ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Carly Welch Date: April 8, 2019

Grade Level: 2nd Subject: Social Studies
Time spent planning this lesson: 30 minutes
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What are economic wants? What does the word produce mean? What are
limited resources? Who creates products? What is scarcity and how does it affect choice? What are
human, natural, and capital resources? What is opportunity cost?
Brief Context: Students will begin a new unit in Social Studies. This unit satisfies the economics and
financial literacy social studies standard for second grade common core.
Prerequisite Knowledge/Skills: Students need to be able to read and write in complete sentences. Because
this is the pre-assessment, students do not require prerequisite knowledge/skills. This pre-assessment
will inform my instruction and help me determine which skills need to be taught.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
The learner will: I will assess learning by:
1. Recall information from experiences to 1. Reviewing each individual test and checking
answer the test questions to the best of each question for correctness.
their ability. 2. Looking at the last test question in the pre-
2. Examine which choice they would make assessment for correctness.
between two goods and what the
opportunity cost is.

Standards Addressed in Lesson:

CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided
sources to answer a question.
Instructional Resources:
TpT 2nd Grade Economics Unit
Pre-Assessment Test
Google Slides

Consideration of Learners:
How have you responded to your diverse learners?
I gave multiple means of representation (audio, visual (displaying the test questions and pictures on the
board), and giving students adequate time), and providing sentence frames for ESL/ELL students who
need support with writing (Diego, Nevah, and Gabriel). I have also minimized working memory by having
the test be one-page front and back.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT:
Teacher will encourage students at the beginning of the lesson congratulating them on all their hard
work this unit. Teacher will high-five each student before describing the test expectations.

CONDUCT MANAGEMENT:
Identify at least 2 ways you will gain whole group attention:
 1. If you can hear me, put your hand on your head. Put your finger on your elbow. Put your left hand
on your right ear. Put both hands on your head, shoulders, knees, and toes.
2. “Give me 5 . . . Thank you _____, Thank you _____, Thank you _____).
3. “If you’re listening and you know it clap your hands *clap clap* . . . “

Strategies you intend to use to redirect individual students:

1. Redirect students who are off task by taking minutes away from recess.
2. Tap students on the shoulder during instruction and independent work (use of nonverbal behavior
management strategies).

CONTENT MANAGEMENT:
1. Students will be seated and quiet before beginning instruction (setting expectations – group
points).
2. As a table, students will work independently on their pre-assessment.
3. Expectations will be posted on the whiteboard so that students understand what is expected of
them during the test.

PHYSICAL ENVIRONMENT:
1. Students will be seated in their desks during the duration of the pre-assessment.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation:
Teacher will have introduced Economics unit the day prior (what is economics?).

Teacher will set out clear expectations during the test:

- No talking.
- Raise your hand if you have questions.
- Once you have completed the test, you may use a computer but no sound on the laptops.
- If you talk, you will have recess minutes taken from you (one and only warning).

Teacher will instruct students to put their names on the top of their tests before beginning.

Development:
If students wish to work independently on the test, they may remove themselves from their seat, get a
clipboard, and find a spot around the room (not under tables, or by other students) to work quietly and
independently.

Teacher will read aloud the test questions, displaying the question and a picture on the whiteboard via
Google Slides. Teacher will circulate around the room during the duration of the test. Teacher will read
each test question twice.

Closure:
Teacher will collect the tests from students, have them give themselves a pat on the back or give a
partner a high-five and dismiss students for recess.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM:
1. 7 AM PBIS Meeting 03/21
2. 10:00-10:45 Kids Have Rights Meeting and Work
3. Graded Animal Book Projects and entered grades (unit taught); Graded Science Tests (unit
taught) and entered grades.
4. Took on “True Success” starting 04/08-04-19

REFLECTION AFTER TEACHING THE LESSON:

Not one student scored above a 50% which means that we can only grow from here! Students were able
to work either independently or followed along with a teacher-directed PowerPoint with pictures for
support. Students understood expectations and were able to complete the test in the allotted time. For
next time, I think I would include some sort of test treat to help encourage and motivate students. My
hopes throughout the unit is to include video clips whole group shared-experience before diving into the
curriculum and daily-activities (tech integration really works well for my kiddos!).