Direct Instruction Lesson Plan

Teachers: Abigail Olari

Subject: English/Language Arts, Social Studies

Standard:
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
AZ.7.W.4. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages,
labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the
development and organization are appropriate to the task, purpose, and audience.
Objective (Explicit):
SWBAT create a brochure using values thinking to identify solutions in which all humans have equal
opportunities to thrive.
Evidence of Mastery:
Students will create a brochure that contains the following:
-

Overview of Oxford MPI (identify each living standard)

Differentiate between thriving and surviving. Answer: What are the standards for each and do all humans
have equal access to achieve these living standards?
Research a country that is deprived of these living standards and provide 3 statistics
Describe 3 solution strategies (based on research) that should be put in place in order for all humans to
have equal opportunities to thrive, and not only survive.
Cite at least 3 reliable sources.

Subobjectives:
SWBAT list what they believe to be their most basic needs and compare those to the MPI.
SWBAT differentiate between wants and necessities for thriving and surviving.
Key vocabulary:

Materials:

Poverty

Notebook

Oxford Multi-dimensional Poverty Index

Laptop/computer with Publisher or Word

Wants vs. Needs

https://www.youtube.com/watch?v=rtLDr_ScNms

Values thinking: the ability to consider how

personal values affect ones decisions;
considering others values as well and
respecting those

PowerPoint (located at the end of this document)

Opening:
Greet students.
Take a couple minutes to think about all the things you need in your everyday life. Everything from you bed, to
food, to family. Pause for 30 seconds and allow students time to consider. Call on a few students to share some
of their needs. Think about what would happen to you in your daily life and routine if some of those needs were
taken away from you. Would your life be different? Pause and allow students to think. Call on several students
to discuss the implications. You and your partner are going to create a list of the top 20 most important things
that you need in your life. Your list cannot be more than 20. Write these in your notebook. Then we will discuss.
Give students 5-10 minutes to create their list of needs.
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Teacher Will:

Student Will:

Begin PowerPoint slides. Go through entire

presentation and prompt students to Think, Pair,
Share when a question is posed on the slide.

Take notes from PowerPoint, specifically Oxfords

MPI.

We are now going to watch a video about a family

living in poverty in Armenia. Start making a list of all
the Basic Needs they are deprived of based on the
MPI. Remember, the MPI basic needs are Health,
Education, and Living standard. Look back at your
notes to recall what each of these mean.

Listen actively to the video and consider the given

question.

I https://www.youtube.com/watch?v=rtLDr_ScNms
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u After watching that video, talk to your shoulder
t buddy about how it makes you feel. Give students
1 minute to share then call on several students to
share to the class. Clearly we are given so much
more than we ever need here in America.
Co-Teaching Strategy:
One teacher will lead the PowerPoint presentation while the other teacher walks around the classroom to
observe students notetaking strategies and understandings. Also, teacher will listen to student responses
during think, pair, share.
Differentiation Strategy:
Pause video periodically to prompt student to take notes on pertinent information. At the end of video, go
over key notes that students need. For students in need of extra support, provide a notetaking template for
the video.

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Teacher Will:

Student Will:

Lets go back to that list we created of what our top

20 needs are. With your partner, create a new list in
which you categorize your needs according to
Oxfords MPI. Raise your hand and remind the
class, what are the 3 Basic Needs?

P As you categorize these needs, make a 4th

r category if any of your needs dont fit into Oxfords.
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i Allow students 5-10 minutes to categorize.
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Look closely at the things that did not fit into
Oxfrods and ask yourself, can you truly have a
successful life without those things? How closely
did your basic needs compare to the MPI?

An important way of thinking is called values

thinking. Values thinking asks us to think about
what we personally see as important and
necessary in life, and then think about the
effects our decisions may have. Now that weve
had some practice looking at necessities for life,
what do you believe to be your values? You will be
answering this in the next activity.

Respond with Health, Education, and Living

Standard.

Use values thinking to consider their own personal

values and the effects of them.

Co-Teaching Strategy:
Both teachers will walk around classroom to assist any students in need of extra help. Use this time for
reteaching.
Differentiation Strategy:
Students will be given opportunity to share with their peers. This allows all students to be engaged and
holds them accountable for discussion. Students will also be strategically placed with those they work well
with.
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Teacher Will:

Student Will:

You are now going to create a brochure to

demonstrate all that weve learned. This brochures
purpose is to inform about Oxfords MPI and further
bring awareness to the many families living in
poverty. You will need to do some research before
you start creating the brochure. These are the

Create a brochure using values thinking that informs

about poverty and provides solution strategies.

d requirements for the brochure:

e
- Overview of Oxford MPI (identify each living
n
standard)
t
- Differentiate between thriving and surviving.
Answer: What are the standards for each
P
indicator and do all humans have equal
r
access to achieve these living standards?
a
- Research a country that is deprived of these
c
living standards and provide 3 statistics
t
- Describe 3 solution strategies (based on
i
values and research) that should be put in
c
place in order for all humans to have equal
e
opportunities to thrive, and not only survive.
- Cite at least 3 reliable sources.
Co-Teaching Strategy:
Teachers will walk around room and use this time to offer assistance to any students in need.
Differentiation Strategy:
Provide students with template and layout of brochure with titles in place in order for student to have
organization and starters in place.
Closing/Student Reflection/Real-life connections:
Think about the things you value. Remember, values are the things we care about and matter to our personal
lives. These could be from the list we created at the start of this lesson. Write 3-5 sentences about how your
values effect your decisions. For example, I value quality time with my family. The effect of this decision is that it
require I drive somewhere, maybe even go spend money at dinner. Write about 2 of your values and the effects
of your values. This is to get us thinking about the consequences of our decisions.

NECESSITIES FOR LIFE

By Mrs. Olari

Think
Have you ever experienced not having enough food or water to survive? (J ust think to
yourself)
Have you ever worried about not being able to get an education? What if you didnt
learn how to read and write?
What if you got hurt and didnt have access to a doctor?

Wants Vs. Needs

Share with your shoulder
buddy: Whats the difference
between a want and need?
How would you categorize the
following?:

Toys
Laughter
Car
School
Food/ water
Doctor
Money
Bicycle
Dining table
Friends/ family
Sports/ games
The Mall
Cell phone
Church

Wants Vs. Needs

Even though there are many things we can survive without, there are some things
that are wants that are still necessary for living a successful life.
Some said friends/ family are a want because we could still live without them. But
what would a life without friends and family look like? Could you still live a fulflling
life?
In the past, researchers and others would categorize poverty bythe amount of
money a person made. However, we can see that living a productive and fulflling life
is not just about the things that help us survive, we are born to thrive!
What are your aspirations?
Now what are our basic needs for life?

Oxfords MPI
MPI: Multi-dimensional PovertyIndex
This became a better way to measure whether or not a person has the basic needs
to thrive and survive.
3 Major categories that equally count as 1/ 3 each:

Health
Education
Living Standard

Health
Child Death
If any child in a family has died, that family is considered deprived
Malnutrition
If any person is malnourished, he/ she is considered deprived of basic needs.

Education
School Attendance

Deprived if any child is not in school in grades 1st-6th

School Completion

Family is deprived if no household member has completed 5 years of school

Living Standard
Electricity need electricity
Sanitation need improved toilet
Cooking Fuel deprived if cooking with wood, charcoal
Flooring deprived if dirt foors
Water water must be less than 30 min walk
Assets must own more than one of the following: radio, TV, telephone, or bike

Poverty
A person is living in poverty if deprived of more than 1/ 3 of their basic needs
according to MPI
Watch this video about poverty in Armenia:
https:/ / www.youtube.com/ watch?v=rtLDr_ScNms