Jeanette Auberry

Days Learning Learning Assessment Tech

Goal/Standards Activities

Day 1 Driving Question: The scenario for Students will be Students will place
How can we as citizens the students will expected to fill out their notes on a
of the United States be presented. an exit slip with at shareable online
identify a recession and Each student least one of the document using
best prepare how to get will be placed in pieces of evidence their laptops.
through it. a group that is that they found in Students will also be
8.E2.1 Explain how assigned a the document. This given several other
economic decisions different career. helps me as the online sources that
affect the well-being of Each group will teacher check on support their
individuals, businesses, read several their ability to find arguments through a
and society. different essential evidence Live Binder.
8.E1.6 Analyze the documents and that will support
impact of debt on find evidence their overall
individuals that will support argument. With this,
Key Ideas and Details- their claim as to this will help me
Reading 1 Read closely why they are not decide on if there
to determine what the the cause of the needs to be an
text says explicitly and depression and overall class mini
to make logical as to why lesson on finding
inferences from it; cite another group is credible evidence or
specific textual responsible. if it needs to be a
evidence when writing Students will be small
or speaking to support assigned their group/individual
conclusions drawn from groups or student check.
the text. Integration of different careers
Knowledge and Ideas- that existed
Reading 8 Delineate during the
and evaluate the depression.
argument and specific After they are
claims in a text, placed in groups
including the validity of they will be
the reasoning as well as given their first
the relevance and document to
sufficiency of the read and
evidence. analyze.
Text Types and Students will
Purposes- Writing 1 choose pieces of
Write arguments to evidence out of
support claims in an the document
analysis of substantive that support
topics or texts, using their claim.
valid reasoning and Students will be
relevant and sufficient expected to store
evidence. their notes on a
Production and shareable
Distribution of document that
Writing- Writing 4 also contains
Produce clear and each piece of
coherent writing in evidence they
which the development, have.
 organization, and style
are appropriate to task,
purpose, and audience.

Day 2 Driving Question: Based on the Students will again Students will place
How can we as citizens responses from be expected to fill their notes on a
of the United States the exit slip, out an exit slip with shareable online
identify a recession and students will be at least one piece of document using
best prepare how to get given a brief evidence on the slip their laptops.
through it. lesson how before they leave. Students will also be
8.E2.1 Explain how finding relevant This is just a check given several other
economic decisions evidence from in to see where they online sources that
affect the well-being of the documents. are at and that they support their
individuals, businesses, After the lesson, are working. arguments through a
and society. students will be Live Binder.
8.E1.6 Analyze the given a new
impact of debt on document to
individuals read through and
Key Ideas and Details- find evidence
Reading 1 Read closely from that they
to determine what the will add to their
text says explicitly and shareable notes.
to make logical Along with their
inferences from it; cite evidence
specific textual finding, students
evidence when writing will begin to
or speaking to support discuss their
conclusions drawn from argumentative
the text. Integration of presentation and
Knowledge and Ideas- how they would
Reading 8 Delineate like to put it
and evaluate the together.
argument and specific
claims in a text,
including the validity of
the reasoning as well as
the relevance and
sufficiency of the
evidence.
Text Types and
Purposes- Writing 1
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
Production and
Distribution of
Writing- Writing 4
Produce clear and
coherent writing in
which the development,
organization, and style
 are appropriate to task,
purpose, and audience.

Day 3 Driving Question: To start the At the start of class Students will place
How can we as citizens class, students students will be their notes on a
of the United States will be given a given a short shareable online
identify a recession and short multiple multiple choice quiz document using
best prepare how to get choice quiz that that will not be for their laptops.
through it. they will answer points. This quiz is Students will also be
8.E2.1 Explain how on a small piece meant to check their given several other
economic decisions of paper about understanding on the online sources that
affect the well-being of the Great Great Depression support their
individuals, businesses, Depression. This and what they are arguments through a
and society. is meant to reading. Live Binder.
8.E1.6 Analyze the check their
impact of debt on general
individuals understanding of
Key Ideas and Details- what they are
Reading 1 Read closely reading in their
to determine what the documents and
text says explicitly and what they have
to make logical previously
inferences from it; cite learned.
specific textual Students will be
evidence when writing given another
or speaking to support new document
conclusions drawn from to analyze for
the text. Integration of evidence to
Knowledge and Ideas- support their
Reading 8 Delineate claims. While
and evaluate the reading these
argument and specific documents,
claims in a text, students will be
including the validity of expected to
the reasoning as well as place their
the relevance and findings in their
sufficiency of the shareable notes
evidence. document.
Text Types and Students may
Purposes- Writing 1 also continue to
Write arguments to discuss their
support claims in an plans for their
analysis of substantive argumentative
topics or texts, using presentation.
valid reasoning and
relevant and sufficient
evidence.
Production and
Distribution of
Writing- Writing 4
Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
 purpose, and audience.

Day 4 Driving Question: Students will be Students will give Students will place
How can we as citizens given another an exit slip at the their notes on a
of the United States new document end of class asking shareable online
identify a recession and to analyze and for them to place the document using
best prepare how to get look for quote or quotes they their laptops.
through it. evidence. found for the day. Students will also be
8.E2.1 Explain how Students will be This is just meant as given several other
economic decisions expected to add a check in to see online sources that
affect the well-being of to their notes on how students are support their
individuals, businesses, their shareable doing on the project. arguments through a
and society. document. Live Binder.
8.E1.6 Analyze the
impact of debt on
individuals
Key Ideas and Details-
Reading 1 Read closely
to determine what the
text says explicitly and
to make logical
inferences from it; cite
specific textual
evidence when writing
or speaking to support
conclusions drawn from
the text. Integration of
Knowledge and Ideas-
Reading 8 Delineate
and evaluate the
argument and specific
claims in a text,
including the validity of
the reasoning as well as
the relevance and
sufficiency of the
evidence.
Text Types and
Purposes- Writing 1
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
Production and
Distribution of
Writing- Writing 4
Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.
Day 5 Driving Question: This is the final There will be one Students will place
How can we as citizens day for students exit slip per group their notes on a
of the United States to read through with all of the shareable online
identify a recession and their documents evidence they have document using
best prepare how to get as well as one found throughout their laptops.
through it. final document. the week in order for Students will also be
8.E2.1 Explain how Students will me to check and see given several other
economic decisions read and analyze their progress. online sources that
affect the well-being of their documents support their
individuals, businesses, to find evidence arguments through a
and society. to support their Live Binder.
8.E1.6 Analyze the claim. Students
impact of debt on may also begin
individuals talking about
Key Ideas and Details- how they would
Reading 1 Read closely like to piece
to determine what the their
text says explicitly and presentation
to make logical together.
inferences from it; cite
specific textual
evidence when writing
or speaking to support
conclusions drawn from
the text. Integration of
Knowledge and Ideas-
Reading 8 Delineate
and evaluate the
argument and specific
claims in a text,
including the validity of
the reasoning as well as
the relevance and
sufficiency of the
evidence.
Text Types and
Purposes- Writing 1
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
Production and
Distribution of
Writing- Writing 4
Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.

Day 6 Driving Question: Students will be Students will Students will be

 How can we as citizens given the provide an exit slip using online
of the United States guidelines for telling what presentation tools to
identify a recession and their projects to platform they are put their project
best prepare how to get start the class. using for their together. They will
through it. Students may presentation. This is be sharing these
8.E2.1 Explain how use any online just a check to make presentations
economic decisions presentation tool sure they are amongst one another
affect the well-being of in order to write understanding the in order for them all
individuals, businesses, their arguments. tools they may use to work on it at
and society. Students will be and what they are once. Or, students
8.E1.6 Analyze the expected to use doing for the may work on one
impact of debt on their evidence to presentation. computer depending
individuals write an on what tool they
Key Ideas and Details- argumentative are using.
Reading 1 Read closely essay in a
to determine what the presentation.
text says explicitly and Students will
to make logical use this
inferences from it; cite evidence to
specific textual argue as to why
evidence when writing their group was
or speaking to support not the cause of
conclusions drawn from the depression,
the text. Integration of and as to why
Knowledge and Ideas- another group
Reading 8 Delineate was the real
and evaluate the cause. Students
argument and specific will be expected
claims in a text, to finish their
including the validity of presentation at
the reasoning as well as the end of day 7.
the relevance and
sufficiency of the
evidence.
Text Types and
Purposes- Writing 1
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
Production and
Distribution of
Writing- Writing 4
Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.

Day 7 Driving Question: Students will be Students will Students will be

How can we as citizens expected to use provide an exit slip using online
 of the United States their evidence to telling me if they presentation tools to
identify a recession and write an need a bit more time put their project
best prepare how to get argumentative the next day in order together. They will
through it. essay in a to work or if they be sharing these
8.E2.1 Explain how presentation. are ready to present. presentations
economic decisions Students will amongst one another
affect the well-being of use this in order for them all
individuals, businesses, evidence to to work on it at
and society. argue as to why once. Or, students
8.E1.6 Analyze the their group was may work on one
impact of debt on not the cause of computer depending
individuals the depression, on what tool they
Key Ideas and Details- and as to why are using.
Reading 1 Read closely another group
to determine what the was the real
text says explicitly and cause. Students
to make logical will be expected
inferences from it; cite to finish their
specific textual presentation by
evidence when writing the end of the
or speaking to support day and be
conclusions drawn from ready to present
the text. Integration of by the next day.
Knowledge and Ideas-
Reading 8 Delineate
and evaluate the
argument and specific
claims in a text,
including the validity of
the reasoning as well as
the relevance and
sufficiency of the
evidence.
Text Types and
Purposes- Writing 1
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
Production and
Distribution of
Writing- Writing 4
Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.

Day 8 Driving Question: Students will be With their notes, Students will be
How can we as citizens given a brief students will write using their online
of the United States first few minutes an exit slip saying presentation tools to
 identify a recession and of class to both who they believe so give their
best prepare how to get finish their far is the cause of presentations in
through it. projects as well the depression. front of the
8.E2.1 Explain how as prepare for These slips will help classroom of their
economic decisions their me determine who students.
affect the well-being of presentations. the students believe
individuals, businesses, Each student in presented their
and society. the group will argument the best so
8.E1.6 Analyze the be expected to far.
impact of debt on speak at least
individuals once during the
Presentation of presentation.
Knowledge and Ideas- Each group will
4.Present information, be given 5-7
findings, and supporting minutes to
evidence such that present their
listeners can follow the arguments with
line of reasoning and all evidence and
the organization, analysis as to
development, and style why these pieces
are appropriate to task, of evidence
purpose, and audience. support their
5.Make strategic use of claims. Groups
digital media and visual will begin
displays of data to presenting on
express information and this day,
enhance understanding presentations
Of presentations. will be finished
the next day.
Throughout the
presentation,
students will be
expected to take
notes on each
presentation,
these will be
used to
determine the
overall cause of
the depression.
These notes will
also be turend in
with their final
product in order
to make sure
they are
working.

Day 9 Driving Question: The final groups Students will be Students will be
How can we as citizens of students will doing one final exit using their online
of the United States give their slip at the end of presentation tools to
identify a recession and presentations to class. They will use give their
best prepare how to get the class. their notes from the presentations in
through it. Students are presentation to front of the
8.E2.1 Explain how expected to take determine their final classroom of their
 economic decisions notes during the beliefs as to which students.
affect the well-being of presentations, group was the true
individuals, businesses, these notes will cause of the
and society. be used for the depression.
8.E1.6 Analyze the students to
impact of debt on determine who
individuals they believe,
Presentation of based on the
Knowledge and Ideas- arguments, who
4. Present information, was the true
findings, and supporting cause of the
evidence such that depression.
listeners can follow the These notes will
line of reasoning and be turned in
the organization, with the final
development, and style product in order
are appropriate to task, to check that
purpose and audience. students are
5. Make strategic use of working.
digital media and visual
displays of data to
express information and
enhance understanding
of presentations.

Day 10 Driving Question: An economics Students will write a Students will be

How can we as citizens professor from short couple using their online
of the United States Arizona State sentence review of presentation tools to
identify a recession and University will the project and what give their
best prepare how to get be coming into they learned from presentations in
through it. the classroom these presentations. front of the
8.E2.1 Explain how along with the classroom of their
economic decisions principal of the students.
affect the well-being of school to hear
individuals, businesses, presentations.
and society. The
8.E1.6 Analyze the presentations
impact of debt on that will be
individuals given are going
Presentation of to be the ones
Knowledge and Ideas- that students
4. Present information, find were the
findings, and supporting true cause of the
evidence such that depression.
listeners can follow the After the few
line of reasoning and presentations
the organization, that are based on
development, and style student
are appropriate to task, response, the
purpose and audience. professor will
5. Make strategic use of give their input
digital media and visual on the students
displays of data to presentations
express information and and who they
enhance understanding believe would
of presentations. be the cause.