Literacy Design Collaborative

1. Literacy Design Collaborative A Teacher’s Reflection Kathy Thiebes

2. Economic Systems Module

3. Content Background • Comparing the two main types of systems: • Market Economy and Command Economy • Mixed Economy- ALL economic systems use some combination of command and market features. • Discussion/Topics include: • Goals of Market Systems vs. Command Systems • Positive and Negative characteristics of each system • Capitalism, Communism, Democratic Socialism • Highlight how different systems work around the world • Discussion of U.S. policies and laws (lean market vs. command) Pure Command Pure Market

4. First Steps in Planning… • Choosing Content • What unit, theme, or content standard would work best with a literacy module? • Economic Systems - High student interest, great selection of texts, great for debates. • Timing • What is the ideal time in the curriculum to implement a literacy module? • Unit 2 – Early in the year, but still time to build/review basic literacy skills and develop a positive classroom culture first.

5. The Task • What task and text structure best fits the content and my students’ literacy skill-level? • Writing the Task - Use learning targets, essential questions, or standards to help write the task. Example • Standard: Describe how organisms obtain and use energy throughout their lives. • TASK I 5 – Informational or Explanatory • After researching diagrams and informational texts on _____, write a report that relates how organisms obtain and use energy throughout their lives.

6. COMPARING ECONOMIC SYSTEMSTaskArgumentation – Level 2 • What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and supports your position with evidence from the texts. Be sure to acknowledge competing views.

7. Pacing • How many days do you have available to teach the unit and module? • Will you teach all the content first and then the literacy module or teach them simultaneously? • Incorporated Approach: • First 3 classes are content introduction (no module) • Introduced module on day 4 – Total 16 Days (3 weeks) • Module used for both literacy and learning content.

8. Choosing Texts • What is the appropriate reading-level of texts? • How many texts will you need to help students develop their essay? • Options: • Primary sources • Textbook • Newspaper/Magazine Articles • Literature or Poems • Diagrams

9. Texts - Economic Systems Module • 5 Texts introduced in class • Students must use a minimum of 3 texts in their essay. • Newspaper/Magazine Articles: • National Healthcare System (pro/con) • Cuba (recent changes) • Walmart (good or evil?) • Other Texts: • “The World’s Best Countries” infographic data • Radio interview – Denmark’s Economy • Optional Texts (for advanced students) • The Bailout (Newspaper Article) • Soda Tax (Newspaper Article)

10. Preparing for the Module • Portfolios • Keep students on task, organized, and provides a sense of “building” the skills and essay. • Writer’s Notebook • All writing is done in one place so students can access their brainstorming, outline, rubric, and vocabulary. • Accommodations • IEP and ELL students – Use 1 or 2 texts instead of 3. • Advanced Students – Provide optional texts that can help them develop a more complex essay. • “Extra support” plan provided at each skill in the instructional ladder.

11. Instructional Ladder Lesson Plans

15. Rubric Translation

17. The Active Reading and Note-Taking Skills are completed in conjunction with each other for each text.

18. Active Reading Rubric

23. Claim Practice I like market economy best Countries that have a market economy are better than those that have a command economy. Societies that have an equal balance of market and command economy characteristics are the best type of society. Economic systems that have a strong market economy influence are the most ideal because they emphasize freedom.

27. PEER REVIEW