Common Core Aligned Lesson Plan Template

Subject(s): History/ Social Science Grade: Second

Teacher(s): Monica Izzo School: College Park Elementary Date: October 19, 2015
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
2.7 Interpret information from diagrams, charts, and graphs.
2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual
and Performing Arts):
H-SS 2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate
basic economic reasoning skills.
Lesson 2 2.4.2 Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and
services.

3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students will know and be able to define the basic economic concepts of a
producer: Someone who makes or grows something, Goods: Things that are grown
or made to be sold, Consumer: Someone who buys or uses goods and services,
Services: Jobs people do to help others. They will also be asked to explain their
individual roles as consumers & producers in the economy, demonstrating basic
economic reasoning skills by discussing aloud how their families are consumers
and list any producers.

STUDENT-FRIENDLY
TRANSLATION
I will know and be able to define
basic economic concepts and
their individual roles (consumers
& producers) in the economy,
demonstrating basic economic
reasoning skills.

4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish
the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

Academic vocabulary:

Producer: Someone who makes or grows something

Goods: Things that are grown or made to be sold
Consumer: Someone who buys or uses goods and services
Services: Jobs people do to help others

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the

real world? Why are these outcomes essential for future learning?)

The outcomes of this lesson are important in the real world because
consumers and producers work together to make the economy strong.

STUDENT-FRIENDLY
TRANSLATION
I will know and explain how
consumers and producers work
together to make the economy
strong.

6. Essential Questions:
What do buyers and sellers do for one another?
In what ways can you be a consumer?
What are some goods and services you use?
What is the relationship between consumers, sellers, and producers?

Part II STUDENTS INFORMATION

7. Class Information:
a. Total number There are twenty-three students in the class; ten girls and thirteen boys
b. EL/Special Needs One RSP Speech and One RSP
Sixteen ELS:
EL Listening Level: Four at level 5, Seven at level 4, One at level 3, and Four at level 2, and Seven at level 0.
EL Speaking Level: Seven at level 6, Two at level 5, Six at level 4, Four at level 3, and Four at level 2.
EL Writing Level: Two at level 4, Seven at level 3, Three at level 2, Four at level 1, and Seven at level 0.
Overall EL Levels: Two at level 5, Seven at level 4, Three at level 3, Four at level 2, and Seven at level 0.
c. Academic background in content area - This is the second lesson in unit four, students covered how people
grow and use food in the first lesson. I will recap and make the connection of how people grow and use food
to how producers and consumer sell and buy food. I will also make the connection that food is considered

good, but other things such as toys, clothes, etc. are considered goods as well.
d. Linguistic Thirteen speak Spanish at home Ten speak English
e. Cultural/Health Nineteen students come from a Hispanic/Latino background, one comes from an American
Indian background, one comes from a Black/ African American background, and one comes from a White
(not Hispanic) background.
f. Physical
Girls ahead of boys in physical development and physical achievement
Small muscle and eye-hand coordination developing
Increasingly skillful in handling tools and materials
Physical skills are beginning to be important in influencing status among peers and in developing a
positive self-concept
Is able to draw a recognizable human figure
Continues high energy level
Masters physical skills necessary for game playing
Ready for beginning reading
Physical skills are gaining more importance in influencing status and self-concept
Girls ahead of boys in physical development; taller, stronger, more skillful in small muscle coordination
High energy level-opportunities for physical activity to continue to be important
Girls begin adolescent growth spurt towards end of this period
Quiescent growth period for boys
Is able to take responsibility for personal hygiene
g. Social
Caregivers communicate expectancies for gender roles which may or may not be typical
Child faces many new demands upon entering school;
e.g., the ability to function independently is strongly tested
Caregiver guidance and support are a major influence upon school achievement
Caregiver commitment and involvement play an important role in expansion of interests and activities
outside the home
Caregivers assist child in assuming personal and social responsibility
h. Emotional
Expresses feelings freely, often in extreme form (fear, joy, affection, anger, shyness, jealousy)
Inhibition of aggression developing
More accepting and comfortable with separation from caregivers

 Adult reassurance of competence and basic worth essential

Frequent assurance of being loved is important
Sense of humor expressed in riddles, practical jokes, nonsense words
Reacts to feelings of others positively and/or negatively
Sensitive to criticism and ridicule
Seeks a warm, friendly relationship with adults
Worries more evident, revolving around self-esteem and threats to security, e.g., loss of a caregiver,
family finances
Has sense of duty and accomplishment
Developing conscience is in evidence; resulting behavior may be right and expressed in extremes,
e.g., all right or all wrong
Beginning to accept that there is rules, but does not understand the principles behind them
Testing and questioning attitudes, values, and belief systems: may result in conflict
Adult role models give strong cues about acceptable behavior
Understands the reasons for rules and behaves according to them
Beginning to make value judgments about own behavior, set standard for self, responsibility for behavior
Clarifies differences between adult and childrens world
Achieving independence in physical self-care
Gaining practical knowledge necessary for everyday living
Exploration is becoming more goals directed
Learning to forego immediate reward for delayed gratification
Conforms to gender role
Achieving personal relationships
Aware of the importance of belonging
Self-sufficient, can do, thinks independently inside and outside the home
i. Interests/Aspirations - For one of the first assignments of the school year, a lot of the students
demonstrated their interest for Pete the Cat. After talking to some students and observing others I have
noticed some boys that are interested in all things Lego related as well as sports, especially soccer. I have
noticed the girls love to be close together and participate in pretend play where one is a dog and the other
is a cat.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

I anticipate that ELS might have a hard time understanding vocabulary

Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

Modifications/Accommodations that I will make based on these anticipated difficulties would be playing the two
videos that introduce the vocabulary, posting the vocabulary on chart paper that have both a picture and the
definition to recall what was covered in the video, and then having the students give examples of producers and
consumers.

10.

21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson: Student will
communicate with the teacher and their peers to discuss what is being learned. They will collaborate together
to answer the questions on the student reader and on the goods and services worksheet.
11.
Technology - How will you incorporate technology into your lesson?
I will use the computer to play two short videos (One will introduce producers & consumers, two will go into detail to explain
what producers & consumers are and what they do for the economy)
I will use the Elmo to display the lesson that I will read along with the students (Teacher copy is the same as student copy)
I will also use the Elmo to work on the questions from the student reader and the worksheet together

12.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
Listening to the students examples of producers & consumers after introducing the lesson and reviewing the
vocabulary

Goods and Services worksheet

Who are buyers and sellers worksheet

b. (Attach rubric here, if applicable):

Students will be able to answer four out of the five questions correctly on the Goods and Services worksheet
Part V - INSTRUCTIONAL PROCEDURE
13.
Instructional Method: Circle one Direct Instruction
Inquiry
Cooperative Learning
14.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Two videos from unit 4 Producers and Consumers
Vocabulary with picture and definition posted on one piece of chart paper (Producer, Goods, Consumer, and Services)
X 23 Unit 4 lesson 2 student copies and X2 teacher copies
X 25 worksheets (Goods and Services)

15.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
Anticipatory Set- Last week you learned about how people grow and use food, can anyone give me an
example of how people may grow food? How about an example of how people use food? This week we are
going to learn about producers and consumers can anyone tell me what they think a producer might be? How
about a consumer? People who grow food can also be known as a producer, because they are someone who
makes or grows something. People who use food can also be known as a consumer, because they are someone
who buys or uses goods and services. Goods are things that are grown or made to be sold (Maybe like the
producers who grow food) Services are jobs people do to help others, can anyone think of a job that helps
others?

Objective and its purpose - Students will know and be able to explain basic economic concepts and their
individual roles (consumers & producers) in the economy, demonstrating basic economic reasoning skills,

today we will learn about producers, goods, consumers, and services and the roles they play in the economy.

BODY:
Input I will first recap with what they have already learned from the previous week (How people grow and use food)
tying it into what we will be learning (Producers, consumers, goods, and services)
I will then play a short 43 second video that introduces lesson 2
Following the 43 second video will be a 4 minute and 5 second video that explains what producers, consumers,
goods, and services do for the economy
After I will use the vocabulary chart (producers, consumers, goods, and services) with pictures and definitions
to repeat what the video has already said
Then I will ask students to give examples of producers and consumers
I will then have the students take out their lesson 2 from unit 4 and have them chorally read along with me as I
read from the lesson projected on the Elmo, we will stop after chorally reading the first passage People grow
and buy food to have students brainstorm different ideas about how they might be a consumer and then
answer the first question together, 1) Write to tell how you are a consumer. Then we will read about how
Buyers and sellers need each other and we will stop after reading to answer what might happen if people did
not buy the vegetables Amys family grows and stop to answer the second question together, 2) Write what
might happen if people did not buy the vegetables Amys family grows. After we will review the Flower Market
diagram using the vocabulary chart to define what producer, goods, consumer, and service workers are. I will
then ask the students to tell me who brings the flowers to the flower market, and describe what else the
diagram shows. After we will write together to tell who brings the flowers to the flower market, I will model by
writing who brings the flowers to the flower market, and the class will write as I write. We will then discuss
aloud what else the diagram shows. (It shows the producer bringing the flowers to the flower market where
they will be sold as goods and purchased by consumers, from the service workers).
We will then use the Elmo to project the Goods and Services worksheet and I will pass out student copies so we
can work on it together as a class looking at the picture, telling what it is, and then I will have them work with

partners of their choice, allowing them to use the chart paper to reference what a good and service is.

Modeling
I will fill in the blanks of the second column telling what the picture in the first column is showing, asking
students for their answers before I write it down. After that is complete I will have them break off into pairs to
answer the third column which is asking them to say if the picture from the first column, our answer from the
second column is a good or service, and they will write which one in the third column.

Checking for Understanding

Before we move on to the Goods and Services worksheet and I allow them to break up into pairs to answer
weather or not the picture defined is a good or service, I will review the vocabulary one more time, asking the
students to tell me what producers, consumers, goods, and services are.

Guided Practice

For the guided practice together we will fill in the blanks in the second column of the worksheet, which refers
to the picture in the first column on the Goods and Services worksheet as a class, I will be asking the students
for the answers as I point to the picture, such as what does this picture show and writing the answer they
provide me with, when correctly answered. Questions I will ask will be what do you think this first picture
shows? Then I will have students raise their hands to provide me with their answer.

CLOSE:
Independent Practice
I will have the students work independently to answer questions from the last column of goods and services
writing in whether or not the picture defined is a good or service

Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
Instructional strategies that I used to help students achieve the lesson objective include the vocabulary chart with
definitions and visuals describing the definition. Asking questions that allowed the students to make personal
connections to the material, such as What makes you a consumer? And What services do you use? I also used
modeling as we did the worksheets, and answered questions.

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.
Yes the lesson objective was for students to know and be able to define the basic economic concepts of a producer:
Someone who makes or grows something. 90% of the students were able to write and tell that a producer is
someone who brings flowers to the flower market on their student readers. 90% of the students were able to identify
the two goods (Goods: Things that are grown or made to be sold) on the goods and services worksheet, when
referring to a picture. 90% of the students were able to write how they are a Consumer: Someone who buys or uses
goods and services on their student readers. 90% were able to identify the three Services: Jobs people do to help
others. On the goods and services worksheet. 90% were able to speak aloud their individual roles as consumers &
producers in the economy, demonstrating basic economic reasoning skills by discussing aloud how their families are
consumers and list any producers.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
N/A
3. What would you change about the lesson and why?
I would have allowed more time for pair share, that way each student was provided the time to share their ideas,
because when calling on hands there is not enough time to hear everyones answers. This also encourages everyone
to think about the correct answer, because they have to talk with someone else. The students were really engaged

but after reflecting with my master teacher I noticed that students spoke without raising their hands, leaving some to
mentally check out because they werent allowed the time to share their thoughts, if there was more time for pair
share, students would not have the opportunity to mentally check out because theyd be forced to communicate with
a partner on what was being discussed.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.