Lesson Plans for Traci Ratliff, 043 - Richland Middle School
Week of Monday, September 30, 2013
Monday, September 30, 2013
Day 25
Tuesday, October 01, 2013
Day 26
Wednesday, October 02, 2013
Day 27
Thursday, October 03, 2013
Day 28
Friday, October 04, 2013
Day 29
Monday, September 30, 2013
Day 25
Tuesday, October 01, 2013
Day 26
Wednesday, October 02, 2013
Day 27
Thursday, October 03, 2013
Day 28
Friday, October 04, 2013
Day 29
Social Studies, Grade 6
Social Studies, Grade 6
Social Studies, Grade 6
Social Studies, Grade 6
Social Studies, Grade 6
The student is expected to...
» define and give examples of agricultural,
wholesale, retail, manufacturing (goods),
and service industries.[6.10A]
» describe levels of economic
development of various societies using
indicators such as life expectancy, gross
domestic product (GDP), GDP per capita,
and literacy.[6.10B]
» evaluate the impact of improved
communication technology among
cultures.[6.17C]
» explain how resources, belief systems,
economic factors, and political decisions
have affected the use of technology.
[6.20B]
» differentiate between, locate, and use
valid primary and secondary sources such
as computer software; interviews;
biographies; oral, print, and visual
material; and artifacts to acquire
information about various world cultures.
[6.21A]
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps.[6.21C]
» use social studies terminology correctly.
[6.22A]
» use appropriate mathematical skills to
interpret social studies information such
as maps and graphs.[6.21F]
» express ideas orally based on research
and experiences.[6.22C]
The student is expected to...
» describe ways in which the factors of
production (natural resources, labor,
capital, and entrepreneurs) influence the
economies of various contemporary
societies.[6.8A]
» identify and explain the geographic
factors responsible for the location of
economic activities in places and regions.
[6.5A]
» compare ways in which various
societies organize the production and
distribution of goods and services.[6.9A]
» compare and contrast free enterprise,
socialist, and communist economies in
various contemporary societies, including
the benefits of the U.S. free enterprise
system.[6.9B]
» identify and describe factors that
influence cultural change such as
improved communication, transportation,
and economic development.[6.17B]
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» use social studies terminology correctly.
[6.22A]
» create written and visual material such
as journal entries, reports, graphic
organizers, outlines, and bibliographies
based on research.[6.22D]
» identify and describe the effects of
government regulation and taxation on
economic development and business
planning.[6.10C]
The student is expected to...
» describe ways in which the factors of
production (natural resources, labor,
capital, and entrepreneurs) influence the
economies of various contemporary
societies.[6.8A]
» identify and explain the geographic
factors responsible for the location of
economic activities in places and regions.
[6.5A]
» compare ways in which various
societies organize the production and
distribution of goods and services.[6.9A]
» compare and contrast free enterprise,
socialist, and communist economies in
various contemporary societies, including
the benefits of the U.S. free enterprise
system.[6.9B]
» identify and describe factors that
influence cultural change such as
improved communication, transportation,
and economic development.[6.17B]
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» use social studies terminology correctly.
[6.22A]
» create written and visual material such
as journal entries, reports, graphic
organizers, outlines, and bibliographies
based on research.[6.22D]
» identify and describe the effects of
government regulation and taxation on
economic development and business
planning.[6.10C]
Lesson Plan
Lesson Plan
How Will You Cause Learning Today?
How Will You Cause Learning Today?
UNIT
UNIT
Economy
GRADE
Economy
GRADE
6
6
TOPIC
TOPIC
Different Types of Economy
Different Types of Economy
DATE
DATE
10/1-2/2013
LENGTH
10/1-2/2013
LENGTH
The student is expected to...
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» explain ways in which human migration
influences the character of places and
regions.[6.4C]
» define culture and the common traits
that unify a culture region.[6.15A]
» define a multicultural society and
consider both the positive and negative
qualities of multiculturalism.[6.15C]
» identify institutions basic to all societies,
including government, economic,
educational, and religious institutions.
[6.16A]
» identify and describe how culture traits
such as trade, travel, and war spread.
[6.17A]
» evaluate the impact of improved
communication technology among
cultures.[6.17C]
» identify examples of art, music, and
literature that have transcended the
boundaries of societies and convey
universal themes such as religion, justice,
and the passage of time.[6.18D]
» explain the relationships that exist
between societies and their architecture,
art, music, and literature.[6.18A]
» identify and describe examples of
limited and unlimited governments such
as constitutional (limited) and totalitarian
(unlimited).[6.11A]
» identify and give examples of
governments with rule by one, few, or
many.[6.12A]
» compare the characteristics of limited
and unlimited governments.[6.11B]
» identify reasons for limiting the power of
government.[6.11C]
» identify institutions basic to all societies,
including government, economic,
educational, and religious institutions.
[6.16A]
» identify and describe the effects of
government regulation and taxation on
economic development and business
planning.[6.10C]
» identify and explain the geographic
factors responsible for the location of
economic activities in places and regions.
[6.5A]
» describe ways in which the factors of
production (natural resources, labor,
capital, and entrepreneurs) influence the
The student is expected to...
» analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting,
finding the main idea, summarizing,
making generalizations and predictions,
and drawing inferences and conclusions.
[6.21B]
» explain ways in which human migration
influences the character of places and
regions.[6.4C]
» define culture and the common traits
that unify a culture region.[6.15A]
» define a multicultural society and
consider both the positive and negative
qualities of multiculturalism.[6.15C]
» identify institutions basic to all societies,
including government, economic,
educational, and religious institutions.
[6.16A]
» identify and describe how culture traits
such as trade, travel, and war spread.
[6.17A]
» evaluate the impact of improved
communication technology among
cultures.[6.17C]
» identify examples of art, music, and
literature that have transcended the
boundaries of societies and convey
universal themes such as religion, justice,
and the passage of time.[6.18D]
» explain the relationships that exist
between societies and their architecture,
art, music, and literature.[6.18A]
» identify and describe examples of
limited and unlimited governments such
as constitutional (limited) and totalitarian
(unlimited).[6.11A]
» identify and give examples of
governments with rule by one, few, or
many.[6.12A]
» compare the characteristics of limited
and unlimited governments.[6.11B]
» identify reasons for limiting the power of
government.[6.11C]
» identify institutions basic to all societies,
including government, economic,
educational, and religious institutions.
[6.16A]
» identify and describe the effects of
government regulation and taxation on
economic development and business
planning.[6.10C]
» identify and explain the geographic
factors responsible for the location of
economic activities in places and regions.
[6.5A]
» describe ways in which the factors of
production (natural resources, labor,
capital, and entrepreneurs) influence the
Lesson Plan
How Will
You Cause Learning Today?
UNIT
Economics
GRADE
6
TOPIC
Economic Activities
DATE
9/30/2013
LENGTH
1 day
Objective of the Lesson
Monday, September 30, 2013
Day 25
Tuesday, October 01, 2013
Day 26
10/1-2/2013
LENGTH
Thursday, October 03, 2013
Day 28
production (natural resources, labor,
capital, and entrepreneurs) influence the
economies of various contemporary
2 Days
2 Days
societies.[6.8A]
» compare and contrast free enterprise,
socialist, and communist economies in
various contemporary societies, including
Objective of the Lesson
Objective of the Lesson
the benefits of the U.S. free enterprise
system.[6.9B]
A statement or statements of what
A statement or statements of what
» describe levels of economic
students will be able to do AS A RESULT students will be able to do AS A RESULT development of various societies using
of rather than AS PART OF the lesson.
of rather than AS PART OF the lesson.
indicators such as life expectancy, gross
domestic product (GDP), GDP per capita,
The objective should be observable,
The objective should be observable,
and literacy.[6.10B]
behavioral, and measurable.
behavioral, and measurable.
» define and give examples of agricultural,
wholesale, retail, manufacturing (goods),
SWBAT: Describe levels of economic
Since an objective is a statement of a
Since an objective is a statement of a
and service industries.[6.10A]
develop of a nation and compare it's level NEW learning outcome, a
NEW learning outcome, a
» evaluate the impact of improved
to others.
Before-During-After sequence is required Before-During-After sequence is required communication technology among
for each objective.
for each objective.
cultures.[6.17C]
» differentiate between, locate, and use
Materials
valid primary and secondary sources such
Needed
as computer software; interviews;
What
SWBAT: Identify and explain different
SWBAT: Identify and explain different
biographies; oral, print, and visual
do you need to prepare before this
types of economies functioning in the
types of economies functioning in the
material; and artifacts to acquire
lesson?
world as well as compare them.
world as well as compare them.
information about various world cultures.
[6.21A]
I will need index cards with vocab, Hans
» organize and interpret information from
Rosling's video, Globalization video,
outlines, reports, databases, and visuals,
arrays.
Materials Needed
Materials Needed
including graphs, charts, timelines, and
maps.[6.21C]
What do you need to prepare before this What do you need to prepare before this
BEFOREREADING,
lesson?
lesson?
Viewing, or Listening
Lesson Plan
How Will
TEACHER
I will need TCI powerpoint, notebook
I will need TCI powerpoint, notebook
You Cause Learning Today?
STUDENTS
copies from TCI
copies from TCI
UNIT
Culture-Economics
·focusing attention, laying
GRADE
groundwork, creating interest, sparking
6
curiosity…think of it as setting the
BEFOREREADING, Viewing, or Listening BEFOREREADING, Viewing, or Listening
stage/setting them up for success
TOPIC
·make sure students “get” the purpose
Six Weeks Review
(not just agenda) of today; what it will
TEACHER
TEACHER
DATE
result in or lead to; the “why” of
10/3/2013
what they’ll be doing
STUDENTS
STUDENTS
LENGTH
·strategies to get STUDENTS thinking
1 Day
about what they already know
·cause STUDENTS to bring to mind
focusing attention, laying groundwork,
focusing attention, laying groundwork,
similar ways of thinking, an analogous
creating interest, sparking curiosity…think creating interest, sparking curiosity…think Objective of the Lesson
idea, or previously-learned content or
of it as setting the stage/setting them up of it as setting the stage/setting them up A
concepts
for success
for success
statement or statements of what
·STUDENTS are caused to think about
students will be able to do AS A RESULT
that element of today’s learning that is
make sure students “get” the purpose (not make sure students “get” the purpose (not of
most close to or familiar to them
just agenda) of today; what it will result in just agenda) of today; what it will result in rather than AS PART OF the lesson.
or lead to; the “why” of what they’ll be
or lead to; the “why” of what they’ll be
The
Students will match vocabulary words and doing
doing
objective should be observable,
cards with their shoulder partner. They
behavioral, and measurable.
will then share their answers with their
->strategies to get STUDENTS thinking
->strategies to get STUDENTS thinking
Since an objective is a
face partners and discuss why they made about what they already know
about what they already know
statement of a NEW learning outcome, a
those choices. They will check for
Before-During-After sequence is
accuracy then write the word, definition,
cause STUDENTS to bring to mind similar cause STUDENTS to bring to mind similar required for each objective.
Objective of the Lesson
A
statement or statements of what
students will be able to do AS A RESULT
of
rather than AS PART OF the lesson.
The
objective should be observable,
behavioral, and measurable.
Since an objective is a
statement of a NEW learning outcome, a
Before-During-After sequence is
required for each objective.
10/1-2/2013
LENGTH
Wednesday, October 02, 2013
Day 27
Friday, October 04, 2013
Day 29
production (natural resources, labor,
capital, and entrepreneurs) influence the
economies of various contemporary
societies.[6.8A]
» compare and contrast free enterprise,
socialist, and communist economies in
various contemporary societies, including
the benefits of the U.S. free enterprise
system.[6.9B]
» describe levels of economic
development of various societies using
indicators such as life expectancy, gross
domestic product (GDP), GDP per capita,
and literacy.[6.10B]
» define and give examples of agricultural,
wholesale, retail, manufacturing (goods),
and service industries.[6.10A]
» evaluate the impact of improved
communication technology among
cultures.[6.17C]
» differentiate between, locate, and use
valid primary and secondary sources such
as computer software; interviews;
biographies; oral, print, and visual
material; and artifacts to acquire
information about various world cultures.
[6.21A]
» organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps.[6.21C]
Lesson Plan
How Will You Cause Learning Today?
UNIT
Culture, Government, Economy
GRADE
6
TOPIC
Six Weeks Unit Test
DATE
10/4/2013
LENGTH
1 Day
Objective of the Lesson
A statement or statements of what
students will be able to do AS A RESULT
of rather than AS PART OF the lesson.
The objective should be observable,
Monday, September 30, 2013
Day 25
those choices. They will check for
accuracy then write the word, definition,
and a picture in their notebook for each
vocabulary word. Words are agriculture,
retail industry, wholesale industry, service
industry, gdp, gdp per capita, life
expectancy, mortality rate, literacy rate,
technology. They will then watch Hans
Roslings: 200 years, 200 countries, 4
minutes and discuss their thoughts on
what they saw with their shoulder partner.
DURINGREADING,
Viewing, or Listening
·strategy(ies) for active engagement with
the new content that’s
coming
·what are students doing
WHILE reading, viewing, or listening?
Tuesday, October 01, 2013
Day 26
Thursday, October 03, 2013
Day 28
Before-During-After sequence is
cause STUDENTS to bring to mind similar cause STUDENTS to bring to mind similar required for each objective.
ways of thinking, an analogous idea, or
ways of thinking, an analogous idea, or
previously-learned content or concepts
previously-learned content or concepts
SWBAT: Successfully review their
>STUDENTS are caused to think about
>STUDENTS are caused to think about
knowledge of our culture, government,
that element of today’s learning that is
that element of today’s learning that is
and economic units to demonstrate it in a
most close to or familiar to them
most close to or familiar to them
test.
1 Make sure every student has a copy of
the Preview handout.
2 Ask students what they think of when
they hear the term economy. Have
students write their answer on the Preview
handout, and share their answers with the
person sitting next to them. Then, discuss
answers as a class.
1 Make sure every student has a copy of
the Preview handout.
2 Ask students what they think of when
they hear the term economy. Have
students write their answer on the Preview
handout, and share their answers with the
person sitting next to them. Then, discuss
answers as a class.
3 Introduce the Preview activity. Tell
students they will watch an audio
slideshow, which will teach them about
basic economic concepts and introduce
the different ways economic systems are
organized. Then students will complete
the questions on the Preview handout.
3 Introduce the Preview activity. Tell
students they will watch an audio
slideshow, which will teach them about
basic economic concepts and introduce
the different ways economic systems are
organized. Then students will complete
the questions on the Preview handout.
Students
will look at different images and
determine if the are a part of the retail,
wholesale, or agricultural industry with
their shoulder partner and then explain
their choices to their face partners.
Students will then look at data from
countries of different developing levels
4 Play the audio slideshow. Follow these
and play them on an array of least to most steps:
developed.
• Have students watch the slideshow
once, without taking any notes.
• Then have pairs work together to try to
answer as many questions as they can on
AFTERREADING,
the Preview (from memory).
Viewing, or Listening
• Finally, have students watch the
·how will students apply new knowledge in slideshow a second time and complete
a new way?
the remainder of the Preview tasks.
·how will students check to see if their
understanding is correct?
·how will students be prompted to reflect 5 Distribute the Vocabulary handout to
on what they learned?
each student. Instruct students to write
·how will students be prompted to reflect each term from the Word Bank next to the
on how they learned it?
correct definition.
[Also, Please Note: The
6 Review the Vocabulary handout as a
Assessment Occurs in the After Phase] class. Turn to the drop-and-drop slide,
and have volunteers put each definition
Students will then work in teams and
under the correct vocabulary term.
create a class array as each team
Alternatively, you can have students call
explains their choices. Finally, they watch out where each definition should go. An
the video on Globalization and homework answer slide is provided for you.
is to list at least 10 items in their home
and where they are from.
DURINGREADING, Viewing, or Listening
ASSESSMENT of the OBJECTIVES
Describe
how you will collect evidence that
individual
students have indeed met the lesson
objectives.
Wednesday, October 02, 2013
Day 27
strategy(ies) for active engagement with
the new content that’s coming
what are students doing WHILE reading,
viewing, or listening?
Materials
Needed
What
do you need to prepare before this
lesson?
I will need review cards, review pages,
notebook paper.
Friday, October 04, 2013
Day 29
The objective should be observable,
behavioral, and measurable.
Since an objective is a statement of a
NEW learning outcome, a
Before-During-After sequence is required
for each objective.
SWBAT: Show their knowledge from the
six weeks' material
Materials Needed
What do you need to prepare before this
lesson?
BEFOREREADING,
Viewing, or Listening
TEACHER
STUDENTS
·focusing attention, laying
groundwork, creating interest, sparking
curiosity…think of it as setting the
stage/setting them up for success
·make sure students “get” the purpose
(not just agenda) of today; what it will
result in or lead to; the “why” of
what they’ll be doing
·strategies to get STUDENTS thinking
about what they already know
·cause STUDENTS to bring to mind
similar ways of thinking, an analogous
idea, or previously-learned content or
5 Distribute the Vocabulary handout to
concepts
each student. Instruct students to write
·STUDENTS are caused to think about
each term from the Word Bank next to the that element of today’s learning that is
correct definition.
most close to or familiar to them
6 Review the Vocabulary handout as a
class. Turn to the drop-and-drop slide,
Students will play Quiz-Quiz-Trade on the
and have volunteers put each definition
review questions.
under the correct vocabulary term.
Alternatively, you can have students call DURINGREADING,
out where each definition should go. An
Viewing, or Listening
answer slide is provided for you.
·strategy(ies) for active engagement with
the new content that’s
coming
DURINGREADING, Viewing, or Listening ·what are students doing
WHILE reading, viewing, or listening?
strategy(ies) for active engagement with
the new content that’s coming
Students
will write down the review cards in a
what are students doing WHILE reading, review page format for home study.
viewing, or listening?
4 Play the audio slideshow. Follow these
steps:
• Have students watch the slideshow
once, without taking any notes.
• Then have pairs work together to try to
answer as many questions as they can on
the Preview (from memory).
• Finally, have students watch the
slideshow a second time and complete
the remainder of the Preview tasks.
AFTERREADING,
I will need tests, scantrons, pencils,
highlighters, modified tests.
BEFOREREADING, Viewing, or Listening
TEACHER
STUDENTS
·focusing attention, laying groundwork,
creating interest, sparking curiosity…think
of it as setting the stage/setting them up
for success
·make sure students “get” the purpose
(not just agenda) of today; what it will
result in or lead to; the “why” of what
they’ll be doing
·strategies to get STUDENTS thinking
about what they already know
·cause STUDENTS to bring to mind
similar ways of thinking, an analogous
idea, or previously-learned content or
concepts
·STUDENTS are caused to think about
that element of today’s learning that is
most close to or familiar to them
Students will turn in their reviews. They
can study for a couple of minutes.
DURINGREADING, Viewing, or Listening
Monday, September 30, 2013
Day 25
array
Discussion
Organizing
Writing
Vocabulary
Think-Pair-Share
Authentic
Questions
Seed
Discussions
Group
Pattern Puzzles
Group
Graphic Organizers
Carousel
Gallery
Walk
Concentric
Circles
Clock
Buddies
Group
QARs
Capsule
Vocabulary
Power
Thinking
Pattern
Puzzles
Graphic
Organizers
Venn
Diagram/Comparison
Selective
Underlining/Highlighting
Column
Notes
History
Frame/Story Map
Sticky
Notes
Opinion-Proof/Conclusion-Support
Problem-Solution
Summarizing
Sum
It Up
Framed
Paragraph
Writing Template
Journal/Learning
Log
RAFT
Spool
Paper
Sentence
Synthesis
Tuesday, October 01, 2013
Day 26
Wednesday, October 02, 2013
Day 27
Response Group
1 Prepare students. Make sure each set
of shoulder partners has a copy of
the
Economic Systems Spectrum
handout and the Economic Systems Case
Studies handout. (You may want to make
a class set on colored paper to reuse with
all classes.)
2 Introduce the activity. Explain that
students will watch a series of audio
slideshows to learn about the economic
systems of Australia, Brazil, China,
France, North Korea, and the United
States. Tell students that the Economic
Systems Case Studies handout contains a
script of the audio slideshow. Then
instruct students to cut out the country
tokens at the bottom of their Economic
System Spectrum handout, and explain
that each token corresponds to one of
the countries in the slideshow.
3 Have students rally robin read the script
for the first case study.
Tell students to put a question mark next
to anything that they don't understand.
4 Show the audio slideshow of Australia's
Economic System.
Students may follow the script or simply
watch.
Response Group
1 Prepare students. Make sure each set
of shoulder partners has a copy of
the
Economic Systems Spectrum
handout and the Economic Systems Case
Studies handout. (You may want to make
a class set on colored paper to reuse with
all classes.)
2 Introduce the activity. Explain that
students will watch a series of audio
slideshows to learn about the economic
systems of Australia, Brazil, China,
France, North Korea, and the United
States. Tell students that the Economic
Systems Case Studies handout contains a
script of the audio slideshow. Then
instruct students to cut out the country
tokens at the bottom of their Economic
System Spectrum handout, and explain
that each token corresponds to one of
the countries in the slideshow.
3 Have students rally robin read the script
for the first case study.
Tell students to put a question mark next
to anything that they don't understand.
4 Show the audio slideshow of Australia's
Economic System.
Students may follow the script or simply
watch.
Thursday, October 03, 2013
Day 28
Friday, October 04, 2013
Day 29
AFTERREADING,
Viewing, or Listening
·how will students apply new knowledge in
a new way?
·how will students check to see if their
understanding is correct?
·how will students be prompted to reflect
on what they learned?
·how will students be prompted to reflect
on how they learned it?
[Also, Please Note: The
Assessment Occurs in the After Phase]
DURINGREADING, Viewing, or Listening
Students will practice their review page
knowledge.
ASSESSMENT of the OBJECTIVES
Describe
how you will collect evidence that
individual
students have indeed met the lesson
objectives.
·strategy(ies) for active engagement with
the new content that’s coming
·what are students doing WHILE reading,
viewing, or listening?
Students will complete their assessment.
AFTERREADING, Viewing, or Listening
·how will students apply new knowledge in
a new way?
·how will students check to see if their
understanding is correct?
·how will students be prompted to reflect
on what they learned?
Six Weeks Test
·how will students be prompted to reflect
on how they learned it?
Discussion
Organizing
Writing
Vocabulary
[Also, Please Note: The Assessment
Occurs in the After Phase]
5 Have students return to their scripts,
5 Have students return to their scripts,
and debrief as a class anything that is still and debrief as a class anything that is still
confusing on the script.
confusing on the script.
Think-Pair-Share
Authentic
6 Conduct the group and class
6 Conduct the group and class
Questions
debate. Follow these steps:
debate. Follow these steps:
Seed
• Tell groups to discuss where Australia
• Tell groups to discuss where Australia
Discussions
should be placed along the spectrum and should be placed along the spectrum and Group
then move their Australia token to the
then move their Australia token to the
Pattern Puzzles
location their group agrees on. Make sure location their group agrees on. Make sure Group
to give groups time to discuss on their
to give groups time to discuss on their
Graphic Organizers
own before holding the class debate, and own before holding the class debate, and Carousel
tell them to be prepared to justify their
tell them to be prepared to justify their
Gallery
location with evidence from the
location with evidence from the
Walk
slideshow.
slideshow.
Concentric
• When groups are ready, call on one
• When groups are ready, call on one
Circles
group to come up and move the Australia group to come up and move the Australia Clock
token onto the spectrum. Have them
token onto the spectrum. Have them
Buddies
justify their placement.
justify their placement.
Group
• As a class, debate if the group placed
• As a class, debate if the group placed
QARs
Australia in the correct place on the
Australia in the correct place on the
Capsule
spectrum. Give other groups a chance to spectrum. Give other groups a chance to
Vocabulary
agree or disagree with the initial
agree or disagree with the initial
Power
placement and, if they wish, come up and placement and, if they wish, come up and Thinking
move the token. (The first few times, you move the token. (The first few times, you Pattern
may want to call on 3-4 groups to explain may want to call on 3-4 groups to explain Puzzles
their position instead of waiting for groups their position instead of waiting for groups Graphic
to agree or disagree with each other.)
to agree or disagree with each other.)
Organizers
• Finally, move the token to the location
• Finally, move the token to the location
Venn
the class agrees upon.
the class agrees upon.
Diagram/Comparison
Students will read quietly, finish work in
another class or complete extra credit.
ASSESSMENT of the OBJECTIVES
Describe how you will collect evidence
that individual students have indeed met
the lesson objectives.
Unit multiple choice test
Discussion
Organizing
Writing
Vocabulary
Think-Pair-Share
Authentic Questions
Seed Discussions
Monday, September 30, 2013
Day 25
Tuesday, October 01, 2013
Day 26
Sentence
Synthesis
• Finally, move the token to the location
the class agrees upon.
Word Combining
Word
Map
Concept
of Definition Map
Graphic
Organizers
Sentence/Word
Expansion
Word
Combining
Capsule
Vocabulary
Semantic
Feature Analysis
Journal/Learning
Log
7 Repeat Steps 3-6 for the remaining
countries. You may accept any
arrangement on the spectrum that
students can justify using evidence from
the slideshow. One possible order,
however, is North Korea, China, Brazil,
France, United States, Australia (from
Command to Market).
8 Conduct the Wrap-Up activity. Read the
term and phrases on the projected screen,
or have a volunteer do so. Then, ask the
class if these terms describe a command
economy or a market economy. Move
each term to the most appropriate part of
the spectrum, or you may call on
volunteers to do so. A slide with the
correct placements is provided.
Accommodations[for ELL &
Special Education (including GT)
students]
AFTERREADING, Viewing, or Listening
What
accommodations are you doing for these how will students apply new knowledge in
learners? How are you scaffolding the
a new way?
lessons?)
how will students check to see if their
ELL/SPED: students paired, teacher
understanding is correct
check for understanding, oral reading
how will students be prompted to reflect
when needed
on what they learned?
GT: Higher list of items for homework and how will students be prompted to reflect
an analysis of why it's that way
on how they learned it?
REFLECTION [if lesson was
taught]
Was the
lesson successful? How do you know?
What would you do differently next time?
[Also, Please Note: The Assessment
Occurs in the After Phase]
Processing
1 Make sure students have a Processing
handout.
2 Introduce the activity. Explain that
students will create a two-panel cartoon
strip about the differences between a
market and command economy. One
panel should show what life is like in a
communist economy, and the other
should show what life is like in a free
enterprise economy.
3 Explain what the cartoon for each
economic system should include. Tell
students that each cartoon should:
• include characters with speech bubbles.
• have an informative caption.
• show how goods and services are
produced and distributed.
• show the level of development typical of
this economic system
Wednesday, October 02, 2013
Day 27
• Finally, move the token to the location
the class agrees upon.
Thursday, October 03, 2013
Day 28
Venn
Diagram/Comparison
Selective
7 Repeat Steps 3-6 for the remaining
Underlining/Highlighting
countries. You may accept any
Column
arrangement on the spectrum that
Notes
students can justify using evidence from History
the slideshow. One possible order,
Frame/Story Map
however, is North Korea, China, Brazil,
Sticky
France, United States, Australia (from
Notes
Command to Market).
Opinion-Proof/Conclusion-Support
Problem-Solution
8 Conduct the Wrap-Up activity. Read the Summarizing
term and phrases on the projected screen, Sum
or have a volunteer do so. Then, ask the
It Up
class if these terms describe a command Framed
economy or a market economy. Move
Paragraph
each term to the most appropriate part of
the spectrum, or you may call on
Writing Template
volunteers to do so. A slide with the
Journal/Learning
correct placements is provided.
Log
RAFT
Spool
Paper
AFTERREADING, Viewing, or Listening Sentence
Synthesis
how will students apply new knowledge in
a new way?
Word Combining
Word
how will students check to see if their
Map
understanding is correct
Concept
how will students be prompted to reflect
of Definition Map
on what they learned?
Graphic
how will students be prompted to reflect
Organizers
on how they learned it?
Sentence/Word
Expansion
[Also, Please Note: The Assessment
Word
Occurs in the After Phase]
Combining
Capsule
Processing
Vocabulary
1 Make sure students have a Processing Semantic
handout.
Feature Analysis
Journal/Learning
2 Introduce the activity. Explain that
Log
students will create a two-panel cartoon
strip about the differences between a
market and command economy. One
Accommodations[for ELL &
panel should show what life is like in a
Special Education (including GT)
communist economy, and the other
students]
should show what life is like in a free
What
enterprise economy.
accommodations are you doing for these
learners? How are you scaffolding the
3 Explain what the cartoon for each
lessons?)
economic system should include. Tell
students that each cartoon should:
• include characters with speech bubbles. ELL & SPED: Students will be given a
• have an informative caption.
copy of the review.
• show how goods and services are
produced and distributed.
• show the level of development typical of REFLECTION [if lesson was
this economic system
taught]
Was the
Friday, October 04, 2013
Day 29
Seed Discussions
Group Pattern Puzzles
Group Graphic Organizers
Carousel
Gallery Walk
Concentric Circles
Clock Buddies
Group QARs
Capsule Vocabulary
Power Thinking
Pattern Puzzles
Graphic Organizers
Venn Diagram/Comparison
Selective Underlining/Highlighting
Column Notes
History Frame/Story Map
Sticky Notes
Opinion-Proof/Conclusion-Support
Problem-Solution
Summarizing
Sum It Up
Framed Paragraph
Writing Template
Journal/Learning Log
RAFT
Spool Paper
Sentence Synthesis
Word Combining
Word Map
Concept of Definition Map
Graphic Organizers
Sentence/Word Expansion
Monday, September 30, 2013
Day 25
Tuesday, October 01, 2013
Day 26
this economic system
Wednesday, October 02, 2013
Day 27
Thursday, October 03, 2013
Day 28
taught]
Was the
4 Encourage students to use a free online 4 Encourage students to use a free online lesson successful? How do you know?
cartoon creator, such as ToonDoo, to
cartoon creator, such as ToonDoo, to
What would you do differently next time?
make their cartoon strips. On
make their cartoon strips. On
ToonDoo.com, students can build their
ToonDoo.com, students can build their
cartoons using a variety of different
cartoons using a variety of different
characters and objects. They can also
characters and objects. They can also
create speech bubbles.
create speech bubbles.
Friday, October 04, 2013
Day 29
this economic system
Sentence/Word Expansion
Word Combining
Capsule Vocabulary
Semantic Feature Analysis
Journal/Learning Log
5 Make sure students save or print their
cartoons when finished.
5 Make sure students save or print their
cartoons when finished.
ASSESSMENT of the OBJECTIVES
ASSESSMENT of the OBJECTIVES
Accommodations[for ELL & Special
Education (including GT) students]
Describe how you will collect evidence
that individual students have indeed met
the lesson objectives.
Describe how you will collect evidence
that individual students have indeed met
the lesson objectives.
What accommodations are you doing for
these learners? How are you scaffolding
the lessons?)
Graphs, spectrums, and cartoon
Graphs, spectrums, and cartoon
Students will have oral admin as needed,
receive a modified test.
Discussion
Discussion
Organizing
Organizing
Writing
Writing
Vocabulary
Vocabulary
Think-Pair-Share
Think-Pair-Share
Authentic Questions
Authentic Questions
Seed Discussions
Seed Discussions
Group Pattern Puzzles
Group Pattern Puzzles
Group Graphic Organizers
Group Graphic Organizers
Carousel
Carousel
Gallery Walk
Gallery Walk
Concentric Circles
Concentric Circles
Clock Buddies
Clock Buddies
Group QARs
Group QARs
Capsule Vocabulary
Capsule Vocabulary
Power Thinking
Power Thinking
Pattern Puzzles
Pattern Puzzles
Graphic Organizers
Graphic Organizers
REFLECTION [if lesson was taught]
Was the lesson successful? How do you
know? What would you do differently next
time?
Monday, September 30, 2013
Day 25
Tuesday, October 01, 2013
Day 26
Wednesday, October 02, 2013
Day 27
Graphic Organizers
Graphic Organizers
Venn Diagram/Comparison
Venn Diagram/Comparison
Selective Underlining/Highlighting
Selective Underlining/Highlighting
Column Notes
Column Notes
History Frame/Story Map
History Frame/Story Map
Sticky Notes
Sticky Notes
Opinion-Proof/Conclusion-Support
Opinion-Proof/Conclusion-Support
Problem-Solution
Problem-Solution
Summarizing
Summarizing
Sum It Up
Sum It Up
Framed Paragraph
Writing Template
Framed Paragraph
Writing Template
Journal/Learning Log
Journal/Learning Log
RAFT
RAFT
Spool Paper
Spool Paper
Sentence Synthesis
Word Combining
Sentence Synthesis
Word Combining
Word Map
Word Map
Concept of Definition Map
Concept of Definition Map
Graphic Organizers
Graphic Organizers
Sentence/Word Expansion
Sentence/Word Expansion
Word Combining
Word Combining
Capsule Vocabulary
Capsule Vocabulary
Semantic Feature Analysis
Semantic Feature Analysis
Journal/Learning Log
Journal/Learning Log
Accommodations[for ELL & Special
Education (including GT) students]
Accommodations[for ELL & Special
Education (including GT) students]
What accommodations are you doing for What accommodations are you doing for
these learners? How are you scaffolding these learners? How are you scaffolding
the lessons?)
the lessons?)
ELL & SPED: Students will be paired with ELL & SPED: Students will be paired with
other students, read to when needed,
other students, read to when needed,
teacher check for understanding
teacher check for understanding
Thursday, October 03, 2013
Day 28
Friday, October 04, 2013
Day 29
Monday, September 30, 2013
Day 25
Tuesday, October 01, 2013
Day 26
Wednesday, October 02, 2013
Day 27
other students, read to when needed,
teacher check for understanding
other students, read to when needed,
teacher check for understanding
GT: Students can write entire cartoon
strip and explore other forms of economy
in the world or compare governments and
likely economies on action wall.
GT: Students can write entire cartoon
strip and explore other forms of economy
in the world or compare governments and
likely economies on action wall.
REFLECTION [if lesson was taught]
REFLECTION [if lesson was taught]
Was the lesson successful? How do you Was the lesson successful? How do you
know? What would you do differently next know? What would you do differently next
time?
time?
Thursday, October 03, 2013
Day 28
Friday, October 04, 2013
Day 29