DASH+Lesson+Plan+3

Lesson Plan 3 - Economic Terms, Pencil Story

Production, Distribution, and Consumption |||| **Learning Objective: Key Understanding(s) you intend students to obtain:** -Students will be able to explain many real-life examples of how supply and demand affect an economy. This is a 'be able to do.' If you write, "How supply and demand affect an economy," it will be all you need here. -Students will be able to explain the following terms: collateral, competition, credit, demand, economy, lien, market, and supply. This is a "know." You might write, "how the following principles affect economy." || The vocabulary that is used to describe a market economy. List it here (or reference the fact that it's listed below) |||| **What do you want students to be able to __do__?** Be able to use the vocabulary in the correct context and show understanding. || Students will be assessed by indicating which term the teacher is demonstrating in their example. - Individually or collectively? |||| **__Individual Accountability (Summative)__** -Have the students write a paragraph which requires them to use 4 of the vocabulary terms that were discussed during the example. - cool. -Describe the main idea of the lesson including some specific important things they learned. - how will you have students do this? Will they write on a piece of paper and give it to you, will they tell you verbally, will they have a homework assignment? Will they fill out the informal assessment (of your lesson) for you? || -Collateral -Competition -Credit -Demand -Economy -Lien -Market -Supply |||| **How will you teach this key vocabulary to enable students to meet the learning objective?** “Pencil Story” || How does the consumer affect the market economy? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?** -Pencils -Power Point -Worksheet || Did you notice the students' change in anticipation and excited energy when you two took over? Never hesitate to gather 100% full attention before you begin. If you start to talk, pass something out, begin work on any item before you have all of them giving you all of their attention, you are letting them know that what you're talking with them about it less than completely important. Don't let them think this is ok. Mr. Broze has established a GREAT rapport with his students. They trust him and will act according to his standards even when he is not here (This is evident). "Everyone obviously (has seen a certain commercial)." : Really? did everyone raise his/her hand? Students are involved with your "simulation" because YOU are involved. Great engagement. Might you consider giving students time to write down the definition (and only focus on writing down the definition) and THEN continuing with the discussion. Smooth move to incorporate the gift of the //girlfriend.// Lance, watch that you face one direction and miss face-face time with the kids farthest to your right. "Collateral" = "Property pledged as security." How do you know that all these students know what security and pledged mean? These word would be considered "tier 2" language. These are the words that give access to the tier three or 'content' specific vocabulary. - thank you for asking students for personal examples of collateral. This stops the process and engages them on a different level. Lien - do kids know what a "mortgage" is? Do kids know what a "loan" is? Use (at first) the most simple terms to explain it. Give them more complex examples and then ask THEM to explain it (1) to one other person using an example, (2) in groups of four, (3) make the group choose their best example and (4) share their best example with the class. This takes a bit more time but if you know you're working with a difficult concept, it'll be worth their understanding. || 2 min. || Thank you for asking students if they have questions and ensuring that they got all the words written down. Don't hesitate to let them know that it's ok if they have questions and it's ok if they didn't get all the definitions written down yet. Walk around in between their aisles, up and down the rows. Kids (weird as it is) will be more likely to ask questions when you're 'with them' than 'around' them. WHERE DID THE PARA GO? . || 15-20 min. || Would Mr. Broze let you walk around and help students find the countries they don't know while he's talking through each of the countries involved in pencil production? || Remainder || Return to DASH Homepage
 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.** ||
 * **Materials/Resources Required:**
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy ** || ** Time Allotment ** ||
 * Induction: A summary of the lesson from the day before and its connection to what will be discussed today. While passing out worksheets
 * “Pencil Story” I'm pretty sure my notes up there ^ are actually meant to be here in this box. You'll be able to place them where they should be. This was a ton of fun, gents.
 * Time given to students to work on paragraph || 12-15 min. ||
 * Worksheet asking students to explain what they learned