ESOL Economics/Government
ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Economics Standards SSEF4 Compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. a. Compare traditional, command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation. b. Analyze how each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, price stability, full employment, and sustainability. c. Compare and contrast strategies for allocating scarce resources, such as by price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics. Monday- Introduce Microeconomics: Reading 1.0 and complete review questions Tuesday- Complete review questions and Review Key concepts of Microeconomics Wednesday- Test Analysis and review Thursday- Read and Discuss 1.2 Microeconomics and complete the Circular Flow Model Friday- Work on Review Questions and Read 1.3 Microeconomics ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Monday-A. Read and Discuss Rosa Parks, complete the reading comprehension questions B. Review and Test on "Plants" Tuesday- A. 1. Reflect and Asses: Write about Literature 2. Literary Analysis: Compare Themes B. Introduce "Vegetables"-Pronunciation/Identification activity, Review Vocabulary Cards, & Begin the Reading Comprehension Packet. Wednesday- A. 1. Vocabulary Study: Word Families 2. Unit 3 Vocabulary Review B. Review "Vegetables"- Pronunciation/Identification activity, Review Vocabulary Cards, watch/listen to a video on vegetables and summarize in writing/oral learning, create an identification chart. Thursday- A. Unit 4 Vocabulary pp. 130-131 in the workbook and p. 302 in the textbook. B. Pre-test over Unit: Living Things (Listening and Speaking), Review Pronunciation/Identification, Compare and Contrast Vegetables and Fruits - Create T chart or Venn diagram, Discuss brief intro on Photosynthesis Friday- A. 1. Literary Analysis: Text Structure 2. Reading Strategy: Self-Question B. Vegetables review for test on Monday
0 Comments
ESOL Economics/Government
ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Economics Standards SSEF4 Compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. a. Compare traditional, command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation. b. Analyze how each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, price stability, full employment, and sustainability. c. Compare and contrast strategies for allocating scarce resources, such as by price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics. Monday- Economic Systems and Supply & Demand Activities, review Key Terms Tuesday- Finish Notes Wednesday- Unit 1 Study Guide Thursday- Review for Test Friday-Unit 1 Economic Foundations Test ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Tuesday- A. Reflect and Assess-Write about literature, Literary Analysis: Mulitiple Themes B. "Plants"-Pronunciation/Identification activity, Review Vocabulary Cards, & Begin the Reading Comprehension Packet. Wednesday- A. 1. Unit 3 Test 2. Unit 4 Cluster-1 Vocabulary page 114-115 in the Workbook B. Review "Plants"-Pronunciation/Identification activity, Review Vocabulary Cards, & Begin the Reading Comprehension Packet. Creat an identification chart. Thursday A. Write definitions of Vocabulary 2. Literary Analysis: Point of View 3. Make Inferences B. Review Pronunciation/Identification, Vocabulary Card Review, & Reading Comprehension practice Friday A. Read and Discuss: The Woman in the Snow B. "Plants" Review for Test on Monday ESOL Economics/Government ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Economics Standards SSEF4 Compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. a. Compare traditional, command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation. b. Analyze how each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, price stability, full employment, and sustainability. c. Compare and contrast strategies for allocating scarce resources, such as by price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics. Tuesday- Economic Systems and Supply & Demand Activities, review Key Terms Wednesday- Unit 1 Study Guide Thursday- Review for Test Friday- Unit 1 Economic Foundations Test ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Tuesday- A. Reflect and Assess-Write about literature, Literary Analysis: Mulitiple Themes B. "Plants"-Pronunciation/Identification activity, Review Vocabulary Cards, & Begin the Reading Comprehension Packet. Wednesday- A. 1. Unit 3 Test 2. Unit 4 Cluster-1 Vocabulary page 114-115 in the Workbook B. Review "Plants"-Pronunciation/Identification activity, Review Vocabulary Cards, & Begin the Reading Comprehension Packet. Creat an identification chart. Thursday A. Write definitions of Vocabulary 2. Literary Analysis: Point of View 3. Make Inferences B. Review Pronunciation/Identification, Vocabulary Card Review, & Reading Comprehension practice Friday A. Read and Discuss: The Woman in the Snow B. "Plants" Review for Test on Monday ESOL Economics/Government
ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Tuesday-Complete "Scarcity Activity" and Finish reading 1.0, complete the review questions Wednesday- Begin Reading 2.0/take notes/begin review questions Thursday- Review and Discuss Key Terms-Part 1 Friday- Review and Discuss Key Terms-Part 2 and complete the Guided Reading Rev. Questions ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Monday- Group A. Inclement Weather Day Group B. Tuesday- A. Read & Discuss A Job for Valentin, "Theme" and "What makes a Hero" B. Review "Fruits"-Pronunciation/Identification activity, Review Vocabulary Cards, & Begin the Reading Comprehension Packet. Creat an identification chart. Wednesday- A. Complete page 106, Read and answer all questions for pages 107-110 in the Workbook. B. Review "Fruits"-Pronunciation/Identification activity, Review Vocabulary Cards, & Begin the Reading Comprehension Packet. Thursday A. Complete Grammar writing activities B. Review Pronunciation/Identification, Vocabulary Card Review, & Complete the Reading Comprehension packet Friday A. 1. Reading Strategy: Making Inferences 2. Read/Discuss- A Job for Valentin B. Study, take test and introduce "Plants" ESOL Economics/Government
ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Thursday- Complete Vocabular for Unit 1 Reading 1.0 and work on review questions Friday- Take Notes, Read and Discuss Reading 1.0 and complete Scarcity Activity ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Monday- Group A. Group B. Tuesday- A. B. Wednesday- A. B. Thursday A. Complete vocabulary and writting activity, Literary Analysis:Point of View, B. Introduce "Fruits"-Pronunciation/Identification activity, Make Vocabulary Cards, & Begin the Reading Comprehension Packet. Friday A. 1. Reading Strategy: Making Inferences 2. Read/Discuss- A Job for Valentin B. Review Pronunciation/Identification, Vocabulary Card Review, & Complete the Reading Comprehension packet |
Author
|