KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ____Holly LaCapra_________________________________
Date: ___10/4/2016_______________
Cooperating Teacher: _________________________________________________
Coop. Initials:
________________
Group Size: _____20-25________________ Allotted Time: __________________
Grade Level: ____2nd grade_______
Subject or Topic: _______Pros/Cons Analysis and Decision Making ___
Section: _____________________

Economic Decision Making

Standards(s):
D1.4.K-2. Make connections between supporting questions and compelling questions.
D2.Eco.2.K-2. Identify the benefits and costs of making various personal decisions.
D3.1.K-2. Gather relevant information from one or two sources while using the origin, and structure to guide the
selections.
D4.2.K-2.Construct explanations using correct sequence and relevant information.
Standard - CC.1.5.2.B
Recount or describe key ideas or details from a text read aloud or information presented orally or through other
media.
Standard - CC.1.4.2.W
Recall information from experiences or gather information from provided sources to answer a question.
Standard - CC.1.5.2.A
Participate in collaborative conversations with peers and adults in small and larger groups.
NCSS Theme(s):
Production, Distribution, and Consumption:
The book, The Three Little Pigs, by James Marshall will provide examples for the topic of decision
making. The economic way of thinking will also be an important tool for students as they analyze complex aspects
of the economy. (NCSS, 2014) Also, What people and communities gain and give up when they make a decision.
(NCSS, 2014)

I.

Performance Objectives
The student will be able recall information from experiences by expressing their own knowledge about
decision making and the topic of pro/cons.
The student will be able to describe key details from the story "The Three Little Pigs," by recalling events
that were read during the read aloud.
The student will be able to use devise a pros/cons chart to decide upon a field trip destination by
collaborating with their peers and discussing the appropriate label for each.

E. Assessment/Evaluation plan
1. Formative
a. A teacher created rubric will be used to assess the students on their also
participation throughout the lesson, the presentation of their activity, and also the
hand in chart made during the activity.
2. Summative
- There is no summative assessment for this lesson.

II. Instructional Materials

A. Teacher Materials
1. Anchor Charts (Decision making model) (Using the method of Pros/cons)
2. Black board
3. Markers
4. The book "The Three Little Pigs"
5. Informational lists for Hershey Park
6. Informational lists for the Philadelphia Zoo
7. Blank charts Labeled (Pros/Cons)
8. Rubric for presentation
9. Provide students with height chart to check height for rides.
B. Student materials
1. Informational lists for Hershey Park
2. Informational lists for the Philadelphia Zoo
3. Blank charts labeled (Pros/Cons) Double copies for the 2 destinations.
4. Height chart
II. Subject Matter/ Content
a. Prerequisite skills
1. Students have experience with basic note taking.
2. Students have experience with listening to texts read aloud and remembering events that
happened in the story.
3. Students have experience with working in pairs and small groups.
b.

Key vocabulary
1. Decision- is a conclusion a person has reached after consideration.
2. Pro- is a benefit to a situation. (Advantage)
3. Con- is a negative thought or fact of a situation. (Disadvantage)

c.

Big idea
1. Compelling Question:
What do people do to make good economic decisions?
2. Supporting question(s):
Have you ever had to make a decision about something, and then regretted it afterwards?
What were some of the steps you took to make that decision?

d. Content [a brief description of lesson content; may include C3 Framework Dimensions & student
performance indicators, and a description of learning events; may also include description of
instructional strategy(s)]
The students will be learning about the topic of decision making and the elements of
pros/cons.
They will begin by answer compelling and supporting questions activating schema and
making personal connections to lesson content.
Students will then identify the benefits and costs of making various personal decisions by
completing an anchor chart and providing examples for the story "The Three Little Pigs."

Students will then gather information from two sources provided to make a decision on
which place is a better choice Hershey Park or the Philadelphia Zoo.

The groups will then participate in a collaborative discussion explaining the pros and
cons for each venue and why they choose the place they did.

a. Instructional Strategy:
1. Problem solving and decision making by using the method of listing pro/cons.
a. Students will find that writing things down in this way will help them to see
things more clearly, become more objective and detached, which will help them
to make clearer decisions.

b. Students will use a chart to help organizer their thoughts. (Kids Health and
2011-2012 Effective Decision Making)
2. Meaningful small and whole group discussion
a. Answering compelling and supporting questions
b. Describing events in the literature to support the learning of decision making.
c. Presenting why they choose the venue they decided to go to with the use of
informational reasoning for the resources they were given. (2015 Five
Advantages of Teaching with Group Discussion)
IV. Implementation
A. Introduction
(Dimension 1: (Make connections between supporting questions and compelling questions.)
1. Teacher will activate the students schema's by making personal connections to the topic of
decision making.
2. Teacher will begin by asking the students, "Class, with a show of hands have you ever had to
make a decision about something, and then regretted it afterwards?" (Students will raise their
hands)
4. Teacher will state, "For those who do not know what a "decision" is, it is a conclusion a person
makes has reached after taking in their considerations."
5. Teacher will provide their own personal experience with making a decision that they regretted.
a. Teacher will share their experience with buying a pair of shoes that she really
liked. Explaining to the students that the purchase was an expensive one and the
first time she wore them they gave her blisters. Teacher will explain to the
students she regretted her decision of buying the expensive pair of shoes.
6. Teacher will ask the students to turn and talk to their partners about their personal experiences
with making a decision.
7.5. Teacher will then ask the students another question, "Now, what were some of the steps you
took to make that decision?" Teacher will add, "Maybe you just choose quickly what to do, or
maybe even went back and forth between your two options."
8. Teacher will direct students to think pair share and will then direct them to whole group
discussion.
9. 5. Teacher will call on students one or two students to provide their experiences with having to
make a decision and what were some of the things they did to come to their conclusion.
6. Teacher will state, "We as humans are faced every day with making decisions."
7. Teacher will then ask a compelling question to the class.
8. Teacher will state, "Today we will be discussing a method used to answer the question, what do
people do to make good economic decisions?"
B. Development
(Dimension 2: Identify the benefits and costs of making various personal decisions.)
1. Teacher will post an anchor chart labeled (Steps for decision making) in front of the class on the
blackboard.
2. Teacher will
direct students to the board and
explain the anchor
chart.

a. Teacher will state, "These are the four steps you need to take when you are trying to
make a decision.
i. The first step is, "Stop and think." You identify the problem and also ask
yourself how does this problem make you feel?
ii. The second step is, "Options." In this step you ask yourself, "What choices
could you make? (Good or Bad)
iii. The third step is, "Decide." In this step you ask yourself which choice will
you make?
iv. The fourth step is, "Act." In this step you will follow through with your
choice.
3. Teacher will state, "These are the four proper steps to making a good decision."
4. Teacher will then point out the second step which is, "Options."
5. Teacher will then repeat that in this step we are asking ourselves what choices
we could make.
6. Teacher will then state, "Now how will we be able to list the choices you are able to make when
trying to make a decision?"
7. Teacher will then direct them to the second anchor chart labeled, "Using the method of
pros/cons."

8. Teacher will explain

one of the best ways to list
the "Options" when making a decision is using the method of listing pros/cons.
9. Teacher will state, "A pro, is an advantage to the situation, it is something good."
10. Teacher will then state, "A con, is a disadvantage to a situation, it is something not good."
11. Teacher will state, "When making lists of pros/cons, it is best to put it in a chart like this one."
Teacher will then direct the students to the chart drawn below the definitions.
12. Teacher will then state, "Today I am going to read the story, "The three little pigs." I'm sure
most of you have heard the story before, but as we are reading it today I want you to think about
some of the pros/cons we could list when we are discussing the types of materials used to build the
pigs houses."
13. The teacher will read the story of the three little pigs.
14. Teacher will stop at the page where the first pig's house gets blown away by the wolf.
15. 4. After the story is read Tthe teacher will direct the students to the board and have the
students discuss what the pros/cons of the first pig building his house with straw.
165. Teacher will remind the students that a pro is an advantage and a con is a disadvantage.

straw,

176. Teacher will draw a chart on the black board and ask the students if they can name any pros
of the pig building his house with straw. (Teacher will write the pros down of the left side on the
chart labeled "Pros")
a. Students will give answers like:
i. "The pig will then have a house to live in."
ii. "It didn't take up time."
iii. "There was a lot of it."
187. Teacher will then write all of the children's responses on the board.
198. Teacher will then ask the students if they can name any cons of the pig building his
house
withhouse with straw. (Teacher will write the cons of the right side onf the chart
labeled "Cons.")
a. Students will give answers like:
i. "The man said it wasn't a good idea."
ii. "The straw won't be strong enough to build a house."
iii. "The wolf blew the house down and ate the pig."
2019. Teacher will then state, "That was a great example of how to list pros/cons for
a decision.
21. Teacher will continue to read the story.
22. Teacher will stop after reading the wolf blowing down the second pig's house.
23. Teacher will direct the students to the board and have the students discuss what
pros/cons the second pig had with building his house with sticks.
24. Teacher will draw a second chart on the black board and ask the students if they can name any
pros for the second pig choosing to build his house with sticks. (Teacher will again write the pros
down on the left side of the chart labeled "pros")
a. Students will give answers like:
i. "The pig was able to build a house for himself."
ii. "Sticks are stronger to use than straw."
iii. "The pig thought it looked pretty."
25. Teacher will continue to write all of the students responses on the board.
26. Teacher will then ask the students if they can name any cons of the pig building his house with
sticks. (Teacher will write the cons on the right side of the chart labeled "Cons."
a. Students will give answers like:
i. "The man said to think twice about it."
ii. "The sticks still weren't strong enough to build a house with."
iii. "The wolf blew his house in and ate the pig."
27. Teacher will then continue to read until then end.
28. Teacher will then direct the students to the board to have the students discuss the pros/cons of
the last pigs choice of building his house with bricks.
29. Teacher will draw a third chart on the black board and ask the students if they can name any
pros down for the third pig building his house with bricks. (Teacher will again write the pros down
on the left side of the chart labeled "Pros."
a. Students will give answers like:
i. "The man said the bricks were a great idea to build a house."
ii. "The house was nice and soild."
iii. "The house was not blown down by the wolf."
30. Teacher will continue to write all of the students responses on the board.
31. Teacher will then ask the students if they can name any cons of the pig building his house with
bricks. (Teacher will write the cons on the right side of the chart labeled "Cons."
a. Students will give answers like:
i. "It took him quite a bit of time."
32. Teacher will continue to write all of the students responses on the board.
33. 20. Teacher will then revisit the decision making model and go through the steps
explaining
each one by using the pig who built his house with
the pig who built
his house with sticks, and the pig who built his
house with bricks.
a. For the first step, "Stop and think." We all can identify the problem as the pig
choosing to make his house out of the wrong materials. straw.
b. For the second step, "Options." We all listed the pros/cons of choosing to use
straw, sticks, and bricks as a materials to build their his houses..

c. For the third step, "Decide." We can agree that straw was not the best option
to use as a material to build a house. We can also agree that using sticks was not
the best option to build a house either.
d. For the fourth step, "Act." We can follow through with our choice that using
straw should not be used to build a home. But Iif we could look at the other
options the two other pigs used which was sticks or bricks. We would come to
the conclusion that bricks would be the best material to use because the man
stated it would make a sturdy house and the wolf wasnt able to blow it down.
(Dimension 3: D3.1.K-2. Gather relevant information from one or two sources while using the origin, and structure
to guide the selections.)
34.21. Teacher will then move onto the groups activity.
35.22. Teacher will divide the students up into groups of 5.
36. 23. Teach will then explain to the students that they will be working on their own pros/cons
list by looking at two different places.
37. Teacher will then remind the students to use the decision making steps when completing this
activity.
a. Teacher will provide the students with the first step which is "Stop and think."
i. Teacher will write on the board, " Our problem: We can't decide
which place to go to Hershey park or the Philadelphia Zoo.
b. The second step "Options," will be answered with our pros/cons chart.
c. The third and Fourth step, decide and act will be answered after we make our
pros and cons chart and decide where you would rather go.

more

a. Teacher will state, "For this activity I have provided facts on two different
places Hershey Ppark and the Philadelphia Zoo. Based on the facts I have given
you and also the maps and pictures provided of each park. , I want you to come
up with a list of pros/cons for each place to then decide which place would be a
better place to visit."
b. Teacher will then pass out the information sheets on both the venues and also
a double charts labeled Pros/cons for each park.
38. 24. The students will then be instructed to begin looking at the information given to
them.
Once they have looked over the information the students must come up with at least 3 pros
and at least 3 cons. They can come up with more if they choose so. Then they will record
them in the chart provided.
a. Teacher will state, "Your charts will be presented to the class once
everyone is finished. After the presentation the charts will then be collected
at the end and i want you to all make sure you have provided the 3 or
pros and also 3 or more cons for EACH park.
26. Teacher will then remind the students to use the decision making steps when completing this
activity.
a. Teacher will provide the students with the first step which is "Stop and think."
i. Teacher will write on the board, " Our problem: We can't decide
which place to go to Hershey park or the Philadelphia Zoo.
b. The second step "Options," will be answered with our pros/cons chart.
c. The third and Fourth step, decide and act will be answered after we make our
pros and cons chart and decide where you would rather go.
26. The teacher will also state that once they have finished their charts they will be presenting
them to the class.
25. The students will then begin the activity. and continue to work on it for 15-20 minutes.

C. Closure
(Dimension 4: Construct explanations using correct sequence and relevant information.)
1. Students will work on their activities for 15-20 minutes.
2. Once the students have finished their charts, they will then present them to the class and

explain which venue they have chosen.

a. Teacher will ask the students to provide pros/cons listed for each venue
and which venue they choose and why. (Teacher will record this in rubric.)
3. After each group has presented, the teacher will then revisit the compelling question.
4. Teacher will state, "After doing this activity, we can now answer the question, what do people
do to make good economic decisions?"
5. Teacher will remind the students it is always a good idea to review the steps of decision making
and also use the strategy of listing the pros/cons to come to a logical decision.
6. Students will then be instructed to hand in their pros/cons charts for assessment.
D. Accommodations / Differentiation
1. A student who cannot physically write due to physical disabilities will be paired with a student
during the group activity to serve as a scribe.
2. Students will be given wait time during small group and whole group discussion.

V. Reflective Response
**Goals for lesson plan [Identify and list your personal goals for the lesson plan see lesson plan study protocol]:
Goals for lesson plan:
1. Include specific steps for students to utilize strategy.
a. I feel that I was able to provide appropriate steps for the students to follow to be able to utilize
and understand. There was a total of four steps and each was given a short phase to help remember
each one. There was also an anchor chart provided for students to reference during the lesson that
included the specific steps. Students were given multiple opportunities throughout the lesson to be
able to use to steps as an example utilizing the strategy of decision making.
2. Relate strategies to real life.
a. I feel the students were able to apply the strategy of decision making through the activity at the
end of the lesson. The students were able to decide for themselves which park the best park to go
on a trip to. The students applied the decision making steps to a real life situation and be able to
come to a conclusion using the strategy.
A. Report of Students Performance in Terms of States Objectives (Reflection on students performance with
data to show attainment of objectives and standards - written after lesson is taught, includes remediation for students
who failed to meet acceptable level of achievement)

B. Personal Reflection (1.Questions written before lesson is taught. 2. Reflective responses to

questions recorded

after lesson is taught.)

- What could have been done differently to help the students gain
a better understanding of the content of the lesson?
a. Something I could have done differently to ensure that students understood the
content of the lesson would be to provide more examples for the students like we do
in the book "the three little pig." Since they are second grade I feel the more
examples the better. Students will then hopefully see the decision making strategy
better and allow them to refer to those examples.
- Did my assessment accurately and appropriately align to the
lesson objectives? How?
a. I feel my assessments did accurately and appropriately align to the
lesson objectives because my rubric addressed all three of my
objectives. Within my rubric each criteria lists specifics as to what the
student should have done or completed to be able to achieve full
credit
for each expectation that was listed. To achieve a perfect score for
each
exemplary the goal was attainable and designed fairly for each
student.
- Did I use appropriate instructional strategies within the lesson? How?
a. The first instructional strategy that was used within the lesson was
problem solving and decision making by using the method of listing
pros/cons. If feel this strategy was appropriate for second grade,
because they are able to relate it to their own lives. Students were
presented with supporting and compelling questions to understand
the
strategy better and allowing them to make connections to real life
situations. I also used the strategy of meaningful and whole group
discussion. I also feel this strategy is appropriate for second grade
because it allows the students to share their thoughts and ideas with
those around them. This strategy allows the students to explain why
they choose to make the decision they did.

Please note:

Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources (APA Reference List (include web addresses, title, author, publisher, dates, etc. for all items used to
create lesson; APA formatting guidelines may be found at: http://owl.english.purdue.edu/owl/resource/560/01/ )
References
Kids' Health - Topics -. (n.d.). Retrieved October 07, 2016, from
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335
2011-2016, (. C. (n.d.). Effective Decision Making A Framework. Retrieved October 07, 2016, from
http://www.skillsyouneed.com/ips/decision-making2.html
(2015). The Five Advantages of Teaching with Discussions. Retrieved October 07, 2016, from
http://higheredprofessor.com/2015/02/16/five-advantages-teaching-discussions/
Pay Kids' Price on Sundays. (n.d.). Retrieved October 07, 2016, from http://www.hersheypark.com/

By adopting a Philadelphia Zoo animal, you share your love for animals by helping ours receive the best
possible care. (n.d.). Philadelphia Zoo. Retrieved October 07, 2016, from http://www.philadelphiazoo.org/
Marshall, J., & Marshall, J. (n.d.). The three little pigs.

The Three little pigs (APA FORMAT)

http://www.hersheypark.com/ (APA FORMAT)
http://www.philadelphiazoo.org/ (APA FORMAT)

Appendix
Criteria
Participation throughout
the lesson

Exemplary (3)
Student was able to share
information and participate
in meaningful discussion
with peers and whole
group on the topic of
decision making and
listing pros/cons.

Presentation of the activity

Student clearly stated 3 or

more pros/cons for each
venue. Students also stated
which venue they chose to
attend and why.
Student wrote 3 or more
accurate pros/cons in their
charts handed in and also
listed which venue they
chose.

Charts for activity

Almost there (2)

Student was somewhat
able to share information
and fairly participated in
meaningful discussion
with peers and whole
group on the topic of
decision making and
listing pros/cons.
Student stated less than 3
pros/cons for each venue.
Student also stated which
venue they chose to attend
and why.
Student wrote less than 3
pros/cons in their charts
handed in and also listed
which venue they chose.

Needs improvement (1)

Student did little to no
sharing of information and
participation throughout
the lesson with peer and
whole group on the topic
of decision making and
listing pros/cons.
Student 1 to none pro/cons
for each venue. Student
also did not decide on a
venue to attend.
Student wrote little to no
pros/cons in their charts
handed in and also did not
provide which venue they
chose.

HERSHEY
PARK
DISTANCE: 1 HOUR AND 8 MINUTES AWAY
TRAFFIC: ESTIMATED 10-15 MINUTES
COST OF THE TICKET: $36.00 A TICKET
PARK INCLUDES:
70 RIDES
CHOCOLATE WORLD
A ZOO WITH OVER 200 ANIMALS
DIFFERENT KIND OF FOOD
ATTRACTION
Reese's Xtreme Cup Challenge
Sandcastle Cove
Scrambler
Skyview

Height Requirement Ride Restrictions

36"
48" to ride alone
no minimum
42" to ride alone
no minimum
54" to ride alone
36"
48" to ride alone

YOU MUST BE ATLEAST

3 FEET TALL TO RIDE MOST RIDES.

PHILADELPHI
A

ZOO
DISTANCE: 1 HOUR AND 17 MINUTES AWAY
TRAFFIC: ESTIMATED 20-25 MINUTES
COST OF THE TICKET: $19.00 A TICKET
PARK INCLUDES:
1,300 ANIMALS
15 DIFFERENT ANIMAL EXHIBITS
TRAIN RIDE AROUND THE PARK
REAL PONY AND CAMEL RIDES

PROS

CONS