanyhomelessindividualsonthestreetsofOrlando.
Throughtheuseofcardboardsigns,thesepeoplesharesomeoftheirsurprisingabilities
andunbelievablestories.Thiswouldbeusedtoshowstudentsthatnotallhomeless
peoplefitintothenarrowcategorysocietyaffordsthem.
RethinkHomelessness.(2015,February9).Human.RetrievedNovember16,2015,from
https://www.youtube.com/watch?v=jLbPSpXAps
Thisvideoidentifiescommonstereotypesorpreconceptionsabouthomelessindividuals.
Thecreatorsthentaketothestreetsandinterviewhomelesspeople,askingthemto
debunkthesenotionsusingcardboardsigns.
Roy,D.(n.d.).Homelessness.RetrievedDecember10,2015,from
https://www.youtube.com/watch?v=szajtirMdlM
InthisvideoDJRoyisparticipatinginaslampoetrycontestandhistopicis
homelessness.Thestudentswillusethisvideoasanexampleforwhatisexpectedof
themwhentheycreatetheirownslampoetrypiece.
SnapshotofHomelessness.(n.d.).RetrievedNovember15,2015,from
http://www.endhomelessness.org/pages/snapshot_of_homelessness
ThisarticlegivesabriefstatisticaloverviewofhomelessnessintheUnitedStates.Italso
breaksthehomelesspopulationintovarioussubcategories,definingimportantterms.
StudentswouldusethistoresearchhomelessnessintheUnitedStates.
TheHistoryofShowers#infographic.(2015).RetrievedNovember16,2015,from
http://www.visualistan.com/2014/09/thehistoryofshowersinfographic.html
Thisinfographicusesmoretextandillustrationsthangraphstoconveyinformation.
Studentscanuseitasanexampleofadifferentapproachwhencompletingagraphicof
theirown.
TheInvisiblePoorofAmerica.(2013,January16).RetrievedNovember16,2015,from
http://labforecast.blogspot.com/2013/01/infographieinsiblepoorofamerica.html
Thisinfographicshowssurprisinginformationonpoorandimpoverishedindividualsin
America.Studentswillbeabletousethisasasampleinfographicfortheirownproject.
TheStraightScooponIceCream.(n.d.).RetrievedNovember16,2015,from
http://www.icecream.com/icecreaminfo
Thisinfographicusesfunfontsandvisualstoteachreadersabouticecream.Iteven
includesatimelinetoshowtheevolutionoficecream.Studentswillbeabletousethisas
asampleinfographicfortheirownproject.
Waits,C.(n.d.).Infographic:IsYourDogSleepingTooMuch?RetrievedNovember16,2015,
fromhttp://barkpost.com/infographicdogsleepingtoomuch/
Thisinfographicshowsmoreofthepictorialrepresentationsusedtoconveyinformation
ininfographics.Studentswillbeabletousethisasasampleinfographicfortheirown
project.
Wallace,D.(2015,November3).AnInfographicGuidetoBuildingInfographics.Retrieved
http://infographicjournal.com/aninfographicguidetobuildinginfographics/
Thisinfographicteachesstudentsaboutthepowerofinfographicsinholdingareader's
attention.Italsodiscusseswhichvisualelementsaremosteffective.Studentswillbeable
tousethisasasampleinfographicfortheirownproject.
WeekOne
Lesson1:WouldYouStealaDog?
Goal:
Thislessonwillintroducestudentstothebookandhelpbuildbackgroundknowledgeto
preparethemforreading.Byexploringothertitlesonthistopic,studentswillcomparehow
storiesapproachthethemeofhomelessness,showingthediversityofhumanexperience.
Standards:
CCSS.ELALITERACY.RL.5.9:Compareandcontraststoriesinthesamegenre(e.g.,
mysteriesandadventurestories)ontheirapproachestosimilarthemesandtopics.
discussions(oneonone,ingroups,andteacherled)withdiversepartnersongrade5
topicsandtexts,buildingonothers'ideasandexpressingtheirownclearly.
Objectives:
SWBAT
comparetwostoriesapproachtohomelessness
SWBAT
HowtoStealaDog:
1. Showavideotrailerforthebooktogetstudentsinterestedaboutreadingthestory.
2. Readaloudthefirstchapterofthebookand
FlyAwayHome
aloud.
3. Discusshowdifferentstoriesofthesamegenreapproachathemeindifferentways.
4. Havestudentsworkinpartnerstodiscusshowtheauthorusessetting,characters,and
plottopaintapictureofhomelessness.Studentswillrecordtheirideasontheir
worksheets.
5. Facilitateaclassdiscussionbasedontheworksheetandcreateananchorchartto
recordclassthinking.
6. Assignchaptertwo,pages1318.
Materials:
LessonOneWorksheet
Books/Texts/Audio/Video:
HowtoStealaDog
trailer
FlyAwayHome
byEveBunting
Lesson2:AttheHeartofHomelessness
Goal:
Thelessonisdesignedtobreakthroughpreconceptionsstudentsmayhaveabout
homelesspeople.Itthenallowsthemtospendtimeempathizing,writingabouthomelessness
fromtheindividualsperspective.
Standards:
CCSS.ELALITERACY.W.5.3.B:Usenarrativetechniques,suchasdialogue,
description,andpacing,todevelopexperiencesandeventsorshowtheresponsesof
characterstosituations.
ArtEALR4:Component4.2:Demonstratesandanalyzestheconnectionsamongthe
artsandbetweentheartsandothercontentareas.
Objectives:
SWBAT
usedialoguetodescribeanindividualsexperienceandperspective
SWBAT
SWBAT
connecttheirartworktosocietyandculture
HowtoStealaDog:
1. Studentswillhavereadchapter2,pages1318.
2. Discussthechapter,askingforsummariesfromstudents.
3. AskstudentstocompleteathinkpairshareactivityaboutthewaysGeorginaandher
familybreakourstereotypesofhomelesspeople.
Activities:
1. Studentswillbeginthedaybydrawingwhattheythinkhomelesspeoplelooklike.
2. Playthevideo,CardboardStories,anddiscusshowsomeofthepeopleshowndiffer
fromourstereotypesandpreconceptions.
3. Postpicturesofhomelesspeoplearoundtheclassroom,havingstudentsusedialogue,
inthevoiceoftheindividual,toexplainhowthepersonmustfeelandwhattheir
experiencesare.Studentswillrecordthisdialogueinajournal.
4. Haveeachstudentshareoneoftheirideas,explainingwhytheywrotewhattheydid.
5. Usingthebookprojecthandout,introducethesummativeunitproject.Studentswill
chooseoneofthefiveoptionstocomplete.
6. Assignchapters34,pages1932.
Materials:
Picturesofhomelesspeople.
CardboardStoriesVideo
Lesson3:HomelessnessMyths
Goal:
Studentswillexpandontheirreadingbymakinginferencesaboutthecauseof
Georginashomelessness,allowingthemtoconnectdeeperwiththetext.Studentswillthen
furtherbreakdownpreconceptionsabouthomelessnessbyaddressingcommonmyths.
Standards:
CCSS.ELALITERACY.RL.5.1:Quoteaccuratelyfromatextwhenexplainingwhat
thetextsaysexplicitlyandwhendrawinginferencesfromthetext.
Objectives:
SWBATusequotesfromthetexttodrawinferences.
SWBATsummarizeatextusingkeydetails.
HowtoStealaDog:
1. Studentswillhavereadchapters34,pages1932.
2. Askstudentstoprovideasummaryofthemainideasofthechapter.
3. StudentswillusequotesfromthereadingtomakeinferencesabouthowGeorginas
familybecamehomelessthensharethesequotesandinferencesasaclass.
Activities:
1. Studentswillcompleteajournalentrydiscussingpreconceptionsofhomelesspeople
andthestereotypestheymayhave.
2. Asaclass,discusswhatstereotypestheclassmayhave.
3. Studentswillwatchthevideo,Human.
4. Breakstudentsintogroups.
5. Assigneachgrouponeofsevenmythsfromthearticle.Studentswillreadtheirmyth,
discussitintheirgroup,summarizeit,andpresentittotheclass.
SevenMythsArticle
HumanVideo
Lesson4:TimesofWidespreadHomelessnessintheUnitedStates
Goal:
StudentswillunderstandthathomelessnessisnotanewprobleminUnitedStates
history.TheywilllearnaboutTheGreatDepressionandcomparehowthecharacters
describedinthosetimescomparetohomelessindividualsnow.Thisallowsthemtoseehow
historychangesandrepeatsitselfovertime.
Standards:
settings,oreventsinastoryordrama,drawingonspecificdetailsinthetext(e.g.,how
charactersinteract).
SocialStudies4.3.1:Analyzesthemultipleperspectivesandinterpretationsof
historicaleventsinU.S.history.
Objectives:
SWBAT
comparestoryelementsusingdetailsfromthetext
SWBAT
SWBAT
analyzemultipleperspectivesonTheGreatDepression
HowtoStealaDog:
2. Reviewwhatwasreadandsummarizethemainpoint.
3. HavestudentsdrawthehouseGeorginasfamilywasstayinginanddescribehowthey
wouldhavereacted.
4. Wouldtheyhavefeltrelieved?Disappointed?
Activities:
1. IntroduceTheGreatDepressionasatimeofwidespreadpovertyandhomelessnessin
theUnitedStates,givinginformationonthehistoricalclimateofthistime.
2. Readaloud
FindingDaddy:AStoryoftheGreatDepression
.
3. Inathinkpairshareactivity,studentswilldiscusstheconditionsofherfamilyand
howtheyaresimilartoordifferentfromGeorginas.
4. ShowthefamouspictureoftheMigrantMotherduringTheGreatDepression.
5. ReadthefollowupinterviewofFlorenceThompsonanddiscusshereffortstosurvive
throughthisperiod.
6. DiscusshowFlorenceissimilartoordifferentfromGeorginasmother.Howdothe
twomothershandlethedifficulttimes?
Materials:
IndividualcopiesoftheMigrantMotherphotographandarticle
FindingDaddy:AStoryoftheGreatDepression
byJoHarper
MigrantMotherPhotographandArticle
Lesson5:StudentsWhoAreHomeless
Goal:
Whilestudentshavealreadybeganlearningabouthomelessness,theydonotyet
understandthescopeoftheproblem.Thisprojectallowsstudentstoresearchontheirownto
gainmoreinformation.Studentswillalsosharetheinformationtheyfindwithsomeone
outsideoftheclassroom,facilitatingaconversationintherealworld.
Standards:
CCSS.ELALITERACY.RI.5.9:Integrateinformationfromseveraltextsonthesame
topicinordertowriteorspeakaboutthesubjectknowledgeably.
Objectives:
SWBAT
SWBAT
representdatagraphically
SWBAT
SWBAT
definethetermchronicallyhomeless
HowtoStealaDog:
2. DiscussMamasbreakdowninthecarandhergettingfiredfromthecleaners.Whydid
sherespondthewayshedid?
3. Whentheygetkickedoutofthehouse,Georginasayssheisdefinitelygoingtosteal
thedog.Doyoubelieveher?Whatwouldyoudo?
Activities:
1. Showstudentssampleinfographicsofavarietyofstylesonavarietyoftopics,
breakingdownfeatures.
2. ProvidestudentswithnumerousarticlesonhomelessstudentsintheUnitedStates.
3. Studentswillcollectstatisticsfromthearticlesprovidedandcreatetheirown
infographic.
4. Forstudentswhoarenotfinishedbytheendoftheperiod,thehomeworkwillbeto
finishitathomeovertheweekend.Theywillalsoneedtosharetheirinfographicwith
oneotherpersonandwriteareflectiononthisexperience.
5. Assignchapter9,pages6269.
Materials:
Paper
Pens
Markers
HomelessStudentsArticle
SevenMythsArticle
HomelessYouthFactSheet
SnapshotofHomelessnessArticle
GeneralFactsArticle
PBSFactsandFiguresArticle
SampleHomelessnessInfographic
InfographiconMakingInfographics
YearsInfographic
ShowersInfographic
IceCreamInfographic
ExtendedLessonPlanforLesson5
Title:
JusttheFacts
Grade:
5thGrade
Unit/Subject:
Homelessness
InstructionalPlanTitle/Focus:
StudentsWhoAreHomeless
Section1:PlanningforInstructionandAssessment
A. InstructionalPlanPurpose
Whilestudentshavealreadybeganlearningabouthomelessnessinpreviouslessons,they
donotyetunderstandthescopeoftheproblem.Thisprojectallowsstudentstoresearch
ontheirowntogainmoreinformation.Studentswillalsosharetheinformationtheyfind
withsomeoneoutsideoftheclassroom,facilitatingaconversationintherealworld.
Followingthisunit,studentswillfurtherconnecthomelessnesswiththeirownlivesand
discusssocialresponsibilityandtheirrolesinhelping.
B. State/NationalLearningStandards
CCSS.ELALITERACY.RI.5.9:Integrateinformationfromseveraltextsonthe
sametopicinordertowriteorspeakaboutthesubjectknowledgeably.
C. ContentObjectives
SWBAT
(CCSS.ELALITERACY.RI.5.9)
SWBAT
representdatagraphically(CCSS.MATH.CONTENT.5.MD.B.2)
SWBAT
(CCSS.ELALITERACY.SL.5.5)
D. LanguageObjectives
SWBAT
definethetermchronicallyhomeless
E. PreviousLearningExperiences
Studentswillhavealreadybeganexploringhomelessness,addressingpreconceptionsand
identifyingitsprevalenceinhistoricalcontexts.Theywillalsohaveexperienceresearching
topics.Thenewlearningherewillbecreatinginfographicstoorganizeresearchandsharing
informationwithothers.
F. PlanningforStudentLearningNeeds
Accommodationswillbemadeforstudentswhocannotcompletethislessonindividually.
Studentswithphysicaldisabilitieswillbegiventheopportunitytocompletethisresearchwitha
partner.Inthisway,theyarestilllearningandengagingwithinformation.Studentswithmental
disabilitieswillinsteadspendthetimeexaminingdifferentpremadeinfographicson
homelessnessandtalkingaboutthemwithanassistant.Finally,forEnglishlanguagelearners,we
willfindarticlesinthestudentsnativelanguageandallowthemtocompletetheinfographicin
thelanguageoftheirchoosing.
G. AssessmentStrategies:
ContentObjectives
SWBATintegrateinformation Informal:
Whilestudentsarereadingarticlestoresearchthistopic,
frommultiplesources.
theteacherwillcirculatetocheckthenotesstudentsaretakingin
ordertoidentifywhetherornottheyaretakingkeyinformationfrom
thetext.Thisisatimefortheteachertoredirectstudentswhoarenot
understanding.
Formal:
Thiswillbeassessedthroughthecompletedinfographic
studentsturnin.Teacherswillevaluatewhetherornotstudentswere
abletosynthesizeinformationtodeliveraclearmessageabout
homelessness.
SWBATrepresentdata
Informal:
Whilestudentsareworkingontheirinfographics,the
graphically.
teacherwillcirculateandusepersonalcommunicationstrategiesto
identifywhetherornotstudentsunderstandandarecomfortableusing
thevarietyofgraphicrepresentationstheymayuse.
Formal:
studentsturnin.Teacherswilllookforcorrectuseofgraphsand
tablestodisplayinformation.
SWBATusevisualstoaidin Informal:
Becauseateachercannotbewiththestudentswhenthey
presentinginformation.
sharetheirinfographicwithanother,thiswillbeassessedinformally
basedontheirreflection.Oneofthereflectionquestionswillbe:
Howwashavingyourinfographichelpfulwhentalkingabout
homelessness?
LanguageObjectives
SWBATdefinetheterm
Informal:
Whilestudentsareworkingontheirinfographics,the
chronicallyhomeless
teacherwillcirculateandusepersonalcommunicationstrategiesto
identifywhetherornotstudentsunderstandthistermfromtheir
readings.
Formal:
studentsturnin.Teacherswilllookforexplanationstotheviewerof
theterm.
H. StudentVoice:
K12studentswill:
Studentbased
Descriptionofhowstudentswillreflectontheir
evidencetobe
learning
collected
Explainstudentlearning
Reflection
Studentswillbeassignedareflectiontocompleteover
targetsandwhatis
theweekendaftersharingtheirgraphicwithanother
requiredtomeetthem
individual.Onequestiononthisreflectionwillbe:
(includingwhytheyare
Whatskillsdidyoulearnwhenmakingthis
importanttolearn).
infographicandwhyaretheyimportant?
Monitortheirown
SelfAssessment Partwaythroughthelesson,Iwillaskstudentsto
learningprogresstoward
pauseandratethefollowingstatementswithathumbs
thelearningtargetsusing
up,middle,ordown.
thetoolsprovided
1. IfeellikeIcantaketheinformationfromthese
(checklists,rubrics,etc.).
articlesandputitalltogether.
2. Iknowhowtousegraphsandothervisualsto
representthisinformation.
3. Ithinkthatusingthiswillhelpmetalkto
othersabouthomelessness.
4. Iunderstandthetermchronicallyhomeless.
Explainhowtoaccess
Reflection
Inthereflection,studentswillidentifyoneremaining
resourcesandadditional
questiontheyhaveabouthomelessnessandaresource
supportwhenneeded(and
theycanusetoanswerthatquestion.
how/whythoseresources
willhelpthem).
I. GroupingofStudentsforInstruction
Wewillbeginwithawholegroupdiscussionof
HowtoStealaDog
andthencontinuethis
arrangementforanintroductiontoinfographics.Studentswillthenworkindependentlyor
collaborativelywithpeerstoreadarticlesprovided,takenotes,andcreatetheirowninfographic.
Section2:InstructionandEngagingStudentsinLearning
A. Introduction
Lastnightschapterswereawhirlwindofevents!Howdidyoufeelafterreadingit?
Allowfor
studentresponse.
B. Questions
1. Whiledriving,MamabrokedownandtoldGeorginaaboutgettingfired.Whydid
sherespondthewayshedid?(Analysis)
2. Whentheygetkickedoutofthehouse,Georginasayssheisdefinitelygoingto
stealthedog.Doyoubelieveher?Whatwouldyoudo?(Synthesis)
3. Whichinfographicsaremosteffectiveforsharinginformation?Whatmakesthem
effective?(Evaluation)
4. Whichinfographicslostyourattention?Whyweretheylessinteresting?
(Evaluation)
5. Howeffectivelydidyouorganizeinformationinyourinfographic?What
strategiesdidyouuse?(Evaluation)
C. LearningActivities
LearningStepsandActivities
SupportingTheories/Principles
Studentswillhavereadchapters78,pages
Byaskingstudentsabouttheirfeelingsafterreading,Iam
4761beforecomingtoclass.
abletoengageaffectiveaspectsoflearning,allowingthem
Lastnightschapterswereawhirlwindof
toengagedeeperwiththetext.ThequestionsIaskalso
events!Howdidyoufeelafterreadingit?
allowthemtoconnectthetexttotheirownlivesand
Allowforstudentresponse.
explainhowtheywouldrespond.Whenstudentsengage
DiscussMamasbreakdowninthecar
withthetextinthisway,itaidscomprehension
andhergettingfiredfromthecleaners.
significantly.
Askthefollowingquestions:
Whydidsherespondthewayshe
did?
Whentheygetkickedoutofthe
house,Georginasayssheisdefinitely
goingtostealthedog.Doyou
believeher?Whatwouldyoudo?

Whenthehumanbrainlooksatsomething, Byshowingstudentsexamples,Ibuildastudentsschema
itwillquicklylookawayifitisnot
forinfographics.Wewillalsodiscussstrengthsand
interested.Whenwewrite,present,speak,or weaknessesofthesamplesshownsothatstudentsmay
otherwiseshareinformation,wemust
becomecriticsandlaterselfassesstheirowninfographics
rememberthisfact!Infographicsarevisual
asaformofstudentvoice.
collectionsofdatadesignedtograbthe
readerseyeandholdtheirattention.Weare
goingtobecreatingourowninfographic
today,butfirstIwantyoutolookatthese
example.
Showstudentssampleinfographicsofa
varietyofstylesonavarietyoftopics,
breakingdownfeatures.Describehowthe
graphsusedaresimilartothosemadein
math.
Providestudentswithnumerousarticles
Informalorformativeassessmentallowstheinstructorto
onhomelessness,includinghomeless
monitorstudentunderstandingandredirectastudentwhen
studentsintheUnitedStates.Students
thisunderstandingbreaksdown.Doingthiswhilestudents
willcollectstatisticsfromthearticles
areworkingindependentlygivestheteacherthe
providedandcreatetheirowninfographic opportunitytoscaffoldlearningbyworkingwithstudents
usingtheexamplesandpriorlearningasa individuallyandprovidingnecessarysupports.
guide.Duringthistime,theteacherwill
circulatetoinformallyassessthefollowing
objectives:
SWBATintegrateinformationfrom
multiplesources.
SWBATrepresentdatagraphically.
SWBATusevisualstoaidin
presentinginformation.
SWBATdefinethetermchronically
homeless
Closethelessonbyaskingstudentsto
Thisclosureallowsstudentstowrapupthelessonand
sharewhattheylearnedabouthomeless
focusonthelearningthattookplace.Byreviewingthisat
people.Itwouldalsobeinsightfultohave theendoftheperiod,studentsareabletoreflectontheir
studentsexplainhowtheinfographic
ownunderstandings,aformofstudentvoice.Also,by
helpedthemtoorganizeideas.Facilitate
allowingathinkpairshareactivity,studentsareableto
thislessoninathinkpairshareformat.
exploretheirownthinking,shareitinasafepartnership,
andthenfeelcomfortablediscussingwiththeclass.
Forstudentswhoarenotfinishedbythe
Thereflectionquestionsserveasbothaninformal
endoftheperiod,thehomeworkwillbeto assessmentofoneobjectiveaswellasaformofstudent
finishtheirinfographicathomeoverthe
voice.Theresultsfromthisreflectionwillbeusedto
weekend.Theywillalsoneedtoshare
shapefutureinstructioninordertofillingapsin
theirinfographicwithoneotherperson
understanding.
andrespondtothequestionsonthe
reflectionworksheet.Assignchapter9,
pages6269.
D. Closure
Closethelessonbyaskingstudentstosharewhattheylearnedabouthomelesspeople.Itwould
alsobeinsightfultohavestudentsexplainhowtheinfographichelpedthemtoorganizeideas.
Facilitatethislessoninathinkpairshareformat.
E. IndependentPractice
Studentscouldextendthislearningbysharingtheirinfographicswithmoreindividualsoutside
oftheclassroom.Familiescouldalsoresearchquestionsthatcomeupduringtheirconversations.
Studentswouldbeencouragedtobringanynewinformationwiththemtoclasstosharewith
theirpeers.
F. InstructionalMaterials,Resources,andTechnology
Paper
Pens
Markers
Articles:
HomelessStudents
SevenMyths
HomelessYouthFactSheet
SnapshotofHomelessness
GeneralFacts
PBSFactsandFigures:
Infographics:
SampleHomelessnessInfographic
DogInfographic
InfographiconMakingInfographics
YearsInfographic
ShowersInfographic
IceCreamInfographic
G. Acknowledgements
Adams,C.(n.d.).OneMillionStudentsHomeless.RetrievedNovember15,2015,from
http://www.scholastic.com/browse/article.jsp?id=3756883
Brenoff,A.(2014,May3).7MythsAboutHomelessPeopleDebunked.RetrievedNovember
15,2015,from
http://www.huffingtonpost.com/2014/05/03/7thingshomelesspeoplenottrue_n_52064
75.html
FactsandFigures:TheHomeless.(2009,June6).RetrievedNovember15,2015,from
http://www.pbs.org/now/shows/526/homelessfacts.html
GeneralHomelessnessFacts.(n.d.).RetrievedNovember15,2015,from
http://www.greendoors.org/facts/generaldata.php
HomelessUnaccompaniedChildrenandYouthinAmerica.(2015,April23).Retrieved
http://www.endhomelessness.org/library/entry/homelessunaccompaniedchildrenandyo
uthinamerica
Nieh,E.(n.d.).AllTheYearsYouNeverKnewYouHad.RetrievedNovember16,2015,from
http://www.lifehack.org/articles/lifestyle/alltheyearsyouneverknewyouhad.html?ref
=pp
SnapshotofHomelessness.(n.d.).RetrievedNovember15,2015,from
http://www.endhomelessness.org/pages/snapshot_of_homelessness
TheHistoryofShowers#infographic.(2015).RetrievedNovember16,2015,from
http://www.visualistan.com/2014/09/thehistoryofshowersinfographic.html
TheInvisiblePoorofAmerica.(2013,January16).RetrievedNovember16,2015,from
http://labforecast.blogspot.com/2013/01/infographieinsiblepoorofamerica.html
TheStraightScooponIceCream.(n.d.).RetrievedNovember16,2015,from
http://www.icecream.com/icecreaminfo
Waits,C.(n.d.).Infographic:IsYourDogSleepingTooMuch?RetrievedNovember16,2015,
fromhttp://barkpost.com/infographicdogsleepingtoomuch/
Wallace,D.(2015,November3).AnInfographicGuidetoBuildingInfographics.Retrieved
http://infographicjournal.com/aninfographicguidetobuildinginfographics/

WeekTwo
Lesson6:Howwouldyourlifebedifferentifyouwerehomeless?
Goal:
TodayslessonaimstoconnecttoFridayslessononstudentsbeinghomeless.The
maingoaloftodayistohavestudentsreflectonhowtheirliveswouldbeaffectedifthey
suddenlybecamehomeless.Thestudentswillgainappreciationandunderstandingforwhat
theyhaveinlifeandconnectonadeeperlevelofhowhomelessnessaffectschildren.
Standards:
CCSS.ELALITERACY.RL.5.7:Analyzehowvisualandmultimediaelements
contributetothemeaning,tone,orbeautyofatext(e.g.,graphicnovel,multimedia
presentationoffiction,folktale,myth,poem).
CCSS.ELALITERACY.RF.5.4.B
:Readgradelevelproseandpoetryorallywith
accuracy,appropriaterate,andexpressiononsuccessivereadings.
CCSS.ELALITERACY.W.5.3
:Writenarrativestodeveloprealorimagined
experiencesoreventsusingeffectivetechnique,descriptivedetails,andclearevent
sequences.
CCSS.ELALITERACY.SL.5.1.A
:Cometodiscussionsprepared,havingreador
studiedrequiredmaterialexplicitlydrawonthatpreparationandotherinformation
knownaboutthetopictoexploreideasunderdiscussion.
Objectives:
SWBAT
effectivelyparticipateinclassdiscussionusingmaterialsfromtheir
readings/classvideo
SWBAT
collaboratewithagrouponadescriptiveslampoetryscript
SWBAT
presentslampoetrypiecewithaccuracy,expression,andappropriaterate
HowtoStealaDog:p.6269due:
GroupdiscussiononhowhomelessnessisaffectingnotonlyGeorginabuthermother
aswell.
Activities:
1. Createaclasslistonhowourliveswouldbedifferentifwewerehomeless
2. Journalreflectiononhowyouwouldfeeliftheseaspectsoflifewerenolongerthere
3. SlamPoetryVideo:briefdiscussiononhowmeaningisshownthroughvoice
4. Studentsworkingroupsof5tocreatetheirownslampoetryforHowToStealaDog
5. Presentslampoetrypieces
6. Homework:
HowToStealaDogchapter10&askstudentstobringin6itemsthatare
importanttothem
Materials:
DavidDJRoyHomelessnessvideo
WritingJournals
SlamPoetryguideline
https://www.youtube.com/watch?v=szajtirMdlM
Lesson7:ADayintheLifeofBeingHomeless
Goal:
Thislessonservesasafollowuptoourpreviousdiscussionofhowourliveswouldbe
differentifwewerehomeless.Thepurposeofthislessonistohavethestudentsunderstand
howitfeelsifyouweretoloseeverything,andwereonlyabletotakeahandfulofyour
belongings.Thiswillhelpstudentsbuildawarenessandempathyforthosethatare
experiencinghomelessness.
Standards:
CCSS.ELALITERACY.RL.5.9
:
Compareandcontraststoriesinthesamegenre(e.g.,
mysteriesandadventurestories)ontheirapproachestosimilarthemesandtopics.
CCSS.ELALITERACY.RI.5.6:Analyzemultipleaccountsofthesameeventortopic,
notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent.
CCSS.ELALITERACY.W.5.1:Writeopinionpiecesontopicsortexts,supportinga
pointofviewwithreasonsandinformation.
Objectives:
SWBAT
writeareflectivepieceabouthomelessnessthatcomparetwotexts
SWBAT
supporttheiropinionthroughtextsandpersonalexperience
HowtoStealaDog:p.7078
1. Classdiscussion:
discusswhatitemsseemtobeimportanttoGeorgina,hermother,
andherbrother.Howdothesepossessionschangewithage?
Activities:
1. AShelterinOurCarebyMonicaGunningconnectwithHowtoStealaDog
2. KeepitorLeaveit:students
3. ADayofLivinginACar:Usingtheitemsstudentsbrought,theywillthenusethese
materialstowriteareflectivepiececonnectingtheirownemotionsto
HowtoSteala
Dog
and
AShelterinOurCare
.Thestudentswillusetheirownexperienceandwritea
reflectiveessayonhowitfelttobeconfinedtoonlyafewitems,andhowthe
charactersfromthetwobooksrelatetoyourfeelings,andoneanothers.
Materials:
ADayintheLifeofBeingHomelessactivitysheet
Reflectionlogs
KeepitorLeaveitactivitysheet
AShelterinOurCarbyMonicaGunning
Lesson8:HomelessnessintheUnitedStatesandYourArea
Goal:
Thegoaloftodayistoopenthestudentseyestohowimportantofanissue
homelessnessis.Aftertodaystudentsshouldbeabletoreflectontheaspectsofbeing
homelessintheircountryandnearbycity.Thestudentshavealreadyexploredthechallenges
thatcanoccurwithhomelessness,andhavealsohadachancetoreflectonhowtheirownlives
wouldbeaffected.Thepurposeoflookingathomelessnesswithintheircountryandcityisfor
studentstograsphowlargeofanissuehomelessnessisseveralofthemmaynotbeableto
fullyunderstandhowprominentitisinoursociety.
Standards:
:Writeopinionpiecesontopicsortexts,supportinga
CCSS.ELALITERACY.SL.5.1
:Engageeffectivelyinarangeofcollaborative
discussions(oneonone,ingroups,andteacherled)withdiversepartnerson
grade5
topicsandtexts
,buildingonothers'ideasandexpressingtheirownclearly.
EALR1INTEGRATIONStudentsusetechnologywithinallcontentareasto
collaborate,communicate,generateinnovativeideas,investigateandsolveproblems.
Component1.3:InvestigateandThinkCriticallyResearch,manageand
evaluateinformationandsolveproblemsusingdigitaltoolsandresources
1.3.2Locateandorganizeinformationfromavarietyofsourcesand
media.
EALR3:Thestudentcommunicatesthroughthearts(dance,music,theatre,andvisual
arts).
Component3.1:Usestheartstoexpressfeelingsandpresentideas.
Objectives:
SWBAT
createanartisticpiececommunicatingtheirpredictionfor
HowtoStealaDog
SWBAT
researchinformationonhomelessnessoutsideoftheclassroomusingthe
internet
SWBAT
buildontheirownunderstandingthroughgroupdiscussion
HowtoStealaDog:Duep.7989
1. ArtProject:
Thestudentswillcreateanartpieceusinginquiryandpredictingwhat
willhappenifGeorginadoesstealthedog.
Activities:
1. ShowvideoofhomelessnessinAmericasmallgroupdiscussion
2. Handouthomelessnessstatisticsmap/sheetthink/pair/shareaboutstatistics
3. Introducethetwohomelessnesswebsitesbymodelinghowtofindinformationmodel
forhomelessnessstatisticsinAmerica
4. Introduceclasstriptothefoodbank/handoutpermissionslips
5. Homework:HowtoStealaDogpg.s90103
Materials:
StateofHomelessnesshandoutstatisticsandmapwith%ofhomelessnessperstate
Video
Computerlabforresearch
Artsupplies(markers,crayons,coloredpaper)
https://www.youtube.com/watch?v=QWO2vOpTMfg
http://www.endhomelessness.org
Lesson9:WhyPeopleLoseTheirHomes
Goal:
Thepurposeoftodayslessonistohavestudentsexplorecertainscenarioswhenpeople
losetheirhomes.Thisisimportantforstudentstounderstandbecauseitrelatestoamore
politicalsideofhomelessnessandwhatfinancialissuescancausehomelessness.Students
shouldunderstandthattherearenumerousfactorsthatgointobecominghomelessandthat
eachsituationisdifferent.Additionally,studentswillgainafurthersenseofempathyby
creatingtheirownscenariosforwhysomeonecouldbecomehomeless.
Standards:
:Writeopinionpiecesontopicsortexts,supportinga
CCSS.ELALITERACY.W.5.1.B
:Providelogicallyorderedreasonsthataresupported
byfactsanddetails
CCSS.ELALITERACY.RI.5.9:Integrateinformationfromseveraltextsonthesame
topicinordertowriteorspeakaboutthesubjectknowledgeably.
CCSS.ELALITERACY.SL.5.4
:Reportonatopicortextorpresentanopinion,
sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetails
tosupportmainideasorthemesspeakclearlyatanunderstandablepace.
Objectives:
SWBAT
writeareflectivepieceintegratingtwodifferenttexts
SWBAT
reportonagivenscenariousingappropriatereasoning
1. Empathyfreewrite:
Priortoclass,theinstructorwillvisitalocalhomelessshelterin
Seattleandaskabouttheirexperiencewithhomelessness.Wewillthencompilethe
quotesandhavestudentsreflectonthequotesandwhattheythinkGeorginasfamily
wouldsayabouttheirownhomelessness.
Activities:
1. HomelessnessWeb:Asagroupwewillcreateawordwebforvariousreasonspeople
becomehomeless.Studentsshouldunderstandthatittypicallyisacombinationof
reasons
2. Homelessnessscenarioworksheet:Studentsarebrokenupintothreegroups.Each
groupreceivesadifferenthomelessnessscenario,thenusingthereasonsourclass
cameupwiththeywillchoosewhichreasonscorrespondtotheirassignedscenario.
3. Presentation:Studentswillpresenttheirscenariosandreasoninginfrontoftheclass
4. Homework:HowtoStealaDogp.104119.Studentsshouldcometothefollowing
classperiodwithsonglyricsthatrelatetoanycharacterin
HowtoStealaDog
Materials:
Homelessnessscenariosheet
Quotesfromalocalhomelessshelter
Empathyfreewriteprompt
Lesson10:WritingtoaMemberoftheHomelessCommunity
Goal:
Thepurposeoftodayslessonistohavethestudentsdisplaytraits,suchasempathyand
understanding,inresponsetoaletterfromsomeoneofthehomelesscommunity.Byallowing
thestudentstoviewandrespondtothisletter,theyarestrengtheningtheirwritingskillsas
wellasshowingtheirabilitytobeempathetictowardssomeonewhoisdifferentthanthem.
Standards:
EALR2:Thestudentusestheartisticprocessesofcreating,performing/presenting,
andrespondingtodemonstratethinkingskillsindance,music,theatre,andvisualarts.
Component2.1:Appliesacreativeprocesstothearts(dance,music,theatre,
andvisualarts).
Component2.3:Appliesarespondingprocesstoanartsperformanceand/or
presentationofdance,music,theatre,andvisualarts.
EALR3:Thestudentcommunicatesthroughthearts(dance,music,theatre,andvisual
arts).
CCSS.ELALITERACY.W.5.1:
Writeopinionpiecesontopicsortexts,supportinga
CCSS.ELALITERACY.W.5.2.D:Usepreciselanguageanddomainspecific
vocabularytoinformaboutorexplainthetopic.
Objectives:
SWBAT
utilizesonglyricstocommunicatetraitsforaspecificcharacter
SWBAT
SWBAT
writeanopenresponsesupportingyouropinionwithinformationfromatext
SWBAT
SWBAT
1. SongLyrics:studentswillpresenttheirsonglyricsinfrontoftheclasswithan
explanationastohowitrelatestoonecharacterin
HowtoStealaDog
Activities:
1. Shareourartisticresponses
2. MoveintoourletterandmodelthePause.Reflect!worksheet
3. ResponseLetter
Materials:
byMichelleKennedy
Pause.Reflect!worksheet
lyricsfortheirhomeworkassignment
OpenLetterPrompt
writingjournals
pencils
paper
documentcamera
MotheringWithoutaNet(p.12)
http://cotsonline.org/wpcontent/uploads/2012/12/UnshelteredLives2010.pdf
Title:
WritingtoaMemberoftheHomelessCommunity
Grade:
5th
Unit/Subject:
Homelessness
PersonalConnectionstoHomelessness
A. InstructionalPlanPurpose:
Thepurposeoftodayslessonistohavethestudents
displaytraits,suchasempathyandunderstanding,inresponsetoaletterfromsomeoneof
thehomelesscommunity.Byallowingthestudentstoviewandrespondtothisletter,
theyarestrengtheningtheirwritingskillsaswellasshowingtheirabilitytobeempathetic
towardssomeonewhoisdifferentthanthem.
B. State/NationalLearningStandards
Arts
EALR2:
Thestudentusestheartisticprocessesofcreating,performing/presenting,and
respondingtodemonstratethinkingskillsindance,music,theatre,andvisualarts.
Component2.1:
Appliesacreativeprocesstothearts(dance,music,theatre,and
visualarts).
Component2.3:
Appliesarespondingprocesstoanartsperformanceand/or
presentationofdance,music,theatre,andvisualarts.
EALR3:
Thestudentcommunicatesthroughthearts(dance,music,theatre,andvisual
arts).
Component3.2:
Usestheartstocommunicateforaspecificpurpose.
Writing
CCSS.ELALITERACY.W.5.1:
Writeopinionpiecesontopicsortexts,supportinga
CCSS.ELALITERACY.W.5.2.D:
Usepreciselanguageanddomainspecific
vocabularytoinformaboutorexplainthetopic.
C. ContentObjectives
SWBAT
utilizesonglyricstocommunicatetraitsforaspecificcharacter(EALR
2Component2.1&2.3)
SWBAT
presentartisticresponsetopeers(EALR3)
SWBAT
writeanopenresponsesupportingyouropinionwithinformationfroma
text(CCSS.ELALITERACY.W.5.1:)
D. LanguageObjectives
SWBAT
definethetermhomelessness(
CCSS.ELALITERACY.W.5.2.D)
SWBAT
definethetermcommunity(
E. PreviousLearningExperiences:
Priortothislessonthestudentswillalreadybefamiliar
withthe6traitsofwritingandunderstandhowtoincorporatethosetraitsintotheirown
writing.Additionally,studentswillhavehadexperiencethroughouttheunitexploring
differentscenariosresultinginhomelessness,commonmisconceptions,andthehistoryof
F. PlanningforStudentLearningNeeds:
Severalaccommodationscanbemadeforthis
activity.StudentsthatareELLorhaveadisabilitywillbeallowedtowriteapaperthatis
only1pageratherthan2.Additionally,ELLstudentswillbeallowedtouseatranslation
appforwordstheymaynotunderstandandcanworkwithapartnerwhenreading
MotheringWithoutaNet.
Forstudentsthathavespecificlearningneeds,andifitfalls
intotheirIEPor504plan,theywillbegrantedadditionaltimetoworkontheletter.
G. AssessmentStrategies:
ContentObjectives
SWBAT
utilizesonglyricstocommunicate
Informal:
takenotesaseachstudentpresents.
traitsforaspecificcharacter(EALR
Formal:
submitthesong/lyricseachstudents
2Component2.1&2.3)
haschosenforadditionalfeedbackanda
homeworkgrade.
SWBAT
Informal:
Asthestudentsarepresentingtheir
(EALR3)
artisticresponses,wewillbeobservingand
checkingoffwhatthestudentsareabletodo
andiftheyhavemettherequirements.
SWBAT
writeanopenresponsesupporting
Informal:
StudentswilluseaPause.Reflect!
youropinionwithinformationfromatext
worksheettohelpthemdissectthemainideas
(CCSS.ELALITERACY.W.5.1:)
andrespondwiththeirownthoughts.Wewill
lookthisoverbeforethestudentsbeginwriting
theiropenresponses.
Formal:
Studentswillbesubmittingtheir
openlettersattheendoftheliteracyperiod.
LanguageObjectives
SWBAT
Informal:
Asthestudentsareworkingontheir
(
individualletters,wewillcalleachstudentup
SWBAT
onebyoneforanindividualinterview.During
(
thistimewewillaskthestudentswhattheir
owndefinitionsofhomelessnessand
communityare.
H. StudentVoice:
K12studentswill:
Studentbased
Descriptionofhowstudentswill
evidencetobe
reflectontheirlearning
collected
Explainstudentlearning
Exitslips,observations, Studentswillbeabletoreflectontheir
targetsandwhatis
oneononeinterview
learningthroughtheirexitslips,
requiredtomeetthem
observations,andoneononeinterview.
(includingwhytheyare
Theexitslipsaredesignedtohavethe
importanttolearn).
studentrespondtothepurposeofthe
lessonandiftheymetthegoal.Bydoing
sothisallowsthestudentsto
immediatelyseeiftheycomprehended
thelessonandwhattheythoughtthe
goalwas.Ifthereareunabletoanswer
thesequestions,thestudentcanreflect
backonareasofconfusion.The
observationsandoneononeinterview
servesasatooltoexplaintostudents
whattheyshouldbeunderstanding.
Monitortheirown
checklist,prompts,
Thestudentcanusethesetoolsfor
learningprogresstoward
feedbackonpaper,
reflectingontheirownprogressby
thelearningtargetsusing examplesectionon
observingareastheymighthavemissed.
thetoolsprovided
Bydoingsotheycanrevisittheseareas
(checklists,rubrics,etc.).
worksheet
anddeepertheirthinking,askclarifying
questions,andseehowtheirprogress
haschanged.Theexampleservesasa
modelforwhatisexpectedofthe
studentsandhowtogetthere.
Explainhowtoaccess
books,dictionary,
Duringthistimethestudentswillhave
resourcesandadditional
teachers,peers
thelettertheyread,adictionary,teachers
supportwhenneeded(and
andpeers.Thelettercanbehelpfulfor
how/whythoseresources
studentstoreflectbackonandrevisit
willhelpthem).
ideastheymighthavemissedintheir
openletter.Adictionarywillbehelpful
whencomingacrosswordstheyare
unsureofandinsteadofgoingstraightto
theteachersitallowsthemtodisplaya
senseofindependenceand
problemsolving.Occasionally,students
needhelpgeneratingmoreideasandit
canbeveryhelpfuljustgoingoveryour
thoughtswithateacherorpeer.Thiscan
helpthemelaborateontheiropinions
andformnewideas.
I. GroupingofStudentsforInstruction:
Wholegroupandpartnergroupingwillbeused
throughoutthislesson.Itisimportanttousewholegroupingduringthegradualrelease
partofthelessonsothatallstudentsreceivethesameinstruction.Smallgroupwillbe
usedwhenthestudentsareallowedtodiscussideaswiththeirpartnersinordertohelp
furtherthinking.
A. Introduction:
Wewillbeginourdaybypresentingoursonglyrics.AttheendIwillask,
WhatcommontraitsdidwenoticebetweenGeorgina,hermother,andherbrother?
andHowcanmusicofferanewperspectiveonhomelessness?Wewillthengointoa
briefdiscussionregardinghowsongscanbeagreatwaytofurtheryourunderstandingof
someonespersonality.
B. Questions
a. WhatcommontraitsdidwenoticebetweenGeorgina,hermother,andher
brother?(evaluation)
b. Howcanmusicofferanewperspectiveonhomelessness?(comprehension)
c. Whatsimilaritiesdidyounoticebetween
and
Howto
StealaDog
?(analyze)
d. Whatthoughts,emotions,andopinionsdoyouhaveregarding
MotheringWithout
aNet
?(analyze)
e. Doyoufeelthatyouwroteanauthentic,reflectivelettertoMs.Kennedy?
(synthesis/evaluation)
f. Howhasthisactivitychangedyouroverallviewonhomelessness?
(comprehension/evaluation)
C. LearningActivities
Wewilltransitionfromourhomework
Thissupportsthetheoryofexplicitinstruction
assignmenttoourdailyactivity.Iwillsay,
becausethestudentsarebeingtoldwhatthey
Nowthatwehavehadachancetoanalyzeand aresupposedtododuringourliteracytimeand
artisticallyexpressacharacterfrom
Howto
whywearedoingso.Additionally,weare
StealaDog,
wewillanalyzeawrittenletterby
buildingonthestudentspriorknowledgeby
someoneofthehomelesscommunity.
connectingpreviouslearning(statistics)witha
firsthandaccountofhomelessness.They
Iwillthensay,Wehavespenttimeresearching alreadyunderstandwhathomelessnessis,how
homelessstatisticsinourarea,butinorderfor
prominentitisinsociety,andhowtheycan
youtopracticehavingempathyandcompassion, displaycompassionandempathybyimagining
youwillneedtoanalyzeafirsthandexperience. whatitislikeforsomeonetobehomeless.
Bytakinganinsidelookatsomeonesvery
personalexperiencewithhomelessnessyouwill
developanewsenseofunderstandingand
acceptanceforthosethataredifferentthanyou.
Iwillbeginreadingthefirstparagraphof
ThissupportsthetheoryofBloomsTaxonomy
byMichelleKennedy. becausestudentsareanalyzingaspecificletter
DuringthistimeIwillmodeltothestudents
andbreakingitdowntobettercomprehend.By
howtodissectimportantdetailsfromthe
doingsothestudentsareformingrelationships
reading.ThestudentswillusethePause.
betweenwhattheyarereadingandwhatthe
Reflect!worksheetanditwillbecheckedoff
overarchingmessageandmainpointsare.
beforethestudentscanbeginwritingtheir
letters.
Iwillbeginreadingthefirstparagraph.After
Weareusingthetheoryofguidedinstruction
readingIwillsay,themaindetailthatIshould throughthegradualreleaseofresponsibility
pullisthatthiswomanhasthreechildrenandis model.Weareteachingstudentstheskillsthey
sleepingonthestreet.
shouldbedisplayingwhendoingthisactivity.
Iwillwritethatinmypausesectionofthe
Bymodelingthestudentsarevisuallyseeing
worksheetandproceedtosay,AsIreflecton
whatisexpectedofthem,slowlyintroducedto
thisdetailIfinditinterestingthatthechildren
howtocompletetheworksheet,andare
aresleepingsopeacefully.IfIweretobe
preparedtodosoindependently.
homeless,wouldIactthesamewaythethree
childrenare?Whathashappenedtothemother?
HmmmIalsonoticeaconnectiontoanother
bookwearereadingrightnow.Georginaand
herbrotherarelivingoutofacarwiththeir
singlemother,soundsalotlikethissituation.
Wewillthenmoveintodoingthesecond
paragraphasagroup.Iwillreadandthenhave
thestudentsguidemethroughtheworksheet.
Iwillthensay,Whydoyouthinkitis
importanttoreflectonwhatyoujustread?The
studentsshouldrespondwithananswer
surroundingtheideathatwhenwetakeaminute
tothinkwecancomeupwithmorequestions,
newideas,andformourownthoughtsona
topic.
Wewillthentransitionintothestudentsdoing
Thissupportsthetheoryofconstructivism
theworksheetontheirown.Duringthistimewe becausethestudentsareconstructingtheirown
willwalkaroundtheclassroomandaskstudents learningbyindividuallybreakingdownthe
whattheyarethinkingandtheirreactionstothis letter.Theyarebeinggivenanopportunityto
reading.Additionally,wewillpullstudents
reflectandcomeupwiththeirownideasand
asideonebyoneandhavethemexplainwhat
opinionssurroundinghomelessness.
thetermshomelessnessandcommunitymean.
Oncethestudentshavefinishedandtheir
Thisstepsupportsthetheoryofinquirybased
worksheetischeckedoff,wewillmoveintoa
learningbecauseinsteadofexplicitlytellingthe
briefwholeclassdiscussion.
studentshow
connects
Iwillsay,Whatwasyourreactiontothis
to
HowtoStealaDog
weareguidingthem
piece?
throughquestioning.Bydoingsothiswill
Studentsshouldrespondwithsomethingalong
allowsthestudentstoformulatetheirownideas
thelinesofeyeopening,sad,etc.
andcreatesasteppingstonetothinkingmore
Iwillsay,Itseemstomethattheirsituation
critically.
relatestoonethatwehavebeenfocusingonin
ourtradebookforthisunit.Whatconnections
doyousee?
Next,Iwillsay,Iwantedyoutoreallyreflect
Hereweareincorporatingthetheoryofintrinsic
onwhatyouwerereadingsothatyoucould
motivationbypromptingthestudentstoexpand
understandingandthinkdeeperabout
onthemoralreasoningforwritingaresponsive
homelessness.Aswehavecovered,thereare
letter.Insteadofexplicitlysaying,Youneedto
manydifferentfactorsthatgointosomeone
becompassionateindividualsandwritingthis
becominghomelessandweshouldneverjudge
letterwillmakeyouintoone,wearehaving
someonebasedonappearanceormaterialistic
thestudentsexploreafirsthandaccountof
aspectsoftheirlife.Whatifthishadbeen
homelessnessandallowingthemtoformtheir
someoneinourclassroom?Whatifwehada
owninternalmotivation.Byallowingafree
Georginainourclassroom?WhatifoneofMs. writethestudentswillbecomemoremotivated
Kennedyschildrenwasyourbestfriend?
becauseitisreflective,personal,andstudent
Allowstudentstorespondtotheseopenended
driven.
questionsandfacilitatetheconversation.
Iwillthensay,Itiscleartomethatyouallare ThisportionrelatestoVygotskysideaof
reallyunderstandinghowtobeanacceptingand scaffolding.Byprovidingstudentswiththe
compassionatepartofsociety.Next,youwillall worksheet,weareguidingtheirunderstanding
writealettertothiswomanrespondingtowhat
andprovidingthemwithsupportsintheletter
shewrote.Usetheworksheettoguideyouand
writingprocess.
referbacktoitifyouhaveforgottencertain
partsoftheletter.Thisshouldbeyourown
work,however,ifyouneedtoyoumaytalk
amongstyourpeersifneeded.
D. Closure:
Attheendofourliteracytimewewillwriteadiscussionquestionontheboard,
Doyoufeelthatyouwroteanauthentic,reflectivelettertoMs.Kennedy?Wewillthen
askthestudentstorespondonastripofpaperandplaceintheappropriateexitslipjarsto
thesetwoquestions:
1. Whatwasthepurposeoftodayslesson?
2. Doyoufeelthatyoumetourgoal?Ifnot,whatcanwedofor
improvement?
E. IndependentPractice:
Studentscanextendtheirlearningbyresearchingandresponding
tootherletters,discussinghomelessnessathomewiththeirparents,orwritingabrief
reflectiontousonhowthisactivityhelpedthembecomemorecompassionate.
F. InstructionalMaterials,Resources,andTechnology
byMichelleKennedy
Pause.Reflect!worksheet
lyricsfortheirhomeworkassignment
OpenLetterPrompt
writingjournals
pencils
paper
documentcamera
G. Acknowledgements:
ThislessonplanwaswrittenbyJordynOakland
WeekThree
Lesson11:Whatisourresponsibilitytosociety?
Goal:
Todaysgoalistoshowstudentstheyhaveresponsibilitiesasamemberofsociety.
Also,tohelpthemunderstandthatthisisallpartofbeinginacommunity.
Standards:
GLECIVICS1.4.1Understandsthatcivicparticipationinvolvesbeinginformedabout
howpublicissuesarerelatedtorightsandresponsibilities.
ESEStandard3:SustainabilityandCivicResponsibility.Studentsdevelopandapply
theknowledge,perspective,vision,skills,andhabitsofmindnecessarytomake
personalandcollectivedecisionsandtakeactionsthatpromotesustainability.
Objectives:
SWBAT
identifytheimportanceofunderstandingpublicissues(CIVICS1.4.1)
SWBAT
discusswhyitisimportanthaveastrongcommunity(ESEStandard3)
HowtoStealaDog:Chapter15:120129 Chapter16:130135
1. WewillhaveaclassdiscussionaboutWillyandMookieandthewholesituationwith
GeorginaandTobyinChapter15.
2. ThenstudentswillwriteaboutChapter16inthejournals.
Activities:
1. Lesson/Lecturecoveringresponsibilitiesinacommunity:Whatresponsibilitiesdowe
have?Whatcanyoudotohelpyourcommunity?Whyisthisimportanttous?
2. Thinkpairshareaboutideastheyhaveforresponsibilitiesandhowtheyfeelabout
community
3. TChartfortrackingthoughtsregardingcommunityandtheresponsibilitiestheycould
have
Materials:
Tchart
Journals
Lesson12:WhereCanWeHelpinOurCommunity?
Goal:
Studentswillbeabletoidentifylocalplacesintheircommunityforvolunteering.
Standards:
CCSS.ELALITERACY.W.5.9:Drawevidencefromliteraryorinformationaltextsto
supportanalysis,reflection,andresearch.
TechnologyEALR1IntegrationStudentsusetechnologywithinallcontentareasto
collaborate,communicate,generateinnovativeideas,investigateandsolveproblems.
1.3:InvestigateandThinkCritically:Research,manageandevaluate
informationandsolveproblemsusingdigitaltoolsandresources.
Objectives:
SWBAT
locateplacestheycanhelpintheircommunity(W.5.9)
SWBAT
usetechnologytodoresearch(EALR1:1.3)
HowtoStealaDog:Chapter17:136142
1. Wewillreadthefirstpageofchapter17.Thenwewillhaveadiscussionabouthow
everyoneintheGeorginasfamilymustbefeelingthatday.
2. StudentswillfilloutashortformaboutGeorgina,Toby,andtheirmothersfeelings.
Activities:
1. Readchildrenspicturebooksrelatingtohomelessnessandhaveclassdiscussionabout
thebooks
2. Whilestudentsreadthechildrensbooksingroups,theywillwriteabouteachonethey
readintheirjournals.Studentswillreadeachbookonceintheirgroups.
3. Locateplaceswecanserveintheircommunitybyresearchingontheinternet
4. Letstudentsknowthatwearegoingtohelpatthefoodbank
Materials:
ShoeboxSambyMaryBrigidBarrett
DecemberbyEveBunting
AShelterinOurCarebyMonicaGunning
ICanHeartheSunbyPatriciaPolacco
Journals
Lesson13:ADayintheCommunityFieldTriptotheFoodBank
Goal:
Todaysgoalistogivestudentsarealworldexperienceoutintheircommunity.
Studentswilllearnhowafoodbankoperatesandmeetmanynewpeople.Theywillalsohelp
setupthefoodbankforthefollowingday.
Standards:
settings,oreventsinastoryordrama,drawingonspecificdetailsinthetext(e.g.,how
charactersinteract).
Objectives:
SWBAT
compareandcontrasttwostories
HowtoStealaDog:
Noreadingassignment
Activities:
1. Read
UncleWillieandtheSoupKitchen
byDyanneDisalvoRyan
2. Comparethisbookto
HowtoStealaDog
3. Discussthebookandwriteashortresponsetoitintheirjournals
4. Showstudentsthepeopleintheircommunity
5. Showstudentshowtheycanhelpintheircommunitybygoingtothefoodbanktohelp
setupandlearnabouttheoperation
6. Givestudentsrealworldexperiencesinvolvinghomelessnessbyhavingstudentshelp
withsetupofthefoodbankaswellasintroducingthemtonewcommunitymembers
7. EndwithExitSlipbackattheschoolregardingtheirexperiences
Materials:
Bus
Signedfieldtrippaperwork
ExitSlip
Journals
UncleWillieandtheSoupKitchen
byDyanneDisalvoRyan
Lesson14:WhatDidWeLearn?DidAnyofYourViewsChange?
Goal:
Todaysgoalistoguidestudentsthroughadiscussionaboutwhattheyexperienced
duringthefieldtrip.Thepointofthisdiscussionistoopenupstudentstonewideasabout
homelesspeopleandturnoffanypreconceivednegativeideasaboutthem.
Standards:
discussionswithdiversepartnersongradefivetopicsandtexts,buildingonothers
ideasandexpressingtheirownclearly.
CCSS.ELALITERACY.W.5.2:Writeinformative/explanatorytextstoexaminea
topicandconveyideasandinformationclearly.
CCSS.ELALITERACY.SL.5.4:Reportonatopicortextorpresentanopinion,
sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetails
tosupportmainideasorthemesspeakclearlyatanunderstandablepace.
Objectives:
SWBAT
discusstheirexperienceatthefoodbank(SL.5.1)
SWBAT
presentprojectstotheirpeers(ELALITERACY.SL.5.4)
SWBAT
compareandcontrasttheirexperienceswiththeirpeersintheirjournals
(W.5.2)
HowtoStealaDog:Chapters1819:143157
1. WewilldiscusswhatGeorginasmothermeantbythisstatementIswear,whenit
rains,itpours.Pg143
2. WewillalsodiscussthisstatementandwhatMookiemeantbyitWell,ifthatdont
putthepepperintheGumbo!Pg.155
3. Theywillwriteintheirjournalsaboutthesetwostatements.
Activities:
1. InclassdiscussionaboutstudentexperiencesandHowtoStealaDogreading
assignment.Studentswillalsothinkpairshareabouttheirexperiencesatthefoodbank
thepreviousday.
2. IndependentJournalEntry:Whatdidyouandyourpartnerdiscuss?Howwasyour
experiencedifferentfromyourpartners?
3. Quickoverviewofentirethreeweekscoveringhomelessness:MiniLectureaboutwhat
wehavecoveredthiswillbeinashortPowerPointtoshowstudentsavisual
representationofwhatwehavelearned.
4. Presentationsofbookprojects:Eachstudentwillshowtheirprojectstotheclassand
willbegradedwitharubric.
Materials:
Journals
BookProjects
GradingRubric
PowerPoint
Lesson15:BookCoverProject
Goal:
Todaysgoalistodoaquickoverviewofalltheimportantthingswelearnedabout
homelessnessandcommunitythelastthreeweeks.Thisinformationwillhelpthestudents
withtheartprojecttheyaregoingtocreate.Oncewehavediscussedthesetopics,wewill
moveontopresentationsofstudentspapers.
Standards:
CCSS.ELALITERACY.RL.5.1:Quoteaccuratelyfromatextwhenexplainingwhat
thetextsaysexplicitlyandwhendrawinginferencesfromthetext.
EALR2:Thestudentusestheartisticprocessesofcreating,performing/presenting,and
CCSS.ELALITERACY.SL.5.3Summarizethepointsaspeakermakesandexplain
howeachclaimissupportedbyreasonsandevidence.
Objectives:
SWBAT
createanewbookcoverforHowtoStealaDog
SWBAT
createabookcoverbasedontheirnewknowledgeofhomelessness
HowtoStealaDog:Chapters2021:158170
1. Generaldiscussionaboutfeelingsregardingthebook
2. BookCoverProject:Eachstudentwillcreatetheirownnewdesignfor
HowtoSteala
Dog
sbookcover
Activities:
BookCoverProject:Therearethreestepstothisproject
1. Outline/IdeaDraft
2. FirstDraftofCover
3. FinalCover
Materials:
Paper
Artsupplies
ExitSlips
Ideachart/Worksheet
Title:
RedesigningaBookCover
Grade:
5th
Unit/Subject:
Homelessness/ArtandResearch
CreatingyourOwnBookCover/Evidencecollecting
InstructionalPlanPurpose
Duringthislesson,studentswillusetheirideastheyhavecollectedfrom
HowtoSteala
Dog
,inclasslessons,andtheexperiencestheyhadatthefoodbanktocreateanewbookcover
for
HowtoStealaDog.
First,theywillcreateanoutlineexplainingtheirideatheyhaveforthe
cover.Next,theywilldoaroughdraftoftheirplan.Lastly,theywillcreatedothefinaldraft
andgettheircoverlaminatedtobepostedinthehallway.
State/NationalLearningStandards
CCSS.ELALITERACY.RL.5.1:Quoteaccuratelyfromatextwhenexplainingwhatthe
textsaysexplicitlyandwhendrawinginferencesfromthetext.
EALR2:Thestudentusestheartisticprocessesofcreating,performing/presenting,and
CCSS.ELALITERACY.SL.5.3Summarizethepointsaspeakermakesandexplainhow
eachclaimissupportedbyreasonsandevidence.
ContentObjectives
SWBATaccuratelyquotetextfromHowtoStealaDog(RL.5.1)
SWBATcompareandcontrastexperiences(RI.5.6)
SWBATcreateabookcover(EALR2)
LanguageObjectives
SWBATcollectevidenceandsummarizeitfortheirbookcoverreasoning(SL.5.3)
PreviousLearningExperiences
Studentswillhavecoveredmuchinformationabouthomelessnesspriortothisproject.
TheytalkedabouthomelessnessinSeattle,theywroteabouthomelessness,andlearnedmany
factsaboutit.Theywillhaveachancetogohelpatthefoodbankandmeetmanycommunity
members.Also,theywillhavealreadyfinishedreading
HowtoStealaDog.
Theclassjusthada
reviewofeverythingtheylearnedthedaybeforethislessonaswell.Alloftheseprevious
experienceswillhelpthemdesignamorerealisticbookcoverforthebook.
PlanningforStudentLearningNeeds
MentalDisabilities:
Studentswillbeaccompaniedbyanassistanttohelpthemwork
throughtheproject.Aboutofhelpwouldbedependentontheseverityofthedisability.
PhysicalDisabilities:
Studentsthatcannotphysicallywriteforanyreasonwillbepaired
withanotherstudenttoworkonittogether.Ifwefeellikethisisnotagoodoptionforthe
student,wewillhaveascribeassignedtothemandtheywillwritedowntheirideas.
ELLStudents:
Prearrangedbookswillbepickedoutforstudentsthatneedthatdonefor
them.Studentsarealsoabletouseatranslatoronthecomputerifneeded.Ifitisnecessary,
translatedworksheetscanbeprovidedtoo.
AssessmentStrategies:
ContentObjectives
SWBATaccurately
Informal
quotetextfromHowto Thiswillbeassessedthroughanoutline.Studentswillbegivena
StealaDog(RL.5.1)
worksheettotracktheirideas.Onthisworksheetstudentswillbe
askedtowritedownideastheyhavefortheirbookcoverandback
themupwithevidencefromthebookorfromtheexperiencesthey
hadthroughoutthethreeweeksoflessons.Theoutlineitselfisnot
graded,butwhengivingafinalgradeitwillbetakeninto
considerationtomakesurestudentsareputtingthoughtintotheir
finalproduct.
SWBATcompareand
Informal
contrastexperiences
Studentswillbeassessedthroughtheiroutlineforthisaswell.We
(RI.5.6)
willlookforideasaboutexperiencesandreadingsincludedintheir
worksheet.
SWBATcreateabook
Formal
cover(EALR2)
Thiswillbeassessedthroughthefinalbookcoverstudentsturnin,
accordingtothefollowingrubricmadeforit.Thegradegivenwill
alsobebasedonpreviousprojectsbecausepartofthegradeis
regardingtheirthoughtprocess.
1:Studentsfinalbookcoverdidnotshowarealisticexampleof
homelessness.Itseemslikethestudentdidnotgivemuchthought.
Therewasnoevidencebackinguptheiridea.
2:Studentsfinalbookcovershowsasomewhatrealisticexampleof
homelessness.Studentputsomethoughtintothefinalproduct,but
couldhavedonemore.Therewasverylittleevidencebackingup
theiridea.
3:Studentsfinalbookcoverisarealisticexampleofhomelessness.
Studentputeffortandthoughtintothefinalproduct.Thereisenough
evidencebackinguptheiridea.
4:Studentsfinalbookcoverisaclearlyrealisticexampleof
homelessness.Thestudentputalotofthoughtintothefinalproduct.
Thereismorethanenoughevidencesupportingtheiridea.
LanguageObjectives
SWBATcollect
Informal
evidenceandsummarize
Thisobjectivecanalsobeassessedthroughtheoutlinefortheirbook
itfortheirbookcover
cover.Wecanassesstheirabilitytocollectevidenceandsummarize
reasoning(SL.5.3)
itbyreadingthroughtheworksheet.Wewilllookforideasalong
withtexttosupporttheirideas.

J. StudentVoice:
K12studentswill:
Studentbased Descriptionofhowstudentswillreflectontheir
evidencetobe
learning
collected
Explainstudent
Studentswillanswerquestionssimilartotheones
learningtargetsand
ontheworksheetwedidaclass.Thisistomake
whatisrequiredto
surestudentsreallyunderstandwhywearedoing
meetthem(including
whatweredoing.Thiswillbeturnedinattheend
whytheyareimportant
oftheprojectandlookedoverbytheteacher.Ifwe
tolearn).
ExitSlip
findthatmanystudentsarenotunderstanding,we
willgooveritagaininclassandredotheexitslip.
Thequestionswillbeasfollows:
1. Whyisitimportanttociteyoursources?
2. Whydoweuseevidencewithourideas?
3. Howissummarizingusefulwhenyouuse
resources?
Monitortheirown
Oncestudentshavefinishedtheiroutlines,they
learningprogress
towardthelearning
SelfCheck
targetsusingthetools
Rubric
provided(checklists,
rubrics,etc.).
willbegivenarubrictousetoreviewtheirown
outlines.Theywillusethistohelpthemselves
improvewhereitisneededandreallyunderstand
thelearningtargets.
4:Ihavealotofevidencefrombooksand/or
experiencestosupportmyideas.Myideasare
realisticexamplesofhomelessness.
3:Ihaveenoughevidencefrombooksand/or
experiencestosupportmyideas.Myideasare
mostlyrealisticexamplesofhomelessness,but
havebeenalteredalittlebit.
2:Idonthavequiteenoughevidencetosupport
myideas.Myideasarenotveryrealisticexamples
ofhomelessness.
1:Ihavenoevidencetosupportmyideas.My
ideasarenotrealisticexamplesofhomelessness.
Explainhowtoaccess
resourcesand
Asawholeclass,wewillgooverthequestionson
theirworksheetanddiscusstheimportanceof
additionalsupport
Worksheet
beingabletocitesources,usingcorrect
whenneeded(and
Questions
informationtobackupyourideas,andbeingable
how/whythose
resourceswillhelp
tosummarize.Theywillalsobeabletoaskthe
teacherquestionsatthistime.
them).
K. GroupingofStudentsforInstruction
Studentsareinwholegrouporindividualfortheentirelesson.Iftheyarenotworking
individuallyontheirworksheetsorcreatingtheirbookcover,thentheyareinwholegroup
discussionwiththeteacher.Thereisnogrouporpartnerworkinthislesson.
D. Introduction
Nowwearegoingtotalkaboutredesigningabookcover.Therearealotofimportant
partsthatwillgointothisbookcoverprojectwewilldotoday.Wewilltakeseveralsteps
tomakesurewecreateagreatbookcoverthatrepresentshomelessnessinamore
realisticwaythantheoriginalcover.Eachofyouaregoingtomakeyourowncoverand
hangitupontheclassboardoutinthehallway.
E. Questions
a. Whydidyoupickthatasyourofficialidea?(Evaluation)
b. Whatevidenceisbackingupyouridea?(Synthesis)
c. Whatinformationdidyoufindthatmadeyourideaarealisticformof
homelessness?(Synthesis)
d. Whyisitimportantforustouseevidence?(Analysis)
e. Whydoyouneedtociteyoursources?(Analysis)
F. LearningActivities
Alrighteveryone,Iknowthatwehavelearned
Thisisthefirststepofthegradualrelease
alotabouthomelessnesstheselastfewweeks.
theory.Herestudentsarejustwatchingme
Luckily,wereviewedyesterdayandshouldhave workthroughthetchartonmyown,outloud.
agoodunderstandingofwhathomelessnesscan Vygotskystheoryaboutscaffoldingapplies
looklike.Thisisgoingtobeimportantforour
here.Wearebuildingtheirknowledgeabout
bookcoverredesign.Iamgoingtoshowyouthe collectingevidencebydoingthis.Itisthefirst
chartweareusingtotrackourideasand
steptheycantaketobeingabletodothison
evidenceforthoseideas.Letstakealook.There theirown.
aredirectionsontheworksheetaswell,butI
wouldliketodoanexampleforyoufirst.
MakeasimpleTChartontheboard.Theleft
sidesaysIdeas,therightsidesaysEvidence.
IhavealotofideasinmyheadforwhatI
wouldwantmybookcovertolooklike.Myfirst
ideaisanoldcar.SoIamgoingtowriteold
carunderideas.NowIneedevidencetosupport
thisidea.Whydoyouthinkweneedevidence
whenwehaveanidea?
[Waitforanswer]
Yep,itsimportantbecausewecantjustmake
upinformationaboutreallifethings.Thisbook
coverissupposedtobearealisticexampleof
homelessness.TheevidenceIamgoingtouseis
fromthebookHowtoStealaDog,soIamgoing
towritethatundermyevidenceside.
NowIwantyoualltohelpme.Hereismy
Thisisthesecondstepofgradualrelease,Ido
secondidea.
[Write:CitySkylineontheboard youhelp.Herestudentsarehelpingmefind
underideas].
Whatmightbemyevidencefor
evidenceformyidea.Thisisanotherstep
pickingaskylineasmyideaforthecover?
[Wait towardsunderstandingtheobjectiveenoughto
foranswer,itshouldbesomethingabout
dothisontheirown.
homelessnessinthecitieswehaddiscussedin
class].
Greatevidence!Iwillwritethatunder
evidencetosupportmyidea.Thanksforyour
help.
NowthatIhaveshowedyouhowtocollect
Studentswillnowdothelaststepofgradual
someevidenceforyourideas,itsyourturntodo release,Youdo,Ihelp.Theywillwork
thisindividually.Iwillwalkaroundifanyone
throughtheworksheetindividuallyandaskme
needshelp.Justwriteyournamesinalistonthe forhelpwhenneeded.Wewillgooverthe
boardifIamhelpingsomeonealreadyandIwill questionsasaclassoncetheyhaveall
getaroundtoyou!Pleasethinkofasmanyideas answeredthemindividuallybecauseIwant
asyoucan.Readthedirectionsuptopvery
studentstoheartheirpeersideasabout
clearly.Also,pleaseanswerthequestionsunder collectingevidence,theirideas,andhowthey
thetableindividually.Onceeveryoneisdone,we arefeelingaboutcollectingevidenceand
willgooverthemasaclass.
referencessources.
Walkaroundandlookforideasandevidenceon
studentspapers,aswellasansweranyquestions
theyhave.
Onceyouredonewithyourworksheetplease
Iamhavingusallgooverthequestionsonthe
beginworkingonyourdraftofyourbookcover
worksheettogethersostudentscanhearother
onsomescratchpaper.WhenIseeeveryoneis
studentsideas.Ithinkthiscouldhelpthe
workingonthat,wewillgooverourquestions. studentsthatarestrugglingwiththeirideas.I
alsowanttoknowhoweveryoneisfeeling
Wheneveryonehasmovedontotheirdraftsof
aboutcollectingevidenceandiftheyhaveany
theircover,bringeveryonebackandreadover
questions.Ifonestudentisstruggling,others
thequestionsontheworksheet.Askrandomly
likelyaretoo.Thisgivesthemachanceto
forstudentstosharetheirideasandalsoaskfor
openupandlearnmore.
volunteers.
Okayeveryone,letsgobacktoourdrafts.
Iamgoingtocheckofftheirdraftoftheir
PleaseshowmethefinisheddraftsoIcancheck coversoIcanmakesurestudentsaregetting
itoff.ThenIwillgiveyouthepaperforyour
theideabehindtheassignment.Iamasking
finalproduct.Imayhavesomequestionsforyou themquestionsforthesamereason.This
whenyoushowme,sobereadytobackupyour shouldshowmethattheyaremeetingthe
idea!Rememberthatyourdraftisjustadraft,so standardsandobjectives.Thecollectingof
dontmakeitperfect.Iwouldntspendmore
evidenceandrealisticviewofhomelessness
than15minutesonit.
arereallyimportanthere.
Allowstudentstoworkontheirdraftandcheck
themoffastheycomeup.Askquestionssuchas
these:
1. Whydidyoupickthatasyourofficial
idea?
2. Whatevidenceisbackingupyouridea?
3. Whatinformationdidyoufindthatmade
yourideaarealisticformof
homelessness?
4. Whyisitimportantforustouse
evidence?
5. Whydoyouneedtociteyoursources?
Oncetheyarecheckedoffontheiridea,give
themthepaperforthefinalcover.
Nowthatyouhaveyourdraftcheckedoff,go
Theexitslipisgoingtobeturnedintoreally
aheadandusethepaperIgaveyoutomakeyour solidifystudentunderstandingofthestandards
finalproduct.Thisoneshouldbethebestyou
andobjectives.Thequestionsintheexitslip
canmake.Pleaseturnitinandgrabandexitslip havebeenaskedoverandoveragainandby
whenyouredone.Whenyoufinishtheexitslip, thispoint,everystudentshouldbeableto
pleasereadsilentlyifyouhavetimebefore
answerthequestionsindividually.
schoolgetsout.Theexitslipisthelastpartof
thislesson.Thequestionsneedtobeanswered
individually.
Havestudentsturninfinalproductandanswer
andturnintheexitslip.Finalproductswillbe
gradedwiththerubricprovided.Thisconcludes
theunitonhomelessness.
H. Closure
Wehavelearnedalotabouthomelessnessoverthelastfewweeks.Todayslessonwill
helpyouinyourfutureprojectsthroughouttheyears.Youwillneedtoknowhowtocollect
evidenceandreferencetheplacesyougottheinformationfrom.Youdontwanttostealother
peopleshardwork!Soyouneedtomakesuretheygetthecredit.Nicejobtodayeveryone!
I. IndependentPractice
Itwillberecommendedtostudentsthattheymaketheideaandevidencetchartathome
withtheirparents.Theycanfillthisoutwithanewtopicandfindevidencetosupporttheirideas.
Ifstudentsbringthisbacktoclass,theycanpresentittotheclassandgettheclasssomeextra
marblesfortheclassjar.
J. InstructionalMaterials,Resources,andTechnology
Exitslip
Worksheet
Rubricforselfgrading
Rubricforbookcovergrading
K. Acknowledgements:
a. ThislessonplanwaswrittenbyAmberSage
Appendix1:Worksheets
StudentVoice:ExitSlip
HowdidYOUdotoday?
Name________________________________ Date_______________________________
Whatarewelearning?
Whyisitimportanttolearnthis?
(Writelearningtargethere)
Goal:
Goal:
Goal
Whatisonequestionyoustillhave?
Whatresourcescouldyouusetohelpanswerthisquestion?
LessonOneWorksheet
ConnectingStorieswithSimilarThemes
Name______________________________________
Date___________________________
Afterreadingthefirstchapterof
HowtoStealaDog
and
FlyAwayHome
,thinkabouthowthe
storiesaresimilarordifferentinhowtheypresentthethemeofhomelessness.
Setting
HowtoStealaDog
FlyAwayHome
Characters
Plot
Lesson5Worksheet
JusttheFacts:CreatinganInfographiconHomelessness
Name______________________________________
Date___________________________
1. Readthearticlesprovidedandtakenotesonthestatisticsyoufind.Yournoteswillbe
turnedinwiththisworksheet.
2. Reviewthesampleinfographicsprovidedandsketchoutadraftofyourown.
3. Createyourinfographic,rememberingtociteyoursourcesatthebottom.
4. Shareyourcompletedinfographicwithsomeoneoutsideofschool.
5. Reflectbycompletingthefollowingquestions.
Question
Whatskillsdidyou
YourResponse
learnwhenmakingthis
infographicandwhy
aretheyimportant?
Howwashavingyour
infographichelpful
whentalkingabout
homelessness?
Whatisonequestion
youstillhaveabout
homelessnessor
somethingyoustill
wanttolearn?How
canyouanswerthat
question?
Lesson6
GuidelinesforCreatingaSlamPoetryPiece:6traitsofwriting
1.Voice:expression,tone,andfluency
2.Ideas:clearmainmessage,details
3.Organization:structureofideas
4.SentenceFluency:flowandrhythm
5.Conventions:grammar,correctness
6.WordChoice:descriptive,conveymeaning
Lesson7
ADayintheLifeofBeingHomeless
UsingexamplesfromHowtoStealaDogandTheShelterinOurCare,writean
opinionpiecereflectingonthechallengesyoufacedwithourLivinginaCar
activity.
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Name_____________________________ Date_______________
KeepitorLeaveit
Inthelefthandcolumnyouwillrecordeachitemyoubroughtandcirclewhetheryouwould
keeporleavetheitem.Ontheright,recordyourreasoning.
Object#1:
Keep/Leave
Object#2
Keep/Leave
Object#3
Keep/Leave
Object#4:
Keep/Leave
Object#5:
Keep/Leave
Object#6:
Keep/Leave
Lesson9
WhyDoSomePeopleLoseTheirHomes?
Prompt:
Asagroup,createapresentationusingtheclasshomelessnesswordwebtoexplainyou
assignedscenario.
Scenario1:Amemberofyourfamilyhasbecomeill.Themedicalexpensesbeginto
pileupandthefamilybecomesbehindonpayments.
Scenario2:Dadistheonlysourceofincomeforthefamily.Hegetslaidofffromhis
job.
Scenario3:Grandparentsneedaplacetostay,aftertakingtheminthefamilyrealizes
theycannotfinanciallysupportthatmanypeople.
Lesson10
ArtisticResponseChecklist
Studenthaschosenlyricsthatconnectwiththeircharacter
Studentprovidesreasoningfortheirchoicethatmakessense
Studentunderstandscharactersthoughtsandemotionstowardshomelessness
Studentconveysadeeperunderstandingontheissue
Name_____________________________ Date_______________
Pause.Reflect!
Asyoureadthrough
MotheringWithoutaNet,
takeamomenttopauseaftereachparagraphand
reflectonthemainpointstheauthorismaking.
Pause:attheendofeachparagraph,stop!Pull Reflect:usethiscolumntoreflectonwhatthe
outtheimportantdetailsandwritethemhere.
authoristryingtoconvey.
Name_____________________________ Date_______________
OpenLetterPrompt:
Thepurposeofthisletteristorespondto
MotheringWithoutaNet.
Youarefreetowriteabout
anythingofyourchoosing.Thisincludes:questionsyoumighthave,waysthatyoucopedwitha
hardsituation,generalcompassionandempathyfortheauthor,howthislettermadeyoufeelor
helpedshapeyourviewofhomelessness.Theseareonlyideastohelpgetyoustarted.
Guidelines:
Followthe6traitsofwriting:organization,voice,wordchoice,conventions,ideas,and
sentencefluency.
Berespectful
Minimumof2pages
Lesson15
Name:_____________________Date:____________
IdeaOrganizer:BookCoverProject
Forthisworksheet,youwillwritedownideasyouhaveforyourbookcoverinthefirst
column.Inthesecondcolumnyouwillneedtoprovideevidenceforyouridea.Ifitisfroma
book,youneedtoreferencethebookandpagenumber.Ifitisanideafromanyexperience
youhavehad,theevidenceshouldbeyourreasoningbehindwhytheideawouldworkfor
yourbookcover.Theideasyouhaveforyourbookcoverneedtohaveevidencebecausethe
bookcoverisgoingtobearealisticexpressionofhomelessness.Onceyouhavecomeupwith
afewideas,pleaseanswerthequestionsbelow.Wewillgooverthemasaclassonceeveryone
hasfinished.Ifyouneedmorespaceforyourideas,usescratchpaper.
Idea
Evidence
1. Whydidyouneedtohaveevidenceforyourideas?
2. Whichideasdoyouthinkyouwillactuallyuseforyourbookcover?
3. Howdoyoufeelaboutlocatingevidenceandreferencingbooks?
Lesson15
SelfCheckRubric
Name:___________________________________Date:____________
4:Ihavealotofevidencefrombooksand/orexperiencestosupportmyideas.Myideasare
realisticexamplesofhomelessness.
3:Ihaveenoughevidencefrombooksand/orexperiencestosupportmyideas.Myideasare
mostlyrealisticexamplesofhomelessness,buthavebeenalteredalittlebit.
2:Idonthavequiteenoughevidencetosupportmyideas.Myideasarenotveryrealistic
examplesofhomelessness.
1:Ihavenoevidencetosupportmyideas.Myideasarenotrealisticexamplesof
homelessness.
Lesson15
ExitSlip
Name:____________________________Date:_____________
1. Whyisitimportanttociteyoursources?
2. Whydoweuseevidencewithourideas?
3. Howissummarizingusefulwhenyouuseresources?
Lesson15
BOOKCOVER:GradingRubric
NameofStudent:__________________________
1:Studentsfinalbookcoverdidnotshowarealisticexampleofhomelessness.Itseemslike
thestudentdidnotgivemuchthought.Therewasnoevidencebackinguptheiridea.
2:Studentsfinalbookcovershowsasomewhatrealisticexampleofhomelessness.Studentput
somethoughtintothefinalproduct,butcouldhavedonemore.Therewasverylittleevidence
backinguptheiridea.
3:Studentsfinalbookcoverisarealisticexampleofhomelessness.Studentputeffortand
thoughtintothefinalproduct.Thereisenoughevidencebackinguptheiridea.
4:Studentsfinalbookcoverisaclearlyrealisticexampleofhomelessness.Thestudentputa
lotofthoughtintothefinalproduct.Thereismorethanenoughevidencesupportingtheir
idea.

COLLABORATIONFORM
Workingtogetheronanassignmentorprojectmeanssharingtheresponsibilitiesforcompleting
thatassignment.Whileeachmemberwillnaturallyshoulderdifferentresponsibilitieswhile
workingontheproject,collaborationdoesnotmeanmerelytackingsomeoneelsesnametothe
projectsothattheycanearncreditforcompletingit.Listedbelowarethemembersofour
collaborativegroupalongwithoursignatures.Wehavealsospecifiedtheaspectsoftheproject
forwhicheachoneofuswasresponsibleandratedourselvesonourcollaborativework.
NamesofGroup
Responsibilities
SelfAssessment
JordynOakland
Weektwooftheunit,extendedlessonplan
forlesson10.Participatedintheoverall
outlineforthelesson,editing,revising,and
finalizingthefinalproduct.
KieraBurnett
Weekoneoftheunitandextendedlesson
planforlesson5.Participatedintheoverall
outlineforthelesson,editing,revising,and
finalizingthefinalproduct.Diduniversal
Members&
Signature
design,enrichment,assessmentstrategies,
andstudentvoicesectionswithJordyns
help.
AmberSage
Weekthreeoftheunit,extendedlessonplan
forlesson15.Participatedinoveralloutline
andhelpedwiththeoutline,editing,revising,
andideas.
Oursignaturesaboveattestthatweallcontributedequallyinthisproject.

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