DANIELSON MODEL LESSON TEMPLATE

Class: Economics, 6th Hour, 11th Grade, 68 min. Date: Tuesday, March 14, 2023

Unit: Consumerism Lesson Title: Consumer Rights and Responsibilities

Content Standard Alignment:

1.0 Recognize consumer roles, rights, and responsibilities

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar
to the content standard; however, it could be narrower or perhaps broader.

Students will be able to recall information and accurately discuss consumer roles, rights, and responsibilities

Students will be able to recognize the differences and similarities between the rights and responsibilities of
consumers.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional
sequence? How does this lesson support the next lesson in this instructional sequence?

To be able to recognize a concept or information, this can be measured by a student’s ability to recall correct
information as well and make connections about certain topics. This will be done by students learning how to
intelligently discuss the roles, rights, and responsibilities as well as identify the differences and similarities in order
to make connections.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.

Slides (hook video, bell ringer, learning goal, essential questions, basic information for lesson, link to workbooks)

Workbook (made using google slides, accessible by typing in humlinks.weebly.com into browsers), Spanish Version

R&R Card Game

Crossword, 1 copy per student: answer key

Poster Paper

Colored Markers

Student Chromebooks

Screen and Projector

Timer

Workbook Rubric, 1 copy per student

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

That the right to service can mean showing attitude and justifying anger

How Rights and Responsibilities go hand in hand

That they have access to rights without taking responsibility

How what you buy is based on your choices and values

Concept Prerequisites:

List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of
the lesson.

Rights

Responsibility

Consumer Education

Being Informed

Recalls

Quality

Customer Service

Values
Introduction-
Anticipatory Set:
Instructional Activities:
Includes questioning techniques,
grouping strategies, pedagogical
approaches.
As students begin to walk in to class, teacher will have the first Bell Ringer slide and
will invite the students to immediately begin working on the bell ringer. Students will
answer the two questions listed in the bellringer “What do you do when you order
something online and after a while it breaks on you? How can you ensure you are
getting a high quality product at a good price?” (3 min before class starts by bell)
Students will receive 1 extra minute after the bell to finish up. Teacher will then
invite them to share their ideas with their desk neighbor: “You have one minute to
share with your neighbor what you wrote down” and start the 1 min timer (2 min)
The teacher will then move onto the next slide to show a short clip from The Office
as a hook for the lesson on the next slide: “We are going to watch a snippet from a
TV show where the character, Dwight, tried to get revenge on a store for not letting
him in earlier.” *Play the video* “Dwight felt he had been discriminated against
because he didn’t look rich and thought he had the high ground to humiliate the
salesman. However, Dwight failed to recognize he had not held up his responsibility
as a consumer to respect the safety policies and dress requirements of the store.
This is part of *move to next slide, title of lesson topic* Consumerism”. (3 min)
Teacher will then move on to introduce the learning goal and essential questions:
“This brings us to our learning goals for the day” *teacher moves onto learning goals
slide* “I want everyone to read these goals out loud with me, I will be able to recall
information and accurately discuss consumer roles, rights, and responsibilities. I will
be able to recognize the differences and similarities between the rights and
responsibilities of consumers.”
Teacher will then move into the essential questions, “In order to achieve these goals
by the end of the day, we need to first know What is the difference between a right
and a responsibility? Then we need to understand how these connect to being a
consumer”. (2 min)
Teacher will ask the class “Who can tell me what a responsibility is?” *Wait 7-10
seconds for a response, if none, call one someone* “Yes, a responsibility is the ability
to be independent and being accountable for your actions. Now who can tell me
what a right is?” *Wait 7-10 seconds for a response, if none, call one someone*”Yes,
a right is essentially a moral or legal entitlement to something.” Teacher will begin
moving on: “The number varies depending on who you ask and they can sometimes
overlap, but we are going to quickly share 6 rights and responsibilities of a consumer.
I am going to go through these a little quickly because your activity today will review
and strengthen your understanding on these as you go through it.” *Teacher will
quickly read the next 6 slides, pausing to ask for any needed clarifications, though
 most of their answers will likely be addressed during their activity stations* (5 min)

On the last slide, the teacher will introduce the Work Stations: To strengthen your
understanding of your rights and responsibilities of a consumer, you are going to do
a few activities. I have set up the instructions as a sort of workbook in google slides.
Once I tell you to start, you will open your chromebooks and enter this website URL
into your brower: *show humlinks.weebly.com* and click on this button to access
your workbook. There are 4 activities for you to complete. You will be split into
groups so not everyone is doing the same thing at once, however these are not
group activities. You must fill this out on your own. Each station will have
approximately 15 minutes of worktime before you will rotate to the next station. We
will rotate clockwise, so 1 will go to 2, 2 to 3 and so on. I will number you off 1-4.
Group 1 will start with Activity 1 at this table, Group 2 will start with activity 2 at this
table, group 3 at this table, and group 4 at this table. The last slide on the workbook
has the submission link to a google form for you to upload your workbook and
submit it. Does anyone have any questions before we begin?” *Answer any
questions* “Great, I will number you off, once you have your number you may head
to your station and start.” *Number students 1,2,3,4, 1,2,3,4 etc,* “When I say go,
you will each have 15 seconds to move to your group. Everyone point to where you
will move when I say go. (if everyone points to the correct location) GO! You have
15 seconds” Wait 15 seconds for everyone to get situated. Start a 15 minute timer
for activity* (3 min)

At the beginng of their stations, pass out the Rubric: “I am passing out the rubric for
when you submit the entire workbook, please use this to help you see how to get
the most points you can.” Students will work on their various projects, ELL will only
have three activities but may still move with their group, working at their own pace
on their chromebook. Teacher will walk around to assist if needed, but also to help
promote deeper learning by asking questions such as “Have you seen any of these
rights in action?” “Have you done any research or seen any life hacks about shopping
that could match this?” “Which of these rights or responsibilities is not very clear to
you?” “Can you give me an example of…” “What is a scenario you think you might
use __________ in as a consumer?” Make sure to give students a 5 min warning so
they can wrap things up in time in order to move to the next station. After 15
minutes, tell the students to rotate: “Don’t worry if you don’t completely finish your
activity. It is time to move to your next station. Group 1 move to 2, 2 to 3, 3 to 4, and
4 to 1.” Repeat this until the students have gone through all the stations (45 min)

Wrap Up- Announce to students that their total time is up. If students were not able to finish
their workbook, allow them to move to that station *repeating the 15 seconds to
Synthesis/Closure: move procedure* until a few minutes before the end of the class to finish any
remaining work. If students were able to entirely complete the workbook, call on 1
student from each group to present one of the posters that was made to the class.
(time will vary and is dependent on completion)
 Use two minutes of the end of class to revisit the essential questions of the day and
ask for a student to answer: “Thinking back on these questions, we can ask
ourselves- How does knowing the different rights and responsibilities impact you
when you shop?” Then revisit the learning goals and have students show a thumbs
up, down, or middle for how they feel they met these objectives based on the
activities they did today: “In your own life, think about the things your family buys,
show me by a thumbs up or down if how confident you feel you understand your
rights and responsibilities for the next time you buy something”.

(2 min)

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)

Address diverse student needs including students with an IEP or 504, cultural linguistic needs.

ELL: Create a Spanish version of the assignment, this one has one less activity to allow for time in a different activity to practice their Spanish-
english, but standards are still met. Because there is only one ELL, this allows him to do the work on his own with a chance to mingle with
classmates for the poster making activity.

Interests: I noticed a few girls drawing in their notebooks during class, more than just doodles. The poster making assignment would allow them to
draw and be creative in their work. I also have seen how social some of the students are. I think the card game I designed could be a good
balance of getting experience to the content while having a chance to be social with one another.

None of my students have an IEP

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.

Formative: Individual completion of each station, seeing that the students completed a section *most of the
activities depend on completion to develop understanding as the answers are fairly black and white* can be used
as a measure of learning.

Summative: Final submission of workbook from stations for a review of quality gauged using this rubric, student
self-reflection from showing a gesture gauging their own understanding.

How your Plan Affects Teaching

RUBRICS for the FRAMEWORK for TEACHING

Below are 35 instances where the word “Plan” is listed in the Danielson Framework. Keep these areas in
mind when developing your own lesson plans for students.
 Component 1a: Knowledge of Content Pedagogy
Level 4
Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts
and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s
plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline,
anticipating student misconceptions.
Level 3
Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and
concepts. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical
approaches in the discipline.
Level 2
Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such
knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of
pedagogical approaches to the discipline or to the students.
CRITICAL ATTRIBUTES
● Lesson and unit plans use limited instructional strategies, and some may not be suitable to the
content.
Level 1
In planning and practice, teacher makes content errors or does not correct errors made by students.
Teacher’s plans and practice display little understanding of prerequisite relationships important to students'
learning of the content. Teacher does not consider prerequisite relationships when planning.
● Teacher’s plans use inappropriate strategies for the discipline.

Component 1b: Demonstrating Knowledge of Students

Level 4
CRITICAL ATTRIBUTES
In addition to the characteristics of a level of performance 3:
● The teacher maintains a system of updated student records and incorporates medical and/or
learning needs into lesson plans.
Level 3
CRITICAL ATTRIBUTES
● The teacher is well informed about students’ cultural heritage and incorporates this knowledge in
lesson planning.
Level 2
CRITICAL ATTRIBUTES
● Teacher cites developmental theory but does not seek to integrate it into lesson planning.

Component 1c: Setting Instructional Outcomes

Level 4
CRITICAL ATTRIBUTES
● Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing.
 Component 1e: Designing Coherent Instruction
Level 4
Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs,
and available resources (including technology), resulting in a series of learning activities designed to engage
students in high-level cognitive activity.

CRITICAL ATTRIBUTES
● Lesson plans differentiate for individual student needs.
Level 3
CRITICAL ATTRIBUTES
● The plan for the lesson or unit is well structured, with reasonable time allocations.
Level 1
CRITICAL ATTRIBUTES
● Lesson plans are not structured or sequenced and are unrealistic in their expectations.

Component 1f: Designing Student Assessments

Level 4
Teacher’s plan for student assessment is fully aligned with the instructional outcomes and has clear criteria
and standards that show evidence of student contribution to their development. Teacher intends to use
assessment results to plan future instruction for individual students.
Level 3
Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies
may have been adapted for groups of students. Teacher intends to use assessment results to plan for future
instruction for groups of students.

CRITICAL ATTRIBUTES
● Plans indicate modified assessments for some students as needed.
● Plans include formative assessments to use during instruction.
● Lesson plans indicate possible adjustments based on formative assessment data.
Level 2
Teacher intends to use assessment results to plan for future instruction for the class as a whole.

CRITICAL ATTRIBUTES
● Only some of the instructional outcomes are addressed in the planned assessments.
● Plans refer to the use of formative assessments, but they are not fully developed.
● Assessment results are used to design lesson plans for the whole class, not individual students.
Level 1
Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan to use
assessment results in designing future instruction.

CRITICAL ATTRIBUTES
● Assessment results do not affect future plans.