Kelley Buckley Effective Elements for Instruction Model I. Benchmark/Standard: N/A II.

Behavioral Objective: The learner will discover whether or not it is possible to work and live below the poverty line. III. Anticipatory Set: Computer Lab Day! IV. Objective/Purpose Can I work and live in poverty? V. Input: a. Task Analysis i. Information: basic computer skills ii. Step-by-step procedures Class meets in computer lab, everone signs in talk about how awesome the assembly was first thing to talk about: what does it mean, mathematically, to live below the poverty line? it means not having enough money to survive a lot of people believe the only way this is possible is if you dont work is it true? what evidence do we have to support that? everyone in class takes a stance on this There are two assignments 1) play the game Spent (see if you can survive a month being a single mother on minimum wage) 2) go to nytimes.com/interactive/2014/02/09/opinion/minimumwage.html?_r=0 and click Michigan you will do this process at least 3 times, each trying to be different people just graduated college student single man in his 30s family of 4, with one working parent you will have to research on the internet to answer all the questions in perspective last 10 minutes of class: discuss what we found. What evidence do we have to support our conjectures? b. Thinking Levels: Blooms Taxonomy analysis: decide if its possible to work below the poverty line c. Learning Styles and/or Accommodations i. Remediation: can continue playing Spent ii. Extension: can compare profiles across different states iii. Differentiating: n/a

d. Method and Materials i. Ways of presenting: internet ii. Materials needed: computer lab VI. Modeling on projected computer screen, showing how to access / navigate the sights VII. Checking for Understanding watching them work, answering questions VIII. Guided Practice n/a IX. Independent Practice (if appropriate) n/a X. Closure (bring it back to objective) discussion at end of class.