Fourth Grade Thematic Unit Lesson Plan

Teacher: Dora Casimir

Lesson Title: Market Economy Business Plans

Lesson #: 4

Time Required: 50 min

Grade: 4th

Rationale:
At this point, students have learned about resources, specialization, and competition. In
this lesson, students will synthesize their learning by completing a quick write entry
ticket, then finish creating their own business plan and advertisement for their own
product! These activities will act to demonstrate students knowledge of the concepts
learned throughout this unit.
Standard(s)-Common Core State Standard (CCSS):
CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, and editing.
CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
Standard(s)-Social Studies GLCE:
4 E1.0.3 Describe how positive and negative incentives influence behavior in a market
economy.
4 E1.0.4 Explain how price affects decisions about purchasing goods and services
(substitute goods).
4 E1.0.5 Explain how specialization and division of labor increase productivity (e.g.,
assembly line).
Language Arts Objective:
The learner will be able to complete both a final 2-3 paragraph business plan
(explanatory/informative text) and an advertisement that clearly conveys their ideas and
relevant information regarding their product.
Content Objectives:
In 1-2 sentences, the learner will be able to identify at least one connection between the
concepts introduced in the past three lessons

The learner will be able create a business plan that includes at least 2-3 sentences each on
their product description (what does it do/look like/cost?), resources required (natural,
human, capital), and their marketing strategy (competition).
The learner will be able to create an advertisement that includes a visual of their product,
at least 2 product features, and their price.

Assessment:
The students will complete an entry ticket in their learning logs in which they will be
asked to identify at least one connection between the three lessons. They may refer to the
weekly image pages.
Individually, the learner will complete all sections of their business plan template, with at
least 2 ideas in each section unless stated otherwise.
The learner will write a 2-3 paragraph business plan final draft that includes all
information from their template.
The learner will create an advertisement for their product that includes a visual
representation of their product, at least 2 product features, and their price.

Key Vocabulary (Academic/Content)

Business
Advertisement
Final Draft

Materials
Paper & Pencils
Lined paper
Individual Word Walls
Learning Logs
Weekly Images (1-3)
Poster paper (1 per student)
Markers/crayons
Construction paper
Glue/tape
Business plan outlines (1 per
student)

Anticipatory Set (Getting Started) {5-10 min}

To begin the lesson, revisit the images used to introduce the unit. Talk about students
ideas that they had about this weeks topic. Based on what they learned about
competition last week, do they have anything new to add?

Perform a quick-write activity. Ask students to spend the next couple minutes writing in
their learning logs. They should at the three pages in front of them, and write about at
least one connection they see between two or all of the images.

Lesson Sequence:
Business Plan Template: Work Time {~15 min}
1. Tell students that today will be a work day for them to finish their business plan
templates, write their final draft, and create their advertisements.
2. Students should spend the next 20 minutes completing any missing sections of
their business plan template. When it is complete, students may create a formal
final draft based on their template.
3. Provide students with self-evaluation checklist to ensure they have included all
necessary elements.
Advertisement: Work Time {~20 minutes}
1. Once again, provide students with a self-evaluation checklist for their
advertisement. During this time, students should first create a brief sketch of their
advertisement that includes all necessary elements before beginning on their final
product.
2. Once their sketch is approved, students may begin work on their advertisement,
using their checklist as a guide.

**3 min Reading Assessment {~5 minutes (during work time)}

1. As students are working, pull one student aside for a brief 3-minute reading
assessment. When finished, this student may return to their work.

Adaptations for Diverse and Special Needs:

If writing skills are lacking, students may dictate responses or represent them visually.
Students may choose to create a dictated commercial vs. a poster.
Lesson can be adapted as needed.
Reflection - {reflection will be added here after lessons completion}