LESSONPLANTEMPLATE

YourName:KeelyFranklin
TitleofLesson:RaceandPoverty
Grade:8

STANDARDS
1. CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.

2. CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-LITERACY.W.8.1.A
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.8.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.8.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.

LESSONSUMMARY/OVERVIEW
Thiswillbethelessontaughtduringday3.Thepreviousdayscontentregardingfactorscontributingto
povertywillbementioned.Informationabouthowmarginalizedgroupsbeingmoresusceptibletopoverty
willbebrieflydiscussed.After,studentswillexploreandseeforthemselvesifpeopleofcolordo,infact,tend
tobeinpovertyathigherratesthanwhites.Studentswillaccessthewebsitehttp://kff.org/other/state
indicator/povertyratebyraceethnicity/?currentTimeframe=0&sortModel=%7B%22colId%22:%22Location
%22,%22sort%22:%22asc%22%7Dontheirlaptopsandexplorethedatafordifferentcountries.Theyllmake
observationsaboutthedifferentgroupspresentedaswellasthedataregardingpoverty.Groupswillthen
separatebasedonthosetheywereinthedaybeforeanddoresearchtoseehowtheirparticularfactor
influencespeopleofcolorwhenitcomestopoverty.Theywillthencreateaposteroranothercreativeproject
todisplaythisinformationandjigsaw,meanwhiletakingnotesintheirnotebooksandproceedtowritea
paragraphontheirthoughts,aswellasfacts,abouttheinformationpresented.Ideaswillbesharedattheend
ofclass.

OBJECTIVES
Studentswillbeabletoidentifythedifferentfactorsthatcontributetopeopleofcolorbeinginpovertyand
howtheseaffectthemthroughtechnologicalresources,smallgroupintervention,andindividualworktime.

ASSESSMENT/EVALUATION
Studentswillwriteaparagraphenumeratingallofthefactors(thereshouldonlybefour)andexplainingat
leastonewayeachfactorcontributestopeopleofcolorbeinginpoverty.

PREREQUISITEKNOWLEDGE
Studentswillalreadyneedtoknowwhatpovertyisaswellasageneraloverviewofthedifferentfactorsthat
canleadtoit.Ofcourse,theymusthaveabasicunderstandingofrace,theUnitedStates,andhowtomake
senseofdata.

MATERIALS
Laptops
Journals
Pencils
PosterBoards
Markers

VOCABULARY/KEYWORDS
MarginalizedAgroupthatistrivialized/treatedasinsignificant
Povertystateofbeingextremelypoor
Factorcircumstance/influence
Geographyhowphysicalfeaturesarelaidout;relatedtopositionofpersonorgroupofpeople

TEACHINGPROCEDURES
Iwillbeginbyaskingstudentstorecallwhatwelearnedaboutthepreviousdayandvolunteerthat
information(thedifferentfactorsplayingintopoverty)
Iwillthenstatehowthesecircumstancescanplayabiggerroleinsomepeopleslivesascomparedto
others.IwillthensayIdlikeforthestudentstoexplorethisconceptabitandwillprovidethemwith
thewebsitelink:http://kff.org/other/stateindicator/povertyratebyraceethnicity/?
currentTimeframe=0&sortModel=%7B%22colId%22:%22Location%22,%22sort%22:%22asc%22%7D
Withthislink,Illinstructstudentstotakenoteintheirjournalswhattheynoticeaboutthedifferent
typesofpeoplelistedonthissiteandwhatthedataindicates
Wewillreconveneasaclass,andIllaskstudentswhattheynoticed.Iwillthenexplainhowpeople
ofcolortendtobeinpovertyathigherratesthanwhites,andgoingoffofthefactorswelisted
yesterday,Idliketoknowwhythatmightbeandwhatexactlyisinhibitingthem.
Studentswillgetingroupsfromthepreviousdayandcreateaposterboardcenteringaroundtheir
topic.Thisposterboardshetacklehowthisaffectsminoritiesandwhyitmightbeabiggerobstacle
forthem.
Studentswillthendoagallerywalktolookatthepostersandtakenotes.
Afterlookingatalltheposters,studentswillwriteaparagraphexplainingwhatfourfactors
contributetoPOCpovertyaswellaswhyandhowtheyareaffectingit.

RESOURCES
Poverty Rate by Race/Ethnicity. (2016, November 11). Retrieved May 01, 2017, from
http://kff.org/other/state-indicator/poverty-rate-by- raceethnicity/?
currentTimeframe=0&sortModel=%7B%22colId%22%3A%22L ocation%22%2C%22sort
%22%3A%22asc%22%7D

WAYSOFTHINKINGCONNECTION
Thislessonrelatestovaluesthinking.Valuesthinkinghelpstojoinabroadrangeofideasandpromptallto
trytounderstanddifferingperspectives.Withthislesson,theremaybestudentswhoinitiallypossessthese
differingperspectives.Theremaybestudentsthatmaybefairlyunfamiliarwiththeconceptofpoverty
and/ormightbelievetheresnocorrelationbetweenpovertyandmarginalizedgroups.Therecouldbeseveral
varyingopinionsintheclass,butitisimportanttoguidestudentsthroughthelessoninawaythatall
studentsareheard,validated,andrespected,allthewhilegeneratingpositiveideasthatwillleadtooverall
advancement.