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Objective (Explicit):
Students will be able to identify 3 characteristics of poverty and develop 3 questions to further their
understanding of the driving question.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Below Standard: Student provides 0-1 characteristics of poverty, student does not develop questions that address the driving question
Approaching Standard: Student provides 1-2 characteristics of poverty, students develops 1-2 questions that address the driving question
At Standard: Student provides 3 characteristics of poverty and develops 3 questions that address the driving question.
This objective relates to students and their lives and the real world because they will analyze the community around them. They will research the lives
of people who live in their community.
Some of the skills the students must have include: independent research skills, digital citizen, knowledge constructor, global collaborator
Key vocabulary: Poverty, homelessness, poor, resources, Materials:
disease, income levels, housing costs, food supply, homeless Electronic devices, pencil, paper
shelters, Martha’s Kitchen
Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
Teacher will hook students’ attention by decorating the room in graffiti. Students will explore the classroom and look at the graffiti on the walls.
Teacher will steal all of students’ belongings and create a simulation of an Students will question the environment that reflects poverty.
environment that reflects poverty. Students will form questions about poverty and what it means to live in
Teacher will pose the question, “How can we, as public service poverty.
representatives, spread awareness for those in need in our community?
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
Teacher will provide resources as an introductory to poverty. Students will take the lead by exploring the resources that answer the
Teacher will provide websites for the students to explore. questions they have.
Students will explore different resources available to those in need.
Students will
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will:
Teacher will apply concepts to the research students presents. Students will complete an exit ticket to share what they have
Teacher will apply content that specifically answers students proposed researched and learned.
questions. Students will further their learning by creating 3 questions they want to
explore in more depth.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
How will all students articulate how their understanding has changed or been solidified?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?