Lesson title

Employment vs. Unemployment

Step 1Desired Results

Standards, benchmarks, other objectives as needed (e.g., IEP)What should students know, understand, and be able to
do as a result of the lesson?
9.2.5.9.3. Measure full employment in terms of the unemployment rate and various types of
unemployment; analyze past and recent data to describe factors that impact the long-run growth of jobs in
an economy.
-When given an example of a type of unemployment students will be able to individually, and correctly
categorize it.
-When given an example of an example of an individual who does not have a job he student will be able to
correctly categorize it as employed or Not in the Labor Force.

Step 2Assessment Evidence

Performance taskWhat will students do to show what they have learned?
Performance criteriaHow good is good enough to meet standards?

-When shown different examples on a smart board of unemployment students will successfully categorize it
into its specific type of unemployment
-When given a specific example of an individual without a job the student will be able to categorize it as
employed or not in the labor force.
-Personal Goal: All students will get every question correct
-Passing will be 60 percent.

Step 3Learning Plan

Learning activities (step by step from start to finish, detailed enough for another teacher to follow)

1. Students will come to class and teacher will take attendance (3 minutes)
2. Teacher will explain the activities of the day. That the teacher will teach
students about the 4 different types of unemployment. Then the students will
get into groups of two with somebody next to them, and then they will be
shown the different types of unemployment and expected to answer correctly
with their partner. (5 minutes)
3. Teacher will do a quick lecture on the different types of unemployment.
Some of these are functional, seasonal and cyclical. The teacher will also
differentiate between an individual being in the labor force or not. (15 minutes)
4. Teacher will tell the students to pair up in groups of two with someone
near them (2 minutes)
5. The teacher will then have situations of unemployment pop up on the
smart board and have the individual groups of 2 decide what kind of
unemployment the situation is. The students will then drag the situation to
the box of the type of unemployment. (cyclical, functional, etc.) Teacher will
allow all groups to participate in this activity on the smart board and talk
about it if the students get it wrong. (15-20 minutes)
6. Class dismissed

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.

Tools for Assessment

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