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ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Carly Welch Date: April 9, 2019


Grade Level: 2nd Subject: Social Studies
Time spent planning this lesson: 30 minutes
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What is economics? What are goods and services? What is an economic
want and how does scarcity affect choice?
Brief Context: This is the introductory lesson to the economics unit. The teacher will use talk moves and
questioning to direct students through vocabulary. Students will read the Choice and Scarcity handout
with a partner, highlighting newly learned vocabulary, and answering questions as an exit ticket before
leaving for recess (11:30).
Prerequisite Knowledge/Skills: Students need to be able to read and write in complete sentences. Because
this is the introductory lesson, students do not require prerequisite knowledge/skills. We will be building
off the foundational knowledge/experiences that they have and will be creating meaning. The pre-
assessment from yesterday will inform my instruction and help me determine which skills need to be
taught or sharpened.

Lesson Objectives/Learning Targets Aligned Assessments


Consider formative & summative tools
The learner will: I will assess learning by:
1. Define economics, write the word in a 1. Reviewing students’ completed economics
sentence, and draw a picture to represent worksheet.
economics. 2. Evaluating student responses by walking
2. Explain economics to the person sitting around the room and drawing sticks for
next to them. student responses to share whole-group
3. Apply vocabulary understanding to the (building off ideas).
Choice and Scarcity handout for 3. Checking for completion and highlighted
completion. vocabulary.

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 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.

DOMAIN 2: THE CLASSROOM ENVIRONMENT


COVENANT MANAGEMENT:
Students will engage in discussion with the teacher, and with other students-- building relationships and
community. Allowing students to either work independently or with partners gives them the option to
collaborate. Partner work will allow me to walk around once students have started their Comprehension
activity and answer any questions that students may have.

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.

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:


Students really seemed to enjoy this lesson and were able to relate to the idea of wanting something but
not having “enough” to get it (scarcity). They were on task and engaged throughout the lesson and
seemed to thoroughly enjoy the YouTube video. Transition times were somewhat long (2-3 minutes)
between activities, which takes up a good chunk of instructional time in the long-run, but students were
able to give substantial evidence that they understand goods, services, and choice through whole-class
discussion and one-on-one questioning with students. I am excited to work on opportunity cost and help
students better understand choices that we make on a day-to-day basis.