DOTHAN HIGH SCHOOL

LESSON PLANS

Teacher - A. Childers Lesson 2

Course – Economics Period(s) - 2,3,5,6,7

1.  Common Core Learning Standard(Literacy): CCSS.ELA-Literacy.- RH.11-12.2 (standards below)

2.  Alabama Standard:

-  Describe different economic systems used to allocate scarce goods and services.

-  Describe the role of government in a market economy, including promoting and securing competition, protecting private property rights, promoting equity, providing public goods and services, resolving externalities and other market failures, and stabilizing growth in the economy.

-  Explain that a country's standard of living depends upon its ability to produce goods and services.

-  Describe the organization and role of business.

3.  Learning Target(s):

Day 1 – Economic Systems

Day 2 - Evaluating Economic Performance

Day 3 – Capitalism and Freedom

Day 4 – Vocab Test

Day 5 – Test

4.  Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

The seniors will take two test each week: Vocabulary and Main idea assessment. Additional grades are given for activities,presentations, group assessment and projects.

5.  Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)

Bell Ringer: STUDENT will read the agenda and prepare for class

Before/Engage: Teacher will introduce new material to begin the lesson

During/Explain: Students will work individually or groups to complete task assigned on the daily agenda (front board)

After/Evaluate: Students will review with teacher or take an informal assessment

6.  Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

The materials each week will consist of iPad Apps, Ibooks, & internet searches.

7.  Remediation(What will be done to help students that did not successfully master the lesson?)

All students are expected to be proactive. My senior students are trained in the class to work ahead. They learn to ask for fellow student help first in preparation for college. The weekly work is posted on the sideboard and each day an agenda on the front board is available with details. If the students do not master these lessons they generally have not read material assigned, have not been present or nor worked in class. We do not have retakes. If the student does not understand they can ask questions in class, like in college. We have to prepare them for life.

8.  Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.)

All students are prepared to be successful if they attend class and work. The students with special needs also succeed. Special needs teacher always receive work for students struggling. We work together to get them through the lessons.

Social Studies - LITERATURE STANDARDS FOR 11-12 GRADES

CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.Craft and Structure:

CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RH.11-12.10
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.