Detailed Lesson Preparation Guide

Elementary Education
Name: Tyra Kornegay

Title: Being a Successful Entrepreneur

Grade: 5th

Concept/Topic: Making Good Personal Choices in Economics

Time Needed: 1 hour

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
What relevant goals will this lesson address? What new understandings will the students have as a
result of this lesson? These goals must me measurable and connect to your planned assessment.
Consider the Big Ideas in which you will be helping students develop an understanding.
What questions will foster inquiry, understanding, and transfer of learning? Students will be able to
answer this question or questions as a result of this lesson.

My central focus is for students to understand and comprehend the ideals around making smart
decisions and choices in regards to saving and spending money. This knowledge will be incorporated
into an art activity that students will engage in to create an artistic collage based on the concepts, ideas,
and events of economics. The essential question of this lesson is "How do my choices in finance bring
benefits and or consequences?" This is based off of the NC Social Studies standard 5.E.2.2 Evaluate the
costs and benefits of spending, borrowing and saving and the NC Arts standard 5.V.3.3 Create art
using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture,
ceramics, and current technology. The goal of the lesson will be for students to first identify the terms
entrepreneur and loan and discuss the different ways that people can interact with money, both in
businesses or in everyday life. Then the students will listen to the story One Hen: How One Small Loan
Made a Difference and determine how the main character made smart choices through the different
events that occurred in the book. Lastly, students will create an artistic collage based on the events,
ideals, values, and character traits of the main character making smart choices that lead to becoming a
successful entrepreneur. This will help students become a personally responsible citizen by identifying
positive qualities of success when making smart choices regarding both spending and saving money.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
5.E.2.2 Evaluate the costs and benefits of spending, borrowing and saving
Assessment Plan:
How will you know if the objectives/desired results have been met? What will you see and/or hear that
is evidence of student understanding? How will you know that students really understand the identified
Big Ideas?

The teacher will know that the outcomes and objectives of the lesson has been met when students are
able to use the terms entrepreneur, loan, and collage in their discussions with their peers, identify the
different ways of how one can interact with money (such as spending, saving, investing, loaning, etc.),
recall events and actions of the main character in the story One Hen: How One Small Loan Made a
Difference that represented a good personal choice of using money, and create a successful collage that
includes multiple examples, main ideas, ideas, values, traits, and phrases from the story that represent
how to make good personal choices with money that lead to becoming a successful entrepreneur.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the concept/topic? How does
this lesson connect with other things that students may have learning or experienced? How will you help
students to make the connections between what they already know and what they will be learning in this
lesson?

Before teaching this lesson, students will have already learned the definition of an entrepreneur, the
character traits of an entrepreneur, profit, loss, and revenue. Knowing this information will help me teach
my lesson because I will allow me to use their prior knowledge as a review for the students for my
lesson as well as helping them make connections from the prior lessons to help them advance in the
concepts of my lesson. I will help students make connections between what they already and know and
what is going to be taught in my lesson by having them tell me everything they know about economics
and then provide an opportunity for the students to share their own personal experiences of how they
have interacted with money in their lives.

Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this lesson? Think of ways
you can appeal to student interest and cause students to be excited about what they will be learning
about.

Hook
1. The teacher will introduce the topic of discussion for the lesson which is entrepreneur
2. The teacher will ask students if they know what the term entrepreneur means
a. Have a couple of students share response
3. The teaches will share the definition of entrepreneur
a. A person who organizes and operates a business or businesses, taking on greater than
normal financial risks in order to do so.
4. The teacher will have the students do a quick turn and talk about different ways that a business
person can interact with money (or what can they do with money once they receive it)
a. The students should have about one minute to turn and talk
5. The teacher will bring students back together and have students share their responses with the
class
6. The teacher will introduce the term loan
a. money lent at interest; something lent usually for the borrower's temporary use
 7. The teacher will ask students what is the most important thing that is associated with loans,
based on the definition
a. Loans have to be paid back

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it about the presentation and
content of the lesson that makes it accessible to all students? This should be integral to the lesson and
not simply last minute additions or different work for separate groups. All students should be engaged
and a goal of mastery should be in place for all.

My lesson will ensure engagement by allowing all students to collaborate with each other during the
hook of the lesson when they have the opportunity to turn and talk to a partner about their prior
knowledge. This will provide support among peers as well as incorporate students prior knowledges or
similar experiences. Then students will have the opportunity to create their own personal collage on the
topic of economic choices based on the events that took place in the story group work as well as
creating a personal art collage based on the evens of the story One Hen: How One Small Loan Made a
Difference. This will be an arts based activity that will have students drawing their own pictures to glue
on their background paper for the collage effect. For those who do not feel comfortable drawing, the
students will have the option of cutting out images from magazines and using them for their collages so
that they still have the chance to show their understandings. Lastly, I will demonstrate an example of
what a successful collage looks like through modeling my brainstorming process to collect ideas and
evidences using the Little Red Riding Hood story and the trait of interrogating. This will be useful for
students by showing how to collect evidence from a text and depicting that idea with an appropriate
illustration

Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as the teacher? This
should be a detailed step by step account of how a lesson unfolds from beginning to end.

Main Lesson/Activity
8. The teacher will introduce the story One Hen: How One Small Loan Made a Difference and
instruct students to be thinking about :
a. What kind of decisions does Kojo make for his business,
b. What are some of the different ways Kojo uses money,
c. What kind of environment does Kojo live in, and
d. What kind of traits does Kojo have that makes him a successful entrepreneur?
9. The teacher will then read One Hen: How One Small Loan Made a Difference
10. After the story is read, the teacher will have the students do another turn and talk about the
events in the story and try to answer the questions asked before the reading
a. The students should have 2 minutes to turn and talk
11. The teacher will bring students back together and have a couple of students share what they felt
the story was about
12. The teacher will introduce to the students that they will be making a collage on how Kojo was a
successful entrepreneur
13. The teacher will ask students if they know what a collage is
 a. A piece of art made by sticking various different materials such as photographs and
pieces of paper or fabric onto a backing.
b. Collages have lots of images and or ideas representing that topic and usually fills up the
blank space of the canvas
14. The teacher will prompt students to look at the illustration on pg.5 and ask students what they
notice about the pictures and colors on the page
15. The teacher will tell students that they will be given a choice to either hand draw and cut out
the events and details from the story or cut images out of a magazine and glue them on a
background to represent how Kojo being a successful entrepreneur
16. The teacher will demonstrate a model/example of a successful collage on how the Little Red
Riding Hood used her investigation skills to determine if her grandmother was really her
grandmother
a. Walking quietly: tip toes
b. Noticing the eyes: Big eye balls
c. Noticing the mouth: Big mouth
d. Noticing the teeth: Pointy and sharp teeth
e. Fear when its not her grandmother: Scared face
f. Asking lots of Questions: Question Marks
g. Wonders a lot: Hmmm
h. Screaming: Ahhhh
17. The teacher will need to make a point to the students that there should be lots of
components/pictures/images on the collage
18. The teacher will remind the students to think about the questions they answered while reading
the story
a. What kind of decisions does Kojo make for his business?
b. What are some of the different ways Kojo uses his money?
c. What kind of environment does Kojo live in?
d. What kind of character traits does Kojo have that makes him a successful entrepreneur?
19. The teacher will have students choose their method of creating images for their collage and
start them off to work
a. The students should have 25-30 mins to create their collage

Specific Questioning:
Student questioning should be planned ahead of time. Think about your students and their needs. Plan
questions that will challenge all students.

1. What does being an entrepreneur mean?

2. What is a loan?
3. What is a collage?
4. What kinds of things do you notice about the illustrations seen on pg. 5 of the book?
5. What kind of decisions does Kojo make for his business?
6. What are some of the different ways Kojo uses his money?
7. What kind of environment does Kojo live in?
8. What kind of character traits does Kojo have that makes him a successful entrepreneur?
9. What images did you use to represent Kojo as an entrepreneur

New Vocabulary:
List and define all new vocabulary that students will need to understand in order to have optimal success
with desired learning results. How will you use this vocabulary in the context of the lesson?

1. Entrepreneur- A person who organizes and operates a business or businesses, taking on greater
than normal financial risks in order to do so.
2. Loan- money lent at interest; something lent usually for the borrower's temporary use
3. Collage- A piece of art made by sticking various different materials such as photographs and
pieces of paper or fabric onto a backing.

These vocabulary will help students grasp on to the big concepts in the story to identify how Kojo was a
successful entrepreneur in his village as well as understand the expectations and format of how to
display the information they collected within the story in an artistic form.

Concluding the Lesson/Closure/Debriefing:

How will you wrap things up and tie together the ideas presented? How will you help students make
meaning from their experiences?

Closing
1. After the students have finished their collages, the teacher will ask students to share one image
that they drew/found for their collage and share with the class
a. Have students explain why they chose the picture they cut/drew
2. The teacher will end the lesson that we all can make good choices with money that will lead to
us being successful!
Having students share an image from their collage with the class will allow students to hear different
viewpoints and see various interpretations of how Kojo was a successful entrepreneur and compare
those ideas with their own.

Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you used in crafting the
lesson. Be specific and review this as you rehearse.

1. Cardstock paper
2. Printer Paper/ Lined Paper
3. Colored pencils
4. Crayons
5. Markers
6. Scissors
7. Glue
8. One Hen: How One Small Loan Made a Difference
9. Collage Model

Teaching Behavior Focus:

What is the goal for my teaching behavior and/or actions? See TBF List for suggestions.

My Teaching Behavior Focus is Guided Demonstration is Included and Student engagement through
discussion is fostered.

Follow-Up Activities/Parent Involvement

Lesson extensions discussed here. What will student do to utilize this new information? How can you
involve parents in the process of lesson extension in the home?

Students will be encouraged to go home and ask parents/guardians about the different ways they use
and interact with money within their household. This will allow students to do informal interviews with
an experienced adult who has knowledge about how money works while also gaining real life
application between what is taught in school and how their household operates.
 Arts Integrated Lesson Reflection

Choice of Arts Activity

For my lesson, I decided to integrate visual arts with Social Studies on the subject of economics
and making personal choices regarding saving and spending money. The visual arts activity I chose to
have the students do in my lesson was to create a collage that represented how the main character of a
story, Kojo in One Hen: How One Small Loan Made a Difference, made decisions and exhibited traits and
behaviors (based on his choices he made) that led to him becoming a successful entrepreneur in his
village. I chose to have the students create a collage for this arts activity because of the illustrations that
were in the book. The illustrations in the book were modeled in the same format as a collage by
incorporating different images and events that represented Kojos village, business, and personal lives. I
felt that having my students create a collage on traits of entrepreneurship using details in the story
would be a great way to have students express multiple ideas and thoughts in creative ways while using
their literacy skills to enhance the social studies economic standard. I was personally interested in doing
an arts collage because a lot of my students in my class have an interest in drawing during their leisure
time so I wanted to incorporate that in context of an academic lesson. I have applied this strategy in my
EdTPA math lessons as well and the students responded positively to the lesson and activity. Because 5th
grade students have a mastery of their gross motor skills that are required to cut, glue, and handle
writing utensils, I knew that it would be an appropriate activity for students to do and complete without
much assistance.

Best Practices

I believe having students create a collage expressing the ideas, events, and traits of Kojos journey in
becoming an entrepreneur is the best teaching practice for the art form because it allows students an
opportunity to express their viewpoints and valued takeaways from the story through an inviting and
creative outlet. In the textbook Creating Meaning through Literature and the Arts: Arts Integration for
Classroom Teacher, it talks about how art integrated activities shouldnt be dictated art or art that is
product oriented rather than process oriented. A collage provides creativity to be freely used and
implemented with no definite structure of right or wrong. Students are using their comprehension
of the story, as well as the traits they learned about through the story about economics and
entrepreneurship, to create a unique artistic presentation that entails all the important objectives within
the lesson. In addition, a model of what a collage looks like will be provided for the students, through
the form of an image as well as a model based off of the story The Little Red Riding Hood. I want to make
sure that the students had a clear idea and example of what a collage looks like (as well as the process
and ideas that goes into the creation of it) without forcing upon the students one certain standard of
what a successful collage is in regards to creating one based off the text that is used in the lesson.

K-5 Standards

When designing the lesson, I incorporated the NC social studies standard 5.E.2.2 Evaluate the costs and
benefits of spending, borrowing and saving and the NC Arts standard 5.V.3.3 Create art using the
processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics,
and current technology. For social studies, I first have the students learn about key vocabulary words
that would lay a foundation for understanding the economic concepts that were included in the text.
This included terms such as entrepreneur and loan. Then I have students discuss what kinds of
interactions can be done with money, both in business and in everyday lives, such as saving, spending,
investing, budgeting, and loaning. These terms and understandings would carry over into helping
student successfully creating a collage about the ideas and events that occurred in the story. For visual
arts, I first have students learn what the term collage was and provide an image of a collage looks like.
This would provide students with the foundation for how a collage can look like as well bring in any prior
knowledge or experiences students may have with collages. Then, I have students evaluate the
illustrations that were drawn in the book and observe how the use of color and big and small different
images were used to help create one picture portraying one main idea. This would help students get an
idea of what a collage entails and how small parts come together to create one picture. After that, I
demonstrate the process of creating a collage by showing a personal constructed collage based on the
story of The Little Red Riding Hood. This would allow students to gain scaffolding in creating a collage
without quashing creativity for their own personal products. Within the scaffolding, I provide
expectations and components that students will need to include in their collage such as either drawing
hand drawn pictures (or cutting images out of magazines), taking up the entire background space,
inserting ideas and phrases representing entrepreneurship traits, and including lots of color!

Professional Learning

I felt like my lesson was very successful! My students were able to restate, answer questions, as well as
talk to other peers in the classroom about the social studies standards and objectives that my lesson
focused on (which was entrepreneurship). As I walked around the classroom, I was able to hear multiple
good conversations about successful entrepreneurship traits, qualities, and decisions. My students were
also super engaged in the collage activities. One student informed me that he was going to take his
collage home and finish it on his own while another student informed me that making a collage was fun
to do. This made me really happy to hear. Another evidence of success I received was having students
explain to me why they cut/drew the pictures they did for they collage and how they related to the
book. Some of the pictures were concrete ideas and examples from the book (chicken= Kojos chicken)
while others were more abstract connections (a Champion branded hoodie= hard work). It really
impressed me how students were so easily abled to create or find pictures to match their personal
takeaways from the book or about how Kojo showed positive traits of entrepreneurship. I also made
sure to encourage students to create their collage the way they wanted to and repeated several times
that there is no perfect collage or wrong or right way answer. This brought the pressure down for the
students and it was evident by the kind collaborations and conversations I was having with students as
well as overhearing between students. It showed me that students are really able to establish and share
their thoughts as well as apply their knowledge of what they learned into something meaningful that
they can take pride in. It was just an overall rewarding experience for the students and for me. If I could
change one thing about the lesson, it would be two stretch the lesson over a period of two days. The
first day would be for reading and discussing the book and entrepreneurship and the second day would
be for just making the collage so students could utilize their time and create a completed product.