Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3) By the end of the lesson students

Explain the impact of economic
will create a flow chart, outlining concepts
concepts within the free
with their impact on free enterprise
enterprise system

Grade: Subject:

Task Analysis: (C4) What lang. must be taught: Free Enterprise; Supply Strategy to teach Language: (C4)
and Demand; Profit; world competition.
What skills must be taught: Impact of concepts on free enterprise

Assessment: (C5) 1. Pre-assessment: Use a quiz to see if students can identify definitions of terms as well as impact of
concepts.

Strategies for Success: (C6) Element of Technology: (C6) Video on free enterprise
1. Determine baseline knowledge through pre-assessment
Use of internet to get ideas for product ideas
2. Interactive discussion on free enterprise with students
3. Break students into small groups to brainstorm about Interactive whiteboard to incorporate student ideas into
bringing a product to market summarization of lesson plan
4. Have groups present their ideas in front of peers
followed by questions and answers for group Resources / Materials needed: (C6)
Learning Styles Addressed: (C6) Textbook
Visual – Video Flipchart with markers
Explain and define concepts. Have
Auditory – Direct teaching; interactive discussion Whiteboard students write definitions to help them
Kinesethic – Preparation of oral presentation Economic magazines and journals
understand

Higher Order Questions to ask: (C6)

1. How does supply and demand
impact product cost?
2. Compare gross profit with net profit
3. What is world competition and how does it impact the United States economy?
4. What is free enterprise and how do we determine fair competition?
5. How does the United States economic practices compare with economic practices in the Soviet Union?
6. How does supply and demand impact profit?
Hook: (C7)
1. Have students fill out a KWL chart after assessment to
let me know what they want to learn. Interactive
discussion with students on what they want to learn
Closure: (C7)
1. Have students vote on best presentation
2. Recognize best group with prize such as candy
3. Review information presented
4. Encourage students to ask questions about material
5. Review homework assignment – complete KWL chart
 1. Teacher Input / Direct Instruction / Modeling: (C6)
 Introduce the topic, the objectives of the lesson and the end goal
 Conduct pre-assessment to determine baseline learning
 Review answers with students and then provide detailed definitions for students to summarize
 Introduce individual and group activities along with timeline
 Provide model of free enterprise system for students to emulate, using a specific product
 Facilitate discussions between students, answering questions and providing encouragement
 Facilitate oral presentations, offering observations following student observations
 Review material discussed, asking and answering questions to ensure students understand concepts
 Ask students what they think they should study for homework and adjust assignment based on student input

2. Student Activities / Guided Practice: (C6)

 Pre-assessment
 KWL worksheet
 Participate in discussion about what students want to learn
 Group project
 Oral presentation

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Use information in tables of content, indices, and glossaries
Provides notes/outlines
Preferential seating Interpret text graphics such as charts, tables, and figures, and to
Peer buddy construct graphics on their own
Shortened assignments, Identify and use special text features such as headings and
Simplification of directions subheadings, previews, summaries, photographs and
Specialized/alternative curricula written at lower level illustrations, and the captions that accompany them
Simplified vocabulary and concepts Use information in tables of content, indices, and glossaries

Notes:
 Name:
DELIVERY PLAN (C8)
OBJECTIVE: By the end of the lesson students will create a flow chart, outlining concepts with their
impact on free enterprise
Rigor

OPENING: Introduce the topic, the objectives of the lesson and the end goal – What is free enterprise and what does it
look like? What are the concepts of free enterprise? 2 minutes
 Conduct pre-assessment to determine baseline learning: Matching quiz to determine student vocabulary: 5
minutes
 Review answers with students and then provide detailed definitions for students to summarize: 2 minutes
Retrieval

TEACHER INPUT: Provide example of free enterprise. Have students offer suggestions and explain in their own
words what they think a free enterprise looks like: 5 minutes
Relevance

MODEL: Show example of free enterprise system diagram. Explain the parts: 5 minutes
Routing

GUIDED PRACTICE: Have students complete a KWL worksheet on free enterprise: 5 minutes
Retaining / Rehearsing

INDEPENDENT PRACTICE: Divide students into groups of four. Have each group come up with a product that
they buy or want to buy. Trace the flow of the product from raw materials to consumer: 10 minutes

CHECK FOR UNDERSTANDING: Each group gives a 1-minute presentation of their model. Students vote on best
presentation: 10 minutes. Review free enterprise flow chart and key concepts with interactive discussion: 5
minutes
Recognizing

ASSESSMENT: Have students re-take quiz to see what they learned during the class: 5 minutes. Assign students
reading assignment in preparation for tomorrow’s class: 1 minute

RESOURCES / MATERIALS:
Textbook
Flipchart with markers
Whiteboard
Economic magazines and journals

CLOSURE: Use exit slip. Each student must write down one concept or term that they learned in class
Re-exposure