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OCTOBER 26 TH ENGLISH II

OCTOBER 26 TH ENGLISH II. Warm-up (answer the questions in full, complete sentences): 1) At which level of Maslow’s Hierarchy of Needs do you think that Ruku and her family usually are? 2) What level of Maslow’s Hierarchy did Ruku grow up with?

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OCTOBER 26 TH ENGLISH II

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  1. OCTOBER 26THENGLISH II Warm-up (answer the questions in full, complete sentences): 1) At which level of Maslow’s Hierarchy of Needs do you think that Ruku and her family usually are? 2) What level of Maslow’s Hierarchy did Ruku grow up with? 3) What level of Maslow’s Hierarchy did Ruku’s kids grow up with? 4) What level of Maslow’s Hierarchy is Kunthi in? 5) What level is Kenny in?

  2. REMINDERS • If you go to tutoring in the library Monday after school for thirty minutes, you can get extra credit. • Period 6: Turn in warm-ups after class. • Homework: • Work on your first adversity journal for Nectar in a Sieve. FINISH THIS WEEKEND. • Submit your REVISED Adversity Autobiographical Essay to turnitin.com

  3. THINK, PAIR, SHARE Think, pair, share: Yesterday, you read about the impact that poverty has on Ruku’s family. Make an educated guess about the following questions. You only need to write the letter to each number. 1. How many people in the world live on $10/day or less: a. 15% b. 40% c. 60% d. 80% 2. 2,200 children die from poverty every _______________ a. day b. week c. month d. year 3. How many people could not sign their name/read a book at the beginning of the year 2000? a. 100,000 b. 1 million c. 1 billion d. 6 billion 4. Of the 2.2 billion children in the world, what percent lives in poverty? a. 10 million b. 100 million c. 160 million d. 1 billion 5. What do you believe some EFFECTS of poverty are for individuals and communities?

  4. ANSWERS 1. How many people in the world live on $10/day or less: d. 80% 2. 2,200 children die from poverty every ______? a. day 3. How many people could not sign their name/read a book at the beginning of the year 2000? c. 1 billion 4. Of the 2.2 billion children in the world, what percent lives in poverty? d. 1 billion 5. (See next page…)

  5. WARM-UP ANSWERS 5. What do you believe some EFFECTS of poverty are for individuals, families and communities? • Individual Impacts: disease, various health problems (malnutrition, child morality, malaria, asthma, etc.), low life expectancy, less school attendance, higher juvenile delinquent rates, higher rates of teenage pregnancy, higher chance of being a victim of abuse and/or child molestation, • Family Impacts: increased risk of homelessness, family conflict, child emotional/behavioral problems, child academic failure, a “moment-to-moment” viewpoint (passed on to children), children grow up to have low income, unemployment, their own family conflict & poverty (usually passed on to future generations) • Community Impacts: increase in crime, increase in prostitution, lower school attendance/achievement, child exploitation, disempowerment of women/children, higher drug abuse/addiction, www.globalissues.org; http://www.articleswave.com/poverty-articles/causes-and-effects-of-poverty.html; http://en.wikipedia.org/wiki/Poverty; cppr.ucdavis.edu/pdf/poverty_and_hardship.pdf;

  6. STANDARDS Literary Response and Analysis 3.12: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

  7. POVERTY GROUP WORK • In a minute we will count off by 8’s. • Then, one member in your group will come up to get a) a poster paper, b) a pack of markers, c) information about poverty. • As a group, read out loud your group’s assigned reading section. • As a group, decide which information is the most important to share with the class. • As a group, write down at least TEN different bullet points of information from your group’s reading section. • You will present your information to the class 15 minutes before class is done.

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