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Claflin University School of Education

Reflective Lesson Plan Model


Name:

Joy Pollock

Date: 2/4/16

PART I: PLANNING
Goods and Services
Title of Lesson

Source

Is this lesson original idea? If not, from what source did I


borrow this lesson?
This was a original lesson
Social Studies

Subject Area (s)


2nd grade
Grade Level
2.3.1 Summarize the role of community workers who provide
goods and services.
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for


Individuals Needs

Describe the lessons activities and content.


The teacher will begin the lesson by asking students to
think-pair-share what a good and service is. Then, the
teacher will ask students to list some examples. Next the
teacher will play a video from the Brainpopjr website about
goods and services. After viewing the video, the teacher will
play a short game on the PowerPoint where students will
view pictures of goods and services, and the class will tell
whether they think the picture is a good or service. After
doing the game, the teacher and students will go over the
Goods and Services worksheet together. After this, the
teacher will read The Big Green Pocketbook. Students will
complete a short goods and services assessment
independently. Next students will play a goods and services
game on Brainpopjr website. Lastly students will write down
examples of goods and services for their ticket out the door.
What will students be able to do at the conclusion of this
lesson?
At the conclusion of the lesson, students will be able to
identify some of the people in the community who provide
goods and services such as construction workers, mail
carriers, doctors, teachers, etc, as well as be able to
identify and define what a good and service is.
How will I vary these objectives for students who do not
understand the material?
I will ensure that I provide explicit instruction for these
students. I will also make sure that I connect the current
lessons topic to prior knowledge to help students

Statement of Purpose

Materials and Resources

Anticipatory Set

understand the material better.


How will I vary these objectives for students who have
already mastered the concept?
Students who have already mastered the material and finish
their work early will be able to work in a group to collaborate
on service that they can provide to the school or our
classroom.
How will I vary these objectives for students who are
presently learning English?
The teacher will provide instruction in students native
language if they do not understand instruction in English.
The teacher can provide examples of goods and services in
the students native language on flash cards. The teacher will
use explicit instruction and read questions and passages to
students presently learning English.
Why is it important for the students to learn this content?
Peoples choices affect the types of goods and services that
are produced as well as the price of
those goods and services. To understand the role that this
choice plays in the American economy, the students need to
be able to summarize the role of community workers who
provide goods and services.
What materials and supplies are needed to help your
students achieve the stated objectives? What will the
teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?
Teacher Materials: Smartboard, laptop, The Big Green
Pocketbook book, Goods and Services worksheet, index
cards, paper, pencil, and Powerpoint(optional), speakers.
Students Materials: Paper, pencil, eraser (optional).
What will you do to motivate the students and get their
attention? What is the hook that will serve as a focus for
the lessons activities?
The lesson will begin with the teacher posing the question,
who provides goods and services in our community?
Next the students will do a think-pair-share with their
neighbors and discuss the question and what they think
good and services are. After the hook, students will watch a
brain pop video that discusses goods and services.

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this
topic?
I will find out what they know by asking the following
questions:
Have you ever heard the words goods or services?

Teacher Modeling or
Demonstration

Guided Practice

Checking for
Understanding

Independent Practice

Closure

Assessment
(attach to lesson plan)

Do you know what it means?


Can you give me an example of a good or service?
Students will do a think-pair-share on what they think goods
and services are.
What will I do to show students what is expected?
The teacher will state the objective and the purpose for
learning this topic. The teacher will then lead the class in
whole group discussion on goods and services , review with
students the definition of goods and services.The teacher
will also read aloud The Big Green Pocketbook.
What will we do together as they learn how to succeed at the
new task?
The teacher will guide students through a goods and service
game. The teacher and students will create a list of
community service workers. The class will complete a
graphic organizer comparing the similarities and differences
of goods and services.
What questions will you ask to determine if students
understand so far? What techniques or strategies will be
used to determine if students understand so far?
The teacher will use a graphic organizer to demonstrate the
similarities and differences among goods and services. The
teacher and students will create a list of community service
workers. The teacher will also use close observation as
students do the games and worksheets provided.
How do you know the difference between a good and
service?
Is your teacher a community service worker?
What are some goods that you have at home?
Students will have to complete a ticket out the door to
demonstrate what they learned from the lesson.
What will students do by themselves to show that they have
internalized the knowledge?
The student will complete a goods and services skill sheet
that has a short passage and some questions. Students will
also have to write down an example of a good service, and
community worker as their ticket out the door.
How will I conclude the lesson and relate it to future
experiences? How will you wrap up the lesson to reinforce
concepts taught during the lesson?
The teacher will review the definition for goods and services.
Students will have to write down an example of a good,
service, and community worker as there ticket out the door. If
students did not complete their worksheet, they will
complete it for homework.
What will students do to demonstrate what they have
learned?
Students will complete a goods and services worksheet titled

Choices.

Extension Activities

Technology

Connection Across the


Curriculum

What can students do at home or in the classroom to apply


the knowledge or skills? How could you use your colleagues
or community agencies to improve student performance?
Students can write down a list of goods in their house.
Students can also go on a ride with their family in their
community to see and write down as many services inn the
community.
I asked a SLED police officer from the Orangeburg
Community to come and speak to the class about her job
and tell more about it.
How will you use technology to assist students with learning
the concepts? What technology will you use to enhance the
delivery and comprehension of your content?
I will assist them by varying instruction and providing
multiple means of presenting the content for the lesson.
Students will watch a video on the Smartboard. Students will
play an interactive game on the Smartboad. The teacher will
present the content of the lesson using PowerPoint on the
Smatboard. The Brainpop video and game, along with the
PowerPoint helped students to understand and apply the
information presented in the lesson.
How will you connect this lesson with other content areas
across the curriculum?
Art-This can be connected to art by having the class to draw
their community and label the different services in their
community.
Music- Students can create a song about how they can make
their community a better place, and some of the service
workers who work to make it a better place.
PE- For every question students get wrong on the game, they
have to do 3 jumping jacks.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques,


strategies and classroom management. Describe the
strengths of student engagement.
Students were highly engaged with this lesson. I made
sure to call on various students to answer questions,
instead of the ones who were always raising their hand.
I feel they enjoyed learning this material and the way I
presented it. I varied instruction for the students and
allowed them to collaborate with other students.
Describe the weaknesses of your instructional
techniques, strategies and classroom management.

Weaknesses

Suggestions for
Improvement

Describe the weaknesses of student engagement.


I wish I could have closed the lesson in a more effective
way. Besides them writing down an example of goods
and services as their ticket out the door, I forgot to do
an actual closing, reviewing what those terms were and
what they mean. Students were talking a lot, but I was
able to maintain order throughout the lesson, even
when Mrs. Ihekweazu stepped out.
What would you change when teaching this lesson
again?
I would change the way I ended my lesson. I would also
change my time management on this lesson. Since
social studies is the last subject area to be taught, I
didnt realize how fast the time went, so I have to make
sure I am aware of my time so that I can properly close
my lesson.
Revised 1-2012
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Choices
By Jane Runyon

"Oh, my," moaned Tim, "I don't know what to do. Will someone
please help me decide what to do?"
1

"What's the matter, Tim?" asked Wendy. "Do you have a


problem?"
2

"Yes, I do," answered Tim. "I have a big problem. My grandfather


sent me $10 for my birthday. He said I could spend it any way I
wanted to."
3

"I got $10, too," said Tess. "It was my birthday, too."

"That's part of the problem," sighed Tim. "You put your money in
the bank. You didn't spend it. You are saving it."
5

"That's right," said Tess. "I want to save my money. When I have

saved enough, I will be able to buy a new bicycle."


"That sounds like a good idea to me," said Wendy. "Why is that a
problem for you, Tim?"
7

"I want to spend my money. They are having a special sale on


comic books at Atomix Comix. James owns the store. He says
that some of these comics could be worth a lot of money some
day."
8

"I think I'm beginning to see your problem," said Wendy. "You
can put your money in the bank and add to it. Or you can invest
your money in comic books and hope that you can sell them for a
profit later on."
9

"That's right," sighed Tim. "My mom says Tess is very wise for
saving her money. My dad says that sometimes people have to
take a chance to make more money."
10

"That is taking a risk," explained Wendy. "There might be a way


for you to do both," she added. "Could you put $5 in the bank and
spend $5 for comic books?"
11

12

"I never thought of that," said Tim.

13

"Sure," said Tess. "That way you could save and invest."

"I like that idea," said Tim. "I would have some money in the
bank. I would also be able to read the comics while I wait for them
to grow in value. That sounds like a great idea, Wendy. Thank
you."
14

15

"Would you let us help you pick out your comics?" asked Tess.

"Sure," said Tim. "Let's go to Atomix Comix right now. We can


start making a list of the comic books I could buy. This is an
investment, after all."
16

The children stopped at the bank on their way to the comic book
store. They were all happy with the choice Tim had made.
17

Copyright 2013 edHelper

Name _____________________________

Choices
1.

How much money did Tim


have?
$20
$10
$5
$100
3. Spending your money on
something that might make
more money later is an
investment.
False
True
5.

What was Tim's problem?

7.

Who wanted Tim to buy the


comics?

2.

Tess spent her money on


candy and games.
False
True

4.

What did Tim say he could


make if he sold his comics for
more than he paid for them?
A profit
An investment
A loan
A store
6. What was Wendy's solution to
the problem?

8.

What would you have done


with Tim's money?

Tim's mom
The owner of Atomix
Comix
Tess
Tim's dad