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The Undercover Economist: Student Lessons Project You have read The Undercover Economist by Tim Harford. The class will be divided into groups of 4-5 students, and each group will be assigned 1-2 chapters. Your task will be to teach your assigned chapters on a specific day to the class. Each lesson should contain discussion and an activity. Within the discussion or activity, be sure to touch upon an economic issue related to the chapters covered. Think creatively. Do not allow the economic issue to dominate the lesson. Avoid giving a synopsis of the chapter(s) assigned; remember that your classmates have already read the book. You must consider how you will evaluate your students. How will you know that your students are learning? How will you check to make sure that they understand what you are teaching? Will you collect a small piece of writing, take notes on student responses, etc.? Aim: You must develop a central question that will be the focus of your lesson. Students should be able to answer this question by the end of your class. Do Now: Develop a task to begin the lesson. How will you hook students into your topic? Discussion: Develop questions that cover a wide variety of approaches to the book. Some questions can deal with content, and others should deal with the opinions in the book. Ultimately, your discussion must challenge students to think critically and analytically and to make claims based on evidence, not simply identify or list facts and information in the book. You may use open-ended questions and/or prompt students to “say more about that”or “elaborate” to encourage deeper thought. Lesson plan ideas can be found by Googling the words lesson plan + … (any topic). Activity: Develop an activity related to the book that engages the class in creative thought. Consider the types of activities you like, as well as the types of activities your English teacher might use. You have the option of putting the class into groups or partners. Activities should be challenging and creative. Some you may wish to consider are: Writing an advice column Creating a monologue based on the book Asking students to engage in structured debate Forming a mini seminar Reading and critiquing a passage together Having students pose as economists with certain perspectives to offer commentary Write from perspective of an economic advisor or world leader Analyzing a reading Engaging in analytical writing Designing a lab ***NOTE: NO GAMES of any sort will be accepted in a lesson. Summary: How will you end the lesson? How will you know that students achieved your Aim? Type and staple your lesson plan and submit it to the teacher at the start of the class. Failure to do this will negatively impact your grade. Include each student’s name and describe what each student contributed to the lesson. The lesson should last 40 minutes. Stay aware of the time as you present to insure you close before the bell rings. The students not presenting must be fully engaged with the lesson. Student engagement is the responsibility of the students who are presenting as well as the students in the audience. Lack of student participation/ engagement will affect the grade of his/her presentation; students are expected to be respectful, take notes, and participate. All students MUST BRING THEIR BOOKS to class each day. Failure to do so will impact your class participation grade. Be sure to speak loudly and clearly throughout the lesson. This is a group effort where all members must participate on an equal and fair basis. No one person is to assume the bulk of the work. FORMAT FOR TYPED LESSON PLAN Names of Group Members with contributions clearly stated Date of Presentation Period Topic: Chapter(s) Covered Aim: What do you want students to know at the end of your lesson? (Use words such as “Students will be able to explain, describe, interpret, list, identify, etc.) Materials: What materials – if any - will you use in the lesson? PPT, handout, transparency, film clip, etc. Objectives: What do you want the students to know at the end of the lesson? (2-3 objectives; “Students will be able to…”) Procedure: How will you teach the class? (identify and describe the parts of your lesson, including what you, the instructor, will be doing throughout the lesson to gauge student understanding and evaluate student learning) Activity: Describe your activity and how it will enhance the students’ understanding and appreciation for the chapters assigned. Group work? Role play? Journal writing? Etc. Go where you want with this. Summary: How will you close the class? PROJECT RUBRIC 100 – 91 90 – 81 80 – 71 70 - 61 59 and below Lesson Plan Well-organized; Organized; Somewhat Poorly Not organized; copy given to copy given to organized; copy organized; copy copy not given teacher at start teacher at start given to not given to to teacher at of class. of class. teacher at start teacher at start start of class. Objectives Objectives of class. of class. No objectives. clearly stated. stated. Objectives Objectives unclear. missing or unclear. Lesson Lesson Lesson well Lesson Lesson Weak lesson Implementation extremely well presented; kept presented with presentation presentation; presented; kept class engaged both strong and uneven; class class not fully class fully throughout weak elements; not fully engaged. Poor engaged period. Good kept class mostly engaged. Poor timing. throughout timing. engaged timing. period. throughout Excellent timing. period. Fair timing. Activity Activity was Activity was Activity was Poorly Poorly creative, creative and relevant, but constructed constructed engaging, and relevant to failed to activity. activity or no relevant to assigned engage class activity at all. chapters chapters. fully. assigned. Economic issue Issue taught Issue taught was Issue lacked Issue omitted or Issue omitted relevant, mostly relevant, clarity, poorly and poorly accurate, and accurate, and relevancy, or communicated. communicated. clear to class. clear to class. accuracy. Presentation Very well- Well-organized Mostly Not well- Poorly organized with with each organized. organized. organized. each student student Speakers not Speakers Speakers speaking loudly speaking loudly always loud or confusing or confusing or and clearly. and clearly. clear enough. difficult to hear. difficult to hear. Excellent class Good class Good class Poor class Poor class materials. materials. materials. materials. materials.
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