Lesson Planning Form



Lesson Planning Form: World Economic Systems

Federal Definition of EL/CIVICS:

An education program that emphasizes contextualized instruction on the rights and responsibilities of citizenship, naturalization procedures, civic participation, and U.S. history and government to help students acquire the skills and knowledge to become active informed parents, workers, and community members.

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|Topic/Title |World Economic Systems |

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|NRS Level: (Beg. Literacy, Low Beg., High Beg, Low|Low Intermediate Level CASAS Listening 201-210 |

|Intermediate, High Intermediate, Advanced) | |

|EL/Civics Objective: (What the student will know |Upon the completion of this class, students will be able to: |

|and be able to do) |- Distinguish between the two major economic systems (capitalism and communism) |

| |- Express their opinion on which system is better using comparatives |

|Competencies: (CASAS or MELT in competency |5.8.3. Interpret information on world economic systems. |

|section of CS document) | |

|Language Standards: (Listening, speaking, reading,|Speaking: - Use simple expressions to express an opinion |

|writing, pronunciation, and grammar; found in the | |

|CS document under the tab CS by level or CS by |Reading: - Apply sound/symbol relationships to decode new words in context. Comprehend simple and |

|skill) |compound sentences in authentic material. |

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| |Writing: - Write some compound and complex sentences. |

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| |Grammar: Correctly use comparative adjectives |

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| |Listening: - Identify simple information in a conversation. |

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| |Pronunciation:-Stress of multi-syllabic words. |

| |Agenda for this class and objectives are on the board. |

|Procedures: | |

|Motivation: |Motivation: |

|(Introduction that creates learner interest for |Show students a picture of the hammer and sickle symbol for communism and a picture of the bull |

|the |representing Wall Street. If possible show the web video about communism. |

|lesson) |Elicit students’ prior knowledge of economic systems through whole group discussion. Ask students if |

| |anybody is from a communistic country and what their experience was like. |

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| |Presentation and Practice: |

| |Teacher introduces topic and explains what kind of economic system each symbol represents. |

| |Student pairs make a selection of the hand outs on economic systems that are available. Students are |

| |asked to research the pink high-lighted information on capitalism and communism in pairs. Students copy|

| |the pink sections in a note book and research them to make sure they are understood. Students define |

| |sections in their note book in their own words. Students read pink sections and definitions out loud as|

|Presentation: |teacher/volunteer checks comprehension and practices pronunciation especially of new vocabulary. Then |

|(Introduction of the competency, language |in pairs each section is discussed and students check each other for comprehension and pronunciation. |

|standards and other skills) |Two big posters are created one with characteristics of communism and the other with characteristics of|

| |capitalism. Pairs take turns to add new information to the posters, including pictures from the hand |

| |outs. |

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| |Application: |

| |Students in pairs write a paragraph on communism, a paragraph on capitalism and a paragraph on their |

| |opinion of which system is better. This essay will be the foundation for a presentation on |

| |capitalism/communism and their opinion. This writing activity will also evaluate the student’s own |

| |learning. Students prepare and practice the presentation. |

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| |Evaluation: |

| |Students present in pairs to the whole group |

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|Practice: | |

|(Learners use the new language through controlled | |

|activities) | |

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|Application: | |

|(Learners use the new language for their own real | |

|reasons) | |

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|Evaluation: | |

|(Activity that aligns with the objectives to | |

|determine learner progress) | |

| |Cultural: Compare and contrast capitalism and communism |

|Other: (Cultural, workplace, metacognitive skills,|Workplace: Start each class with an agenda on the board |

|and technology standards; found in CS document and|Meta-cognitive: Evaluate own learning |

|each area has a tab.) | |

| | (video on |

|Possible Materials: (Texts, authentic materials, |communism) |

|video etc.) |Picture of Wall Street bull: |

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| |Picture of hammer and sickle: |

| |Articles: Type in: “How communism works, how capitalism works” |

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| |Highlight simple sentences that describe the systems in pink. |

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