Subject/Course

GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor. Bell Work:How did you study for the test? Do you think you did better or worse than last time? What can I, as your teacher do to help you better prepare for the next test? Objectives: (at least 2) TSWBT analyze the results of their test taken the previously day by working in teams to peer reteach missed items. TSWBT answer sample ACT passage questions by reading and analyzing a sample passage and answering questions given within a certain time limit. Activities: should focus on Priority Skill(s) of the Day Anticipatory Review Bell Ringer, Pass Out Test Set Results (5min.) Review whole class test data as well as discuss Teacher the method and activity of the ACT reading Instruction/Input activity. (5min.) Students will work in groups of four as grouped by test scores with both poor performing and high perfoming students in a group of four. These students will be given test as well as their test data with incorrect answers so that the students can work as a group to correct misconceptions. (20min.) ACT reading activity- Students will read a sample document from the ACT test prep. The students will read the sample document as well as answer ACT type questions involving the document that the students read. The students will be given 5 minutes to complete the reading assignment and answer the questions. (10min.) Review student answers and discuss how to do better the next time. (5min.)

Guided Practice & Model

Independent Practice

Closure

Materials/Resources/Technology: Unit 5 test, Edusoft Data, Literacy Strategies: ACT test questions with reading sample. Correction of Benchmark Constructed Response Question,

Assessment: Formal: ACT Reading Sample Informal: Participation in Group Corrections

Modifications/Accommodations: (link from tab) GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor. Bell Work: What is the difference between foriegn policy and domestic policy? Objectives: (at least 2) SWBT analyze the effects of various domestic policies by reviewing secondary documents about selected policies and answering questions regarding the readings. SWBT create a sample domestic policy, including: the reasoning for the policy, the causes of the policy and the effects of the policy.

Activities: should focus on Priority Skill(s) of the Day Students will be given a chart and need to Anticipatory answer given questions using the document Set given. Teacher The United States Domestic Policy Instruction/Input Guided Practice & Model Independent Practice Closure Reading Analysis of current domestic policy. Identify why some are so long and some are very short. Activity 1 from the Comprehensive Curriculum: US Domestic Policy Exit Question: What do you think is the largest issue in America that is currently in need of new policies? WHy do you think this area needs a policy.

Materials/Resources/Technology: Activeboard, Active Expressions, PowerPoint, Literacy Strategies: Reading Analysis Assessment: Formal: Completion of Activity 1 Informal: Class participation Modifications/Accommodations: (link from tab) GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor.

Bell Work: What is the difference between revenue and an expenditure; what is the difference between a surplus and a deficit. Objectives: (at least 2) SWBT differentiate between revenue and expenditures by creating a sample budget and realizing the need for taxation.. SWBT analyze events that would result in a surplus as well as those that result in a deficit.

Activities: should focus on Priority Skill(s) of the Day Anticipatory Check Book Activity with surplus and shortages Set Teacher Major Revenue and Expenditures Instruction/Input Guided Practice & Model Independent Practice Closure Students will compelte a linc table covering the major definitions of a government budget. Activity 2 from Comprehensive Curriculum Gov Revenue and Expenditures. What are some things that a country can do if they have a deficict?

Materials/Resources/Technology: US Debt Clock, Activeboard, PowerPoint, Projector Literacy Strategies: Lincs Table Assessment: Formal: Completion of a lincs table as well as the completion of Activity 2 . Modifications/Accommodations: (link from tab) GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor. Bell Work: Why do we have taxes? Objectives: (at least 2) 1. SWBT identify the meaning of a tax, as well as the criteria set out by Congress for a tax to be legal. 2. SWBT, with all members having an equal say, create a new tax that fits both the definition of taxation as well as each of the criteria set out by Congress. 3. SWBT will evaluate how their proposed tax will meet each of the criteria set out by Congress. 4. SWBT differentiate between the benefit principle as well as

the ability-to-pay principle by defining each of the terms. 5. SWBT prioritize the two principles on matter of importance by debating the importance of each of the principles. 6. SWBT determine which of these two principles their tax falls under by evaluating the tax and explaining which principle the tax would fall under. 7. SWBT compare and contrast progressive, regressive and proportional taxes based on definition and provide an example of each. 8. The group will establish which type of tax category their created tax falls under and explain why they have chosen that category for their tax. 9. SWBT will create a bill board advertising their new tax using already learned propaganda techniques. The students will be sure to include each of the required items in the rubric. 10. SWBT will create a commercial to advertise their new tax to the American people. Students will be sure to explain to the citizens how their tax will work as well as how it fits all criteria set by Congress.

Activities: should focus on Priority Skill(s) of the Day Anticipatory Explain the mission of the day. Set Teacher Types of Taxes Instruction/Input Guided Practice & Model Independent Practice Closure Students will be put into groups and explore the different types of taxes as well as each of the taxes that fall into each category. Students will create a billboard or skit pertaining to the newly created tax. Exit Slip: What are three things that you learned today?

Materials/Resources/Technology: Large Sheets of Paper, Activeboard, Projector, Small sheets of white paper Literacy Strategies: Peer Review Assessment: Formal: Student creation on types of taxes by standards in attached activity. Informal: Participation in group projects and activeboard lesson Modifications/Accommodations: (link from tab) GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be

linked from the tabs in the editor. Bell Work: Give an example of a progressive, regressive and flat tax. Objectives: (at least 2) SWBT differentiate between the three main types of taxes. SWBT explain the different types of taxes and the level of government associated with each. Activities: should focus on Priority Skill(s) of the Day Anticipatory Review Bell Ringer Set Teacher Different levels of taxation. Instruction/Input Guided Practice & Model Independent Practice Closure Activity 3 from Comprehensive Curriculum: Forms of Taxation Students will create a three column chart showing the different taxes that are associated with each layer of government. Students wil lwork in paris to correct their three columns chart.

Materials/Resources/Technology: Activeboard, PowerPoint, Projector, White paper Literacy Strategies: Taxation comparison Assessment: Formal: Completion of chart with peer corrections. Informal: Class participation in Activity. Modifications/Accommodations: (link from tab)