Intern Name: Abbie Watkins

Topic/Title of Lesson: Intro to Economics

Grade: 8th
Length of Lesson: 2 hours
Date Taught: 5/17/17
LESSON PLAN TEMPLATE
In this lesson
Students will know the difference between the four major economic systems in
Overview the world such as free market, command economy, mixed market, and
traditional market economies.
CE.11 The student will demonstrate knowledge of how economic decisions are
made in the marketplace by
a) applying the concepts of scarcity, resources, choice, opportunity cost, price,
Standards of incentives, supply and demand, production, and consumption
Learning b) comparing the differences among traditional, free market, command, and
mixed economies
c) describing the characteristics of the United States economy, including limited
government, private property, profit, and competition.
What are the differences and goals of each of the economies in
the world today?
What countries use each of the four economies?
Essential Questions What is the key factor in determining the type of economy a
country has?
What does individual influence have to do with each market
economy?
Students will be able to
Effectively demonstrate knowledge of each of the four market
economies and provide examples of each of the economic systems
Research one specific economy that they were previously
Objectives assigned in depth and then relay their information to the other three
people in their group in order to gain all the information about each of
the four economic systems.

I can distinguish the difference between a mixed market,

Learning Target command, traditional, and free market economy while also applying the
knowledge of supply and demand to each economy
Free Market
Traditional Marker
Mixed Market
Command Economy
Key Vocabulary Supply
Demand
or Concepts Producers
Consumer Sovereignty
Economy
Competition
Free Enterprise
Materials Chromebooks, Smart Board, Pen/Pencil, CIvics and Economy textbook, warm-
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 up hand out (comprehension check), Notes sheet with each economy, Exit ticket
Students will enter the classroom and be given a handout with information
about supply and demand on it. The students will complete the worksheet to the
best of their ability, using the information they gained from the class prior to
Introduction/Hook work on it. The warm-up will be a matching activity of what is supply and what
is demand. Once the students are finished with the hand out then the instructor
will go over it and lightly relate it to the day's lesson.
1. Once finished with the warm up- the students will be put into
groups of four which means there will be about 9 groups in the class
2. Each student in the group will be assigned a number and the
number correlates to what they will be researching.
3. Students will then break off into their specified number groups
and begin to research their specific economy. A list of objectives will be
posted to Google classroom for what information they need to gain.
There will also be videos linked to the same documents that provide
Instructional information about each economy.
Activities 4. Once the students are done researching, they will rejoin their
original group and relay the information of their economy to their group
members.
5. The instructor will then go over the information as a group so
everyone receives the correct information
6. If time allows- there will be a document posted to google
classroom that contains scenarios about each of the economies and the
student will have to rejoin their group and decide which economy
belongs to each scenario.
Students not able to take effective notes on their own research time will be able
to copy notes off of the Smart Board and receive information on their own from
Accommodations their house. Students not in class will complete the notes sheet on their own
time to ensure the understanding of the different market economies.

If time was slim then the exit ticket will be the scenario activity and the students
will work alone on the document- but, if there was enough time then the
students will complete an exit ticket that ensures they know the difference
Closure Activity between the market economies. The activity will be a matching of each
economy.

A final assessment of the subject will be given at the end of the unit and the
students will use their notes from this lesson to make sure they are ready for the
Assessments final assessment.

Civics and Economics textbook, Power Point, Standards CE,12a, Word

Resources Document

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Intern Name:
Date of Lesson Taught:
Cooperating Teacher
Cooperating School
Subject Taught:
Grade:
Time of Day:

1. What steps did you go through to create this lesson? With whom did you talk,
discuss, or edit your lesson?
I had to talk to my cooperating teacher about what lesson to do and I also had to plan
out all the materials being used, ,meaning making the required documents.

2. How did the SOLs and Objectives help focus your instruction?
It guided me on what to teach to the students and what they needed to know for their
SOL test.

3. What parts of the instructional plan worked as you anticipated?

I think the jigsaw activity went really well. The students got into groups and did their
work exactly the way it was supposed to be done and all information was retained.

4. What, if any, adjustments needed to be made once you began?

The students finished their work relatively fast so I just had to come up with an
additional activity toward the end of the class.

5. How well did you anticipate the materials needed?

Very well, everything I needed was with me.

6. How effective was the assessment you chose to use? (If no assessment was
used, what will the future assessment be and how will you gauge its effectiveness?)
I was surprised to see that they didnt do so well because they were so involved during
the class. I think the exit ticket was tricky because I didnt use the exact wording on the
ticket that I did during the class.

7. To what degree do you feel that this lesson was a success? What evidence do
you have for the success of the lesson? (Hint: Student learning is the key to a lessons
success!)
I know that the lesson was successful because the students knew the answers to the
graphic organizer when we were going over it.

8. How did the time spent preparing for your lesson contribute to its success?
Without the preparation time, I wouldnt have any of the materials made which basically
means the lesson would have been a failure. I needed to make sure that I knew the
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
information I was teaching well too so I could answer questions correctly.

9. If you could do this lesson again with the same students, would you do
anything differently? If so, what?
I would plan more activities and I would be more clear on the exit ticket so they would do
better.

10. Any last comments/reflections about your lesson?

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a
Ready Your
few Incompl
to Scor
additions ete
Teach! e
or tweaks
Overview, SOLs, essential questions,
objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)
Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II
Intern Name: ______________________________Lesson #________

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Written (typed) Lesson Plan: _____/50
[See comments on LP]

Supplemental materials: _____/10

Comments:

Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)