Overview

Lesson Procedure

65-75 minutes of class time across 5 phases.

1. Warm-Up10 minutes
2. Direct Instruction15-20 minutes
3. Guided Practice15-20 minutes
4. Independent Practice15 minutes
5. Closure10 minutes

1. Warm-Up10 minutes

   Warm-Up Prompt

   "Read three sentences. (1) Lena lost interest in the movie after twenty minutes. (2) The bank pays 4 percent interest on the savings account. (3) The senator claimed she was acting in the public interest. What does interest mean in each one? Which meaning would you need in an economics class, and what would you do if you were not sure?"

   Collect answers. Sentence 1 is everyday English: curiosity or attention. Sentence 2 is economics and finance: money paid for the use of money, here what the bank pays a saver; a borrower pays interest on a loan. Sentence 3 is civics: the public interest is the good of the people as a whole. Name the two kinds of vocabulary in L.9-10.6. A general academic word is used in many subjects with much the same meaning (facilitate, subsequent, retain); some teachers call these Tier 2 words. A domain-specific word or phrase belongs to one field, or domain (opportunity cost, magma, cloture); some teachers call these Tier 3 words. A word like interest can be both. Then list the strategies students named for the last question. Today they turn those strategies into a routine they can run on their own.

2. Direct Instruction15-20 minutes

   Part 1: Acquire the words high school texts use. Reading at grades 9 and 10 packs many field terms into each page, and many of them are phrases: supply and demand, sedimentary rock, independent variable, checks and balances. To acquire a term is to learn four things: its meaning in the field, its related forms (distribute, distribution, distributive), the words it usually works with (levy a tax, ratify a treaty), and one example. A word's history can help fix its meaning: sediment comes from the Latin verb sedere, "to settle, to sit," which fits material that settles to the bottom of water.

   Part 2: Use them accurately. Run four tests on any sentence that uses a field term. Field: does the word carry the meaning this subject gives it? Form: is it the right part of speech with the right partner words? Claim: does the verb match the evidence (suggests and supports for a few trials, not proves)? Audience: when speaking, define a term the listeners may not know the first time you use it, then keep using the same term instead of drifting to a vaguer one.

   Part 3: Gather vocabulary knowledge independently. A word is important to comprehension when the main idea depends on it: it names the topic, appears in a heading or in bold, comes back again and again, or the text stops to define it. It is important to expression when you need it to write or say exactly what you mean. For such a word, run the routine in Diagram 1 on your own: flag it, infer a first meaning from context and word parts, consult a subject glossary before a general dictionary, verify the meaning by rereading, and use the word in your own writing or speech. Record it in a vocabulary log.

   • A general academic word and its domain-specific relative

     The relief agency distributed food to 3,000 families. (history) Wind distributes the seeds of the dandelion. (biology) By the distributive property, 4(x + 5) = 4x + 20. (math)

     Result: In the first two sentences, distribute has its general academic meaning, to spread or hand out among many, and it works the same way in both classes. The math phrase distributive property is domain-specific: it names one exact rule, a(b + c) = ab + ac, not any kind of spreading out. A student who writes "I distributed the 4" is using class shorthand; the accurate version is "I applied the distributive property: 4(x + 5) = 4x + 20."

   • An everyday word with a technical meaning

     Ana carries her backpack down a long, level hallway at a steady pace. In her physics lab report she writes, I did a lot of work on the backpack.

     Result: In physics, a force does work on an object only when the object moves in the direction of the force: work equals force times the distance moved in that direction. Ana's pull on the backpack is upward, but the backpack moves sideways at a steady speed, so in the physics sense she does no work on it during the walk, however tired she feels. The sentence is fine in a personal essay and inaccurate in a lab report. Accurate: I did work on the backpack when I lifted it onto my shoulders, but not while I carried it along the level hallway.

   • A domain-specific phrase in economics

     Marcus can work a four-hour Saturday shift at $15 an hour or go to a free outdoor concert. He chooses the concert and writes, The concert cost me nothing.

     Result: In economics, the opportunity cost of a choice is the value of the next best alternative given up. The ticket was free, but Marcus gave up 4 × $15 = $60 in wages, so the opportunity cost of the concert was $60. Accurate revision: The concert had no ticket price, but its opportunity cost was the $60 I could have earned. The phrase is a unit: opportunity and cost looked up separately would not give its meaning.

   • Accurate use in a history sentence

     A student writes: The Constitution was ratified by the delegates in Philadelphia in 1787.

     Result: The delegates signed the Constitution in Philadelphia on September 17, 1787. To ratify is to give the formal approval that makes an agreement binding, and state conventions did that: Delaware ratified first, on December 7, 1787, and the Constitution took effect for the ratifying states when New Hampshire became the ninth state to ratify, on June 21, 1788. Accurate: The delegates signed the Constitution in 1787, and state conventions ratified it in 1787 and 1788.

   • Gathering knowledge without being told to

     A student reads this invented news lead: New Tariff on Imported Steel Takes Effect. Buyers of foreign steel will now pay an extra 25 percent, a move meant to protect domestic producers.

     Result: Flag: tariff is in the headline and the story depends on it; domestic matters too. Infer: the lead suggests an extra charge on goods from other countries. Consult: an economics glossary gives "a tax on imported goods," and domestic means produced in one's own country. Verify: "a tax on imported steel meant to protect steel makers at home" makes sense in the sentence. Use: the student logs related words (import, export, trade barrier) and says in the next discussion, A tariff raises the price of imported steel, which can help domestic producers compete. No one assigned the word; that is the independence the standard asks for.

3. Guided Practice15-20 minutes

   W. Stanley Jevons (1835-1882) was an English economist who wrote this primer, a short beginners' textbook, for school classes. Political economy is the older name for economics. Read the excerpt aloud, then model gathering for the first two rows of the table: what the text itself says, then what a current source adds. Pairs complete the other rows; the teacher key is in the right column.

   1When exchanges are made by giving one ordinary commodity for another, as a sack of corn for a side of bacon, or a book for a telescope, we are said to barter them. The operation is also called truck (French, troc, barter). [...] People still occasionally barter things in England, or the United States, but this is seldom done, owing to the trouble which it gives.

   2If, for instance, I want a telescope, in exchange for a book, I shall probably have to make many inquiries, and to wait a long time before I meet with a person who has a telescope to spare, and who is also willing to take my book in exchange. It is very unlikely that he who has a telescope will just happen to want that particular book. A second difficulty is, that the book will probably not be worth just as much as the telescope, and neither more nor less. He who owns a valuable telescope cannot cut it up, and sell a part to one and a part to another; this would destroy its value.

   [...]

   3With the aid of money all the difficulties of barter disappear; for money consists of some commodity which all people in the country are willing to receive in exchange, and which can be divided into quantities of any amount. Almost any commodity might be used as money in the absence of a better material. In agricultural countries corn was so used in former times. Every farmer had a stock of corn in his own granary, and if he wanted to buy a horse or cart, he took so many sacks of corn to his neighbour's granary in exchange. Now suppose that, with corn as money, a farmer wanted to part with a cart and get a plough instead; he need not inquire until he finds a person willing to receive a cart, and give a plough in exchange. It is sufficient if he find one farmer who will receive a cart and give corn, and any other farmer who will give a plough and receive corn. No difficulty arises, too, if the cart or plough are not of equal value; for if the cart be the more valuable, then the farmer finally gets for it the plough together with enough corn to make up the difference. Money thus acts as a medium of exchange; it is a go-between, or third term, and it facilitates exchange by dividing the act of barter into two acts, in this way--

   [...]

   4No doubt it turns one act of exchange into two; but the two are far more easy to manage than one, because they need not be made with the same person.

   Gathering knowledge about economics terms in the Jevons excerpt (teacher key in the last column)

   Word or phrase (paragraph)	What the text tells you	What a current source adds (teacher key)
   barter (1)	Exchanging one commodity for another, such as corn for bacon or a book for a telescope	Trading goods or services directly for other goods or services, without using money.
   truck (1)	Another name for barter; Jevons gives the French word troc	Current dictionaries list this sense (to trade or barter; dealings, as in "have no truck with") as old-fashioned or informal. It is a different word from the vehicle: the barter sense comes from Old North French troquer, "to barter."
   commodity (1, 3)	A thing that can be exchanged, like corn, bacon or a book	In economics, a good that is bought and sold; more narrowly, a basic good such as wheat, oil or copper that is much the same whoever produces it. From Latin commoditas, "convenience."
   corn (3)	The grain a farmer keeps in his granary and uses as money	In the British English of Jevons's time, corn meant grain in general, such as wheat, barley or oats. In American English it usually means maize.
   medium of exchange (3)	Money as a "go-between" that splits one barter into two acts	One of the functions of money in current economics textbooks, listed with unit of account and store of value.

   Discuss: Paragraph 2 describes two difficulties of barter. Economics textbooks now name the first one the double coincidence of wants: each trader must want exactly what the other has. Jevons himself used the phrase "double coincidence" in an earlier book, Money and the Mechanism of Exchange (1875). The second difficulty is that some goods cannot be divided without destroying their value, which is why textbooks list divisibility among the qualities of good money. Ask: Which three terms from the table would you need to explain Jevons's argument to a classmate who missed class?

4. Independent Practice15 minutes

   Students work alone on the Geikie excerpt, with no table this time. James Geikie (1839-1915) was a Scottish geologist who wrote this manual for self-study and for schools. Each student reads paragraph 1 and flags the four words or phrases he or she judges most important to comprehension, runs the routine in Diagram 1 for each, and writes one sentence of his or her own that uses two of them accurately. Collect the logs to see which words students chose and why. Teacher key for words students often flag in paragraph 1: crystalline, made of crystals, mineral grains that grew and locked together; indurated, hardened; heterogeneous, made of parts of different kinds, a general academic word whose opposite is homogeneous; alluvial, laid down by rivers (river sand and silt are called alluvium).

   1Every one knows that the crust of the earth is composed of very various substances, some of which are hard and crystalline in texture, like granite; others less indurated and non-crystalline, such as sandstone, chalk, shale, &c.; while yet others are more or less soft and incoherent masses, as gravel, sand, clay, peat, &c. Now, all these heterogeneous materials, whether they be hard or soft, compact or loose, granular or crystalline, are termed rocks. Blowing sand-dunes, alluvial silt and sand, and even peat, are, geologically speaking, rocks, just as much as basalt or any indurated building-stone. The variety of rocks is very great, but we do not study these long before we become aware that many kinds which present numerous contrasts in detail, yet possess certain characters in common. And this not only groups these diverse species together, but serves also to distinguish them from other species of rock, which in like manner are characterised by the presence of some prevalent generic feature or features.

   [...]

   29. The METAMORPHIC class, as the name implies, embraces all those rocks which have undergone some decided change since the time of their formation. This change generally consists in a re-arrangement of their constituent elements, and has frequently resulted in giving a crystalline texture to the rocks affected. Hence certain sedimentary deposits like sandstone and shale have been changed from granular into crystalline rocks, and the like has happened to beds of limestone and chalk. Mica-schist, gneiss, and saccharoid marble are typical of this class.

   310. The IGNEOUS rocks are those which owe their origin to the action of the internal forces of the earth's crust. Most of them have been in a state of fusion, and betray their origin by their crystalline and sometimes glassy texture, and also, as we shall see in another section, by the mode of their occurrence. Lava, basalt, and obsidian are characteristic types of this group of igneous rocks. Another group embraces a large variety of igneous rocks which are non-crystalline, and vary in texture from fine-grained, almost compact, bedded masses, like certain varieties of tuff, up to coarse, irregular accumulations of angular stones imbedded in a fine-grained or gritty matrix, like volcanic breccia and volcanic agglomerate.

5. Closure10 minutes

   Exit ticket: (1) Write one domain-specific word or phrase you learned today, name its field, and use it accurately in a sentence. (2) Name the step of the routine in Diagram 1 that changed your first idea of a word's meaning today, and explain what changed.

   Teacher note on the texts: Both excerpts are quoted exactly, in their original British spelling (plough, neighbour, characterised). Jevons, like other writers of his time, uses he for any trader. In the sentence left out of his first paragraph, he describes trade among peoples he calls "uncivilised races" and "the natives," words that reflect the attitudes of 1870s Britain; if you share the full chapter, discuss that language as a feature of its time. Some of Geikie's terms and classes are out of date; Diagram 2 compares his five classes with the three a current textbook uses, and the explanation of Quiz Question 3 gives another change. Use these differences to show why a current source belongs in the routine. The lab conclusion draft and its data are invented for this page.

   For the quiz: Questions 1-2 use the Jevons excerpt in Guided Practice, Questions 3-7 use the Geikie excerpt in Independent Practice, and Questions 8-12 use the lab conclusion draft below. In the draft, paragraph 1 is the title line.

   1Lab Conclusion, Draft: Temperature and Dissolving Sugar

   2In our experiment, we dropped one sugar cube into 200 mL of water and stirred at a steady rate until the cube disappeared. We tested water at 20 °C, 40 °C and 60 °C, with three trials at each temperature. The temperature was our dependent variable, and the time was what we controlled.

   3The sugar melted fastest in the hottest water. At 20 °C, the times were 118, 125 and 120 seconds. At 40 °C, they were 70, 76 and 73 seconds, so the average was 76 seconds. At 60 °C, they were 44, 47 and 41 seconds.

   4This data proves our theory that heat makes all substances dissolve faster. The water molecules were basically moving around more, which made the sugar go away quicker.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   In paragraph 3 of the Jevons excerpt, money "facilitates exchange by dividing the act of barter into two acts." What does facilitates mean here?

   Amakes more costly to carry out Breplaces with something different Cmakes easier to carry out Dwrites down in an official record

2. Question 2 of 20 · Short Answer

   Using the terms barter, commodity and medium of exchange accurately, explain how the farmer in paragraph 3 who has a cart and wants a plough gets one when corn is money, and why this is easier than barter.

   Show model answer

3. Question 3 of 20 · Multiple Choice

   In paragraph 1 of the Geikie excerpt, he writes that sand-dunes, alluvial silt and sand, "and even peat, are, geologically speaking, rocks." What does geologically speaking tell the reader?

   AGeikie is using the geologist's wider meaning of rock, which includes loose materials. BGeikie is admitting that sand and peat are not really rocks in any sense of the word. CSand and peat become hard rock once a geologist has examined them. DGeikie is speaking loosely here, in the everyday sense that most readers give the word rock.

4. Question 4 of 20 · Multiple Choice

   Paragraph 2 says the metamorphic class, "as the name implies," includes rocks that "have undergone some decided change since the time of their formation." Which meaning of metamorphic fits?

   Aformed when molten material cooled and hardened deep in the earth's crust Bbuilt up in layers from particles carried by water Cmade mostly of the remains of plants and animals Dchanged in form or texture since the rock first formed

5. Question 5 of 20 · Multiple Choice

   In paragraph 3, Geikie writes that most igneous rocks "have been in a state of fusion." What does fusion mean in this sentence?

   Aa joining of separate pieces under great pressure Ba melted condition caused by great heat Ca quick cooling that turns rock into glass Da breaking apart into sharp, angular pieces

6. Question 6 of 20 · Multiple Choice

   Which word from paragraphs 2 and 3 of the Geikie excerpt is a general academic word rather than a geology term?

   Agneiss Bbasalt Cconstituent Digneous

7. Question 7 of 20 · Short Answer

   Choose the two words or phrases in paragraphs 2 and 3 of the Geikie excerpt that are most important to comprehension, and explain why. Then describe, step by step, how you would gather knowledge about one of them on your own, and name a source.

   Show model answer

8. Question 8 of 20 · Multiple Choice

   In paragraph 3 of the lab conclusion draft, the student writes, "The sugar melted fastest in the hottest water." Which revision is accurate?

   AThe sugar evaporated fastest in the hottest water. BThe sugar dissolved fastest in the hottest water. CThe sugar boiled away fastest in the hottest water. DThe sugar froze fastest in the hottest water.

9. Question 9 of 20 · Multiple Choice

   In paragraph 2, the draft says, "The temperature was our dependent variable, and the time was what we controlled." Which revision uses the terms accurately?

   ATemperature was the independent variable, and dissolving time was the dependent variable. BTemperature was a controlled variable, and dissolving time was the independent variable. CTemperature and dissolving time were both dependent variables in this test. DDissolving time was the independent variable in this test, and temperature was the dependent variable.

10. Question 10 of 20 · Multiple Choice

    Paragraph 4 of the draft says, "This data proves our theory that heat makes all substances dissolve faster." Which revision is most accurate?

    AThese results prove our theory that warmer water makes sugar dissolve faster. BThese results support our theory that heat makes all substances dissolve faster. CThese results prove our hypothesis that heat makes all substances dissolve faster. DThese results support our hypothesis that warmer water makes sugar dissolve faster.

11. Question 11 of 20 · Multiple Choice

    In paragraph 3, the draft reports the 40 °C times as 70, 76 and 73 seconds and says "the average was 76 seconds." What is the accurate mean?

    A219 seconds B76 seconds C73 seconds D70 seconds

12. Question 12 of 20 · Short Answer

    Rewrite paragraph 4 of the draft so that its claim fits the evidence and it uses at least three of these terms accurately: molecules, kinetic energy, collide, solute, solvent, dissolve, hypothesis.

    Show model answer

13. Question 13 of 20 · Multiple Choice

    Which sentence uses inflation accurately in its economics sense?

    AInflation hit the gas station last week, when the price of regular gasoline rose ten cents. BWith inflation of 3 percent a year, goods that cost $100 last year would cost about $103 now. CInflation made prices fall all year, so the same $20 bought more groceries than it had before. DThe shoe company's inflation grew quickly because it sold more shoes than any year before.

14. Question 14 of 20 · Multiple Choice

    Which sentence uses erosion accurately?

    AErosion broke the granite on the cliff into small pieces, but all of the pieces stayed right where they were. BThe river's erosion laid down a wide fan of sand and gravel where it entered the lake. COver thousands of years, erosion by the river carried away rock and soil and deepened the canyon. DErosion formed the granite deep underground when magma cooled slowly over a long time.

15. Question 15 of 20 · Multiple Choice

    Which sentence uses the general academic word allocate accurately?

    AThe city council allocated $2 million of its budget to repairing roads. BThe lost hikers finally allocated the trail by using a map and compass. CThe scientist allocated that her results were correct after one trial. DThe whole class allocated in the gym for the fire drill this morning.

16. Question 16 of 20 · Multiple Choice

    A student meets the phrase selective breeding in bold in a biology chapter. The sentence does not define it. Which plan shows independence in gathering vocabulary knowledge?

    AAsk the teacher what the phrase means and copy the answer into the notes word for word. BLook up breeding alone in a general dictionary and then add the meaning of selective. CSkip the phrase for now, because the paragraphs that come after it will probably explain the main idea anyway. DGuess from context, check the textbook glossary, reread with that meaning, then use it in notes.

17. Question 17 of 20 · Multiple Choice

    Read: Chief Justice Earl Warren wrote the opinion of the Court in Brown v. Board of Education (1954). Which meaning of opinion fits this sentence?

    Aa court's written explanation of its decision and the reasons for it Ba personal belief or feeling that is not based on any facts, evidence or proof Ca survey that measures what a large group of people thinks Dan expert's estimate of how much something is worth

18. Question 18 of 20 · Multiple Choice

    A student will open a class presentation by introducing the term plate tectonics to listeners who may not know it. Which opening sentence is most accurate?

    APlate tectonics is basically the ground moving around, and it is why we have earthquakes. BPlate tectonics is the theory that Earth's outer shell is made of slowly moving plates. CPlate tectonics is when the tectonic plates do tectonics, which causes all earthquakes. DPlate tectonics proves that every earthquake happens exactly where two plates meet.

19. Question 19 of 20 · Short Answer

    The words economic and economical are related but not interchangeable. Explain the difference, and write one accurate sentence for each word.

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20. Question 20 of 20 · Short Answer

    You are preparing for a class debate on whether your city should raise its minimum wage. Name three domain-specific words or phrases that are important to expressing your argument, explain why each matters, and describe how you would gather knowledge about them, naming at least two kinds of sources.

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These standards connect to L.9-10.6: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.