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5. Instructional Design Integrated Unit (LO.1.1, 1.4, & 2.2) (APS 2, 5, & 6)
TWS Standard
The teacher designs instruction for specific lesson objectives, student characteristics
and needs, and learning contexts.
Task
Prepare and submit one to three week (depends on major- see university supervisor) unit
with at least five as comprehensive lesson plans using the Teacher Education lesson plan
template. Provide an overview of the unit which may include the essential questions or
big ideas, but should be referred with Common Core and/or SC Academic Standards
from the specific content area that is grade level appropriate.
Prompt
Unit Plan & Lesson Plans- Content area lesson plan templates should be
used for each lesson plan.
Your Unit Plan should provide an overview of the content (may be essential question or
big ideas) and Common Core and/or SC Academic Standards that you plan to teach
over this one to three week periods. The assessment plan you provided in section three of
your teacher work sample should align with these unit objectives.
Your lessons should be creative, research-based (best practices), integrate technology and
other content areas, and promote higher levels of thinking and/or performance as
appropriate. Lessons should contain cross-curricular connections as appropriate for
certifications area. Adaptations/modifications for students based on the classrooms
contextual factors or students learning needs should be indicated. (Lesson plan rubric
mat be used to evaluate your plans depending on you major.)

Lesson Plan #1: Should be an introductory lesson and contain a hook or anchor
activity to get students involved in the unit content. The pre-assessment piece should be
included in this lesson.
Teacher Candidate: Mary Catherine Dorn
Subject/Grade: Social Studies/ 2nd
Feb. 9 at 9:45

Lesson # 1
Date and Time of Lesson: Monday,

Learning Objective:
Students will be able to demonstrate an understanding of the differences between goods
and services.
Alignment with Standards:
South Carolina Social Studies Academic Standard 2-3: The student will
demonstrate an understanding of the role of goods and services and supply and
demand in a community.

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Indicator 2-3.1: Summarize the role of community workers who provide goods
and services.
Developmental Appropriateness or Cross-curricular connections: Students have prior
knowledge of what community workers are and what each of them does. This will help
the students when doing the activity around the room. It is important for students to be
able to identify the differences between goods and services because this will help them
during the rest of our unit.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be able to

correctly identify examples
of community
workers/members and
determine whether they
provide goods or services
with 80% accuracy.

Students will be assessed

three times during this
lesson.
Pre: Students will watch a
BrainPop Jr. video on goods
and services. We will have
class discussion and create
an anchor chart after the
video.
During: Students will be
expected to be actively
engaged and fully participate
in the activity. Student will
be participating in an
interactive activity called
Hop and Think. They will
be assessed by their
participation during this
activity.
Post: I will assess the
students based on the number
of goods and services they
correctly identified.

If students cannot
identify the difference
between goods and
services with 80%
accuracy, I will create a
T-chart. The T-chart will
show what goods and
services are and some
examples. They will
write this T-chart in
their journals.

Accommodations:
For this lesson there will not be a need to accommodate my students who go to SST and
speech because they will be in the classroom. The students will have 30 seconds during
each rotation during the activity, if they cannot complete that station I will allow them ten
more seconds to complete that one. For the students who finish quickly I will instruct
them to wait patiently for everyone to finish.

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Materials:
Pencils
Promethean Board
Station cards
Worksheet
Procedures:
1. Students will watch the BrainPop Jr. video presented on the Promethean Board.
2. We will talk about what they learned in the video. I will ask them, What is a
good? and what is a service?
3. I will create an anchor chart with each of these and list some examples they give
me as a class.
4. After we create the anchor chart I will explain the directions for Hop and Think.
5. I will tell them that there is going to be a card on each desk. I will tell the students
which direction they are going to go in to get to the next card (station).
6. I will tell the students to go back to their seats.
7. I will ask the class helper to help me pass out the papers while I pass out the
cards.
8. Once all the cards and papers are passes out I will instruct the students to turn the
card over and write their answer on their paper.
9. Once we have completed all twenty-three cards (stations) we will go over the
answers as a class.
10. I will ask the students to turn their paper over and write in their own words what a
good and service is.
Activity Analysis:
BrainPop Jr. Video: I chose to show the BrainPop video because my students really enjoy
these videos and learn from them. This video will be shown on the Promethean Board.
This video will define what goods and services and allow a great starting point for us to
create our anchor chart.
Hop and Think: This activity is going to allow my students the opportunity to get up,
move around, and be interactive. My students will really enjoy this activity because they
love to move around when learning. I will be using a timer to let the students know if
when to move to the next station. This is going to allow them to identify the difference in
goods and services. Technology will not be used during this activity because they are
going to be moving around and all the materials are on going to be on paper.
References:
https://www.teacherspayteachers.com/Product/Hop-and-Think-Goods-and-Services359870

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Lesson Plan #2: May be to EEDA, but if not, you must attach an additional plan that
addressed some aspect of EEDA (use of cooperative learning, contextual teaching, and/or
connections to real life problem solving or career awareness/skills).
Teacher Candidate: Mary Catherine Dorn
Lesson #: 2
Subject/Grade: ELA & Writing/ 2nd
Thursday, Feb 12 @ 11:00

Date and Time of Lesson:

Learning Objective:
Students will be able to recall key details in a text and also be able to write an
explanatory text based prior knowledge about goods and services.
Alignment with Standards:
Common Core ELA State Standards 2.SL.2: Recount or describe key ideas or
details from a text read aloud or information presented orally or through other
media.
Common Core ELA State Standards 2.W.2: Write an informative/explanatory
text in which they introduce a top, use facts and definitions to develop points, and
provide a concluding statement or section.
Developmental Appropriateness or Cross-curricular connections: Students have prior
knowledge of what goods and services are. They also have had practice with many
examples of different good and services. This will help the students when we are
discussing which good or service they would want to provide to their community. Also
their practice with goods and services provided them examples, which will help them
think of goods and services.

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Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be able to

identify key details in a text
about goods and services.
Also, they will be able to
write an explanatory text
about what good or service
they would provide the
community of Ninety Six.

Students will be assessed

three times during this
lesson.
Pre: We will review our
anchor chart that we made
about goods and services on
Monday. We will discuss
examples of each.
During: Students will be
expected to be actively
engaged and fully participate
in the activity. Students will
be completing a writing
sample based on a good or
service they want to provide
to the community.
Post: Students will complete
a final draft piece, which will
assessed based on the
number of errors they make.

If students can not

brainstorm and come up
with something they
would want to provide
the community with, I
will provide them with a
list of examples and
potential goods or
services they might
want to provide.

Accommodations:
For this lesson there will not be a need to accommodate my students who go to SST and
speech because they will be in the classroom. I will accommodate my student who goes
to resource by providing him with paper that has larger handwriting lines on there so that
he can make sure his hand writing is neat.
Materials:
Lemonade for Sale by Stuart J. Murphy
Promethean board
Writing response journal
Pencil
Final draft sheet
Procedures:
1. I will begin this lesson by reviewing our goods and services anchor chart.
2. I will read the book Lemonade for Sale by Stuart J. Murphy. I will stop on page 9
and ask the class to think about what good they needed to provide the service.

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3. We will talk about what they think some of the good are. I will then direct their
attention back to the book and me.
4. I will continue reading and I will stop on page 19 and ask them what they think is
going to happen next. I will then ask them to pair up with their neighbor and tell
their neighbor what they think.
5. I will continue reading the story. Once I have finished I will ask them to get their
writing and response journal.
6. I will tell them to turn to the next two blank pages. On the left page we are going
to make a graphic organizer of goods and services and some examples of each.
7. I will discuss with them what the writing prompt is going to be.
8. I will write on the board the writing prompt in two different colors. I will tell
them that the first thing I write is going to exactly the same on their paper and
then the middle part they can write however they want to but just make sure they
cover all the information. I will explain that the last line is going to be the same as
what I write.
9. Once each student is finish I will go back and revise their writing, and then
instruct them to write on their final draft sheet. If students do not finish I will
allow them to finish the next day during Guided Reading time.
Activity Analysis:
Think, Pair, Share: Students will be instructed to turn and talk to their neighbor about
what they think is going to happen next in the story. They will talk about if they think the
sales will continue to go up or if they think they will go down. This will give the students
the opportunity to converse with their classmates and not just listen. It will also give me
the opportunity to walk around and here their conversations and prediction about the
book.
Graphic organizer: I will write on the Promethean Board a graphic organizer. They will
be instructed to create the same one in their writing response journal. We will write what
a good and service is. I will then ask the class to give me some examples of goods and
services. Once they have given me examples I will explain that if I were providing the
service of a teacher, I would need goods, which might include, books, pencils, markers,
etc. This will show them how they could create a graphic organizer to help them map out
their thoughts about their writing.
References:
Lemonade for Sale by Stuart J. Murphy

Lesson Plan #3: May be evidence of SSCA or bullying, but if not, you must attach an
additional plan that addressed this SC regulation.
Teacher Candidate: Mary Catherine Dorn
Subject/Grade: Math/ 2nd
Feb. 23 @ 12:45

Lesson #: 3
Date and Time of Lesson:

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Learning Objective:
Students will be able to correctly identify different ways to show 100 cents or $1.00.
Students will also be able to tell how many of each coin it takes to make 100 cents or
$1.00.
Alignment with Standards:
South Carolina Common Core Standard: 2.MD.8: Solve word problems involving
dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.
Developmental Appropriateness or Cross-curricular connections:
Students have prior knowledge and practice using the different coins. Students have prior
knowledge of the value of each coin and also different ways to make an amount of
change. Students know how to skip count by different intervals.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will use coins to
make one dollar with 80%
accuracy.

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be assessed

three times during this
lesson.
Pre: We will review the
value of each coin.
During: Students will be
expected to be actively
engaged and fully participate
in the activity.
Post: Students will complete
the own my own pages in
their books. We will go over
each page before they leave.
They must complete their
homework and turn it in the
next day.

If students can not

identify how many of
each coin it takes to
make 100 cents I will
ask them to write how
much each coin it
worth. I will them ask
them to draw and skip
count the way we have
done in the previous
lessons. Also, if students
can not complete the
problems on pages 511512 with a least 80%
accuracy I will give
them extra problems to
work on for homework.

Accommodations:
For this lesson there will not be a need to accommodate my students who go to SST and
speech because they will be in the classroom. For early finishers I will allow have more
practice problems for them to do while others are finishing. For those who are struggling
with the concept I will remind them how to count the change but giving the coins hair.
Materials:
My Math Lab Book

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Pencil
Manipulated coins
Promethean Board

Procedures:
1. I will introduce dollars to class. We will talk about the value of each coin and how
many quarters make a dollar.
2. I will show the students an example using coins that equal 100 cents. I will write
on the board one dollar= 100 cents. I will explain that it takes 100 pennies to
make one dollar because a penny is only worth one cent.
3. I will then ask them to skip count by 5 until we reach one hundred. As they count
out loud I will tally on the board each time they count. We will then talk about
how many nickels it takes to make 100 cents or one dollar. We will so this for
dimes and quarters as well.
4. We will then look at page 510 in their books and talk about each of the examples.
5. I will ask students to complete pages 511 and 512 on their own.
6. I will be walking around the room as they are completing these pages checking
their work and correct their mistakes if they have any.
7. To conclude the lesson I will ask them to tear their homework out. I will ask them
again after they have put their math books away, how many pennies, nickels,
dimes, and quarters does it take to make $1.00. I will also ask them if 100 cents
the same thing as $1.00.
Activity Analysis:
On My Own Pages: This allows the students independent practice on the
material just taught. This gives them a chance to ask questions as they go along
about things they do not understand.
Showing Different Coins: Showing the students the different coins that it can
take to make 100 cents or $1.00 will give them a visual. Some children after
seeing this will help them remember better.
References:
Money. (2014). In My math (Vol. 2, pp. 509-512). Columbus, OH: McGraw-Hill
Education.

Lesson Plan #4: Candidate choice

College of Education

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Lesson Plan Template-5E Design
Teacher Candidate:
2nd

Mary Catherine Dorn

Grade Level:

Lesson Title or Essential Question that guides the lesson:

How many drops of water will each coin hold?
Curriculum Standards Addressed:
Science- 2.S.1A.3: With teacher guidance, conduct structured investigations to
answer scientific questions, test predictions and develop explanations: (1) predict
possible outcomes, (2) identify materials and follow procedures, (3) use
appropriate tools or instruments to collect qualitative and quantitative data, and
(4) record and represent data in an appropriate form. Use appropriate safety
procedures.

Math-2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple put together, takeapart, and compare problems using information presented in a bar graph.

Procedures
Engagement: I will ask students to tell me the order of the coins from smallest to
largest in size. I will ask them if we were going to put water on the coins, what
they think will happen? I will ask them to think about which coin would hold the
most water and which coin will hold the least. I will explain that we are going to
be putting drops of water on each coin. But before we do they will make their
predictions of how many drops they think each coin with hold.
Exploration: Each student will be given an eyedropper, plastic cup with water,
paper towels, a penny, nickel, dime, and quarter. I will demonstrate for the class
how I expect them to do this. I will explain that they have to do it one drop at a
time. They will make a tally chart while they are doing this. I will give them their
data collection paper. They will take the data they collected for each coin and turn
it into a picture graph (which will also be on their data collection sheet).
Explanation: Students will answer the questions on their sheet of paper when
they are finished with the experiment. We will talk about if their predictions were
greater than or less than their results.
Elaboration: Once students clean up their area, I will instruct them to turn and
talk to their neighbor about what is happen with their data vs. their predictions.
Evaluation (Assessment): Assessment of the students knowledge, skills, and
abilities. What did students learn about my objective and how did they
demonstrate that learning?
o Students will answers questions about what they saw in further detail.
o Students will draw a picture of what they saw on each coin.

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o Students will write in a narrative what they noticed about the amount of
water each coin held.
References:
Eyedroppers from Foss Kit
Plastic cups
Paper towels
Pencils
Data Collection Sheet

Lesson Plan #5: Closing Lesson: Should include a summative assessment to

determine students learning as reported in analysis of student learning.
College of Education
Lesson Plan Template-5E Design
Teacher Candidate: Mary Catherine Dorn (Lesson 5) (EEDA)
2nd

Grade Level:

Lesson Title or Essential Question that guides the lesson:

Interactive Market
Curriculum Standards Addressed:
Math- 2.MD.8: Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and symbols appropriately.

Social Studies- 2-5.1:Identify examples of markets and price in the local

community and explain the roles of buyers and sellers in creating markets and
pricing.

Social Studies- 2-3: The student will demonstrate an understanding of the role of
goods and services and supply and demand in a community.

Procedures
Engagement: We will review our anchor chart we made about goods and
services. We will also review the amount of each coin.
Exploration: Students have been collecting money over a 5-day period. They
have received money for a variety of things, such as, good behavior, having their
materials, and different things like that. Students will be called back to use the
money they earned to shop at our classroom market. We will talk about one on
one what are the goods I am providing them.
Explanation: Students will write the amount of money they earned over the 5
days and they will write what they purchased with their money.

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Elaboration: We will have a classroom discussion about how they think the
market went and some things they liked and some things they would change. We
will also talk about some of the goods they purchased from the market.
Evaluation (Assessment): I will collect students sheet to assess what they know
about goods and services and the amount each coin is. This is a worksheet that I
will create.
o Conversations: I will converse with students during their visit to the
market, which will allow me to see what they know.
o Formal Assessment (worksheet): This will allow me to see what they
know and it will also give them something to do while they are not visiting
the market.
o Interactive Market: This is going to allow the students a concrete reward
and an opportunity to allow me to see that they know how to use the
money they earned.

Assessments: should include a formative assessment used to determine

students learning. Data yielded from these assessments may be used in the
analysis of student learning.
o The pre, during, and post assessments are all addressed and labeled in each
lesson I have provided above.

Resources: Identify the resources you will use to teach the unit. These should
be varied in formats and when possible show a diverse perspective on the content.
o The resources I used are all addressed in each lesson plan I have provided
above.

Technology: Describe how you and how your students will use technology in
your instruction. If you do not plan to use any for of technology provide a clean
rationale for its omission.
o During this unit I used technology in almost every lesson. For the fourth
and final lesson technology was omitted because we were doing hands on
and interactive learning strategies. I used the Promethean Board in lessons
1-3. We watched Brain Pop videos and/or did the math pages together
from the McGraw-Hill website.

Instructional Strategy Analysis: Identify and briefly describe at least 2

different instructional strategies that you plan to use in the unit. Examples of
instructional strategies: direct instruction or lecture, cooperative learning, specific
learning strategy (KWL or reciprocal teaching), peer tutoring, computer assisted
instruction, etc. In you explanation for each strategy, include:
o How the instructional strategy supports your learning objectives,
o How the activity stems from student characteristics, needs and contextual
factors,

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o What materials/technology you will need to implement the activity.

In the lesson plans provided above I have listed at least two
instructional strategies for each lesson. One instructional strategy I
used was a Think, Pair, Share This allowed students to turn and
talk to their neighbors, which ultimately allowed students the
opportunity to elaborate on what they have learned. Another
instructional strategy I used was cooperative learning when I did
the Hop and Think. This activity allowed my students the
opportunity to get up, move around, and be interactive. My
students really enjoyed this activity because they love to move
around when learning. I will be using a timer to let the students
know if when to move to the next station. This is going to allow
them to identify the difference in goods and services. Technology
will not be used during this activity because they are going to be
moving around and all the materials are on going to be on paper.