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Welcome, I am at your Demand…. “Equilibrium is well-defined in theory, not often found in practice.” - Anonymous Chapter 4.1 Demand page 78- 83 Setting up the Problem Target Objective(s) Demand: 4.1 (p 79-83) in our text Explain the law of demand Understand how the substitution and income effects influence decisions Create a demand schedule for an individual and a market Analyze the information presented in a demand curve Complete the following schedule–assume a can of your favorite beverage sells for 75 cents: 1. How many cans of pop do you buy in an average month? 2. How many cans would you buy if the price went up by (a) $0.15 (b) $0.40? 3. How many cans would you buy if the price went down by (a) $0.15 (b) $0.40? 4. Use your answers to questions 1-3 to complete the following table: Price: Cans bought--$1.15? $0.90? $0.75? $0.60? $0.35? 5. Draw a graph putting price on the 'y' (vertical) axis and number of cans bought on the 'x' (horizontal) axis. Individual demand schedule Price Cans bought 1.15 ? .90 ? .75 ? .60 ? .35 ? Price Quantity Demanded Group (market) demand schedule Price A B C D E Total Price 1.15 .90 .75 .60 .35 Quantity Demanded Reciprocal Teaching step 1 Predicting The predictor helps the group to identify the organizational structure of the text, and to connect sections of the text to one another and to the overall text structure. The predictor could use the following prompts to help the group. Which type(s) of text structure did this most closely match? What evidence led you to identify that text structure? Based on the type(s) identified, what did you predict that you would read about next? What do you think we will read about next? Text types can usually be classified in the following ways: Descriptive Chronological Cause-and-effect Analytical Persuasive Compare and contrast Reciprocal Teaching step 2 Clarifying The clarifier assists in identifying words, phrases, clauses, sentences, and sections of the text that may be unclear, and asks members for ways in clearing up these problems. In the initial stages of implementation, the clarifier may use the following prompts to help the group clear up difficulties: What is still not clear to you? Let’s reread what is still unclear and try rereading the section right before what was unclear. Let’s chunk the text into smaller segments. For example, break complex sentences into component clauses or phrases. Let’s visualize what is described in the text. If there are diagrams or pictures depicting the difficult material, look at them carefully and read the captions that accompany the graphics. Also, try visualizing using these phrases as aids: “I picture …,” “I can see. …” Let’s connect what we have read to things we already know from other experiences. For instance, “This is like …,” “This reminds me of. …” Let’s get outside help. For instance, if it’s a word we don’t understand, let’s try the glossary in the text, a dictionary, or an encyclopedia. Reciprocal Teaching step 3 Modeling (illustrating/visualizing) The modeler helps group members to make meaning from the graphs, illustrations, and charts by clarifying the relationship between the text and the illustrations. The modeler also helps to make sense of text by making a sketch or drawing focusing on explaining the phenomenon or concept. As the modeler, you might ask the group: Why is the illustration in the text? How does it relate to the text? How did your drawing illustrate the ideas and concepts in the text? How does your drawing compare with others in your group? What is alike? What is different? How did your illustration help you make meaning of the content of the text? What will you add to your drawing to clarify your thinking and explain the phenomenon or concept? Reciprocal Teaching step 4 Summarizing Questioning The questioner helps group members ask and answer all types of questions about the text. As the questioner, you might ask the group: What questions did you have as you read? Can anyone else help answer that question? What kind of question was that? What did we do to find answers? Are there any other questions you wonder about? PREDICT: Write one or two sentences that predict what the passage will be about. Base your response on the title or any other information contained in this text. "I sat and thought for a moment, and then the penny dropped." CLARIFY Write down any words, phrases, or ideas that you do not understand as you read. After you have written down the words or ideas that need clarification, try to figure out what they mean by using the clarification clues you have learned. Do not use a dictionary. You may ask the teacher or a family member for help if you are not able to clarify a word. If you do not need to clarify any words, phrases or ideas, write NONE in the space provided. You may ask the teacher or a family member for help if you are not able to clarify a word. If you do not need to clarify any words, phrases or ideas, write NONE in the space provided. VISUALIZE – MAKE A PICTURE IN YOUR MIND After you finish reading, draw a picture of what the passage makes you see in your imagination. Draw it on this paper in the space below. QUESTION – ASK “TEACHER-LIKE” QUESTIONS Pretend you are the teacher and are going to give a test about what you have just read. Using the reciprocal teaching cards, write three “teacher-like” questions about the passage. 1. 2. 3. SUMMARIZE Complete this summary frame about the passage you have just read. The passage about _______________________________________ _____________________________________________________ begins with_____________________________________________ __________________, discusses (or develops) the idea that _______ _____________________________________________________ ______________________________and ends with _____________