Grade Level: Second Grade

Lesson: Lemonade For Sale- Decision Making

TAG Learning Objectives:

Creative Thinking & Creative Problem Solving Skills
CTCPS1. The student questions accepted practices, rules, and existing principles to discover new knowledge.
CTCPS2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem solving (e.g.,
recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and
evaluates solution).
CTCPS4. The student demonstrates skills in fluency and flexibility to solve problems or create new products.
CTCPS9. The student recognizes and assumes risks as a necessary part of problem solving.
CTCPS10. The student monitors and reflects on the creative process of problem solving for future applications

Advanced Communication Skills:

ACS1. The student uses written, spoken, and technological media to convey new learning or challenge existing ideas.
ACS2. The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant supporting
examples and manipulation of language.
ACS4. The student uses a variety of multi-media and innovative technology to create illustrations, models, charts, tables, and graphs
as tools for communication.
ACS8. The student participates in small group discussions to argue persuasively or reinforce others good points. 4. The student
responds to contributions of others, considering all available information.

ACS9. The student maintains a journal or log for self-reflection and/or self-evaluation.
ACS10. The student supports and defends his/her own opinions while respecting the opinions of others.

Higher Order Critical Thinking Skills

HOCTS1. The student asks probing, insightful, and relevant questions.
HOCTS2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic.
HOCTS3. The student conducts comparisons using criteria.
HOCTS4. The student makes and evaluates decisions using criteria.

Second Grade Standards

RL.2.1 Ask and answer questions about key details in the text.
RL.2.2 Retell stories including key details and demonstrate understanding of their central message or
lesson.
RL.2.3 Describe how characters in a story respond to major events and challenges.
SS2E4 The student will describe the costs and benefits of personal spending and saving choices.

Essential Question: How can decision-making be reflected in literature? How can we draw connections
from literature to our own lives? How can these connections be used to help us make decisions?
Objectives: The students will
a) Know
a. Use illustrations to describe key ideas
b. Ask & answer questions about key details in the text
b) Understand
a. The costs and benefits of personal spending and saving choices.
b. The connections between the story and their personal lives.
c. How to prioritize spending choices.
c) Do
a. Make decisions based on details from the text and prior knowledge.
b. Communicate their ideas and decisions through a creative piece of work.
Materials: book: Lemonade for Sale by Stuart J. Murphy, priority pyramid graphic organizers, Post-it
notes, notecards, rubric, and markers/crayons/colored pencils, etc.
Technology: interactive whiteboard, I-Pads, Book Creator app., Aurasma app.

Activity
Hook: Shel Silverstein poem-Smart (https://www.youtube.com/watch?v=xaTCkX6mY3g)
Discuss with students the way that the boy in the poem spent his money. Did the boy make good
decisions with his money?
Teacher will do a shared reading of the book, Lemonade for Sale. Discuss the decisions that the kids in the
club made. Was it wise for the kids to hold a lemonade sale? Did they do the right thing when they invited
Jed to join their club? What do you think the members of the club will do with the money they earned from
their lemonade sale?
Students are now going to imagine that they are a member of the Elm Street Kids Club. Each child will use
the pyramid graphic organizer to prioritize how the earnings from the sale should be spent. (The largest
section of the pyramid should contain the item that the child considers to be the most important.)
When completed, students will orally share their pyramids with the group and explain their justifications for
how they made their decision for the most important use for the money. Lead group discussions to allow
students to compare and contrast the positive and negative outcomes of the various decision choices.
Finally, students may choose to either create a poster, write a persuasive paragraph, or use technology
(PowerPoint, Aurasma app. or Book Creator app.) to share their ideas for the most important use of the
money.
Learner Modifications:
Process/Interest modifications:

-- Allow students to work with a partner to complete the pyramid graphic organizer together.
-- Process doesnt require the use of technology unless student is interested.
Product modifications--Student choice of final product (poster, PowerPoint, Book Creator app, or Aurasma app.)
Extensions after the Decision Making Lesson:
-Students could choose to write or make a comic strip about the next adventures of the Elm Street Kids.
-Students could create advertisement posters and slogans for the lemonade stand.

Reflection on Decision Making Lesson:

This lesson went very well. The students enjoyed the story-Lemonade for Sale. The students
had no problem understanding the decision making pyramid as they were prioritizing their own
decisions. The students easily discussed their pyramids and gave justifications for their
decisions. The students were excited about creating their posters and I-Pad books. I was
pleased that this lesson went smoothly and that it wasnt as lengthy as some of the previous
strategy lessons have been. I will certainly do this lesson again next year!