Poverty in Pictures, Poems, and Print A Thematic Unit Incorporating Reading, Writing, Research, and Multimodal Presentations

Presenter Information Megan Bales, English Instructional Specialist K-12 Courtney Van der Linden, English Instructional Specialist K-12

Key Concepts from Framework Text Variety Research Collaborative Reflective Writing Cross - Curricular Integrated Strands Multimodal Thematic

Effective Instruction Using the 2017 Standards: Text Variety 1 of 2 While whole-group instruction can be centered on a shared text, teachers should also provide opportunities for student choice with both fiction and nonfiction texts. Teachers should introduce students to longer, more complex texts both on grade level and above grade level.

Effective Instruction Using the 2017 Standards: Text Variety 2 of 2 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast. Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using paired passages with a variety of texts.

Effective Instruction Using the 2017 Standards: Reflective Writing Teachers should provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods of time. Teachers should ask students to write about what they have read. Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year.

Effective Instruction Using the 2017 Standards: Multi-Modal Literacies 1 of 2 Please note presentation skills may differ within classrooms. Teachers should provide opportunities for students to create interactive, multimodal presentations.

Effective Instruction Using the 2017 Standards: Multi-Modal Literacies 2 of 2 Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year. Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

Effective Instruction Using the 2017 Standards: Research 1 of 2 Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year. Teachers should note that research can be individual, collaborative, cross-curricular, and integrated throughout the year. Research products can vary from small informative pieces to large multimodal presentations.

Effective Instruction Using the 2017 Standards: Research 2 of 2 Teachers should make students aware of possible consequences of plagiarism. Teachers should emphasize giving credit to all sources used when gathering information, including music, graphics, and another person’s media.

Effective Instruction Using the 2017 Standards: Thematic Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year. Teachers may integrate the strands through the use of thematic units. Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.

Effective Instruction Using the 2017 Standards: Cross-Curricular and Collaborative Teachers should note that research can be individual, collaborative, cross-curricular, and integrated throughout the year.

Effective Instruction Using the 2017 Standards: Integrated Strands Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year. Teachers may integrate the strands through the use of thematic units. Teachers should note that research can be individual, collaborative, cross-curricular, and integrated throughout the year.

Unit Overview During a two week thematic unit titled, “Poverty in Pictures, Poems, and Print”, students will explore the topic of poverty by viewing, listening to, and reading a variety of texts and media including: poems, non-fiction texts, podcasts, photographs, videos, and picture books. Each day students will explore a question surrounding poverty and collect and organize information from the texts and media as they research this topic.  Students will reflect upon each question in writing as they collect and synthesize ideas for a multimodal presentation. The strands of communication, reading, writing, and research will be integrated in this unit on a topic that impacts millions around the world.

Day 1: What does poverty look and feel like. Can poverty be eliminated Day 1: What does poverty look and feel like? Can poverty be eliminated? 1 of 3 Photographs depicting poverty were posted around the room. Without stating the theme, the students responded to the pictures individually. With a small group or partner, students rotated and read the other responses and discussed. As a class, students talked about the theme being addressed, questions/comments they have about poverty, and what they know or think they know about poverty.

How to Fix Poverty Podcast Day 1: What does poverty look and feel like? Can poverty be eliminated? 2 of 3 Students listened to the following podcast: How to Fix Poverty Podcast The teacher stopped at particular points in the podcast and students completed a think, pair, share using a note sheet. Students used the notes to create the multimodal presentation.

Day 1: What does poverty look and feel like. Can poverty be eliminated Day 1: What does poverty look and feel like? Can poverty be eliminated? 3 of 3 Students completed a reflective writing to answer the following questions: Based on the activities completed today, how would you describe poverty? Do you agree or disagree with the opinions presented in the podcast (Can poverty be eliminated?)?  What more do you want to learn about poverty? An entry was added to the works cited.

Days 3 and 4: What is it like to live in poverty? 1 of 3 Students were asked to consider what it would be like to live on $1.00 a day with a small group of students. As they talked, they considered the following: How would my life change? What would my money be spent on? What would I have to give up? Why might people only be able to make an average of $1.00 per day?

Days 3 and 4: What is it like to live in poverty? 2 of 3 Students watched a 56 minute video from Living on One over the course of two days. Students took directed notes as they watched the video. In between segments, students discussed key points with their partners and collected notes for their multimodal presentation. Living on One Videos

Days 3 and 4: What is it like to live in poverty? 3 of 3 Students reflected on the information presented throughout the video segments in a reflective writing. Students used the notes to create the multimodal presentation. An entry was added to the bibliography.

Day 7: What more can we learn about poverty? 1 of 2 Students worked in groups to read picture books about poverty.

Day 7: What more can we learn about poverty? 2 of 2 Students read their assigned book with a small group. The students summarized the book and take notes on what they learn about poverty. Each group shared the information with the class in a brief presentation. An entry was added to the bibliography.

How Can I Apply These Ideas to Future Thematic Units and Effectively Instruct Students? 1 of 2 Choose a theme like one below: Love Family Overcoming Challenges Growing Up Beauty Power Kindness Happiness Nature

How Can I Apply These Ideas to Future Thematic Units and Effectively Instruct Students? 2 of 2 Find a variety of texts and media that address a theme such as one from below: Nonfiction Fiction (including poetry, picture books, short stories, etc.) Videos Podcasts Music Advertisements/Fliers/Posters/etc. Photographs/Pictures

Adapting Your Own Thematic Unit Develop guiding questions to help students think and learn about the theme. Consider how other content areas can be integrated. Think about how students will demonstrate their learning through a multimodal presentation.

Works Cited Aizenman, Nurith. “How To Fix Poverty: Why Not Just Give People Money?” Goats and Soda: Stories of Life in a Changing World, NPR, 2018, www.npr.org/templates/transcript/transcript.php?storyId=541609649. “Living on One Dollar” Youtube, Directed by Hannah Gregg , Narrated by Chris Temple, Living on One, 18 Sept 2013. https://www.youtube.com/playlist?list=PL74av1RRDrl-IYw6spYn5W3yaI_vQD4kz Smothers, Ethel Footman. The Hard-times Jar. New York: Farrar, Straus and Giroux. 2003.

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