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Seminar 2
Lesson Foundations
Content Standards
*Science and SS should also
include common core for
reading/writing
Learning Objective(s)
Students will
CCSS.SocialStudies.Content6.16 When selecting items to buy, individuals can compare the price
and quality of available goods and services.
Social Studies Writing Standard 1e: Provide a concluding statement or section that follows from
and supports the argument presented.
1. Students will be able to defend their reasoning for making economic decisions using their final
budget from day 2 (Evaluate).
2. Students will be able to develop a group presentation that summarizes their economic
decisions from day 2 (Apply).
Prior Academic
1. Students
Knowledge and Skills 2. Students
3. Students
What have you or your
4. Students
mentor taught previously that
will inform what students are5. Students
learning today?
6. Students
Materials & Resources1.
2.
3.
4.
5.
6.
7.
8.
9.
know
know
know
know
know
know
Re-cap web
Budget sheets from day 2
Numbers for table
Note-sheet with guiding questions for group share and recorder
Poster-paper
markers
sample poster
directions for poster for each group
Exit Ticket
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Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.
Name and
number of
Assessment
Re-Cap Organizer
(LO1/A1)
Description of assessment
This graphic organizer
will ask students to
defend the choices that
they made on the
previous day. This will
help them bring their
ideas back from the
previous day and give
them a way to see all of
their ideas flow together.
The top half will ask them
to list three choices that
they made from the
simulation on the
previous day. The bottom
half will have three
webs that ask them to
provide reasons why they
made the choice.
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assessment.
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Poster
Presentation
(LO2/A3)
cSample Poster:
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income/jobs/life
circumstances contribute
to shopping choices.
Exit Ticket
(LO2/A4)
I rated myself in the yellow, but I rated the role that I had yesterday
as red.
My role did not allow me to be a more sustainable buyer because I
made less money in my role.
"Because of my income, I did not have a vehicle. I did not make
enough money to shop at the local store, so I had to take the bus to
Kroger. I had to make a less sustainable decision because I did not
have a high enough income."
Instructional Procedures/Steps
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
Opening
Teacher will
Student will
15
Minutes
Hook?
Activate prior
knowledge?
Communicate LOs?
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at another store."
"You chose to lower your entertainment budget
while I chose to lower my coffee budget."
"I did not have money for the taxi and the bus
didn't go to my house so I had to walk to
Weiland's, but you were able to drive to Wal-mart
and save money."
(Remember)
Did anyone come with a plan that was
different from your partner? (Remember)
What restrictions in your budget prevented
you from making certain choices? (Analyze)
These questions will be on the smartboard
for reference, each group will have a copy of
the questions, and I will be listening in and
asking students to share their responses to
these questions with me.
You can go ahead and talk with your groups
now--remember to record your discussions.
You have 9 minutes.
As I walk around between groups, I will listen
and ask different questions according to the
direction of conversation. Questions like
Thats interesting that you all chose
different grocery stores. Do you think that
everyone had that kind of flexibility? You all
chose to shop at Kroger, could you explain
the restrictions you had to make that
decision?
I will also pass out poster-paper and markers
during this time.
On the board, I will write the names of each
of the grocery stores. After the 9 minutes, to
transition into the next activity and for all
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Closure
15 Minutes
Assess?
Wrap up?
Set-up?
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continuum looks.
Modifications/Acc
ommodations/Enri
chment
Differentiation: How
will you provide
students with specific
learning needs
instructional support?
How will you provide
students access to
learning?
Academic
Language
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Planned Supports
Language Function: Students will use graphic
organizers to map the economic decisions from the
previous day. They will use this graphic organizer
to guide their conversation in the pair activity.
They will talk with a partner through the decisions
they each made and then talk about how they are
similar and different. Finally, they will do the same
thing in a whole group setting. The ideas flow from
the individual to the pair, to the whole group, and
the whole presentation will go to the class. The
note sheet that the recorder uses will serve as a
place for all of the ideas of the pairs to be on one
place before they are added to the poster. The
final poster will present the decisions that the
group's role had to make in day 2.
Vocabulary: Since this is day 3, they will have
heard the terms economic decision and
sustainable decision throughout the unit. I will
clarify what economic decisions are as they name
them in the opening worksheet and in their group
work. I will not define the term synthesize for the,
rather I have set the lesson up in a way that allows
them to synthesize their information and
experiences naturally. They will be using these
terms as they present their work. The graphic
organizers allow them to write their understanding
of the terms in context of their assigned role. The
class presentation allows them to verbally talk
through their understanding of the terms.
Syntax or Discourse? The main goal of the
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