Strikerjoneslessonplans

Daily Lesson Plan
Teacher: Deja Smith Lesson # 3

Subject: Social Studies LDC/Unit Title: The Missing Key
CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this
lesson?)
4 – E1.0.2 Describe some characteristics of a market economy (e.g., private property rights, voluntary exchange,
competition, consumer sovereignty, incentives, specialization).
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will be able to explain and apply the economic concepts of

profits, loss, and incentives.
TIME INSTRUCTIONAL SEQUENCE FORMATIVE

ASSESSMENT
Note: A variety of formative
assessments should be used
at key points throughout the
lesson.
Engage/Motivation:
Everybody in here knows how DoJo points works, right? (call on one or two students to give brief
overview). Now what if I told you all that depending on how you behave today, you will earn or lose 100
5 min points? Why would that matter OR how would that affect you? Does anyone know what the word is for
when you lose something like dojo points or money? When you gain? That is exactly what we are going
to be learning about today, in the next chapter of Striker Jones.
Whole Group Instruction:

5-10
Read “The Missing Key” chapter as a class. In pairs, discuss possible solution, share with class. Read
min
actual solution.
Group Practice/Small Group Instruction: Check for understanding—
 Whole class- define the terms incentive, profit, and loss. Write them in next flap of asking students questions
foldable, in back of blue folder. about the reading.
Checking for Understanding --Ask students: Calculating profit. Asking if
 In the story, Amy makes a profit by buying Bill a soda. How is she able to do this? (sodas Amy’s profit would be okay
only cost 50cent so when Bill gives her 60cent, she has enough to buy the soda, AND save IF she hadn’t stolen the
some for herself.) key.
 How much is Amy’s profit? (10cent)
 Amy stole the key to the teacher’s lounge, which was wrong. However, if she’d been able
3-5
to get Bill a cheaper soda without stealing the key, would it have been wrong for her to help
min
him? Discuss.
Discuss Concepts of incentives and profit—
 Incentives are any factors that motivate someone’s behavior. Sometimes money is
an incentive, but people can be motivated by other things, such as waning to help a friend, or a
desire to watch a favorite TV show.
 Profit is a common incentive, particularly for people operating businesses. By
working to make a profit, business owners also do good for others by making a profit, there’d
be no way for them to stay in business. Then, where would customers go to get what they
need? Both the business and its customers would be worse off.
Independent Practice: (individual practice, discussion, writing process.)
3-5
min Talk about various reasons a person would start a business. What the business actually does, and
how do you know if a business is making a profit or not.
5 min Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
Come up with a list of up to 10 activities that you do every day. For each activity,
brainstorm the various incentives motivating you to complete that activity. For
example, you may have to eat all of your dinner every day. Your motivation or
incentive for doing so could include any of the following:
 To stop being hungry
 To make your parents happy
 To set a good example for your siblings
 To have dessert
 To enjoy the food
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect
5 the lesson to the unit?)
min Have students share out examples that they came up with. Review vocabulary.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all

learners?)
Daily Lesson Plan
Teacher: Deja Smith Lesson #4

Subject: Social Studies LDC/Unit Title: Risky Decisions
CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in
this lesson?)
4 – E1.0.6 Explain how competition among buyers results in higher prices and competition among sellers results in
lower prices (e.g., supply, demand).
Students will be able to explain and apply the economic concept of balancing risks against benefits.

ASSESSMENT
lesson.
Engage/Motivation:
At every team put an object with a sticky note saying DO NOT TOUCH on it. Once, I get to the front of
the room, ask class “has anyone touched the object yet, be honest, it’s okay”. Did anyone consider
touching the object? Now that you know other people would/did touch it, would you? What do you think
5 min
would happen if you touched it?
The decision of touching the object, even though it says not to is called taking a risk.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate
5-10 prior knowledge], shared reading, shared writing, discussion, writing process.)
min Reading chapter Risky Decisions as a class. In pairs discuss possible solutions. Share. Read actual
solution.
5-7 Group Practice/Small Group Instruction:
min  Whole class- define the terms risk, and review benefit. Write them in next flap of foldable,
in back of blue folder.
Checking for Understanding --Ask students:
 In the story, why wouldn’t Zack pick Jim for his team? (Jim had forgotten his glasses and
wouldn’t play well.)
 At the end of the story, Zach finally does pick Jim for his team. How is his decision less
risky than if he’d picked him at the beginning of the story? (Zack knows that Jim has contacts
and can actually see just fine. So, he expects picking Jim will now pay off because he will have
a good player on his team who can see well.)
 Did Zack ‘s decision pay off? (Not this time, we find out that Jim played very poorly in the
last match of dodge ball. HE spent the entire time throwing at his teammate, Ralph!)
Discuss Concepts of risks and benefits—
 When we’re doing something we shouldn’t be doing, it’s easy to think of the risk
involved. For instance, if you play on the computer at night when you should be in bed, you’re
running the risk that your parents will catch you. But in fact, every decision we make everyday
has some type of risk in it, even when you’re deciding whether or nit to do something nice. For
example, if you’re friendly to the new student in class, you’re running the risk that (s)he might
be mean to you in return.
 Risk isn’t bad at all. Instead, iit can make us more careful about the decisions that we
make. Knowing that a risk is involved helps more people think through all the consequences of
their actions.
 The key id to balance potential risks with potential benefits. If the possible benefit of
an activity is greater than the possible risk, then we say the benefits outweigh the risk, and its
probably worth doing. So, though you may run a risk that the new kid in class could be mean to
you, the possible benefit is that you make a new friend! Does that benefit outweigh the risk?
 With your elbow partner, come up with a list of 10 common daily activities. For each
10-15
activity, brainstorm the different risks and benefits involved in doing the activity. Have
Min
each partnership share one activity. Allow students to vote on whether they would or
wouldn’t do each activity.
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
Write a paragraph describing where you fall in your feeling about risk. Would you
rather risk a lot to gain a lot, or would you rather play it safe and not risk too much,
5-10 even if it means you might not gain as much? Do you fall somewhere in the middle?
Min Give two examples that demonstrate your own attitude toward risk.
the lesson to the unit?)
Min
At the end of everyday,
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
Brown vocabulary foldable. Pencil. Lined paper.

Notes:
Daily Lesson Plan

Subject: Social Studies LDC/Unit Title: Looks Like Love
CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being Agenda: (What is the snapshot of my class flow?)
taught? Which standards are being specifically addressed in this lesson?)
4 – E1.0.6 Explain how competition among buyers results in higher
prices and competition among sellers results in lower prices (e.g.,
supply, demand).
-Students will be able to explain and apply the economic concepts of goods vs. services and opportunity cost.

ASSESSMENT
lesson.
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be
tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete
min
before the lesson begins?)
5-10
prior knowledge], shared reading, shared writing, discussion, writing process.)
min
Reading chapter Looks Like Love as a class, with partner discuss possible solution. Share with class.
min Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led
collaboration, student conferencing, re-teaching or intervention, writing process)

min
Look through a newspaper or magazine and cut out 10 ads: five advertising a good
min and five advertising a service. Write a short paragraph discussing the difference
between the two types of product for sale.
min the lesson to the unit?)

learners?)
Notes:
Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction – English 9-12
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-
Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided Practice/Small -Anticipatory guides/sets -Book/author talks -Cornell Notes
group -Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent Practice -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Daily Lesson Plan

Subject: Social Studies LDC/Unit Title:
4 – E1.0.2 Describe some characteristics of a market economy (e.g.,
private property rights, voluntary exchange, competition, consumer
sovereignty, incentives, specialization).
- Students will be able to explain and apply the economic concept of private property rights and incentives.

ASSESSMENT
lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the
classroom?)
min
min
min prior knowledge], shared reading, shared writing, discussion, writing process.)
Reading chapter
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led
min collaboration, student conferencing, re-teaching or intervention, writing process)

min
-Class Activity: Have each student write a paragraph about his/her favorite
possession and how he/she would feel if someone stole it. Read some or all of the
min paragraphs out loud in class. Afterwards, discuss as a class whether it would be right
to take away each other’s possessions, either for selfish reasons or for a good cause.

learners?)
Notes:
Relationships (QAR)
Daily Lesson Plan

4 – E1.0.2 Describe some characteristics of a market economy (e.g.,
private property rights, voluntary exchange, competition, consumer
sovereignty, incentives, specialization).
-Students will be able to explain and apply the economic concepts of supply and demand and competition.

ASSESSMENT
lesson.
classroom?)
min
min
Reading chapter

min
min

learners?)
Notes:
Relationships (QAR)
Daily Lesson Plan

4 – E1.0.6 Explain how competition among buyers results in higher
prices and competition among sellers results in lower prices (e.g.,
supply, demand).
Students will be able to explain and apply the economic concept of balancing risks against benefits.

ASSESSMENT
lesson.
classroom?)
min
min
Reading chapter

min
Write a paragraph describing where you fall in your feeling about risk. Would you
rather risk a lot to gain a lot, or would you rather play it safe and not risk too much,
min even if it means you might not gain as much? Do you fall somewhere in the middle?
Give two examples that demonstrate your own attitude toward risk.

learners?)
Notes:
Relationships (QAR)

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Daily Lesson Plan

Teacher: Deja Smith Lesson # 3

Students will be able to explain and apply the economic concepts of

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

Whole Group Instruction:

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all

Teacher: Deja Smith Lesson #4

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

Brown vocabulary foldable. Pencil. Lined paper.

Daily Lesson Plan

Teacher: Deja Smith Lesson #5

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

Independent Practice: (individual practice, discussion, writing process.)

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

Daily Lesson Plan

Teacher: Deja Smith Lesson #6

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

Independent Practice: (individual practice, discussion, writing process.)

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

Daily Lesson Plan

Teacher: Deja Smith Lesson #7

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

Independent Practice: (individual practice, discussion, writing process.)

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

Daily Lesson Plan

Teacher: Deja Smith Lesson #8

TIME INSTRUCTIONAL SEQUENCE FORMATIVE

Independent Practice: (individual practice, discussion, writing process.)

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

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