Jake Frumkin Hunger Banquet Lesson Plan Content Area: Social Studies / Writing Grade 5, Penn Alexander School

Goals / Objectives: SWBAT classify access to food as an economic issue SWBAT reflect on their own experience with access to food from activity SWBAT summarize their experience as written personal narrative (based on PSSA Grade 5 Writing Guidelines) Standards Common Core Literacy Standards
CC.1.4.5.M Write narratives to develop real or imagined experiences or events.

National Curriculum Standards for Social Studies:

5. Individuals Groups and Institution 7. Production Distribution and Consumption

Materials: Laptop Smartboard as whiteboard o Slide prepared with writing prompt Pre-made organizers for students to define three major economic classes Individual writing notebooks (In desks) Pencils (at desks and additional sharpened by sink) Printouts of food in unmarked envelopes Styrofoam lunch trays Loose-leaf lined paper

Classroom Arrangement / Management Issues Students will begin in normal position at desks. They will be invited by economic class to get their food (which will be positioned on counter by sink in back of room), starting with affluent and moving down to middle class, and low income. They will return to their desks to eat their food amongst their neighbors from other classes. Dirty plates and utensils will be thrown away in trash can by teachers desk. Students will move into test taking arrangement for writing prompt and personal narrative writing. Behavior will be managed through constant reinforcement of expectations and reminders of classroom systems for positive and negative consequences. Respectfulness will be discussed at length to ensure that sensitive nature of material and activities is not made offensive or ostracizing to anyone.

Plan *Transition students back to seats from recess and have them calmly and quietly get settled to move onto next lesson* (10 minutes) Hook- Personal definitions of economic classes Ask students what comes to mind when I say the term economic class and take 3-5 short responses. List 3 major economic categories on the board and highlight affluent as new word and ask for synonyms. Distribute brainstorm organizers and give them 5 minutes to complete. Cold call responses on various categories for 3-5 minutes. Encourage peer comments when relevant and extend conversation if incredibly productive (but try not to). (5 minutes) I do- Explanation of Hunger Banquet Explain that we will be splitting randomly into groups based on these economic categories and that each group will be approximately the same percentage of the total as for the entire U.S. There will be 3 people who are affluent, 6 people who are middle class and 8 that are low income. Explain that students will be given a lunch tray and then at random handed an envelope with a visual representation of a meal. Remind students that while this is a simulation and that these are just roles that they will be playing, this is representative of the very serious life circumstances of many people. Reiterate expectation that people will take the activity seriously, and most importantly be respectful of each other throughout. Distribute envelopes to students and instruct them to wait until everyone has one to open them up (remind students of expectation that they will not visibly or audibly react to outcomes). After they are served, they may choose a location in the room to eat and socialize with their neighbors and keeping their noise at a responsible level. (10 minutes) Hunger Banquet Activity Ask students to clear desks, tell them that they will be called to be served when I see that they are ready to eat. Call students in random order and serve them. Reinforce behavior expectations if necessary. Collect all materials for potential future use. *Transition to testing arrangement of desks* Give students one minute to complete transition to earn a compliment and guide them as is necessary. (45- 60 minutes) You do- Personal Narrative Writing practice: Instruct students to take out their writing notebooks and head a blank page with their name, the date and Personal Narrative Writing Prompt. At this point we are one week away from the test and I think that it will be important to not review test-taking strategies and see what they can do totally independently. If, this is not the case for some reason, I will call on students to share important strategies for their writing such as (TAGing their answer, pre-organizing their ideas, writing and editing a draft, etc). I will display the writing prompt Describe your experience in the hunger banquet activity. What did you learn from doing this and how did you feel when it was over? and ask them to copy it

onto their blank page. I will then display the PSSA Narrative Writing Scoring Guideline as a reminder of what constitutes top quality work. The students will then be given 60 minutes to complete their final essay. Monitoring their progress, I will give them the full time slot unless everyone is clearly done early. (5-10 minutes) We do- Closing Discussion: We will conclude with me collecting everyones final essays and repeating the transition procedure to get their desks back to normal positions. Once seated at their desks, I will invite the class to the carpet. There, we will discuss our thoughts on the hunger banquet. Questions will be general and begin with Who would like to begin by sharing some thoughts on the experience as a whole? then moving to How did you feel towards the people around you?, Do you think this was a realistic exercise? and What could we do to change these inequities in the future?. If conversation is heading in another constructive direction I will likely continue to guide it that way. *Transition to math* AssessmentI will grade each essay based on the PSSA guidelines, and also gain more formative information on their feelings about the experience and readiness to move ahead in the unit from its content. Depending on available time in the coming days, I may have students do a peer grading of a partners essay as well (having extra time is doubtful, but I can make it happen as my more holistic priorities become clearer). Accommodations: My student with an IEP will be fine to complete all components of this lesson as they are up until the writing prompt. For that, I will provide him with a graphic organizer to sequence his ideas and possibly periodic check-ins and reminders to stay organized and on track. My ELL student will almost definitely be out of the room at this time with the ESOL teacher. If not I will, provide her with the same organizer and work with her individually to get her ideas out clearly and onto paper as best as possible. The rest of the class will be working independently, so there will be plenty of time for this targeted attention. Jade will likely be frustrated and not want to write her essay, hopefully within the next few weeks of continued practice, there will be more clarity as to the causes and aids to her struggles.

Name _________________________________ If you are Where might you live? (A big house? Condo? Apartment Building? What is it like?) Where might you work? Low Income

Date____________________ Affluent

Middle Class

How might you get to work?

Where might you buy your food? What kinds of foods might you think you eat most? Additional notes