EconomyLp3

Lesson Plan #1

 * Date:** April 7, 2009


 * Housekeeping Stuff**: Make sure that they finished their books and REAP worksheet.

This lesson is important because the students are applying their knowledge and comprehension about the individuals they read about to construct a visual presentation to use as they peer teach. This is a way to incorporate all forms of literacy by having them read the books, write what they know about them, and to verbalize their knowledge when they give their presentations.
 * Student/Classroom Description**:Two girls and three boys of Mrs. Davenport's 8th grade Reading Class. 
 * Lesson Description/Rationale**

Stephanie Michelle Jana Ashley
 * Materials & Equipment:**
 * 5 copies of the crossword puzzle
 * Small poster boards for presentations
 * Markers
 * Construction paper
 * Markers
 * Scissors
 * Glue stick
 * Poster board
 * Markers
 * Scissors
 * Poster board
 * Markers
 * Construction paper
 * Glue stick
 * Scissors

As a result of this lesson the students will be able to: 1. Describe the affect on the economy that they have learned through reading their biography 2. Report  what they have read to complete their REAP worksheet 3. Create an oral presentation from what they have read and from their REAP worksheet 4. Preform their presentation to teacher the other students what they have learned
 * Lesson Objectives:**

=Lesson Content=
 * Illinois Learning Standards:**
 * 1.B.3c ** Continuously check and clarify for understanding (e.g., //in addition to previous skills//, draw comparisons to other readings).
 * 1.B.3d ** Read age-appropriate material with fluency and accuracy.
 * 1.C.3a ** Use information to form, explain and support questions and predictions.
 * 1.C.3d ** Summarize and make generalizations from content and relate them to the purpose of the material.
 * 3.B.3a ** Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

Set Induction - Crossword puzzle[[file:crossword.htm]]

 * Ms. Kempke**; //"Just to get things started, we are going to do a little cross word puzzle dealing with our books. You will answer each question and put your answer in the boxes. We will give you about ten minutes to work on this. It is not a race, and if you don't finish it that is ok, but please try to get as many answers as you can. I will pass them out and if you need help with some of the questions, please do not hesitate to ask one of us for some help, we would be glad to help you out. Just to make sure that everyone knows what they are doing, we will do the first one together."//

Hand out the cross word puzzle and solve the first question as a group, then give the students about 10 minutes to work on the rest. There are two questions for every economist, so there are a total of 10 questions. If students do not finish the crossword puzzle, they can take it home to work on for fun.

Down: 1)His death on April 12 elevated Truman to the presidency. (Roosevelt) 2)Car that was created during the baby boom to help mobilize families (mustang) 3)The company that Bill Gates founded (Microsoft) 4)Place of Carnegie's birth (Scotland) 5)Was Vice President under Kennedy (Johnson)

Across: 1) Gate is started out to be a computer (programmer) 2)Truman ordered the use of atomic bombs on _and Nagasaki. (Hiroshima) 3)Took oath of office as President in an airplane (Johnson) 4)Company Iaccoca became VP of at age 36 (Ford) 5)Product that the Carnegie family was famous for (steel)

Content & Activities:

 * Ms. Chon**: //"Now that we are finished with our crosswords, we are going to breaking up into our individual groups where you are going to be constructing a visual aid to use in a mini-presentation from your completed REAP worksheet. Your presentation can include what you have learned about the individual, any interesting facts you came across, or correlations you made between your individual and the economy. You will have about 20 minutes to work on your visuals and then you will get back into your group and give your presentation. Your presentations will need to be about 5 minutes long and afterward, you will have a few minutes to answer any questions anyone has about your presentation."// 

During our individual group time, I will ask my student what his overall impressions of the book were and discuss any questions he may have since finishing the book. Also we will be discussing the REAP worksheet to help him decide what he feels is important information to share with the whole group to help him get started on his visual aid. //"Did you enjoy the book?, What were your likes/dislikes about the book?, What did you learn about President Truman that you did not know before reading the book?, Is there anything in the book that you have questions about? Do you think that Truman was a good leader?"// I will guide my student in making her presentation and answer any questions she may have about the project. I will give her the supplies that I have brought from her to use.
 * Ms. Olson**: During my individual time with my student, we will discuss what she discovered while completing her book on Bill Gates. Some of the questions will be developed based on what she tells me. But there are a couple of questions that I am interesting in know. Questions I will ask her are "//Give me three words that best describes Bill Gates?//", "//What did you learn about Gates that was surprising?//", and "//Did your opinion of Gates change from reading is biography from what you see in the media?//"

Based on their answers I will ask more in-depth questions. These answers will let me know if the students have read and if they gained the knowledge that they should have while reading. I will then have them make their posters for their presentations using the supplies that I will have brought for them.
 * Ms. Kempke**: During the breakout sessions with out individual students, we will discuss what they have learned from the book, and if their perspectives have changed on their people. Questions will be more general since I will have both Lee Iaccoca and Andrew Carnegie. I will ask them to describe their person in one sentence. "//What have you taken away from this book as a learner?// you won't say learner will you? //"// "//Was there anything unexpected that you found out about your person?" "Do their actions inspire you to make goals and accomplish them?" "Has this book taught you anything about the economy and economists in general?"//

A: More publicity, helicopter, "5 gallon trips"-his wife made //"Being a farmer or rural man himself, do you think this helped LBJ get into office when he ran for Senator?"// A: Yes, because Texas at the time was very rural and he publicized to small towns and farmers //"The book was very specific when the author talked about LBJ and "Johnson County," do you think that every family has to be rich or really into politics to be elected for a spot in congress?"// A: Maybe, his dad was very into politics and his father in-law was wealthy (he lent him $ for campaigning)
 * Miss Larson-** Questions that I will ask my student (because we really didn't get to far in the book last time because he had just received it the day before) are: " //Has Lyndon B. Johnson's life impacted you in anyway- maybe the way he did things or how he went about doing things?" "Do you think that the book could have been set up differently? If so, how?" "Has this biography taught you about the central theme of economy? If so, how?"// And some questions from last time that we didn't get to: //"Do you think that LBJ's struggles when he first ran for Senator changed him and how he did campaigning the next time he ran?"//

After being in our individual groups for about 20 minutes we will come back together for the students to give their presentations. To make this fair and not to waste time deciding who will go first. I will have a bag with numbers from 1 to 5, and they will draw their place. We will have a timer giving each student to give their presentation and answer question. Two questions will be allowed at first but if there is time remaining more could be asked. 
 * Ms. Olson**: "//I have a bag with numbers. You will each draw one and that is your order. You will have 5 minute to do your presentation. I would like the rest of you to listen carefully and be respectful to the one giving the presentation. As you are listening, write down 2 questions that you would like answered. At the end, only 2 questions will be asked. When everyone is done and we have more time we can open it up.//"

Closure:
Miss Larson: "//Thank you, you students// don't use "guys" //were great! We really appreciate all of your hard work! Have a good day//."

Literacy Techniques Used:

 * Discuss REAP worksheet
 * Oral presentations oral