Steps & Teacher Directions:

1. Pass back Exit ticket from Lesson 1

2. Play video 1 more time ( from 0-3 ½ minutes) (Appendix E)

3. Allow students 2 minutes to look over their notes and add any extra ideas 

4. Have students discuss what they wrote at their table groups or with a partner if they are not in groups (3 minutes)

5. After 3 minutes is up have students share their ideas about the video for the remaining time 

   1. If small group discussions are going well teacher may add time and go over the 3 minutes

Questions to start the discussion/ if there is a lack of participation:

1. What were the main ideas presented in the video?

2. What stood out to you most?

3. What does Kundu mean when he says “the opportunity gap?”

   1. How is this different from a students efforts and abilities?

Steps & Teacher Directions:

1. Print out definitions from the Slides in Appendix A

2. Put around the room 

3. Print out student gallery walk sheet in Appendix A

4. Pass out student sheet (1 per student) 

5. Instruct students to walk around the classroom and get the definition for each word / acronym (If students don't get all definitions in time instruct them to focus on the highlighted terms, get help from a peer, or give them the finished vocabulary sheet (Appendix A) at their table/ desk)

6. While doing this activity instruct students to keep in mind one of the terms that stuck out to them (they can draw a star by that word or bullet points to help them remember their ideas)

7. After 10 minutes instruct students to sit back down 

8. Begin discussion

Group Discussions: 

1. Questions to start discussion if there is a lack of participation:

   1. How might some of these words relate back to SES?

   2. Do any of these words indicate higher or lower SES?

   3. Did any words stick out to you? why?

→ Ask comprehension check questions (CCQ’s) 

1. Where can you find the definitions?

2. If you’re struggling with time what words should you focus on?

3. If you don't finish what should you do?

4. What should you keep in mind during the gallery walk?

Steps & Teacher Directions:

1. Give each student a Concept Map (Appendix B) 

   1. Instruct students to write down barriers students may face based on the 3 key factors on the concept map + any ideas they may have

2. Explain that they will be exploring 3 key concepts related to SES and access to education and resources 

3. Students will write down how these factors limit students access to higher education

4. Let students know they will be watching a video to give them more information on these ideas (video linked in Appendix B)

5. Introduce video briefly to students (watch before hand)

6. Video sections will be played twice 

   1. Start at 1:00 and end at 5:40

   2. Skip to 8:00 and end at 10:15

7. Students listen the first time for comprehension & understanding

8. Student write notes on their concept map the second time

   1. If students need more time this part can be 25 minutes and discussion can be 15 minutes

→ Ask comprehension check questions (CCQ’s) 

1. How many times will the video sections be watched?

2. What is the first viewing for?

3. What is the second viewing for?

4. What should you be writing on your concept map?

Steps & Teacher Directions:

1. Partner students and have each choose a number 1-2

2. Create an inner and an outer circle, students numbered 1 will sit on the inside first and students numbered 2 will sit on the outside first 

   1. If you are unsure of how this is supposed to look refer to the images in Appendix F

3. Students in the inner circle will all face one another for a large whole group discussion, number 1’s will speak first while #2’s on the outside will observe first and fill out a short peer review handout based on their partners participation in the discussion (Appendix C)

   1. The partners are only for peer review purposes

   2. Have partners sit directly behind or in front of one another in the circles

4. Make sure students have their completed concept map with them during the discussion to refer back to as well as the vocabulary gallery walk sheet to refer back to definitions and words

5. After 10  minutes have students switch (2’s will go in to have their discussion and 1’s will sit on the outside to observe and do the peer review) (maybe wrap up discussion a minute earlier to give time for transition so students on the outside can go in and vice versa)

6. Expectations:

   1. Each Student is expected to speak at least once and use at least one vocab word during the discussion 

   2. Since time is limited to 10 minutes per discussion for each group limit times students can speak to 3, if everyone has spoken and some student have already spoken 3 times they may speak again (this ensures everyone gets the chance to speak

   3. Students on the outside circle will be given a short peer review handout (Appendix C) where they write a couple bullet points about what their partner shared aawell as vocabulary word(s) their partner used 

   4. To chose questions that will be used during the discussion have one student pick a number 1-10 and use the question that corresponds with the number the student chose

List of questions in Appendix C

→ Ask comprehension check questions (CCQ’s) 

1. What do you do after you find a partner?

2. How many circles are there?

3. What number sits on the inside first?

4. What is the role of the people outside?

5. What is the role on the inside?

6. What sheets should you have with you?

7. What's the limit on speaking? 

a. And if everyone goes and you already spoke 3 times can you speak again after?

Steps & Teacher Directions:

1. Break up students into groups of 2-3 (if there are more than 6 groups, profiles may be used more than once)

2. Assign each group a student profile (Appendix D)

   1. If students have access to computers they may look at their slide with their assigned student profile, or student profile slides can be printed

3. Give each group one Student Budget Activity Handout with the name of the Student profile assigned & one Costs When Applying to College Handout (Appendix D)

4. Depending on the student profile each group is assigned, they will either be figuring out how to allocate the money they have in their budget, or if there is no budget for that student profile they will be recording an estimated amount of what that student and family will be spending  

   1. The tuition of each school is on each student profile, students do not need to calculate or take that into account, it is just to put into perspective where certain students are able to apply to based on SES

5. Once students have filled out the table on their handout they will answer the 3 reflection questions below 

6. If students have time left have them discuss what they noticed and have them look at the the other profiles

→ Ask comprehension check questions (CCQ’s)

1. How many people will be in your group?

2. How many student profiles will each group get?

3. Will you get any other handouts? What are they?

Gallery Walk Definitions

Student Gallery Walk Sheet

 Full vocabulary Sheet

Concept map

How America's public schools keep kids in poverty | Kandice Sumner

Peer Review Fishbowl Discussion Handout

Fishbowl Discussion Questions

Student Profiles

Costs when applying to college

Student Budget Activity Handout

The "opportunity gap" in US public education -- and how to close it | Anindya Kundu