Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Jim Gritis

Grade Level 5th
Subject Social Studies
Date 11/25/19

Part One: Lesson Focus – “The What”

Trade Market Simulation

Content Objective: Students will be able to explain the importance of trade, how it
What do I want my students to affected early European settlers, and how it helped shape the
know and be able to do? United States of America that we know now.
Students will be able to ……

Standard : Standard 1: Students will understand how the exploration and

What is the CCSS that
corresponds with this objective?
Language Objective:
What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
colonization of North America transformed human history.
Objective 2: Assess the global impact of cultural and economic
diffusion as a result of colonization.
• Describe the cultural and economic impacts that
occurred as a result of trade between North America and
other markets (e.g., arts, language, ideas, the beginning
and expansion of the slave trade, new agricultural
markets).
Students will be able to explain how trade affected early
European settlers using academic vocabulary during a live, class
simulation.

Assessment:
What assessments will I utilize
to determine that my students
have learned and met the
objective?
The students will write a short reflection at the end of the
simulation discussing the ideas that were demonstrated in the
simulation and the reflection.

Materials and Resources: • Paper for the 5 main items in the simulation
What materials and resources • Outline of requirements for each item (see Addendum B)
will I utilize to facilitate student • Pencils (for reflection)
learning?
Part Two: Lesson Implementation – “The How”
Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions
Lesson Introduction: The teacher will start the lesson by Students are
5 minutes pointing out something of a student’s they expected to listen
How will I clearly communicate like (a pencil, a hat, a bracelet, etc.). The and play along (they
the objective and purpose for teacher will offer the student a trade for might not know that
learning? How will I provide that item, doing their best to come up with the teacher is kidding
background knowledge? How a reasonable trade. Whether the student about the trade but
will I “hook” the students? wants to trade or not, don’t take the make it apparent
students item and transition into the before moving on).
simulation activity.
Check for Understanding: The teacher will write the objective on the
How will I know that all board, outlining the important aspects
students know the objective and that they will need to discuss for their
purpose of the lesson? reflection.
Instructional Strategy: Teacher The teacher will show the class how to Students are
Modeling –“ I Do” make each of the 5 main items that will expected to pay
5 minutes comprise the trade simulation (see attention to the
What will I say and do as I Addendum B). They will then explain the demonstration and
demonstrate the demonstrated rules of the game. ask questions where
the concept? • Simulation will have 5 main items necessary.
to make/trade, each being given a
different value half-way through
the game
o Food, shelter, clothing,
luxury, religion
• Each “settlement” will have
different resources to work with
• Each “settlement” will have one
delegate that is allowed to go to
different groups and trade with
them

Check for Understanding: Check for understanding will be done

How will I know that the during the We Do section, when each
students have a clear group practices creating one of each item
understanding of the concept? with the teacher.
Instructional Strategy: Guided
Practice – “We Do”
10 minutes
How will I engage my students
instructionally with the
concept?
Instructional Strategy;
Independent Practice
20 minutes
How will I provide my students
with the opportunity to engage
in independent practice? What
will the students who have
finished early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
10 minutes
How will I review and clarify the
concepts taught?
The teacher will provide just enough paper
for each group to create one of every item.
The teacher will check to make sure
everyone understands the rules and how
to make each of the 5 main items.
Students will participate in the trade Students are
simulation. Halfway through, the teacher expected to
will reveal how many points each item is participate in the
worth, adding a new layer to the game simulation, asking
that will spice things up! questions when
necessary.
The teacher will lead a discussion Students are
surrounding the simulation. The class will expected to provide
discuss what they learned about trade answers where they
from the simulation before relating it to see fit.
why European explorers wanted to
discover the Americas and how the early
European colonies thrived in North
America.
The teacher will lead the discussion before Students are
having students write a short reflection on expected to write the
what they felt was important from the reflection and turn it
trade simulation and how it applies to in.
early European settlers.
Addendum B

Food: 1 by 3 inch rectangle of Green paper

Shelter: Make a house with: 1) a blue square and 2) a red roof (any size) (held together with tape)

Clothing: make a shirt with red paper (any size)

Luxury: make a chain with yellow paper and tape (any size)

Religion: make a book out of blue paper (any size)

Important Vocabulary

buy, sell, trade, deal, market, peddle, import, export, surplus, restriction, exchange, barter,
resources