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Instructional Resources:
- TpT 2nd Grade Economics Packet
- Piggy Bank Handout (front-side)
- Comprehension: Choice and Scarcity Handout
- Youtube (start at 1:30, end at 6:30): https://www.youtube.com/watch?v=wy0TrDCiqLw
Consideration of Learners:
How have you responded to your diverse learners?
I have responded to diverse learners by front-loading vocabulary (goods, services, economic want,
scarcity, and choice). Giving multiple means of representation (audio, visual, and using a model as an
example), and providing picture support for ESL/ELL students who vocabulary instruction (Diego, Nevah,
and Gabriel). Teacher support with be available during the comprehension activity (Choice and Scarcity).
I will post lesson objectives on the board and set clear expectations for students, giving students
enough time to ask questions and work with one another (collaboration). Students will also have a shared-
learning experience that they can reference (Youtube video) and build their understanding off.
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 _____).
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. Students will be called by drawing sticks to support vocabulary understanding (extensions or
“adding” on).
3. Lesson structure will be posted on the whiteboard so that students understand expectations
PHYSICAL ENVIRONMENT:
1. Students will be seated in their desks for whole group instruction, then will complete their
vocabulary page, and then will use the comprehension handout as an exit slip to be dismissed for
recess (Choice and Scarcity).
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro:
Teacher will introduce the lesson by going over outline of the lesson:
1. Review vocabulary
2. Youtube video
3. Vocabulary Development
4. Comprehension Check
5. Recess & Lunch
Teacher will call sticks and ask students to either a. define, or b. give an example of the following
vocabulary words: goods, services, economic want, scarcity, and choice.
Teacher will then show the YouTube video before beginning Vocab. Development (start at 1:30 finish at
6:30).
Teacher will instruct students to explain economics to a friend at their table. Raise hand for student
responses.
Development:
Teacher will review each vocabulary word with examples from the video (a good is a car . . . we can buy it
and touch it. A service would be a car wash . . . it is something others do for us . . . ect.).
Teacher will instruct students to get their “piggy bank” vocabulary handout from under the bins at their
table groups and to put their names on top.
Teacher will work through each four squares within the piggy bank, drawing sticks for student
engagement and extensions (Carlos, how would you use the word economics in a sentence . . . Gabriel what
picture or symbol would you use to represent economics?).
Once students have completed the front, they will raise their hand to get a star and then may begin
working on the comprehension worksheet on the back of the paper. Students must highlight the following
words: goods, services, economic want, scarcity, and choice (which will help them answer the questions).
Students will be able to work either independently or with a partner for the comprehension sheet. Once
completed, students will check with Mrs. Jones or I before being dismissed for recess.
Closure:
We will continue to learn about economics and how we have to make choices between things that we
need, and things that we want. Teacher will thank students for their hard work and will dismiss students
as they complete (correctly) their comprehension reading and questions.