EconomyLp1

Lesson Plan #1

 * Date**: March 19, 2009


 * Housekeeping Stuff**: N/A


 * Student/Classroom Description**: 8th grade Language Arts class- Economy group: 3 male students, 2 female students

This lesson is to see how much the students understand about the economy. We also want to see the understanding of how much they know about the time period in which each of our books took place. We also are creating a Foldable with the students in the form of a Venn diagram. This will help the students organize their thoughts while reading their books. This will also help them to connect what is going on in the economy today and the time period that they have. **Materials & Equipment**: Jana - Book //Up Close: Bill Gates// by Marc Aronson Post-it notes for my student Construction paper and scissor 10 copies of the survey Cards with the questions and answers for the game Ashley - Book //Lyndon B. Johnson// by Harry Provence Michelle- Book //Harry S. Truman// by Robert Dallek Scissors, markers Discussion questions, notecard Stephanie - Book: //Iacocca: An Autobiography// post-its for my student Scissors, markers
 * Lesson Description/Rationale**

As a result of this lesson the students will be able to:
 * Lesson Objectives:**
 * 1) Express in their own words what "economy or economic" means as a pre-reading strategy
 * 2) Relate how the economy affects their lives
 * 3) Compare how past events are related to today's economy
 * 4) Construct a Foldable Venn-diagram for the purpose of note taking as a during reading strategy

4.A.3a ** Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.
 * Illinois Learning Standards****
 * 4.A.3c ** Restate and carry out multistep oral instructions.
 * 3.B.3a ** Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
 * 15.A.4a ** Explain how national economies vary in the extent that government and private markets help allocate goods, services and resources.

=Lesson Content=

Set Induction
To get the students motivated in the subject of economics and reading their books we will play Jeopardy. In playing this game we can observe their prior knowledge of the topic and the biographies they are reading. Each instructor will provide 3 questions and the answers on a 4x6 card for their book they are responsible for. Before we get stated with with game, each one of us will introduce ourselves. Teacher first followed by their paired students name.will say, Jana- Bill Gates 1. Who was very competitive in sports and games? 2. Who has given millions to help support schooling? 3. Who's favorite magazine is //The Economist//? Andrew Carnegie 1. Who is a Scottish born immigrant? 2. Who gave away most of his money to establish libraries and schools? 3. Who was co-creator of the sleeping car for trains?  Michelle- Harry S. Truman 1. Which U.S. president used the atomic bomb as a means to end WWII? 2. Which U.S. president served as Vice-president to Franklin D. Roosevelt? 3. Who was famously quoted for saying "The buck stops here?" Stephanie-Lee Iacocca 1. Who's parents were Italian immigrants? 2. Who was a general manager for Ford? 3. Who helped create the Mustang? Ashley- Lyndon B. Johnson 1.Who was the U.S. president that got sworn into office right after President John F. Kennedy got shot? 2. Who was president when hurricane Betsy hit New Orleans? 3.Who was born and later died in Stonewall, Texas?
 * Ms. Olson** //"Good Morning, I'm Ms. Olson and this is (student says their name). " Today we are going to play Jeopardy! We have several question we are going to ask you and one of these people will be the answer; Bill Gates of Microsoft, President Lyndon B. Johnson, President Harry Truman, or Lee Iaccoca of Chrysler Auto. But you may answer by using the last name of the person. After you know the answer or have a guess raise your hand and the first person to do so will have the chance to answer. This is just for fun, so just relax. Question number one."// I will read at least 2 questions from every card. The third will be for if we have time. Questions and answers are as followed.

Content & Activities:
To get the students motivated on the subject of economics and reading of their biographies, we will conduct a survey consisting of question on the subject for them to fill out in short answer form. **Ms. Olson** explains //"Now that we have had some fun it is time to see how you feel and view the subject of "economy." We have created a survey in short answer form that we would like you to fill out. This is for us to get an understanding of what ideas or opinions you may have on this subject. We will break up into our groups. You will have about 5 minutes to write your answers and then we will do a Pair/Share for about 10 minutes. After that we will come back to have a group discuss your answers."// The questions on the survey are as follows:

1. Write three words that come to mind when you think of "economy"? P.A. Bank, Money, Government, Spending, Capital, Wages 2. How does the economy influence your life? P.A. It sets the price for things that I want to buy. It determines what I can buy. It determines what my parents can buy for me. 3. What are some effects caused by the down turn in the U.S. economy? P.A. Increased Unemployment Rate, Foreclosures, Loss of 401K, Loss of benefits, No wage increases, inflation 4. What can families do in general to help save money and help themselves in the downturn of the economy? P.A Reduce spending costs, Come up with a secure budget, avoid buying unnecessary items 5. Do you think that the US economy effects other countries? If yes, why? P.A. Yes,because our imports from outside countries are decreasing so their exports are decreasing, no After answering these questions students will break off into groups. Each Metcalf student will be paired with their ISU student and they will discuss their answers to the questions and how they came up with them. ISU students will share some of their answers that they came up with to the questions if their students came up with something different (answers shown above).
 * THINK PAIR SHARE:**
 * Ms. Kempke:** "OK, now that we have answered these questions on our own, lets break off into pairs and discuss how we came up with our answers and why we answered each question as we did. We will meet back up as a whole group in about 10 minutes to share our answers with everyone else."

After discussing the answers to the questions the students will come back to the group as a whole and volunteers will share some of their answers to the questions and their reasoning behind them. Students will share their answers with the entire group telling everyone how and why they decided on their answers.
 * Ms. Kempke:** "Now that we have discussed what we as individuals thought, lets listen to what other students came up with and how they decided on their answers."

//"Now that we have discussed what economy is, what is affected by the economy, and what you know about it, we are going to be making a foldable for you to use while doing your reading assignments to help you take notes and to help you understand the factors that impacted the economy during your decade, the current economy, and how they are related."// Michelle: I hand the students a piece of construction paper, scissors, and markers. I instruct the students on how to make the foldable. //"Fold the paper in half (either hotdog or hamburger, whichever you prefer), draw 2 intersecting circles for the Venn Diagram, cut the front of the paper into thirds, and label your decade on one circle, 2009 on the other, and both in the middle. This will be part of your homework to fill out while reading."//
 * Michelle**- To help the students make correlations between factors affecting the economy during their decade and the current economy while they are reading, I will be instructing the students on how to make a foldable using a Venn Diagram.

Closure:
**Ms Olson-**//"Thank you for your cooperation today and we have enjoyed this time with you. We are excited to read these biographies and explore these peoples lives.Now let's meet with our instructor for the assignments for next week."// We will break up individually with our student and give them their reading assignment for Thursday, March 26. **Jana**- Bill Gates-//"Your assignment will be to read pages 11- 92, which is the introduction through chapter 6 for next Thursday."// I will give her Post-it notes to write comments and/or question as she reads. I will demonstrate by reading page 23 with my student and showing her how I would make a comment about Gates dad changing his name. **Michelle**- Harry S. Truman: //"Your assignment is to read chapters 1-5 page 1 to 83. While you are doing your reading, remember to use your Venn Diagram foldable to organize the information by taking notes from the book about the state of the economy during the 1940's and what you know about the current economy."//
 * Ashley-**Lyndon B. Johnson- I will tell my student that he needs to read chapter 1-9 (I-IX). He will also need to show proof that he read the chapters by having Post-it notes with questions, comments, or interesting facts that he has learned from the readings. I will be providing post-it notes for my student. I will also demonstrate what I am talking about. 
 * Stephanie** - Lee Iacocca: I will instruct my student to read up to chapter 8 (pages 3-151) I will tell him to use the foldable that we made in class to help him organize ideas while reading the book. Also I will give him post-its in case he has any questions he wants to jot down while reading the book.

Literacy Techniques Used:
Compare/contrast, note taking