Your name: Christian Moya

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Observing Inequities in New York
Grade/age level: 4th Grade
Date (intended teaching date): Week 1, Day 3 and Day 4

Learning Objective(s)
What do you want students
to know, understand, or be
able to do as a result of this
lesson?

Evidence for
assessment
Where will you look
(product, performance,
documentation you create,
etc.) for signs of student
learning?
What will you look for?
What are your criteria?
(examples of statements or
actions that would show the
particular kinds of
understandings, learnings,
&/or skills you are after?)

Rationale
Why are you teaching this
lesson? What connections
does it have to standards?
Does it connect to students
interests, strengths, and
needs? How does it fit within
the curriculum?

Students will be able to define socioeconomic inequality in New York by observing

inequities and differences amongst each neighborhood.

Through poems, scribed words, pictures, drawings, etc. students will take note of
their observations throughout the city. Through whole-class discussion, students
will share their understanding of inequities based off their observations.
Students will note the differences found amongst the different neighborhoods and
find that some neighborhoods provide more opportunities than others.

CCSS SL.4.1 Engage effectively in a range of collaborative discussions with

diverse partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly.
CCSS SL.4.4 Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptiev details to
support main ideas of themes; speak clearly at an understandable pace.
Students will take note of their observations traveling across different
neighborhoods to gain firsthand experience of the inequities found in New York.
The observations and its documentations will be used as evidence to support their
projects later on in the unit.

Prerequisite Knowledge Students are

What prior knowledge are
you counting on? Will this be
a problem for any of your
students and if so, what will
you do?

Learning Experience

Assessment

In each section below, specify the sequence of instructional activities.

Consider how you will manage materials, bodies, and time. Use small
boxes to indicate time.

What will you look/listen to/for? How are

you figuring out what students are
learning?

Starting It

Students can add questions in

observing each neighborhood through a
socioeconomic inequity lens. Im
looking to see that the students know
what to look for.

Students will be given cameras, notepad,

sketchbook, so that they can
document their observations. Introduce
the activity: as we walk around, students
will think about what they are noticing.
How clean are the buildings? What kinds
of stores are around? Do the apartments
have doormen or not? How safe is the
environment? Students can add to the list
of questions to consider when thinking
about the quality of the neighborhoods.

How will you invite students and/or

into the learning experience?

Exceptional questions may include

ones that look into safety, cleanliness,
quality of food/ groceries, etc.

Split classroom into small groups with

responsible chaperone.
Doing It

Start at own neighborhood and students

Outline your sequence of

can take pictures, draw, or write out their
instructional moves including
observations. After 20 minutes, get on the
participation structures,
materials, intellectual
subway and move to a different
resources, and time allotted.
neighborhood. Students will do the same
Is there a product or
with their observations and continue
performance you will be
expecting students to create? switching neighborhoods until they gain a

Students are taking detailed notes or

detailed pictures of artifacts that
highlight inequities in New York.

wide range of neighborhoods.

Finishing It
How will you bring students
to closure with this learning
experience and connect it to
future learning?

Students will come back to the class and

look over their pictures and notes.
Students will show two notes, pictures, or
drawings that highlight their learning
from todays activity.

An exceptional answer will recognize

the stark differences they have seen
amongst the varying neighborhoods
across Manhattan, particularly
regarding inequities.

Accessibility

Safety is one big issue I thought of here, its important that we have strong adult

What accessibility and

supervision amongst a small group of students.
participation challenges have
you taken into account and
Getting around can be an issue for some students, if that is
how have you addressed
them? (material and human taxi or a bus that can bring the group of students around.
resources, sequence of
instruction)

Materials Needed

Cameras
Notepads
Sketchpads
MTA Class Card

the case, we can have a