UMU Lesson Plan Template: Explicit Instruction

2016-2017

Name: Michelle Gable Date: February 27, 2017

Grade Level: 1st Class Period: 12:00-12:45 (45 minutes)
Subject: Social Studies Unit 6 Lesson # & Title: Lesson #1-Goods & Services
Function of the Lesson (check all that apply):
X Introduce New Skill or Content
X Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

I will be teaching this lesson to a first grade class composed of 20 students (10 female and 10 male). The
school is located in Independence (suburb). All of my students are between the ages of 6 and 7 with very
little diversity. Amongst the class, I have 3 students that are in the process of receiving 504 plans and 1
student that is undergoing the evaluation process to receive an IEP. My students in the process of
receiving 504 plans as well as the one undergoing evaluation are accommodated through the use of
sensory breaks, fidgets and constant redirection and reminders throughout the course of the day. I also
have 2 students that are on a RIMP (Reading Improvement and Monitoring Plan). Having oral
explanations provided to them for all tasks during this lesson will accommodate these 2 students. In the
classroom I have a desktop computer, Smart board and 8 IPads available for my use. My classroom is
set up with 2 large table groupings composed of 7 desks at each table and then 6 individual desks in the
middle dividing the table groupings. The classroom also has many colorful bins on shelves against the
right wall in the classroom that contain various materials for students use (crayons, dry erase
markers/erasers, stencils, glue sticks, markers, etc.) These are easily accessible to the students.

Content Standards:
-1.E.12: People produce and consume goods and services in the community.
(First Grade. Economics. Content Statement 12)
-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.

Learning Objectives:
After teaching this lesson, students will be able to distinguish between things that are goods and
things that are services by placing cut out pictures under the correct category with 85% accuracy.

Academic Language:
Goods
Services

Revised 08/2016
Assessment Plan: Formative Assessment:
Throughout the course of the lesson I am going to be conducting two informal, formative assessments.
The first one will be done after completing their guided practice. I am going to ask the students to give
me thumbs up or thumbs down regarding how comfortable they feel with the two terms, goods and
services. This will give me a quick visual of the students that are ready to complete their independent
practice and those students that need further clarification and practice using the terms. The second
informal, formative assessment will be conducted through the process of observation during their
independent practice. I will be walking around the room and observing the students completing their
worksheet. As Im observing, I will be taking mental note of students I see struggling with the activity
and stop to work with them.

Assessment Plan: Summative Assessment:

In this particular lesson, my summative assessment will be the students independent practice worksheet
that they complete on their own at the conclusion of the lesson. This will allow me to see what students
understood the lesson and met my goal success rate of 85% as well as what students will need extra
practice with it. I will also be using my pre-test that I gave prior to beginning lesson one as a summative
assessment, this helped drive my instruction for each lesson. My post-test that will be administered after
I teach all three TPA lessons will be a summative assessment as well. It will have a variety of all the
topics that I covered in my three-day unit.

Procedures: Lesson Introduction: (3 minutes)

To introduce this lesson, I am going to say that today we are going to be learning about goods and
services in our community. Ask for a choral response of each word. I will then state our goal for the
lesson, which is to be able to distinguish between things that are goods and things that are services.

Procedures: Lesson Body:

Presentation/Explicit Instruction: (10 minutes)

For my explicit instruction I am going to ask the students if they know what a good or service is. I will
then read the definition of each of them (elaborate upon book definition, put in more kid friendly
terminology) and we will discuss examples. I will have various examples put aside (crayon, glue stick,
pencil, softball, point to Mrs. Gardner, point to Chip, etc.) and they will have to respond as a whole
group as to if they are goods or services. I am then going to read Lesson 1 in the Harcourt Social Studies
book, which is titled, Goods and Services. As I am reading, I will stop at various points in the book to
form discussion points.

Structured Practice: (7 minutes)

Together, we will discuss what kinds of stores are in their community (Independence) that they shop at
and the different goods and services that are in them. For example, Giant Eagle. We will make a T-chart
on the board of different goods and services found in a grocery story (cookies, fruit, vegetables, cashier,
baker, butcher, etc.) We will even extend our thinking to talk about how the food gets in the store and
who grows the food that is in the store.

Revised 08/2016
Guided Practice: (15 minutes)
For my guided practice, the students are going to be paired with a partner to participate in a Scavenger
Hunt around the room. I will thoroughly explain the expectations and directions for this activity before
allowing them to begin. We will do an example of one good and service. Each pair will get their own
worksheet to record their findings. Their partner is going to be someone that is around their same ability
level when it comes to language and literacy. The scavenger hunt will consist of each pair finding a set
number of goods in the room (book, scissors, book bag, chalk, etc.) They will also have to find a set
number of services. I will explain that these services can be things that might not necessarily be in the
classroom but they can be in the building or related to school. Think about where you go in the building
if youre not feeling good, or if you ride the bus to school? Those people are all providing a service to
you. Upon completion, students will come back to the carpet with their partner and we will share a few
of their findings. Ask for thumbs up or thumbs down as to if they feel ready and comfortable enough
with the terms to do an activity on their own.

Independent Practice: (7 minutes)

For my independent practice, students will complete a goods and services sort on a worksheet at their
desks. During this time it will be level 0, which means no talking. When they are finished they will raise
their hand and I will collect them and grade them for accuracy and provide the students with feedback
the next day.

Procedures: Lesson Closure: (3 minutes)

To close this lesson, I am going to restate my objective. I will say that today we learned how to
distinguish between two different thingsI will ask for a choral response of both words. I will then
conclude by asking the students to give one example of each.

Differentiation, Individualized Instruction, and Assessment:

To differentiate during this lesson I am going to provide oral explanations for all activities to
accommodate my two students that are on a RIMP. I also differentiated during the guided practice
activity. I paired my students with students that are amongst the same ability level when it comes to
language and literacy. We have three different groups, a high group, an on level group and a below level
group. On the worksheets that were given to each pair, I included a set number of goods and services
that I wanted that specific pair to find that would be appropriate to their individual ability levels. The
students all have a blue, red or green dot in the corner of their paper to distinguish what group they are
part of.

Instructional Materials and Support:

Harcourt Social Studies teacher edition textbook
Chalk
Goods and services scavenger hunt worksheet
Goods and services independent practice worksheet
Various examples of goods (crayon, pencil, softball, book)
Pencil
Colored marker and stickers for grading

Revised 08/2016
Research and Theory Commentary:
The theorist that I incorporated into this lesson was Howard Gardner and his standpoint on incorporating
various learning modalities/multiple intelligences into each lesson to accommodate all types of learning
styles. During this lesson I incorporated bodily kinesthetic learning by having the students participate in
the scavenger hunt and moving about the classroom. I also accommodated my visual learners by
creating a T-chart on the board to write down different goods and services they would find in a grocery
story. I accommodated my auditory learners by giving oral directions and explanations for all activities
and interpersonal and intrapersonal learning by having the students work with a partner and alone on
different activities.

Revised 08/2016