LESSON PLAN

Name: Katie Hensley Date of lesson: December 9, 2019

Context of the lesson:

● Subject being taught​: Social Studies: Economics Length of lesson​: 1 hour (1:30-2:30 p.m.)
● Name of school​: St. Anthony School Maui Grade level​: 1st grade ​Number of students​: 12
● Materials for lesson​:
● Computer
● USB cord
● Whiteboard
● Student work pages
● Narrative story to read aloud

● Describe the ​profile of the students​ in a short narrative. Include: What prior knowledge do students have of
this lesson? What are the general learning styles/preferences of the students? If there are students with special
needs or accommodations, what are they? How will instruction be differentiated to meet the needs of ​all
students?
This lesson was designed for the students in a first-grade class at a private Catholic school, for which I am

the lead teacher. The class is composed of twelve students from six to seven years old. No students in the class

have diagnosed disabilities; however, one student receives therapy for speech. Some students in the class may

qualify for tuition assistance, but I do not have access to this information. In surveys, all of the parents identify

English as the primary language spoken at home.

This lesson will be completed on the second day of instruction for the week (Tuesday). The students will

have been introduced to the overall themes for this unit during the prior week and on the day before

(Monday). This lesson is one of a series that is part of a project-based learning unit that will culminate with a

“Christmas Market” on December 18-19, 2019. In previous lessons, students will have learned about earning

and spending money, wants versus needs, producers and consumers, supply and demand, and the production

process.

Students will be learning vocabulary, writing a business plan, and creating unique items or services to sell

at their market. They will also need to design their booth and create advertising to attract customers. The

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 authentic audience, as required in a project-based unit, will be parents, other students, and school community

members. As an integrated unit, students will be working on skills across the curriculum including reading,

writing, math, art, and economics. Project-based learning is inherently differentiated because it allows for

students to contribute and design their final projects according to their individual skill level and talents.

The project also allows for individual or group work, according to student preference. There is also a

great deal of student voice and choice because students are able to choose

Stage 1: Desired Results​: What are the learning goals for the lesson?
● Standards​: What are the content or skill standards for this lesson? [e.g., Common Core State Standards]
o Included with each objective below. Include:
▪ W.1.2: Write Informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
▪ W.1.7: Participate in shared research and writing projects.
▪ W.1.8: With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
▪ RI.1.1: Ask and answer questions about key details in a text.
▪ SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topic and texts with peers
and adults in small and larger groups.
▪ SS.1.4.10.1: Compare the differences between goods and services.
▪ SS.1.4.10.2: Identify different ways of acquiring what you need and want.

● Objectives​: The students will (TSW)…[include the content (what) and method (how) of what students will learn
from the lesson]:
o Objectives, methods, and content are defined within each section of the lesson plan. Objectives include:
▪ To build and engage student interest.
▪ Set the tone for learning.
▪ TSW establish a context for learning.
▪ TSW activate background knowledge.
▪ TSW understand financial and business goal setting.
▪ TSW understand the three types of goals related to this project: spending goal, saving goal, and giving goal.
▪ TSW draw or write about their goals.
▪ TSW identify and set personal spending, saving, and giving goals.

Stage 2: Assessment​: How will students’ learning be assessed ​throughout ​the lesson?
● Formative assessment​(s) are defined in bold in lesson plan. Student success criteria and teacher actions are
included.
● Summative assessment​(s): If there is a summative assessment, what is it? How is it connected to the content
​ ethods of the aforementioned standards and objectives? What are the accommodations for students
and m
with diverse proficiencies and learning needs? Is there a grading rubric? What criteria is being used to evaluate
the students’ performances on, above, and below target?

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 o There will be no summative assessments for this lesson. A summative assessment in the form of an end

of project Christmas market stand. Criteria for this assessment will be based on the following rubric:

The rubric will be shared with students and parents prior to the end of the unit. The rubric will also be

used during practice and for self-evaluation by students.

Stage 3: Learning Plan​: How will the lesson be scaffolded so that the instruction is comprehensible and engaging for
all students? What techniques will be used to motivate the students? How will the input and output of the content be
differentiated to accommodate all learners’ needs?
Time Anticipatory Set (teacher directions)​: List the procedures of how you will address: (a) Student Actions​: How will students be
introducing the lesson’s topic/focus, (b) hooking students’ interest, (c) establishing a initially engaged in the lesson? What
context for learning, and/or (d) stating the learning goals/purpose of the lesson. In will students be doing?
addition, how are you activating students’ (various) learning styles? What classroom
management strategies are you employing?

1:28 Students wrap up spelling work and transition to Social Studies. Students move from desk/seating to
carpet for lesson. This provides a brain
Students Review Previous Lesson Vocabulary and Objectives break and a mental transition into
1:30-
Objectives: new area of study.
1:35
● To build and engage student interest.
● Set the tone for learning.
● TSW establish a context for learning.
● TSW activate background knowledge.
Learning Styles: kinesthetic and auditory learners
Classroom Management: whole-group learning
Standards:
● SL.1.1: Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and larger
groups.
● SS.1.4.10.1: Compare the differences between goods and services.
● SS.1.4.10.2: Identify different ways of acquiring what you need and want.

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 Teacher reminds students that we are continuing our economics Project. Students answer questions or
Teacher reviews some of the following concepts: turn-and-talk to discuss answers.
● Needs vs. Wants
● Consumer or Producer
● Supply and Demand
● Supply chain
● Entrepreneur
● Profit and Expenses

Formative Assessment: Teacher observation of students ease of participation and

answers regarding background knowledge. Formative assessments will be used for
reteaching and or to help the teacher prepare scaffolded learning experiences.

Time Instruction, Practice & Assessment (teacher directions)​: List the procedures of how Student Actions​: How will students be
you will address: (a) instructing the new content, (b) incorporating a variety of engaged? What will the students be
strategies (i.e., to make the content comprehensible, to engage students, to involve a doing?
variety of learning styles, to accommodate the various learning proficiency and needs
of the students), (c) providing opportunities for students to apply what they’re
learning, (d) engaging students in various ways (e.g., whole class, small group,
partner, individual), and (e) collecting formative feedback on students’
understanding and progress of the new content. In addition, what classroom
management strategies are you employing?

1:35- Main Lesson: Goal Setting

2:00 Objectives:
● TSW understand financial and business goal setting.
● TSW understand the three types of goals related to this project: spending
goal, saving goal, and giving goal.
● TSW draw or write about their goals.
● TSW identify and set personal spending, saving, and giving goals.
Learning Styles: Auditory, Visual, Kinesthetic
Classroom Management: Whole-group Instruction
Standards:
● W.1.2: Write Informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
● W.1.7: Participate in shared research and writing projects.
● W.1.8: With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
● RI.1.1: Ask and answer questions about key details in a text.
● SL.1.1: Participate in collaborative conversations with diverse partners
about grade 1 topic and texts with peers and adults in small and larger
groups.
● SS.1.4.10.2: Identify different ways of acquiring what you need and want.

Teacher introduces the idea of a goal (something we want to do or achieve) and then Students on carpet. Students
financial goals (goals about spending money).
turn-and-talk to partner.
Ask students to turn-and-talk about how they think people spend their money.

Teacher listens in and asks students to share what their partner said.

Formative Assessment: ​Teacher is using this as a pre-assessment to gauge what Student answers
students already know about financial goals. Teacher also uses this as an opportunity
to teach good listening and speaking skills. Teacher is observing which students are
listening to their partners and sharing appropriately.

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 Teacher introduces the 3 Financial goals:
1. Spending goals: things we want or need to spend money on.
2. Saving goals: money we put in the bank
3. Giving goals: money we give away to people or organizations that need it.

Read narrative story about goals.

Play Jack Hartmann, “The Money Song”: Students stand and dance/move to
https://www.youtube.com/watch?v=XW8fO0yzrJw the song.

This moment of activity provides a “brain break for students” so that they can reset
and focus on the remainder of the lesson.

Teacher asks students to resettle on the carpet for a short film, ​The Berenstain Bears Students resettle on carpet and watch
and the Trouble with Money: ​https://www.dailymotion.com/video/x47arsp the show.
or on Amazon Prime (running time: 12:33)

After the show: Teacher and students discuss film and how it relates to the financial Students contribute to discussion
goals that we discussed.

2:00- Teacher directs students to desks to complete “Pictures of my goal” and “Financial Students return to desks.
2:27 Goal Summary”
Students work on completing their
Teacher provides support using white board projection of sheets.
drawings.
Teacher moves students through boxes step-by-step:
● What is something you want to spend money on?
● What is something that you might want to save money to buy later?
● Where do we put money that we want to save?
● What is something you could give some money to? (ideas: church, animal
shelter, Maui Food Bank, etc.)

Once students have an idea of what they would like to spend, what they would like Students work at desks or at
to save for, and what they would like to give, teacher helps to set dollar amount computers, as needed.
goals.

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 Students can use computers to research prices for spending and savings goal.
● Teacher support needed
● work in partners: 6 computers=2 students per computer

Students complete Goal Summary with teacher support.

Time Summative Assessment & Closure (teacher directions)​: List the procedures of how Student Actions​: How will students be
you will address: (a) assessment of students’ understanding, (b) wrapping up the engaged? What will the students be
lesson (i.e., to give closure and confirm/clarify students’ understanding), and (c) doing?
extending the activity or homework. What classroom management strategies are you
employing?

2: 27- Say: “Today you did a great job at learning about and setting financial goals. You are Students will show they are listening
2:35 on the right track to starting your own business and selling your good or service at by maintaining eye contact and
our market! positive body language.

Tomorrow we will think about a name for your buisness. Start thinking about what
you might want to call your shop!”

“Please turn in your papers. Get out your planner and folder and start working on Students take out planner and write
getting ready to go home. You will need to show me your planner and folder. Please down daily assignments. Students
stay in your seat and raise your hand when you are ready. I will come around and raise hand to show they are ready to
check your planner and folder and dismiss you to get your backpack.” be dismissed.

Students are in line and then

Students line up at door for dismissal. dismissed at bell.

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Stage 4: Lesson Reflection​: Write a short narrative reflecting on the process of developing, revising, and instructing
​ ow do you know?​ W
the lesson. Include: Did the students meet the lesson objective(s)?​ H ​ hat worked well in the

lesson?​ ​What were the challenges within the lesson?​ W

​ hat would you do differently next time?

Overall, I feel that this lesson was successful in meeting the objectives. The students were able to complete the
assessment worksheet regarding financial goals. Upon evaluating their responses, I found that every student provided
answers that were aligned with the goal of the worksheet. Over the course of the following days, many students
discussed their savings/spending goals and showed a good grasp of the concepts.

The students were mostly engaged with this lesson. There were a few behavioral issues, however, for the most part
they did not disrupt the lesson. One student was not initially participating in the lesson but I feel that he may not have
been feeling well. I sent him to the office for a temperature check. After he returned, he was more willing to engage.

Throughout the lesson, the students had the opportunity to move around the classroom. In total, three to four areas
were used with all or small groups of students. I think that this movement provided the students with a chance to
move their bodies and take a “brain break”.

This is the first “project-based” learning unit that I have done with my class. It has come with a few challenges, but so
far has gone more smoothly than anticipated. Throughout the unit students have had choices and freedom to work
independently or with a partner/small group. The students are showing pride in their work and are excited for the
public display of their hard work. In fact, one student remarked that it was “sad that other classes didn’t have the
chance to show off their hard work.” I think that the exhibition portion of project-based learning is a vital part and I
am glad that my students recognize that as well.

The next time I do this lesson, I would provide the students with a preview of the Berenstain Bears episode so that
they would know what questions to expect afterwards. This was a suggestion from my field supervisor and I think it
was an excellent point to consider.

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