LeTourneau Lesson Plan Template

Name Amanda Culpepper _Class EDUC 4133_Date 7/29/21

Lesson Topic / Title:

Let’s Make a Deal! / Economics

Purpose / Rationale:

Have students experience the act of trading goods and services with bartering. The students will

have the opportunity to make a deal, in order to get what they want.

TEKS: 2nd grade

Social Studies

(7) Economics. The student understands the roles of producers and consumers in the production

of goods and services. The student is expected to:

(A) distinguish between producing and consuming;

Language Arts and Reading

(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The

student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

The student is expected to:

(A) describe personal connections to a variety of sources;

Instructional Objective(s):

Students will be able to understand that bartering is the exchange of goods and services at 90%

accuracy.

Materials (for both Teacher and Students):

● Chart paper (T Chart/Anchor chart)

 ● Blank sheet of paper for each student

● Pencils

Anticipatory Set / Focus Activity:

To capture the students’ interest, I will show them an item they would really like to have.

Examples ( treat, pencil, homework pass). Then I will tell the students that you are willing to

trade your item for another item. Ask the students to name some goods that they would be

willing to exchange. I will record the information on the TChart/Anchor Chart under “Goods”.

Tell the students that you are willing to trade your item for a service. Ask the students to name

some services that can be completed in the classroom. Examples ( sharpening pencils, erasing the

whiteboards, cleaning out desks, or cleaning up the room). I will record this information on the T

Chart/Anchor Chart under “Services”.

Body of Lesson, including Instructional Strategies and Teacher Modeling:

● I will have the students refer back to the t chart on Goods and Services.

● I will explain to the students that the chart lists many goods, things that can be bought or

held, and services, things that people do for others.

● I will explain to the students that when people trade for goods or services it is known as

bartering.

● I will then write this term on the board. I will tell the students that there are plenty of

goods and services that you would like to barter for, but the decision isn’t always easy.
 ● I will ask the students to brainstorm some goods they would like to barter and to keep this

information to themselves. After an allotted amount of time, ask students to write or draw

their good on a blank piece of paper.

Guided Practice:

● I will explain that they will participate in an activity called Let’s Make a Deal.

● I will also explain that in this activity they must take the drawing of their good

and find a classmate to barter with.

● Then I will explain that when they find someone to barter with, they say, “Let’s

Make a Deal!” If a deal is agreed, the students trade pictures. If a deal is not

agreed upon, students continue to seek out a barter.

● I will demonstrate a practice round using the item shown at the beginning of the

lesson, and stressing, “Let’s make a deal!” when an agreement is reached.

● I will explain to the class that once their original item has been bartered, they can

decide to barter a new item as well.

Independent Practice:

● Students will actively participate in bartering their items

● I will monitor students' interactions and encourage fairness when bartering.

Closure / Conclusion:

Ask students what goods were easier to barter and which goods were more difficult.

Ask students what they liked and disliked about this activity.

Assessment:

I will be monitoring the class as students are bartering. I will also actively listen to student

conversations.
Re-Teach Procedures (if necessary);

If needed this will be the next day. We will revisit this a different way, with different activities

( matching game)

Enrichment Activities:

For students who need an extra challenge, ask students to think of a service they could barter

versus a good. Ask students to barter at least three times during the activity.

Modifications for Special Needs:

For students needing support, I will provide visuals for easier bartering.
 Planning the Lesson: Lesson Plan Instructions

Topic/Title:

● The title may be something catchy, but also include the topic such as multiplication with

three numbers,

Purpose/Rationale:

■ Your purpose should tell why you are teaching what you are teaching.

■ Your purpose should relate to what you are teaching for real life application.

TEKS:

■ You should list the TEKS. For example, 1(a), 7(b), 8(f)

■ You do not need to type out what each of the TEKS specifically says.

Objective(s):

■ Specifically state what the students will learn, in observable and measurable terms

■ The student will (demonstrate, create, apply, analyze…..) :with (80%) accuracy.

Teacher and Student Materials Needed:

 ● What supplies, materials, and tools will you need?

● What will the students need?

Anticipatory Set/Focus:

■ How are you inviting the students into the lesson? How are you activating their schema?

■ Will it be a catch question, a demonstration, a class discussion, etc?

■ It should be a dynamic attention-getter and not include any of your teaching procedures

or materials.

■ This is not the actual instruction, but the lead in to the instruction.

Teacher Instruction and Modeling:

■ This is the direct teach portion of the lesson. How will you impart the knowledge that

students need to learn from your lesson?

■ You should include at least three strategies to reach the different learning styles of your

students. Group discussion, K-W-L, and anticipation guides are good examples.

■ You perhaps will model throughout the lesson, but especially what you are expecting

them to be able to do in Guided Practice and Independent Practice.

Guided Practice
 ● Students are actively engaged in Guided Practice with you providing support and

guidance for them to be successful at the skill you have taught. Informal (formative)

assessment is occurring as you recognize who is struggling with the skill.

Independent Practice:

■ The independent practice should directly relate to your objective. What will your

students do independently to demonstrate that they have grasped the concept(s) you have

taught?

Closure/Summary:

■ What did the students learn? The students need to tell you what they learned, not you
repeating what you hope they learned.
■ How will they use this new information?

Assessment

■ How will you formally assess the objective? What tools will you use? Assessment may
or may not have occurred prior to Closure/Summary.
■ What are your expectations with respect to demonstrated mastery? (eg., 75%? 80%?)

Enrichment

● How will you plan for those students who are stronger academically or “finish first”?
Activities should relate to the skill taught but at a higher level of Bloom’s.

Modifications

● How will you effectively teach students with IEPs, 504s, or otherwise experiencing
difficulties? Consider English Language Learners (ELLs) as well as reading-challenged
(dyslexic) students.