Teacher: Beth Ann Balalaos

Lesson number: Lesson Title: Getting Others Informed

Grade/Subject: 5th/Poverty
Central focus: Composition
Essential literacy strategy: Argue/Persuade Using Evidence
Related skill: Using active voice
Reading and Writing connections: Students will draw from research sources and text in order to
produce and support campaign.
Content/Common Core Standard(s):

CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text
CCSS.ELA-LITERACY.RI.5.4: Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area
CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
CCSS.ELA-LITERACY.W.5.1.A: Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.B: Provide logically ordered reasons that are supported by facts and
details.
CCSS.ELA-LITERACY.W.5.2.B: Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.5.7: Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
Learning Objectives associated with the content standards:
- Students will be able to use previous knowledge from other lessons in order to create campaign about
helping those in their community who are impoverished.
- Students will be able to draw from research sources in order to present information in coherent manner
in campaign
- Students will be able to have an understanding and define vocabulary used in research and in campaign
- Students will be able to support their views in their campaign, and present their support to their peers.
- Students will be able to create their campaign for the proper audience, their peers and school.

Academic Language
Vocabulary:
Techniques
Campaign
Inform
Research
Poverty
Educate
Produce
Impoverished
Conducted
Aware
Language function:
Justifying and Persuading
Discourse:
I feel we should provide _________________ to assist those who are impoverished because they need
________________.
People who are impoverished often need ________________ in order to help them survive long-term.
People who are impoverished often need _______________ in order to aide them in short-term.
Through the research I have conducted, I have been able to inform you about ________________.
I have produced my campaign in order to make others aware of ____________________.
In our community people who are living in poverty often need ________________, which is why we are
__________________.
Student Friendly Daily Learning Target ( I can statements or pose as question)
I can produce a campaign that supports my opinion
I can use research to support my opinions
I can draw ideas from a text to create my campaign
I can use the vocabulary words I have learned properly in my writing
I can present my campaign to my peers

Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Description of formal/ informal assessments:
The formal assessment will consist of a campaign that the students must create in order to educate their
peers and the school about helping those who are living a life of poverty in their community. As well as,
knowledge about those living a life of poverty. Students will be expected to present facts and definitions
accurately as well as, to support their opinions on how help their community.
The informal assessment will be the students capability to assess themselves in their written journal about
their campaign, as well as, writing their feelings while creating their project, and whether or not they
believe their campaign will make an impact on their school.
What is being assessed:
Students will be assessed on their capabilities to conduct research from given sources based on the lives
of those living in poverty in their community, and in America. Students will have to create a campaign in
order to support their opinion on the ways in which we can help those in our community who are

impoverished. Students will be expected to educate their peers on those who are impoverished, as well
as, the best way to assist these people. Students will be assessed on their capabilities to express what
they have learned on those living a life of poverty, and the ways in which we can help others in our
community.
Assessment accommodations:
Students will receive extended time to complete project if needed in order to finish their campaign.
Students will also be able to review their campaign with the Special Education teacher in the room.
Students will receive a vocabulary sheets with necessary vocabulary words with definitions and pictures in
order to assist them in their campaign writing.
Type of feedback that will be given to students:
After each student completes their journal response the teacher will look over their campaign and respond
in the students journal based on additions or corrections they might make to their campaign, as well as,
positive feedback in regards to their campaign. The teacher will also respond to what was written in the
students journal, for example, if any questions were asked, or a students expressed feelings of
unsatisfactory about their campaign product.
What students will do with the feedback:
After students receive the feedback in their journal they will edit their campaign at home so that they may
have it ready for the next day in school.
Instructional Resources and Materials:
100 Dresses text
Research Sources
iPads
Smartboard
Journal

http://www.one.org/us/2015/06/24/10-things-you-didnt-know-about-extremepoverty/?
gclid=CjwKEAjwho2xBRD0mpzUvsya6SgSJAAkRepSLEUeUTI_k9Ut3NzfoBoljuFcCaZ7U
DqC3DYCEGp2jBoCljbw_wcB
http://www.tolerance.org/lesson/issues-poverty
Connection to prior academic learning and prerequisite skills:
Students will build upon their previously learned knowledge about what they have learned about those
living in a life of poverty. Previously students have learned the reasons in which many fall into being a
victim of poverty, as well as, the different ways to assist those who are impoverished in their community
and in American. Students will be able to draw from their information and use it in order to support their
campaign and opinions.
Connections to cultural/personal/community assets:
The purpose of this campaign is to inform and educate those in their community about how to help those
living a life of poverty in their community. During this unit the students will also present this campaign to
their peers and school in order to support their supplies drive in which they will ask those in their
community to donate supplies used in short-term in order to assist those who are in poverty. Through this
assignment students will have learned the circumstances of those living in poverty in their community, as
well as, the amount of children, likes themselves, living in poverty in their community.

Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: (10 min) Students will view a video clip on a current
campaign in order to help those who are living poverty.
Procedure
Time

Teacher Action

Student Action

(include higher order thinking

questions, grouping strategies)
15mins

The teacher will first introduce the lesson and

activity to the students. The teacher will
explain the ending product, a campaign, to the
students. The teacher will explain all of the
components of a campaign, and the purpose
of their campaign. The teacher will give
examples from the campaign video that was
shown the students.

15mins

Teacher will direct students to use a graphic

organizer in order to organize the research
they have collected.

30mins

Teacher will review the components and the

students begin working on their campaign.
Teacher will inform students about their
presence for support either technologically, or
otherwise.

Students will listen to the description of their lesson from

the teacher. The students will be expected to listen
attentively so that they will be able to understand the
purpose of their campaign.

Students will use a graphic organizer in order to

organizer the research they have collected in order to
create their campaign more efficiently.

Students will use their graphic organizer in order to

create their campaign. Students will use their iPads in
order to create their campaign in the form of a
powerpoint, song creation, poem, video, podcast, etc.

Closure (15 min)

Students will be informed that they are expected to finish the majority of their campaign at home
based on the responses the teacher has written in their journal, however, they will have time to
complete their campaign the following day.
Students will write in their reflective journal about whether or not they believe they adequately
informed their peers about their opinions and views based on the research they have collected.
They will also be able to ask any questions or share any information, or feelings, with their
teacher in their journal.
How students will reflect on their own learning
Students will reflect on their own learning by completing the writing in their reflective journal, which is
completed after each lesson in this unit due to the sensitive topic. Students will be able to ask questions or
share their feelings with their teacher in their reflective journal as well.
Accommodations/Modifications to requirements in IEPs and 504 plans
There are 6 students in the class with IEPs. One of the students in the class difficulties steam from their
medical issue of epilepsy, they are classified under other health impairment. This student receives
extended time, flexible seating, pacing and refocuses. Every student in this class receives
accommodations such as, flexible seating, extended time, refocusing and questions explained. Four of the
students are classified under learning disability and they all receive similar accommodations, in addition
some receive resource room, and modified tests in math, and fewer choice options on tests. Many of the
students also receive speech and language therapy. One student in the class is classified for as speech
and language impairment; therefore this student receives access to class notes, and checking for
understanding. All of these accommodations and modifications will be monitored by the general education
teacher, special education teacher and aide throughout the lessons.
Differentiation
Students will receive extra in class time, if necessary, to finish their piece. Students will also be able to
review their piece with the Special Education teacher. Students will also be able to use vocabulary sheets
that necessary words with definitions and pictures so that they may use them in their project correctly.

Technology Integration to Support Learning

Students will be using their iPads in order to create their campaign. Their campaign will be made on their
iPad using a number of tools such as PowerPoint, Microsoft Word, iMovie etc. The students will also use
their iPads in order to present their campaign in the future.