Lesson Plan #4

Emily Payne
Dr. Flannagan
UED 496 – Section 01
Regent University
11/13/2023

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Emily Payne Grade-Level: K Lesson Date:

11/09/2023

Title of Lesson: Wants and Needs Cooperating Teacher: Candace Evans

Core Components
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Subject, Content Area, or Topic

Social Studies
Student Population
18 students
11 boys
7 girls
Learning Objectives

I can recognize that people make choices because they cannot have everything they want.

I can explain that people work to earn money to buy the things they want.

Virginia Standard(s) of Learning (SOL)

SOL K.9 The student will

a) recognize that people make choices because they cannot have everything they want; and
b) explain that people work to earn money to buy the things they want.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources

Ms. Payne's Need or Want Slides.

Ms. Payne's Choices Slides.

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
x Nonlinguistic Representations 27%
x Cooperative Learning 23%
x Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
x Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Used Strategy Return
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Teach Others/Immediate Use of Learning 95%

x Practice by Doing 75%
x Discussion 50%
x Demonstration 30%
x Audio Visual 20%
Reading 10%
x Lecture 05%
Safety Considerations

Time
(min.)
Process Components
*Anticipatory Set

TTW use a variation of Student Response Cards, by having the students put their
thumbs up for need and thumbs down for want.

TTW go through these slides with the students: Ms. Payne's Need or Want Slides.

During the slideshow, the students will give a thumbs up if the item shown on the
slide is a need, and a thumbs down if the item shown on the slide is a want.

*State the Objectives (grade-level terms)

I can recognize that people make choices because they cannot have everything they
want.

I can explain that people work to earn money to buy the things they want.

*Instructional Input, Modeling, or Procedures

TTW say, “People cannot have everything they want. Therefore, they have to make a
choice!”

TTW say, “For example, when you go to the store, and you see two toys that you
really want, but your mom tells you that you can only pick one. You have to choose
the toy that you want.”

*Check for Understanding

What are wants?

What are needs?

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*Guided Practice

TTW go through this slideshow: Ms. Payne's Choices Slides.

TTW be following these steps during the slideshow:

Step #1: For each slide, TTW describe the two choices to the student.

Step #2: TTW give the students thirty seconds to make their choice.

TTW use the cooperative learning strategy of Turn and Talk.

Step #2: The students will turn and talk to a partner about why they made that choice.

Steps #1-4 will be repeated for all ten slides in the slideshow.

*Independent Practice

TSW complete the Needs and Wants sort.

Assessment

TTW assess the students by listening to their answers to questions during the whole
group lesson.

*Closure

TTW thank the students for working hard in social studies today.

TTW tell the students that it is time to pack up for dismissal.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

The students who are kinetic learners will have hands-on-activities to complete (The Needs
and Wants sort). The students will get to make their own choices during the choices slideshow.

Classroom Management Strategies (To ensure a positive learning environment).

Instructional Strategies

Assessment Strategies

Cooperative Learning Strategies

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)?
What parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in
written report).
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The reflection is in a different section of this document.

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperating teacher review and
input.
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References:

Kindergarten Teachers at B. M. Williams Primary. (2023). Week 10 – Scarecrow/Comparing

Sets. Retrieved from https://docs.google.com/document/d/1Zxxjkd-

p1P3UZTHA5ZupeIagMK5ZOSRhblXjRkLECq4/edit.
Reflection for Lesson Plan #4 Payne 7

Reflection for Lesson Plan #4

Emily Payne
Dr. Flannagan
UED 496 – Section 01
Regent University
11/13/2023
Reflection for Lesson Plan #4 Payne 8

At the beginning of this lesson, the students were shown a slideshow with pictures of

different items. During the slideshow, the students had to decide if the item they were shown was

a need or a want. Students gave a thumbs up if the item shown on the slide was something that

people want and a thumbs down if the item shown on the slide was something that people need.

Next, the class discussed the fact that people cannot have everything that they want, so they must

make a choice. During the slideshow about choices, the students were given two choices on each

slide. After each slide, the students shared with a partner what choice they would make and why.

Finally, the students completed the Needs and Wants sort.

This lesson is an example of INTASC Standard 6 – Assessment. The first way that this

lesson is an example of INTASC Standard 6 is that I demonstrated my ability to use multiple

methods of assessment to monitor my students’ progress. In this lesson, I assessed my students’

understanding of the difference between needs and wants in more than one way. I chose to assess

my student’s knowledge on the difference between a need and a want because I had already

taught my students about the difference between a need and a want in a prior lesson, so I wanted

to gauge their understanding of the concept. One way that I assessed my students’ understanding

of needs and wants is by using a variation of student response cards. In this lesson, the students

gave a thumbs up if the item shown on the slide was something that people want and a thumbs

down if the item shown on the slide was something that people need. I chose to use the thumbs

up or thumbs down strategy because it was a quick way for me to gauge which students know the

difference between a need and a want. Assessing the students using the thumbs ups/thumbs down

is a quick informative assessment to help me gauge who understands the difference between a

need and a want. Another way that I assessed my students’ understanding of wants and needs is

by having students complete the Needs and Wants sort. I chose to use the Needs and Wants sort
Reflection for Lesson Plan #4 Payne 9

because some students may need more time to demonstrate their knowledge than they are given

when they have to demonstrate their knowledge through a quick thumbs up or thumbs down

activity. The sort gave me a different way to gauge who understands the difference between a

need and a want. Both these assessments are formative. Formative assessments are assessments

that evaluate students’ learning over time (Fisher, M. R., n.d.).

There are several reasons why I chose to use multiple methods of assessment. The first

reason why I chose to use multiple methods of assessment is that using more than one method of

assessment provides students with various opportunities to demonstrate their understanding of a

concept (University of Minnesota, n.d.). I chose to use multiple forms of assessments in this

lesson because I believe that it is important to give students various opportunities to demonstrate

their understanding because not every student will be able to demonstrate their knowledge in the

same way. For example, some students are great at demonstrating their knowledge of a concept

through writing, while other students may be great at demonstrating their knowledge through art.

The second reason why I chose to use multiple methods of assessment is that using data from

multiple methods of assessment gives me a more comprehensive idea of how well students

understand a concept (Maki, 2022). When I have a more comprehensive knowledge of their

student’s progress, I can use that knowledge to drive instruction to increase student achievement.

In conclusion, planning this lesson taught me about how to use multiple methods of

assessment to check my students’ understanding. After planning this lesson, I feel more prepared

on how to use assessment data to increase student learning. By using multiple methods of

assessment, I can get a more rounded idea of my students’ understanding of a concept. Once I

have an idea of my student’s understanding of a concept, I can use this information to drive my

instruction. I can use data from formative assessments to differentiate instruction and increase
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student learning. Increasing student achievement reminds me of a Bible verse. Philippians 2:4

says, “Let each of you look not only to his own interests, but also to the interests of others.” This

verse encourages Christians to consider others instead of just thinking about themselves. I can

apply this to teaching because I should be using any assessment data to serve my students’

interests and increase their learning.

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References:

The Bible. English Standard Version. YouVersion. Crossway/ Good News Publishers, 2001.

Fisher, M. R. (n.d.). Student assessment in teaching and learning. Vanderbilt University.

https://cft.vanderbilt.edu/student-assessment-in-teaching-and-learning/.

Maki, Peggy. (2022). Using Multiple Assessment Methods to Explore Student Learning and

Development Inside and Outside of the Classroom. NASPA Online.

University of Minnesota. (n.d.). Use Varied Forms of Assessments. Retrieved from Center for

Educational Innovation. https://cei.umn.edu/teaching-resources/assessments.