Module 6: Planning and Preparation for Learning

Activity 1: Write a Lesson Plan

Lesson Plan

Teacher Candidate: Nikola Stefanovic

Lesson Title: Introduction to unemployment

Grade Level and Course: IB Grades 11 and 12

Time Segment of Lesson: 50 minutes   (Edit video to 10-15 minutes)

Standard(s) Addressed in Lesson:  The meaning of unemployment.

Objective(s) of the Lesson:  Students will be able to ...

• Define unemployment and see how it relates to labor force and overall population.

• Find out the current unemployment rate and the data for a past period of time from a valid source.

Vocabulary (and other literacy skills):

Unemployment

Unemployed

Unemployment rate (UR)

Labor force

Eligible population

Labor force participation rate (LFPR)

Discouraged workers

Student Diversity and Differentiation of Instruction

Student Diversity	Differentiation of Instruction
Non-native English speakers	Videos with subtitles, extra time for reading and writing assignments, heterogeneous grouping, 1-on-1 work…
Sub-, On and Above level students	A wide range of varied types of assignments to accommodate all kinds of learners (e.g. group work, presentations, reading, discussion, worksheets, online learning tools…)

Formative and Summative Assessments

Formative Assessment	Summative Assessment
Exit ticket, or	Summative assessment will take place upon completing the 5 lessons dealing with unemployment. It can be one of, or a mix of assessing presentations, online assessments (e.g. Khan Academy), short essay questions.
Quizizz (12 questions), or
Khan Academy (4 questions)

● If there is no summative assessment in this lesson, what/when will the summative

assessment be/take place

Big Ideas to be Addressed in the Lesson: 

What is unemployment rate, and why is it important?

What is the cost of unemployment?

Should policy makers strive to reduce unemployment at all cost?

Discussion Questions

Write out questions that you would like students to discuss in class, before class or after class because they are interesting, support higher order thinking, and make for a lively and engaging discussion. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)?

What will you tell your children when they ask you what was it like to live through a period of historically low unemployment?

21st Century Knowledge and Skills

21st Century Knowledge and Skills	Teaching Strategies
Critical thinking	Evaluating opinions based on their logical and value-based consistency. Comparing and contrasting facts, and finding relevant information that supports or disproves arguments. For example, forming an opinion on what we hear on the news about the unemployment rate. What are they telling us, what are they not telling us, and why?
Collaboration	Working with others in teams of various sizes to complete assignments timely and thoroughly, while being able to make compromises and reconcile conflicting opinions. For example, working together in class to come up with the best and the fastest answers. Who’s on my team, what are their strengths and weaknesses, what do we have to do, who’ll do what, and how can I help my team succeed?
Information literacy	Finding, interpreting, analysing, and presenting information. Assessing relevance, validity and veracity of information. For example, finding the historical data on unemployment rate, being able to read the information in the graphs and explain it to others.
Technology literacy	Using the internet to find information, process data, work collaboratively at a distance, present findings, make connections. For example, using online learning tools, including assessments.
Productivity	Use all tools available to achieve the optimal learning outcomes within the given time. For example, finishing all assignments on time, and getting ready for next lesson by previewing the content.