DIXIESTATEUNIVERSITYDEPARTMENTOFEDUCATION

LESSONPLANTEMPLATE

TeacherCandidateNatalieBergquistGradeLevel2TitleProducers&Consumers
(SocialStudiesLesson#1)

CONTEXTUALFACTORS(classroomfactors)

ContextualFactors:25students14boys,11girls
PaulinaESL
MelvinESL&behavior&lefthanded
JohanESL&lowlevellearner
SophiaESL
RegnerESL&highlevellearner
Joaquinhighlevellearner
EmilyESL
ChristianESL&lowlevellearner
LaJayaESL&lowlevellearner
KeriaADD
Daxenhighlevellearner
MerlinESL
IssacESL
KevinESL&lowlevellearner
HarissonESL&lowlevellearner
EddieESL&lefthanded
EvelynESL
SergioESL&IEP&behavior(defiant)&lowlevellearner&lefthanded
YojainaESL
YasmisESL
Gavinhighlevellearner

Classroomenvironment:
TeacherdeskwithcomputerandElmonexttostoragecloset,SmartBoardinfrontofroombywhiteboardand
calendar,25studentdesksarrangedingroupsof6or7,twosmallgrouptablesinthebackoftheroomforreading
groupsandinterventions,3laptopsonbacktable,28tabletsstoredinthebackoftheroom,speakersystem,reading
cornerwithclasslibraryorganizedbytopicandlevels,andshelves/cabinetswithsuppliesandmanipulatives.

WALKAWAY(Asaresultofthislesson,whatdoIwantthestudentstoknow,understand,andbeabletodo?)
StateStandard/Objective:
4.1Describehowproducersandconsummersworktogetherinthemakingandusingofgoodsandservices.
a.Defineandexplainthedifferencesbetweenproducingandconsuming.SIOP3

ContentWalkAway:
Iwillexplainthedifferencebetweenproducersandconsumers.SIOP1

LanguageWalkAway:
Iwillexplainthedifferencebetweenproducersandconsumers.SIOP2

Vocabulary:
Producer,consumerSIOP9

ASSESSMENTEVIDENCE(WhatevidencedoIneedtoshowthe
studentshavelearnedtheWalkAway?)
FormativeEvidence(checkingforunderstandingthroughoutthelesson):
Observestudentspayingattentionandparticipating.Observethemlistening
byhavingeyesonboardorme,engagedandrespondingtoquestionsand
cues.Questionforunderstandingonvocabularyandlistentopartnersharing.
Postednoteonboardwithexamplesofproducersandconsumers.Hand
signalstoindicateanexampleofaproducerorconsumer.

ContentWalkAwayEvidence(Summative):
AssessmentProducersandConsumersworksheet

LanguageWalkAwayEvidence(Summative):
AssessmentProducersandConsumersworksheet

Modifications/Accomoda
tions(ELL,IEP,GATE,etc.)
Behaviorkids(Melvin,Sergio)
Closeproximity&checktomake
sureontask.Keepengagedwith
handsonactivities.
ESLProvidetranslations&pictures
forlowWIDAlevels.Read
assessmentquestionsoutloud.Sit
nexttoclassmateswhocanassist.
Advancedlearners(Regner,Joaquin,
Daxen,Gavin)Higherorder
thinkingquestions&extensions.
Lowlevellearners(Johan,Christian,
LaJaya,Kevin,Harisson,Sergio)
Useofpictures,handsonactivities,
multiplevisuals.
KeriaNotifyherofschedule&give
explicitinstructionswithclear
expectationtoavoidanxiety.

Approx.
Time
10mins
SIOP26

ACTIVELEARNINGPLAN
Approximatelengthofentirelesson:40_minutes.SIOP26
Teachingtime:from9:30_to10:10am_
Activate/BuildingBackgroundKnowledge

ActivatebackgroundknowledgeSIOP7&8
Questions:Whatdoyoubuyatthestore?Wheredoesallofthatstuffcomefrom?Whois
buyingtheitemsinthestores?
WaittimeSIOP18
Partnershare(answerstoquestions)SIOP10,16,17,19,22
Producers&consumersindifferentculturesSIOP19
Objectiveposted&repeated&PreziSIOP1,2,23,24
Introductiontovocabularyproducer,consumerSIOP9
Modelpartnersharing&IamstatementSIOP11,14
StudentscompleteIamstatementswithpartneraboutbeingaproducerorconsumer,when,
&howSIOP10,16,17,19

Formativeassessment:
LearningGoal
SuccessCriteria
Differencebetweenproducers Studentresponses
&consumers

AssessmentStrategy
Partnershare

10min

Modification/accommodations:(ELL,IEP,GATE,etc.)AssessmentwillhaveSpanishtranslationsfor
ESLstudentswithlowWIDAlevel.Preteachlessonwithtranslations.Behaviorstudentsinclose
proximitytofrontoftheroom.SIOP5,19

FocusLesson(Idoit)

10mins

VideosPBSKidsvideoofthemakingofcrayons(exampleofaproducer)&YouTubevideo
ofagirlshoppinginamockgrocerystore(examplesofaconsumer)SIOP4,6,7,12,19,21,
25

Modification/accommodations:Behaviorstudentsupclosetotheboard.Video(visual)forELL&low
levellearners.

GuidedInstruction(Wedoit)/Collaborative/Cooperative(Youdoittogether)

Consumer&producersongs/chant(2)onPreziSIOP6,9,12
Whiteboardstudentswriteanexampleofaproducerorconsumeronapostednote&putit
onboardundertheappropriatetitleSIOP4,6,7,12,13,156,20,21,22,25,30
Producer/Consumergameasaclass,decidingwhichpicturesrepresentexamplesofproducers
&consumers;askstudentstoshowifpicturedexampleisshowingaproducer(showingaclosed
fist),oraconsumer(cuppinghandintoaletterC)SIOP4,6,15,16,21,22

5mins

5mins

FormativeAssessment:
LearningGoal
SuccessCriteria
AssessmentStrategy
Differencebetweenproducers Givenexamplesofeach
Postednoteswithexampleson
&consumers
board

Modification/accommodations:HaveESLstudentspairedwithapartnerwhocanhelpthemunderstand.
Pairadvancedlearnerswithoneanotherduringpartnersharetocollaborateandencouragehigherorder
thinking.BehaviorandESLstudentsseparatedevenlyintoeachgrouptoreceivehelpandsupport.Sergio
andMelvingivenjobstohaveresponsibilityandaccountability.Advancedlearners(Regner,Joaquin,
Daxen,Gavin)givenextensionsandopportunityforadditionalresearchonproducersandconsumers,or
sidebaractivitiestopresenttoclass.SIOP5,6,15
Independent(Youdoitalone)
SummativeAssessment:
Producer/ConsumerworksheetSIOP22,30

Modification/accommodations:ESLtranslationsonassessment.Readandhelpinterpretpicture
representationstoclassforESL/lowlevelreaders.SIOP5

Closure/Reviewofwalkaways,vocabulary,andessentialquestions
(Note:Closureincludesstudentinteractions,reflection,and/ordemonstrations.)
Reviewobjective&vocabulary(Prezi).SIOP27,28,29
Studentsrepeat&sharewithpartnervocabularydefinitions,&oneexampleofaproducer,&
oneexampleofaconsumer.SIOP10,16,17,22,25

SIOPIndicators
Preparation:1Contentobjectives,2Languageobjectives,3Contentappropriate,4Supplementarymaterials,5
Adaptationofcontent,6Meaningfulactivities
BuildingBackground:7Linkedtobackground,8Linkedtopastlearning,9Keyvocabulary
ComprehensiveInput:10Appropriatespeech,11Clearexplanation,12Varietyoftechniques
Strategies:13Studentsuselearningstrategies,14Scaffolding,15Higherorderthinking,
Interaction:16Opportunityforinteraction,17Groupingsupportsobjectives,18Waittime,19OpportunityforL1
students
Practice/Application:20Handsonmaterials,21Activitiestoapplycontent/languageknowledge,22Language
skills(reading,writing,listening,speaking)
LessonDelivery:23Contentobjectivesupported,24Languageobjectivesupported,25Studentsengaged,26
Pacing
Review/Assessment:27Reviewvocabulary,28Reviewconcepts,29Feedback,30Assessment

TEACHINGNOTES
WhatdoIneedtoremembertodo?WhatmaterialsdoIneedtohaveready?Whatistheapproximatetimeneeded
forthislesson?

40minutelesson,Technologyready(SmartboardforPrezi&videos,Elmo),postednotes,worksheetcopies.

REFLECTIONAFTERLESSON
HowcanIusetheassessmentdatatoreflecton&evaluatetheoutcomesofteachingandlearning?HowcanI
transferwhatIlearnedfromteachingthislessontofutureteaching?Whatwaseffectiveandnoteffective?What
goalscanIsettoimprovemypracticeandstudentlearning?

Ifeltthelessonwentwell.Ifollowedmylessonplan(minusoneportion)andmyPrezikeptmeorganized
andallowedthelessontoflow.TherewasalotgoingonthatdaywithstudentsbeingpulledoutforWIDA
testing(somethingIhadnocontrolover)andothermandatedpullouts.Therefore,therewerebreaksand
distractions,butoverallthestudentswereengagedforactivitiesanddidwell.

Lesson/teachingstrengths:engagement,handsonactivities,formativeassessments(handsignals,posted
notes,questions),interaction(peerswithpartnersharingandwithteacher),anduseoftechnology(Prezi
presentationonSmartboard,videos,Elmotomodelworksheet).

Lesson/teachingweaknesses:pacing/timing,changinganactivitymidlesson.Themainproblemwiththe
pacinghadtodowiththeactivitychange.InthislessonIshouldofstayedwiththeplanofusingtheposted
notesasaquickassessmentofeverystudent,notasanindividualreportwherestudentssharewhatthey
wroteontheirpostednotes.Ittookentirelytoomuchtimeandstudentlostfocus.OverallIdoneedto
workonpacingandnotstayingononeconceptoractivityformoretimethanisneeded.

Goals:1.)Pacing/timing:watchtheclockandnottakeextratimeonactivities.2.)Followlessonplan:be

5
flexible,butknowwhentofolloworiginalplan.3.)Differentiation:challengehighlevellearnersmore
andmorehigherorderthinkingquestions.