LESSON PLAN Lesson #___3__

Format and Cooperating Teacher Feedback Form

Name: Jessica Wewers Content Area: Social Studies

Date: March 20, 2017 Grade Level: 4th

Goal(s): CCSS.RI.4.1 - Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
CCSS.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web pages) and explain how the information contributes to
an understanding of the text in which it appears.
CCSS.W.4.1.b
Provide reasons that are supported by facts and details.
CCSS.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

I am unsure if any of the students have learned about economics before. I am planning
Planning: this lesson under the assumption that they have not been well rehearsed in understanding
the tricks that marketers apply when trying to sell their products. As far as the analysis
and speaking/listening skills that are required to make this a successful lesson, Robbie,
James, Braulio, Ivianna, and Amy should be able to set examples for the other students.
Marvin, Carlton, Treshun (if present), Treyvon, and sometimes Jamar, like to cause a
ruckus during class discussions. They also dont like to pay attention if their mind is
somewhere besides the task at hand. If this happens there are a few strategies that might
assist in getting them back on track or at the very least to keep them from disturbing the
learning of the other students around them. I could: pause the reader or discussion and
address the issue of their behavior (I dont particularly want to do this unless necessary), I
could simply walk over and nonchalantly take whatever they are messing with besides
their magazine in front of them, or I could move one of them up in front by me to
separate them. Also, Jaeden likes to draw during class instead of listen or complete his
work after the reading is finished. This is a problem because it means that he doesnt
complete his work. If he begins this today during independent work time (although I hate
when teachers did this to me), I think I might take away his drawing notebook until he
completes the front side of his worksheet. This should help him to focus a bit better, or it
will create a tantrum. As far as misconceptions about the topic, I didnt learn anything
about economics until my freshman year of college so this topic may be a little difficult
for the students to relate to or to understand. More specifically, the question that they will
complete on their worksheet that talks about who is doing the endorsing of the product
and what makes a celebrity endorsement effective could become tricky for some students.
I think Breanna, Aeilani, and Enasjah will probably tell me something like I dont
understand this. Can you help me? Helping them isnt the problem but sometimes they
are just looking for me to give them the answer (which defeats the purpose) so a bit of
tough love and teasing the answer out of them would be the way I will handle that
 situation.

Objective(s): Vocabulary outcomes: endorse, advertisement, skeptical

Students will examine the advertisement on their worksheets to answer the questions that
: are listed.
Students will relate their own experiences to advertisements to contribute to class
discussion.
Students will identify the five marketing tricks to write down on their note paper.
Students will formulate opinions based on facts read in the article.
Students will give examples in their oral responses that relate to the topic.
Language functions: justify and persuade; analyze

Informal:
Assessment: The informal assessments in this lesson are the note sheet with the five marketing tricks
written on it and participating in the oral discussions about the topic. After students write
the five marketing tricks, I will have them hold up their papers for a quick check. For the
verbal participation, I will call on a variety of students so that it can be a full class
discussion and not just the same six people speaking up every time.
Formal:
The formal assessment for this lesson is the analysis of the advertisement. The students
must answer questions 1-3 on their own to show comprehension of the purpose and tricks
of advertisement. If they finish this part early they may continue showing their new skills
regarding marketing and advertisements by creating their own ad on the back side of the
worksheet.

Materials Needed:

(List all of the materials you will need to teach this lesson)e n
- Time for Kids magazine, Edition 4, December 2016, Volume 3, Number 4 Your financial lieteracy for
kids: Shop Smart!
- Analyze and design an ad worksheets
- Note papers
- Pencil

Procedures:

(3 min) Introduction I will begin the lesson by announcing that we will be studying advertisements and
ask them what an advertisement is. (A: the marketing of a product to entice people to buy it). If they are not
able to explain it to me in 3 tries I will explain it to them instead. After we determine what an advertisement
is I will ask the students to come up with some examples. (Extra examples: from the front of the magazine
there is Jungle Book, Zootopia, and Good Dinosaur. I will also mention tags on clothing, symbols on shoes,
labels on their pencils, logos on their phones.)
(30 min) Steps for instruction - We will then open the magazine to the main article. I will read the title and
first paragraph. When I am finished we will discuss what it could mean to persuade someone to buy
something without lying to them. (Ex: Our product cleans 10 times better than the leading brand. I will
give this example after three tries to explain the notion. I will get them thinking about this phrase by asking
them What is being cleaned? (A: doesnt specify so it could be two different surfaces and two different
stains.) What is the leading brand? (A: doesnt specify so there isnt much to compare the product to, brand
to brand.) Does it say how well it cleans? (A: No, it only says that it cleans 10 times better but not what 10
times better actually stands for.) Does this advertisement actually mean very much? (A: No, it does not.)
- I will ask the students to examine the article and determine what the five marketing tricks are. (They are
Showing famous faces, Forcing FOMO, Creating Collections, using technology, and playing mind games.) I
will then call upon a student to read the first marketing trick. I will pause the student at endorse to go over
the meaning of the word. I will explain that it is important to pause when we come to an unfamiliar word
and look it up in the dictionary. Luckily for they gave us the definition in this article. I will then ask the
student to continue reading. When they get to skeptical I will pause them again and ask for the definition.
When they tell me the definition I will ask the reader to substitute the word skeptical with the definition
given to us. Then explain that this is a good way to make sure that you definitely understand what you are
reading. I will then have the student finish out the reading.
- When they have finished I will ask the students to give examples of a celebrity that endorses a product. (If
there is silence, there are two examples listed in the paragraph just read.) I will then have the students show
if this would entice them to buy the product more and why. (Call on 3 students for each question asked).
- Then I will have another student read the second trick. When they are finished, I will give them an
example so that they can relate to what the text is saying. (Ex: If I had 2 pieces of candy left and said the
first 2 people to finish their work will receive the candy, would you hurry to finish? Why or why not?)
- Another student will then read the third trick. When they are finished reading I will pose the question
Who collects things? What do you collect? Do you want them all?) The purpose of a collection is to entice
you to continue buying the product.
- Another student will read the fourth trick. When they are finished I will ask the students Why do
marketers repeat ads online? Where else do they repeat advertisements? (A: Because if we see the item
again we may be more inclined to buy it. Repeated advertisements are like commercials on TV.)
- I will then have a different student read the fifth trick. When they are finished I will ask the students Who
has seen Trolls? (hands raise) What do the Bergens think they need to become happy? (A: Eat a Troll.)
Also, have you ever seen those commercials for Coke that shows the person having one sip and their eyes
grow really wide and they are suddenly in a different place smiling and partying or having fun? Is it really
the Coke that will create this situation?
- I will now have the students write the five marketing tricks on their little note sheet. When they have
finished they will hold up their sheet so that I can see. They will have a minute and 15 seconds to write out
the five tricks. We will then say together out loud the first, second, third, etc.
- Flip to the back of the magazine. I will read the opening paragraph and heading under the Kids Weigh In
section. I will then call on 2 readers to read yes and no respectively. I will then have the students respond by
raising both hands for yes and crossing their arms over their chest for no. Then I will call on a variety of
students (three from each side) to share their opinions.
- Switch to the worksheet. Looking at the picture, what do you see? What do the words say? Students will
answer this (one or two per question). Turn attention to #4. How does the ad promise to improve those who
buy this product? (A: in the text: you can be your best, maybe that youll be able to dunk a basketball).
Does the promise come through the text, image, or both? (A: Both because image implies dunking and text
implies being the best). Discuss with the class for question four.
- Now look at question number 1, 2, and 3. (Read aloud for students). Have the students complete these
three questions on their own. If they finish, flip over the page to the backside and read the instructions
and the challenge. Have the students try this if they finish early (this will certainly be Robbie and maybe
James or Braulio.)
Strategies for students requiring additional assistance: I will go around and answer any questions that
the students may have as they are working independently. As I stated in preplanning, I will have to monitor
Jaeden to see if he is working or drawing and if it is the latter I will ask him to do his work instead. If he
does not follow directions I will take away his notebook until he is finished to help him focus. I will also
have to give Aeilani and Breanna some tough love to get them to do their work by themselves instead of just
looking to me for the answers. The question I think they will ask for assistance on is Number 3 part 2.
(2-3 min) Closure
- When time is up or when most students have finished the front side, I will ask the students to recall the
five marketing tricks and name them off for me. Then I will close with question number 5. Why is it
important to be aware of marketing tricks? Will you be more conscious of these tricks going forwards?
Call on about 3-5 students. Then I will have the students place their worksheets in the bin at the back of
the room for review and pass them back off to Ms. Goham to continue their learning for the day.