Day 1

Spring Arbor University School of Education

Lesson Plan Guide: Direct Instruction
Title: School Store
Subject: Economics
Grade Level: 11th Grade

Time Allotted: 50 Minutes

Materials Required: School store materials (Pencils, Erasers, Smencils, Stickers, Homework
Pass, Candy), Store Worksheet, Guided Notes, Special Needs Guided Notes.
______________________________________________________________________________
_______
Michigan Curriculum framework: Benchmark and/or GLCE/HSCE/EGLCE (write out)
1.3.2 Law of Demand - Explain the law of demand and analyze the likely change in demand
when there are changes in prices of goods or services, availability of alternative (substitute or
complementary) goods or services, or changes in the number of buyers in a market created by
such things as change in income or availability of credit.
1.3.3 Price, Equilibrium, Elasticity, and Incentives - Analyze how prices change through the
interaction of buyers and sellers in a market including the role of supply, demand, equilibrium,
elasticity, and explain how incentives (monetary and non-monetary) affect choices of households
and economic organizations.
Objective(s): A portion of a GLCE or HSCE stated in terms of Blooms taxonomy
(level/verb)
The student will define demand and outline what the law of demand says.
The student will explain how to interpret and create demand schedules.
The student will explain how to interpret and create demand curves.
Purpose: The students are going to look at how demand changes due to price levels and
understand that there are situations that increase demand.
_____________________________________________________________________________
Instructional Procedure: What information do students need to accomplish the objective?
1. Differentiation Considerations:
a. I am going to have a notes sheet that has less spots to fill in.
b. I will make sure that I have medium students with high and low students to even
the groups out.
2. Instructional Input:

SOE Faculty, 2/26/10

Day 1
a. Anticipatory Set:
b. Ms. Guys Super Store (15 Minutes)
i. Items students can buy: Pencils (10), Erasers (5), Smencils (2), Stickers
(10), Free Homework Pass (2), 5 Bonus Test Points (1), various candy (25
pieces) $10 dollars per student
ii. Rules:
1. Round 1
a. Determine what they wish to buy & explain why.
(Worksheet)
b. Row by row come forward.
c. Worksheet - #2 Did you get to buy what you wanted? If
not, why not? #3 If you bought something else how did
you decide it was what you wanted? (Trade off)
d. Identify how much they spent, what they bought. (Collect
at the end of the activity)
a. Guided Notes: Fill in with the students. Go over all of the guided notes part one
worksheet. Through the guided notes, implement different examples using what
we just learned in the school store to help them understand what they did. (25
Minutes)
3. Closure:
a. Close lesson: what did we learn today? Ask students to write or verbally define
demand and trade off with an example. (10 Minutes)
4. Assessment: The ticket out the door and discussion is going to be their formative
assessment.
High Yield Practice: Non-Linguistic Representation
I selected this strategy because I felt that it would be a fun and interesting way to enter the
concepts of supply and demand. It is something that the students will remember because it is
outside of the box. I could have done a different activity to enter this but I feel like this activity
was one that could bring in ideas that the students already know and I can refer back to in later
lessons. The benefits of this strategy is that it will not bore the students and it is a way to make
sense of what they are learning. Some cons are that the activity could be confusing at first. I
believe this is an activity that I will have to do more than one year in order to perfect it. Also, the
answers could be different so it would be interesting to have a group discussion and lead that
well. I would counteract this by editing each year and also by being aware of what is happening
throughout the project. I will make sure to understand where the students are at all times so I am
ready as a leader to discuss with them. I was influenced by a teacher who did this for us in the
past and it was very influential.

SOE Faculty, 2/26/10