CoverWelcome to TELLSyllabus for Family, School, and Community PartnershipsExplanation of the TemplateTotal Points Preparation for Session One Pre-Homework Due Session 1Session One: Community, Assumptions, and PTA StandardsLA 1.1: Learning about Ourselves as Cultural BeingsLA 1.2: Identifying and Reviewing Community AssetsLA 1.3: National PTA Standards LA 1.4: National PTA Standards -- AssessingLA 1.5: Uncovering Assumptions about HeritageLA 1.6: Major Course AssignmentsHW 1.1 Reflection on My Practice with Families and CommunityHW 1. 2 Engaging Funds of Knowledge HW 1.3 One Day in the Life of a Child HW 1.4 Explaining the Assets in My School NeighborhoodHW 1.5 Exploring School and Community Partnershiping through PTA StandardsHW 1.6 Reviewing Major Projects Session Two: Preparing to Cross BordersLA 2.1: VideoEthnography Student ShareLA 2.2: Share your Asset MapLA 2.3: Home Visits, Cultures, and PracticesLA 2.4 Community Partners LA 2.5: National PTA StandardsLA 2.6: Title 1 LawHW 2.1: Reflection on Actions Taken and Learning HW 2.2: Identifying White Privilege HW 2.3: Beginning the Family Profile HW 2.4: Go On a School Field TripHW 2.5: Research Facts about Your SchoolSession Three: Family and Community EngagementLA 3.1: Reviewing Analysis of My Invisible BackpackLA 3.2: Work on the Family ProfileLA 3.3: Office of Civil Rights RoleLA 3.4: Serving EL's in Schools and in Classrooms LA 3.5: Exploring Community Engagement through ExamplesHW 3.1: Reflections on Session 3HW 3.2: Family Profile Major AssignmentHW 3.3: A Teacher's Perspective on Family Involvement HW 3.4: Partnership PlanHW 3.5: Beliefs About PovertySession Four: Collaboration LA 4.1: Studying Students LA 4.2: Organizing for Partnerships LA 4.3: How WIDA Can Help ParentsLA 4.4: Expanding Understanding of People in PovertyLA 4.5: Comparing Living Conditions across The World through PhotosHW 4.1: Weekly ReflectionHW 4.2: How Does Your School Compare HW 4.3: Understanding Global PovertyHW 4.4: Uncovering Your Experiences with Race and PrivilegeHW 4.5: Completing Your Family ProfileHW 4.6: Complete Your Partnership PlanSession Five: Exploring Community ResourcesLA 5.1: Poverty and ChoicesLA 5.2: Understanding Issues Surrounding Student Trauma on My TeachingLA 5.3: Developing Deeper Knowledge about PovertyLA 5.4: Developing Social-Emotional Strategies to Address Student NeedsLA 5.5: Life on the EdgeHW 5.1: Reflecting on My Work HW 5.2: Exploring My Own Socioeconomic ClassHW 5.3: Examining Assumptions about Immigrant Families HW 5.4: National PTA Standards HW 5.5: Reviewing and Completing the Family Profile and Partnership Plan AssignmentsHW 5.6: Preparing to Take a Position of Advocacy for ELs and Their FamiliesSession Six: High Expectations English LearnersLA 6.1: Sharing the Family Profile AssignmentLA 6.2: Sharing Partnership PlansLA 6.3: Exploring Further Teacher Beliefs and Family EngagementLA 6.4: Learning About ESSA Plans LA 6.5: Organizing for Advocacy for ELs and Their FamiliesHW 6.1: Reflecting on my WorkHW 6.2: Preparing the Final Major Assignment HW 6.3: Responding to the Impact of Experiences of ImmigrationHW 6.4: Building Resilience HW 6.5: Reviewing an Example of an Advocacy PositionHW 6.6 Revisiting My Beliefs about Teaching Diverse StudentsSession Seven: Responding to Student and Family NeedsLA 7.1 Becoming a Champion TeacherLA 7.2 Responding to the Impact of Trauma and Building ResilienceLA 7.3: Preparing for AdvocacyHW 7.1 Reflecting on My WorkHW 7.2 Reconsidering Engaging with Families Session Eight: Advocating for Students and FamiliesLA 8.1: Teachers Advocating Together LA 8.2 Revisiting My Thinking

LA 5.3: Developing Deeper Knowledge about Poverty

Sharing Readings about Poverty

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Learning Outcome Pedagogical Intent Student Position

Provide support and advocacy.

Interpret the historical context of diversity and discrimination and evaluate how it impacts current practices.

Assessment: 25 pts.

TA: 45 Minutes

Teachers can provide safe climates and environments in their classrooms after they have studied to learn more about the diversities that participate in their own classroom setting.

Students have learned about students in poverty and trauma.  They will read an article in a group, discuss its message, and fill out a tree diagram on a chart paper to share their article with the rest of the class.

Instructions

  1. You will work in groups to read and respond to a series of articles. Each group will need to have chart paper, and markers. You can access your assigned article through the links that follow. (Homeless Students (Fact Sheet), (Poverty American Dream), (TELL Homelessness), (Homeless Students soar), (Helping Homeless), (Generational Poverty)
  2. Read the article as a group and discuss as you read.   

  3. Access this link to the example tree chart you will use to summarize your article. Please draw the tree chart on the chart paper you have been given. Fill in the tree chart which is linked here. Follow these  directions to fill in the chart:

    1. Put the title on the tree trunk.
    2. On the roots, write specialized vocabulary with definitions and/or what you already knew about the content of the article before reading it.
    3. On the branches, write the main ideas you identified in the article.
    4. On the leaf clusters, write the details that go with the main idea on that branch.  If you don’t have any details for a main idea, then don’t use that main idea—they all must have details.
    5. Underneath the limbs on the right-hand side, write the focus and/or purpose of the article.
    6. Under the limbs on the left-hand side, write if you agree or disagree with the article and why or why not.
  4. Be prepared to present on your article using the  tree diagram and answer questions or comments from your classmates.  Hang your chart. 

  5. Now take another turn in your game "Life on the Edge."

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