• Family, School, and Community Partnerships
  • Cover
  • Preparation for Session One
  • Session One: Community, Assumptions, and PTA Standards
  • Session Two: Preparing to Cross Borders
  • Session Three: Family and Community Engagement
  • Session Four: Collaboration
  • Session Five: Exploring Community Resources
  • Session Six: High Expectations English Learners
  • Session Seven: Responding to Student and Family Needs
  • Session Eight: Advocating for Students and Families
  • Download
  • Translations
  • LA 4.4: Expanding Understanding of People in Poverty

    • LA 4.4: Expanding Understanding of People in Poverty

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    Learning Outcome Pedagogical Intent Student Position

    Communicate a personal acceptance of and acknowledge the dynamics of culture in the lives of all students.

    Assessment: 25 pts.

    TA: 30 Minutes

    Teachers can consider poverty along with culture and language to determine new ways to work with families in supporting their children’s education.

    Students have learned about culture, community resources, the PTA National Standards, Title 1, and the Office of Civil Rights.  They will now learn about students and families living in poverty.

    Instructions

    1. For homework you watched two TED talks (Birdsong and Bregman) and read a summary of Disrupting Poverty. Now you will participate in a whole group discussion about what you learned. Use your notes to inform your discussion. 
    2. Participate in a shower of ideas where you share your thinking, learning, and problem solving and share your thoughts--reveal the stereotypes you have heard about people who live in poverty.The discussion will focus on poverty and its effects on people who live in poverty. 
    3. At the end of the session, turn in your notes.

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/partnerships/la_4.4.