Intern Name: Zhenja Lourenco

Lesson Title (Subject/Topic): Economics

Grade: First
Length of Lesson: approximately 40 minutes
Date Taught: 12/18/17
LESSON PLAN TEMPLATE
In this lesson…
● Students will be able to make a prediction about the book by analyzing
Overview the cover page.
● Students will understand the difference between “needs” and “wants.”
● Students will understand the role of money.
Standards of SS.1.2.1 - Identify characteristics of an economic system.
SS.1.2.2 - Explain the role of money in an economy.
Learning
Two of the lesson questions (in between pages of the book)
● Did you ever want something really bad? If so, what was it?
Essential Questions ● Think about a time you needed something… the little boy wants
something, but he does not have enough money for it, so what can he
do? What would YOU do?
I can statements…
● I can explain the difference between goods and services.
Objectives ● I can find examples of producers and consumers.
● I can explain what money is used for.
● I can explain why money is saved.
Learning Target Understanding the role and importance of money in an economy.
Necessary Prior ● The difference between “needs” and “wants.”
● The amount of money you have affects what you can purchase.
Knowledge
● “How Much Is That Doggie in the Window” by Bob Merrill
Materials ● Wants/needs stocking image on green paper with the words “wants” and
“needs” at the top
Gather the class on the carpet. Introduce “How Much Is That Doggie in the
Window” and ask the students to make a prediction based on the cover. Read
the story and discuss the several topics referenced in the book. After reading the
Introduction/Hook book, call out various pet types (which makes a connection to the story - the pet
dog) which will cue the students to return to their seat after hearing the type of
pet they have.
Pass out the green sheet of paper with a stocking outline on it. Instruct each
student to write his/her name and number in the space provided. Discuss the
Instructional “needs” side with the students, asking each to raise their hands if they have an
idea.
Activities & **The five needs for humans: food, shelter, water, air, and clothing. **
Strategies After guiding the students through the “needs,” instruct them to come up with a
minimum of five “wants.” Allow the most behaved student from each group to
share their “wants” list with the class.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 ● Want
● Choice
Key Vocabulary or ● Need
Concepts ● Costs
● Benefits
Assessments N/A
Give various students the opportunity to share their self-created responses with
Closure Activity the class.
Accommodations N/A
Access to green paper, a copy machine, the Virginia Beach Objectives, content
Resources relevant to “How Much Is That Doggie in the Window.”

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Zhenja Lourenco
Lesson Title (Subject/Topic): Economics
Date of Lesson Taught: 12/18/17
Cooperating Teacher & School: Mrs. Katz, Hermitage Elementary
Grade: First
Time of Day: Approximately 11:00 a.m.

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your
lesson?
This lesson was planned right before the holiday break and having previously worked with Mrs. Katz made this
lesson extremely easy to plan and teach.
2. How did the SOLs and Objectives help focus your instruction?
The Objectives helped narrow down my options as far as a book to read and worksheet to do. I was able to
quickly turn down books that distracted from the main topics and find the one I felt was perfect for the lesson.
3. What parts of the instructional plan worked as you anticipated?
The students really grasped the concept of not having enough money and then working hard in attempt to save
up. I could see throughout the book that the students really enjoyed the connection they were able to make with
the main character of the story: a young boy who is far too young to have a job and who really wants the puppy
he falls in love with. The little boy works hard but is also a kind person. He spends his money on various items
for his family members when he feels they need them, leaving him with not enough money to get the puppy. In
the end, the little boy’s parents surprise him with the puppy, as a gift for being so hardworking and kind.
4. What, if any, adjustments needed to be made once you began?
I felt like the lesson went well and the students were enthusiastic, engaged, and responsive.
5. How well did you anticipate the materials needed?
This lesson did not require many materials, but the ones I did need were easy to get thanks to help of Mrs. Katz!
6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
I feel that the responses I got from the students were positive and reassuring. I believe the future assessment,
whatever it will be, is likely to go well. Also, during the class review of the “needs,” I could tell that many of
the students were able to successfully think of the five “needs.”
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
7. To what degree do you feel that this lesson was a success? What evidence do you have for the success
of the lesson? (Hint: Student learning is the key to a lesson’s success!)
As I said in my answer to the previous question, the student responses during the reviewing of the five “needs”
was a good indication of their understanding. Also, while I read the book and asked questions, most of the
answers to those questions were impressive and proved a higher level of ability.
8. How did the time spent preparing for your lesson contribute to its success?
The time I spent preparing for this lesson made all the difference. I prepared by gathering the physical items
(the book and the worksheet) that I would use for the lesson, as well as doing my own research. I used the
Internet to find information on the book and cues to help engage the students and guide the lesson.
9. If you could do this lesson again with the same students, would you do anything differently? If so,
what?
I honestly felt that this lesson went almost flawlessly, however, as a believer of always being able to improve I
feel that I could have planned more time for students to share their “wants” responses.
10. Any last comments/reflections about your lesson?
My cooperating teacher is the best supporter and mentor I could have asked for throughout
this experience!
Lesson Plan Assignment: Grade Sheet
Virginia Teachers for Tomorrow I

Intern Name: Zhenja Lourenco

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives
(10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Taught Lesson Plan Grade Sheet
Virginia Teachers for Tomorrow II
Intern Name: Zhenja Lourenco Lesson # __1__

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)