1) The document discusses a classroom lesson where students read about the neuroscience of poverty and its implications for education. 2) The class is divided into small groups to read different sections of the article and create posters to teach their fellow students. 3) The teacher asks students to consider whether Beah's socioeconomic status affected his ability to re-enter education based on details from the article and memoir.

1. NEUROSCIENCE OF
POVERTY: IMPLICATIONS
FOR TEACHING
Understanding Beah’s Rehabilitation and
Transformation

2. First Things First…
Turn in your homework – Chapter
14/15 discussion questions
(before the bell rings, please)
 Be in your seat by the time the
bell rings
 How was your long weekend?
 Get out your journals! 


3. Journal # 8

What do you know about poverty? How does it
affect people?

4. Small Groups



Number off #1-6
Get into your number groups (5 in each group;
one group of 6)
Read “Neuroscience of Poverty” article



Groups 1&2 – Read Introduction
Groups 3&4 – Read “The Neuroscience of
Poverty” section
Groups 5&6 – Read “Implications for Educators”
section

5. Group Work



In your groups, you will become the “experts” of this
section.
Your group will make a poster and teach the class
about your section
Everyone will have a role:




Discussion Leader: lead discussion about questions and
connections between article and ALWG
Recorder : record answers, quotes, key information on
poster
Presenter: presents poster to the class
Detective: define words your group does not know
(dictionary)

6. Before you begin



Pick roles! (I will choose roles if you cannot
come to a consensus)
Everyone will begin reading their section
independently (15 mins)
Then discuss what you have read (15 mins)




Finally, begin creating your poster (15 mins)


What are your first reactions?
What is interesting?
What do you agree/disagree with?
Answer questions for your section (I will hand out during
your discussion)
Present after lunch

7. Poster Information

Your poster must include:






Title of section
Two sentence summary
Answers to your questions
1-2 important quotations from the article
Any connections to ALWG…? (optional)
Presentations should be 2-4 minutes each.

8. Final Thoughts


Freewrite: Do you believe Beah’s SES affects
his re-entry into education? Why or why not?
Use details from both the article and the
memoir.
Due at the end of class or Thursday if you
need more time.

10. BEAH’S
REHABILITATION
A Long Way Gone

11. What is rehabilitation?

To rehabilitate is to:



to bring (someone or something) back to a
normal, healthy condition after an illness, injury,
drug problem, etc.
to teach (someone or something) to live a normal
and productive life
to bring (someone or something) back to a good
condition

12. Journal # 8

We see a big change in Beah’s attitude to
rehabilitation from chapter 16 to17. Why do
you think that is? What has changed? Does it
give you hope that he can come back from his
horrible past?

13. Let’s Discuss



“I had come to believe people befriended only
to exploit one another” (153).
Does it make sense that Beah feels this way?
What about the boys who were his friends
before he joined the army?