TABLE OF CONTENTS - POVERTY UNIT

(Click the links to jump to different parts of each subject lesson)

Subject: Social Studies

Common Core Standards:
PDE SAS Standards:
Objectives:
Instructional Materials:
Implementation:
Differentiation:
Additional Materials/Handouts/Rubrics:
Evaluation of Websites Used in this Lesson:
Subject: Mathematics
Common Core Standards:
PDE SAS Standards:
Objectives:
Instructional Materials:
Implementation:
Differentiation:
Additional Materials/Handouts/Rubrics:
Evaluation of Websites Used in this Lesson:
Subject: Science
Common Core Standards:
PDE SAS Standards:
Objectives:
Instructional Materials:
Implementation:
Differentiation:
Additional Materials/Handouts/Rubrics:
Evaluation of Websites Used in this Lesson:
Subject: English
Common Core/PA Core Standards:
ISTE NETS Standards:
Instructional Materials:
Evaluation of Websites Used in this Lesson:
Subject: Social Studies
Jill Kostishion
Grade Level: 7 (20 students)
Topic: Poverty around the World
Allotted Time: Two 55-minute periods

Common Core Standards:

● CCSS.ELA-LITERACY.RH.6-8.7​: ​Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
● CCSS.ELA-LITERACY.RH.6-8.2​:​ Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from prior knowledge or
opinions.

PDE SAS Standards:

● CC.8.6.6-8.E.: ​Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
● CC.8.6.6-8.H.: ​Draw evidence from informational texts to support analysis reflection, and research.

Objectives:

1. Collaboratively collect and share information from Internet resources to evaluate

slums around the world
2. Use Google Docs to organize found information, including visual information,
and to collaboratively draw evidence behind the reasons for poverty in each
world region
3. Construct a solution to help end poverty in each specific world region and
present solutions using Google Slides

Instructional Materials:
● 20 laptops with Internet access to the following websites: ​http://ourworldindata.org​,
http://www.worldhunger.org​, ​https://www.cia.gov/library/publications/the-world-factbook
● Access to Google Docs, Google Slides
● Smartboard and Projector
 ● Introduction PowerPoint - “What is poverty?”
● World locations graphic organizer
● Grading checklist

Implementation:
● Introduction:
○ Introduce the topic of world poverty through a PowerPoint presentation
○ Think-Pair-Share: What is your own definition of poverty? Why is income inequality NOT
the same thing as poverty?
○ Provide students with world locations graphic organizer (used for note-taking)

● Development:
○ Place students into groups of four or five
○ Provide each student with a laptop and Google login information
○ Instruct students to use the Internet (​http://ourworldindata.org​, ​http://www.worldhunger.org​,
https://www.cia.gov/library/publications/the-world-factbook​) to examine reasons behind
poverty growth in the following six world locations: Mexico, United States, South Africa,
India, Peru, Spain
○ Instruct students to use Google Docs as a means to collect and share found information about
each world location
○ Instruct students to collaboratively draw evidence from found information to conclude broad
reasons behind world poverty
○ Instruct students to use Google Slides to present possible ways to tackle the issues of world
poverty

● Closure:
○ Allow each group to present Google Slides (presented through the projector on to the
Smartboard) to offer their solutions to the class
○ Assessment: student checklist to identify if students met the objectives

Differentiation:
● Advanced Learners:​ Provide these students with additional world locations to research (Nigeria,
United Kingdom, Australia, China). Ask these students to not only come up with possible solutions
 to poverty, but to analyze ways their solutions could be used on a small scale (i.e. even in their
hometowns).
● ELL:​ Adjust laptop settings to display content in native language (Google Chrome browser: 1) Click
three bars in top right corner 2) Click Settings 3) Click Show Advanced Settings 4) Click Languages)
● ADD/ADHD: ​Place this student’s group away from windows and doors to avoid distraction. Break
instructions into small parts and color code each step; additionally, list each step on the front board.
Allow this student to take frequent breaks.

Additional Materials/Handouts/Rubrics:
● The PowerPoint for the introduction to this lesson can be found here: ​CLICK HERE
● The world locations graphic organizer can be found here: ​CLICK HERE
● The grading checklist can be found here: ​CLICK HERE

Evaluation of Websites Used in this Lesson:

● Google Docs, Slides​ (​http://www.google.com​): Google Docs and Slides allow students to safely
collaborate together in a virtual setting. Its similarities to Microsoft Office make for easy
understanding and for easy use.
● The World Factbook​ (​https://www.cia.gov/library/publications/the-world-factbook​): This website
allows students to anaylze specific statistics about every world country. It includes regional and
world maps for visual learners, as well as comparisons to other countries to help students build a
bigger picture.
● Our World in Data​ (​http://ourworldindata.org​): This website allows students to investigate how
living standards have changed over time in specific countries. This site gives students a better
historical background of world poverty.
● World Hunger ​(​http://www.worldhunger.org​): This website provides a FAQ about world hunger and
poverty for students. Additionally, it breaks down the issue of hunger to “departments” of the world
(i.e. Africa, United States, etc.).
Subject: Mathematics
Jill Kostishion
Grade Level: 7 (20 students)
Topic: Mathematical Realities of Poverty
Allotted Time: 90 minutes

Common Core Standards:

● CCSS.MATH.CONTENT.7.RP.A.2​:​ Recognize and represent proportional relationships between
quantities.
● CCSS.MATH.CONTENT.7.NS.A.3​:​ Solve real-world and mathematical problems involving the
four operations with rational numbers.

PDE SAS Standards:

● CC.2.1.7.D.1:​ Analyze proportional relationships and use them to model and solve real-world and
mathematical problems
● CC.2.2.7.B.3:​ Model and solve real-world and mathematical problems by using and connecting
numerical, algebraic, and/or graphical representations.

Objectives:

1. Based on a family of four making $24,250 a year, a family of four making

$65,000 a year, and a family of four making $150,000 a year, calculate (with the
aid of calculatorsoup.com) the cost for housing, transportation, food, health care,
and child care.
2. Use onlinecharttool.com analyze proportional relationships between the social
classes.
3. Identify a solution to aid poverty-stricken families and create Prezi to advertise
the solution.

Instructional Materials:
● 20 laptops with access to ​http://www.onlinecharttool.com​, ​http://www.calculatorsoup.com​,
http://aspe.hhs.gov/2015-poverty-guidelines​, ​https://prezi.com
● 20 calculators
 ● Projector/Smartboard
● Calculation worksheets
● Project rubric

Implementation:
● Introduction:
○ Place students in groups of four or five students.
○ Ask groups to consider the following question: “Is there poverty in the United States?” Then
ask, “How much must a family make in a year to be considered ‘living in poverty?’”
○ Record group suggestions on the Smartboard, then reveal to students that $24,250 a year for a
family of four is considered living in poverty

● Development:
○ Provide groups with calculation worksheets, laptops, and calculators
○ Instruct students to collaboratively research the average cost of living in the following areas:
housing, utilities, transportation, food, health care, child care
○ With the aid of calculatorsoup.com, instruct students to subtract the total amount made per
year from the totals that they research; encourage students to analyze how much money is left
over in each social class
○ Instruct students to use onlinecharttool.com to generate to depict how much money families
have left over in each social class
○ After analyzing lop-sided charts, instruct students to generate a solution to help aid
poverty-stricken families
○ Instruct students to advertise their solution through the creation of a Prezi

● Closure:
○ Allow group members to project their charts on to the Smartboard
○ Instruct each group to present their Prezis to the entire class

Differentiation:
● Advanced learners: ​Instruct these students to compare and contrast the poverty line in the United
States with the poverty line of another country.
● ELL: ​On worksheet, provide instructions in English, and directly underneath provide instructions in
the student’s native language. List steps for the project on the front board for students to refer back
to.
 ● ADD/ADHD:​ Provide students with a handout that lists simple, concrete instructions. These
instructions are color-coded. Also list these same instructions on the front board for references.
Allow these students to take periodic breaks and to get up and move around on occasion.

Additional Materials/Handouts/Rubrics:
● Calculation worksheet: ​CLICK HERE
● Project rubric: ​CLICK HERE

Evaluation of Websites Used in this Lesson:

● Online Chart Tool​ (​http://www.onlinecharttool.com​): This website allows students to easily
generate charts. The variety of chart templates available allows students to better see relationships
between numbers.
● Calculator Soup ​(​http://www.calculatorsoup.com​): This website can assist students as they calculate
the numbers behind poverty. Its many tools provides students with several different ways to go about
solving a problem.
● 2015 Poverty Guidelines​ (​http://aspe.hhs.gov/2015-poverty-guidelines​): This website provides
students with up-to-date poverty guidelines. It allows students to locate accurate statistics on which
they can make their calculations.
Subject: Science
Samantha Ward
Grade Level: 7 (20 students)
Topic: Population Growth, Carrying Capacity, & Limiting Factors
Allotted Time: Three 55-minute Periods

Common Core Standards:

● CCSS.ELA-Literacy.RST.6-8.7​ Integrate quantitative or technical information expressed in words in
a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).
● CCSS.ELA-Literacy.RST.6-8.8​ Distinguish among facts, reasoned judgment based on research
findings, and speculation in a text.
● CCSS.ELA-Literacy.RST.6-8.9​ Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from reading a text on the same topic.

PDE SAS Standards:

● S8.A.1.3.2:​ Use evidence, observations, or explanations to make inferences about change in systems
over time (e.g., carrying capacity, succession, population dynamics, loss of mass in chemical
reactions, indicator fossils in geologic time scale) and the variables affecting these changes.
● S8.B.3.2.1:​ Use evidence to explain factors that affect changes in populations (e.g., deforestation,
disease, land use, natural disaster, invasive species).
● S8.B.3.2.3:​ Describe the response of organisms to environmental changes (e.g., changes in climate,
hibernation, migration, coloration) and how those changes affect survival.

Objectives:

1. Students will be able to ​describe​ what makes a population grow and shrink.
2. Students will be able to ​define​ the terms carrying capacity and limiting factor.
3. Students will be able to ​create​ and ​analyze​ graphs that show population growth and trends.
4. Students will be able to ​explain​ the past and the future of human population growth.
5. Students will be able to ​collaborate​ with peers to ​develop​ possible solutions for human
poverty (lack of food and unsafe living conditions) in a time of rapid population growth.
Instructional Materials:
● 1:1 Student Chromebooks
● GAFE Accounts
● Population Notes SlideShow
● Populations Review Worksheet
● YouTube Access
○ SciShow - The Science of Overpopulation:
https://www.youtube.com/watch?v=dD-yN2G5BY0
○ NPR - 7 Billion: How did we get so big so fast?:
https://www.youtube.com/watch?v=VcSX4ytEfcE
● Census Population Clock: ​http://www.census.gov/popclock/
● PBS NOVA Interactive: ​http://www.pbs.org/wgbh/nova/earth/global-population-growth.html
● BrainPOP: Population Growth:
https://www.brainpop.com/science/ourfragileenvironment/populationgrowth/

Implementation:
Lesson 1
● Introduction:
○ Students will brainstorm about a duck population to introduce them to the idea of how
populations change. This can be found in the populations slideshow.
○ After students brainstorm their answers, I will ask them to share ways they think a population
can change in size. I will use their answers to lead into the notes.
● Development:
○ Students will take notes on Populations using ​Google Slides​. In these notes, students will be
introduced to the ideas of carrying capacity and limiting factors. We will discuss the limiting
factors specifically for the human population.
○ Students will independently complete the Review and Reinforce side of the Populations
worksheet. Students will share their answers to review.
○ Students will work with a partner to complete the Enrich side of the Populations worksheet.
Instead of graphing the population growth on paper, students will use a ​Google Sheet​ to graph
the data and visually use it for interpretation.
● Closure:
○ Students will watch the ​BrainPOP​ Population Growth video to recap today’s lesson.
Lesson 2
● Introduction:
○ Students will answer a bell ringer question about population density. We will complete the
problem together on the ​Promethean Board​ and will review the answer as a class.
○ Students will watch the ​SciShow video​ about the science of Overpopulation.
● Development:
 ○ Students will complete the ​Human Population and Carrying Capacity webquest via Google
Classroom​ to explore how our population continues to grow. This webquest includes
exploring the US Census, completing a PBS Human Population Virtual Interactive, and
watching an ​NPR video​ titled “7 Billion: How did we get so big so fast?”
● Closure:
○ Students will answer a ​Kahoot!​ survey. How many siblings do you have?
Lesson 3
● Introduction:
○ Students will complete the bell ringer: Give an example of a limiting factor that the human
population could face?
● Development:
○ Students will work in groups of 3-4 to create a ​Google Slideshow​ explaining how this growth
in human population will put stress on our resources. Their goal is to answer the question:
What will be the ultimate limiting factor for humans? They will use the template I have
provided via ​Google Classroom​ to guide their learning. They can customize this template and
add their own ideas/colors/fonts/pictures, etc.
● Closure:
○ Students will present their “The Ultimate Limiting Factor” slideshows to the rest of the class.

Differentiation:
● Learning Support Students​: These students will receive a modified note guide for the populations
notes. Students will be required to answer a select number of questions from the review worksheet
about populations. Students will be given the option for creating the graph on paper vs. on the
computer, depending on their preference and skills. Students will receive a modified version of the
webquest. Students will also receive extra prompts and guidance (with help from instructional
assistants) while completing their portion of “The Ultimate Limiting Factor” presentation.
● Gifted Students​: Students will receive extension activities which elaborate on the “Enrich”
worksheet section. Students will be asked an additional set of higher-level thinking questions on the
webquest. Students will also be asked to dive deeper into their analysis of solutions for tackling
human limiting factors.

Additional Materials/Handouts/Rubrics:
● Populations Slideshow
● Populations Worksheet
● Human Population and Carrying Capacity Webquest
● Template for ​The ULTIMATE Limiting Factor​ Slideshow
Evaluation of Websites Used in this Lesson:
● GAFE Tools (Docs, Slides, Sheets, Classroom, etc.)​: All of these website resources allow students
to collaborate with each other and with the teacher. Students are truly the creators and the generators
of their own work. These platforms allow for an easy-to-use constructivist environment in the
classroom.
● Kahoot!​: This is a great tool for formative assessment that is also engaging for students. Kahoot! can
be used as a quiz or a survey. It is typically used as a quiz with many questions. In this lesson, it will
be used as a survey to collect student responses. These responses will serve as an exit ticket which
will lead to discussion to get students thinking about the next lesson. Kahoot! can be used in any
subject area and at any level.
● YouTube (NPR & SciShow)​: YouTube is a great educational resource as long as the content is
previewed by the teacher prior to showing. The two YouTube videos that are being used in this
lesson come from reputable resources, which are educational and interesting for students. Using
YouTube is a great way to give students a new perspective on a topic that they are already learning
about. It is also a great tool for a “hook” to get students engaged in a new lesson.
● BrainPOP​: BrainPOP is an educational resource for many content areas that has great video,
worksheet, and interactive resources. One of the fantastic things about brainPOP is that it really
simplifies content to bring it down to student levels. For that reason, brainPOP is a great way to
introduce new content. It is best used, in my opinion, for students 8th grade or below.
● Census.gov​: This governmental website is a great way to introduce students to factual, national
information. The website is easy-to-read and provides accurate, up-to-date information about the U.S.
and world populations.
● PBS NOVA​: This website has many videos and interactives that are cutting-edge and educational.
The interactive that is specifically used in this lesson provides an engaging visual representation of
human population growth over time. Students could just read this information, however, this
interactive brings the information to life and makes it interesting for students.
Subject: English
Natasha Palm
Grade Level:​ 7 (20 students)
Topic:​ The Cycle of Poverty
Allotted Time:​ 4 class periods (50 minutes each)

Common Core/PA Core Standards:

● CC.1.4.7.D​ Organize ideas, concepts, and information using strategies such as definition,
classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion
and clarify the relationships among ideas and concepts; provide a concluding statement or section;
include formatting when useful to aiding comprehension.
● CC.1.4.7.K​ Write with an awareness of the stylistic aspects of composition.
● CCSS.ELA-Literacy.W.7.7​ ​Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused questions for further research and
investigation.
● CCSS.ELA-Literacy.SL.7.1​ Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.

ISTE NETS Standards:

● 1.a.​ Apply existing knowledge to generate new ideas, products, or processes

● 1.b. E​ ngage students in exploring real-world issues and solving authentic problems using digital tools
and resources
● 2.a.​ Interact, collaborate, and publish with peers; employing a variety of digital environments
● 2.d.​ Contribute to project teams to produce original works or solve problems
● 4.b. ​Plan and manage activities to develop a solution
● 4.c.​ Collect and analyze data to identify solutions and/or make informed decisions

Instructional Materials​:

● Laptops
● Teacher website
● Electronic handouts
● Project Proposal Google Form
● TodaysMeets Login Code
● LinoIt Code
● Google Apps
Implementation
Days 1 and 2:
a. Day 1:​ Introduction to Cycle of Poverty concepts
i. Teacher and students will discuss ​advantages ​that students may have that could help
them to be more successful in their education
ii. Students will think about their own advantage(s) in achieving future success
1. Using Lino, students will post a sticky note which states one (1) advantage
they have in achieving future success in education
2. Sample Lino
iii. Teacher will discuss with the whole class the meanings of possibly unfamiliar terms
before proceeding with group activity:
1. cycle, incarceration, short-term, long-term
iv. Students will split into groups based on the four major factors of poverty:
1. Education
2. Health
3. Geography
4. Household & Family Structure
v. Each group will elect a Group Leader who will visit my website to retrieve the Google
Doc. handout associated with their topic and make a copy of it. The Group Leader will
then share it with his/her group members.
1. Students will discuss circumstances related to their topic that might lead to
poverty (i.e. nutrition, household income, disabilities)
2. Student groups will collaboratively create a list of 10 total poverty-inducing
circumstances on the Google Doc.
vi. Whole group discussion: short-term versus long-term poverty
1. After discussion, student groups will determine which circumstances listed on
their Google Doc. qualify as short-term poverty and which qualify as
long-term poverty. Group members will color-code the varying circumstances
on the Document as follows:
a. Short-term→ Yellow
b. Long-term→ Blue
vii. Exit Ticket: The Group Leader must submit the completed Document into his/her
English dropbox on Drive.

b. Day 2:​ Cycle of Poverty

i. Student groups will revisit their Google Doc. pertaining to the factor of poverty on
which they focused.
ii. Each student group will share with the class their findings pertaining to circumstances
tied to their factor of poverty.
1. While groups present, a TodaysMeet session will be running on the
Promethean board wherein the students who are listening to the ideas/thoughts
 of the other groups may post further questions/ideas that they may have to add
to the conversation without interrupting the presentation.
2. After each mini-presentation, the teacher will use the questions/ideas during
the TodaysMeet session as formative feedback while also allowing groups to
address the discussion topics that arose.
iii. Using information from the presentations and the TodaysMeet topics of discussion,
the class will generate a giant mind map of short-term poverty circumstances.
1. Students will make connections between multiple short-term poverty situations
to see how having more than one factor could lead to long-term poverty.
iv. Exit Activity→ Students will create a Google Doc. titled “Factors of Poverty”
wherein they must craft a two-paragraph response to the following journal prompt:
1. As demonstrated through our discussions and interconnected web of factors,
long-term poverty is the result of being affected by more than one factor of
poverty. In the first paragraph, provide a scenario wherein Greg would be
most likely to fall into long-term poverty. In the second paragraph, provide a
solution to help Greg get out of his long-term poverty situation.

2. Day 3 & 4: ​Service Learning Mini-Project

a. Day 3: ​DoSomething.org Introduction

i. As students enter the classroom, they will see the following written on the Promethean
board:
ii. You’ve discovered that long-term poverty is a vicious cycle. Now what? Do
Something!
b. Introduce DoSomething.org
i. Students will visit the website and navigate the following steps:
1. Cause: Homelessness + Poverty
2. Time: 2-5 Hours
3. Type: No choice will be made here
ii. Students will scroll down a little further to look at the different service ideas that have
been populated based on the above criteria. They may click on a few of them for
further information, but their attention will be directed towards “Blessings Bags” and
“Flyer Away.”
c. Students will once again split up into groups:
i. Education Group and Health Group→ Brainstorm/research items to provide in
“Blessings Bags” for people living in homeless shelters
ii. Geography Group and Household/Family Structure Group→ Brainstorm/research
facts about youth homelessness and local help hotline numbers to create flyers
d. Exit Ticket→ Groups will complete a proposal form via ​Google Forms​ that is submitted to the
teacher
 a. Day 4: ​Preparing Service Learning Materials
i. Students will immediately reconvene with their service learning project groups.
ii. Teacher will check in with each group to discuss the proposal and address any needs
b. “Blessings Bags” Group→ Students will collaborate to craft an email addressed to the faculty
and staff at West Middle School which requests donations. The email must be approved by
the teacher prior to sending and must provide the following information:
i. Greeting
ii. Purpose of the email
iii. Information regarding poverty
iv. Information regarding local homeless shelter
v. List of items needed
vi. Student(s) and teacher to contact for information
vii. Collection date(s)/areas
viii. Thank you salutation

c. “Flyer Away” Group→ Students will collaborate to identify the best tool to use to craft a
flyer. After choosing the tool/app to use, students will create a flyer that will be hung up
within classrooms and key points within West Middle School. The flyer must be approved by
the teacher before distribution and must provide the following information:
i. Headline/Startling fact that catches peoples’ eye
ii. Visually appealing/relevant to subject matter
iii. Information regarding youth homelessness/runaways
iv. A solution to the problem
v. Contact information for help hotlines, shelters, and other helpful resources
d. Students will submit projects for approval and grading, then commence with the service
portion working as the culminating activity.

Evaluation of Websites Used in this Lesson:

● The Cycle of Poverty​→ As a section of the Teaching Tolerance website which is funded by The
Southern Poverty Law Center, this website offers informative, valid instructional materials and
resources for both students and teachers. The following PDFs, which I used as guidance, are also
from this website:
○ The Factors of Poverty: Education
○ The Factors of Poverty: Health
○ The Factors of Poverty: Geography
○ The Factors of Poverty: Household & Family Structure
● Lino​→ This sticky note website allows students to “lino it” by collaboratively posting notes
pertaining to whatever the topic at hand may be. The website is free, simple, and the corkboard
choices are all nice-looking.
● TodaysMeet​→ A great way to make sure that every student gets the chance to voice questions or
ideas regardless of the mode of presentation. TodaysMeet is super easy to use and allows every
student to easily log in with your class’ code, then respond to the topics of discussion. It’s a great
formative assessment tool to see where your students stand.
● DoSomething.org​→ An absolutely amazing website that I just discovered during this project! This
site allows visitors to find ways to make a difference easily by narrowing down options through the
following criteria: 1) Cause (What are you passionate about?), 2) Time (How long do you have?), and
3) Type (What would you like to do?). Each of the categories has drop-down menu with choices, then
ultimately shows you a variety of options based on your choices.
DISCUSSION:
Jill:​ Hey guys! Since this is another unit, I think that means we need to focus on four subject areas again (English, Math, Science,
Social Studies). I am willing to create two lessons again. Perhaps the theme of our unit could focus around the real-world issue of
poverty (learning would be inquiry-based because students would need to come up with possible ways to tackle the issue of
poverty). It might be best to focus on poverty in one area. I think since students are trying to find solutions to a problem, maybe
they should be focusing on a solution in each lesson? Not sure if I am correct on that. Let me know what you guys think about
this. My ideas so far:

Math: calculate how fast populations are growing around the world, and consider how we can use that knowledge to create a plan
for the future
Social Studies: learn about slum conditions around the world and about the attempts made to improve those conditions (by the
U.N., etc.)

Natasha: I'll do a little digging as to what to do for English class. I'm thinking some sort of introductory activity based on some
ideas I found on ​www.tolerance.org​, but I want to avoid doing another persuasive activity. I have some ideas floating around--just
need to mull them over a bit.

Sam: This sounds like a great topic! For science, I would like to do an ecology-based lesson on populations, carrying capacity, and
limiting factors (like food).

Jill: I LOVE the table of contents! Awesome idea!!

Sam: Thank you :) I just got a lot of my lesson outlined. I feel like I maybe went off on a tangent a little bit from the “poverty”
theme but I kept trying to make it fit within the 7th grade standards that are covered. I think it has a close enough tie to pass.

Natasha: I don’t know how you ladies got all of that completed already. This is a crazy-busy time for me--students just handed in
their realistic fiction narratives, so I have approximately 850 pages to read through/grade within the upcoming week! I’m also
feeling a little stuck about how to successfully integrate this topic without pretty much doing the same thing as the Earth Day unit.

Sam: Natasha, I also had this dilemma. It was so tempting for me to keep going back to topics that were similar to what I did for
Earth Day. Maybe you could have your L.A. students either explore things that were written by people who are from different
levels of poverty and analyze their themes or topics (please keep in mind that I have NO idea about the 7th grade L.A. curriculum,
haha!) or maybe they could research and write about three different cities and describe the poverty levels/impacts of
high/middle/low classes? Or maybe just have them read and analyze a piece that was written about characters living in poverty??
Just trying to help you brainstorm! I feel you with this time of year, crazy before conferences! I’m trying to finish my cell unit and
am running out of time! Luckily I don’t have that many pages to grade, hats off to you English teachers, I couldn’t have the time or
patience for that amount of reading!

Natasha: Thanks for the ideas, Sam! I was considering a literary piece having to do with poverty, too, but just haven't been hit by
any inspiration yet. I was also considering compiling a list of authors who write about poverty or grew up impoverished and
having students research biographies and how poverty inspires their writing. We’ll see where I end up going with it.