Lesson Two: Resources in Schools

Lesson One

Lesson Three

For the Teacher

Objectives

1. SWBAT define and actively use vocabulary related to school resources and funding in complete sentences.

2. SWBAT identify resources commonly found in funded schools versus those lacking in underfunded schools by categorizing examples from the videos.

3. SWBAT articulate their thoughts on educational resources and how the lack of these resources may affect learning.

4. SWBAT form educated opinions about what resources all schools should have and why they are important.

Materials Needed

Lesson PowerPoint: Lesson Two Slides

Detroit Public School Video: https://youtu.be/ROCxtuyFjp0?si=-HDd4xc9Q3RhQzUU

New Stem Elementary School Video: https://youtu.be/Vo7wu9-G334?si=n7wf5OoXBDrcKZEG

Pre/While Listening Activity: Appendix A

Vocabulary for Lesson: Appendix B

Homework Chart: Appendix C

Warm Up

Purpose: Homework Review

Time: 10 minutes

Learning Objectives Targeted: 2

Steps & Teacher Directions:

The goal of this warm-up activity is to get students to reengage with the material while sharing their homework work with classmates. If you have the agenda for the day written on the board, give the students a brief overview of the plan. This depends on individual teaching structure and style.

Students who are excited to share should get an opportunity, but you may notice students who did great work but are afraid to share. Those students should be encouraged to speak and share to the class.

NOTE! - If students are very invested in sharing their drawings with the class, more time can be allocated to this activity, as classroom environment and engagement levels will benefit greatly.

Comparison Listening Activity: Pre-Listening

Purpose:

Time: 25 minutes

Learning Objectives Targeted: 1, 2

Steps & Teacher Directions:

The class brainstorm/guided discussion Is designed to promote classroom engagement. At this point in the curriculum, some students will have emerged as dominant personalities. Try to involve some of the less vocal students in the discussion.

After students brainstorm, remember to ask them to explain or expand on their suggestions, promoting more speaking practice.

The questions in the lesson plan may be exhausted quicker than expected, so have backup questions ready if students run out of ideas quickly.

"Imagine a school had no electricity. How would that affect learning?"
"What can students do if there aren’t enough books in a school?"
"How might having computers in school help students learn?"

You may run out of time to cover vocab and show pictures from the upcoming video during the pre-listening. If this is the case, prioritize vocab, which will help students comprehend what they are about to watch.

Comparison Listening Activity: While and Post-Listening

Purpose: Listen and process

Time: 40 minutes

Learning Objectives Targeted: 2 and 3

Steps & Teacher Directions:

During the first listening, students will watch both videos back to back. While students watch the videos, it may be worthwhile to change the video speed to 0.75, depending on student's listening and comprehension skills.

Students will now be given worksheets for the second listening of the videos. Make sure to remind students to elaborate on why a given school is funded or underfunded.

For the post-listening, make a group of three if there is an odd number of students. Depending on time cosntraints, you can instruct students to get up and switch partners at time intervals of your choosing.
A few example questions for this activity;

“Which video shows the underfunded school, and why do you think that?”

“Which video shows the funded school, and why do you think that?”

“What surprised you most from the videos?”

During this discussion, try to get students to use vocabulary words that pertain to the lesson, some of which are included in Appendix B.

Activity: Why do Schools Need Resources?

Purpose: Apply knowledge and vocab in comprehension process of video

Time: 15 minutes

Learning Objectives Targeted: 3, 4

Steps & Teacher Directions:

This is a short discussion activity whose purpose is to further process the difference between funded and underfunded schools, and the types of resources that are important in a quality school.

Ask students,

What resources would you add to help the underfunded school? Why would you add those resources?

Refer back to the worksheet to keep the discussion on track, but don't restrict students to discussing the schools in the video. You can even prompt students to reflect on their own school resources during this discussion.

Allow students to talk in pairs or small groups if they’re shy.
Redirect if the discussion goes off-topic by restating the first prompt, making sure students are answering the why.

NOTE! - This discussion can be a teacher prompted discussion where students are addressing the teacher, but it could also be organized as a pair/table group activity, after which students share to the class.

Activity: Reflection

Purpose: Reflect on content

Time: 10 minutes

Learning Objectives Targeted: 1, 3, 4

Steps & Teacher Directions:

As the lesson comes to a close, this activity enforces comprehension and reflection as well as writing and vocab skills. Students are asked to write down answers to the following prompts;

Prompt 1: “Name one resource that all schools should have, and explain why it’s important.”

Prompt 2: “Describe one difference between funded and underfunded schools that you learned today.”

Remind students to use some of the new vocabulary (funded, underfunded, etc) and walk around the classroom, helping students with words or phrases that may not be the easiest to produce independently.

NOTE! - This discussion may not run for a full 10 minutes, especially if it seems students have a strong grasp on the material. This can be cut short to provide homework time if need be.

Wrap Up and Homework

Purpose: Apply knowledge and vocab in comprehension process of video

Time: 5 minutes

Learning Objectives Targeted: 4

Steps & Teacher Directions:

The goal of this homework assignment is to get students to apply their new knowledge about resources and education to their own educational experience. Completing an example problem on the board may be useful after passing out the assignment, but also might not be necessary.

Again, remember to emphasize the why. The most important part of this unit is that students understand why these resources are important, leading into our final lesson about advocacy, where they will tie everything together.

Remind students that the "things they need" should be realistic in terms of being educationally valuable as well as cost efficient. Try to do this without stifling creativity, but make sure that the class stays on track if you give them class time to work on this.

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