Integrated Unit Plan

Teachers Name: Sarah School: Kaleiopuu Complex: N/A

Vinluan Elementary

Grade: 2 Content Area: Language Course Name: Date: November 2016

Arts, Math, Social
Studies

Essential Vocabulary:
Goods
Services
Business
Producer
Consumer
Supply
Demand
Wants
Needs
Income
Barter
Trade
Bar graph
Data

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to . . . .
Ask who, what, where, when, why, and how questions to
demonstrate understanding of the big ideas of the lesson.
Identify and describe goods and services
Describe supply and demand and how they affect one another
Describe who producers and consumers are, how they affect one
another, and examples in their community
Create their own businesses to practice being producers and
consumers in a classroom setting (Market Day)
Gather data to graph and compare the amount of money earned in
various ways
Big Idea(s):
Students will understand that . . . .
(Declarative statement describing
concept that transcends grade levels
in the content area and is related to
the learning goal.)
Essential Question(s):
Common Core Standards:
Standards/Benchmarks:
General Learner Outcomes
People purchase goods and service for their needs and wants.
Producers and consumers are in the community and they depend on
one another.
Supply and demand have an affect on one another, as well as prices.
Goods and services are exchanged with money or through trade
How are goods and services produced, consumed, and exchanged to
fulfill the needs and wants of people?
Language Arts:
RI.2.1 - Ask and answer who, what, when, where, why, and how
questions to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
Social Studies:
SS.2.8.3 - Explain how people benefit from trade (the exchange of
goods and services)
SS.2.8.4 - Compare roles of buyers and sellers and explain how they
depend upon each other
SS.2.8.5 - Explain the responsibility of the government to provide
goods and services
Math:
2.NBT.7- Add and subtract within 1000
2.MD.C.8 - Work with time and money: Solve word problems
involving dollar bills, quarters, dimes, nickels, and pennies, using $
and symbols appropriately.
2.MD.D.10 - Represent and interpret data: Draw a picture graph and
a bar graph (with single-unit scale) to represent a data set with up to
four categories.
GLO #1: Self-directed Learner

Standards/Benchmarks:
Hawaii State Teacher Standards
Students will be responsible for completing the Producer and
Consumer book
Students will be responsible for creating and running their own
business, selling goods or services.
GLO #2: Community Contributor
Students will have an opportunity to work together and
contribute to the classroom community as producers and
consumers during their Market Day activity.
GLO #3: Complex Thinker
Students will apply creative and critical thinking to problem
solving.
GLO #4: Quality Producer
In practicing being producers and consumers, students will
demonstrate the ability to recognize and produce quality
performance and quality products.
GLO #5: Effective Communicator
Students will be required to communicate clearly with each
other through speaking during their Market Day activity.
Standard 1: Learner Development
1(a) The teacher regularly assesses individual and group performance in
order to design and modify instruction to meet learners needs in each
area of development (cognitive, linguistic, social, emotional, and
physical) and scaffolds the next level of development.
The teacher will be walking around the classroom to check
student understanding during lessons and during their business
planning time.
Teacher will scaffold by using videos, teaching vocabulary, and
providing students an opportunity to engage in their
environment.
1(c) The teacher collaborates with families, communities, colleagues,
and other professionals to promote learner growth and development.
The teacher will work with colleagues for support in Market
Day (other students can visit the classroom to be consumers).
The teacher will collaborate with parents (for Market Day and
field trip) and community businesses (for field trip) to support
and further student learning.
Standard 2: Learning Differences
2(a) The teacher designs, adapts, and delivers instruction to address
each students diverse learning strengths and needs and creates

STAGE 2: Assessment Evidence
Summative Assessment/
Performance Task:
Rubrics for Summative
Assessment/Performance Task:
opportunities for students to demonstrate their learning in different
ways.
The teacher delivers instruction through text, video, and audio.
The students have performance and written opportunities to
demonstrate their learning.
Standard 3: Learning Environment
3(h) The teacher intentional builds learner capacity to collaborate in
face-to-face and virtual environments through applying effective
interpersonal communication skills.
The teacher creates an opportunity for students to communicate
verbally, face-to-face, during Market Day.
Standard 4: Content Knowledge
4(h) The teacher creates opportunities for students to learn, practice,
and master academic language in their content.
The Market Day activity will provide an opportunity for
students to apply and practice their academic language
(essential vocabulary).
Standard 5: Application of Content
5(b) The teacher engages learners in applying content knowledge to
real world problems through the lens or interdisciplinary themes.
The teacher creates an opportunity (Market Day) to simulate
real world situations and problems in which students are able to
apply content knowledge.
Standard 6: Assessment
6(a) The teacher balances the use of formative and summative
assessment as appropriate to support, verify, and document learning.
In the unit, the teacher uses both formative and summative
assessments.
Students will participate in Market Day where they will practice being
producers and consumers. In pairs, students will create a business in
which they sell goods or a service, earn income, practice working with
money, making change, and regulating prices based on supply and
demand.
Market Day rubric:
https://docs.google.com/a/student.chaminade.edu/document/d/1RLybLFi
D3_8EJR6EOWRVoagRIdjMQEPzXc7qVruYaXY/edit?usp=sharing
Formative Assessments:
Producer and Consumer Book
Page 1 -
https://docs.google.com/a/student.chaminade.edu/drawings/d/15Va
EseNBm67v0vgSlnV9BSQsF_WjiGxdTdM1cnvI9R4/edit?usp=sh
aring
Page 2 -
https://docs.google.com/a/student.chaminade.edu/drawings/d/1ZC
Xza0ELp9JXOuTcizIiL6ES5OsVJrU8fkT0INzBYK4/edit?usp=sh
aring

Students will create a book in which they will answer who, what, when,
where, why, and how questions to demonstrate their understanding of the
lessons. The book will have their written answers and drawings.
Rubrics for Formative Producer and Consumer Book Rubric:
Assessments: https://docs.google.com/a/student.chaminade.edu/document/d/1XLxrL1zg
0XsHtSTXUWFfD5hQbLOUYV7_C1eeAhq2SVA/edit?usp=sharing

Expected Targets: Students will be able to:

Rationale for Expected Targets:
Identify and define goods and services
Identify the jobs of producers and consumers and how they depend
on one another
Explain why producers sell and why consumers buy goods and
services
Explain how goods and services are exchanged
Explain how supply and demand can affect prices
Create a business and practice being producers and consumers
Gather data to graph and compare the money earned by the
different businesses
The rationale for the expected targets is that they are the learning goals
listed for the unit. By the end of each lesson, the students will be able to
accomplish the objectives and apply it to the final assessment.

STAGE 3: Learning Plan

Briefly describe activities, instructions, groupings, differentiated instructional and engagement
strategies, digital literacy tool(s), and resources used in this block. In the calendar below, briefly
detail the instructional focus for the day.
Day 1 Day 2 Day 3 Day 4 Day 5
Unit 6, Lesson 1 U6, Lesson 2 U6, Lesson 3 U6, Lesson 4 Field Trip
Producers, Work and Income Producing Goods Barter and Trade - Times Supermarket
Consumers, Goods - Students will and Services - Students will learn Field Trip - Students
& Services - learn about how Students will what barter and will visit Times
Students will people earn cover how trade are and how Supermarket to learn
participate in a money (income) materials become about a local
 producer and to pay for goods products at it helps people business that
consumer activity and services factories and meet their needs. provides people with
then watch the through reading farms. goods and services to
Brain Pop Jr. their textbook. In pairs, students satisfy their wants
video. Next, They will also The teacher will will begin and needs. Students
students will learn cover wants and introduce the brainstorming will learn about how
who producers and needs. Market Day ideas for their the store gets their
consumers are, Students will project. The business on products, price their
why they depend finish making profits from this Market Day using goods, and how
on one another, their producer and project will be the Business consumers use a
and examples in consumer book. used to purchase Brainstorm budget while
their community. supplies to donate worksheet. shopping.
After, they will to a charity.
begin making their
producer and
consumer book.
Day 6 Day 7 Day 8 Day 9 Day 10
Students will finish Students will Students will Market Day! Students will gather
brainstorming continue planning have time to Students will Market Day data
business ideas for their business and continue working practice being about money earned
Market Day and complete the on their business producers and and spent and then
begin working on Business plans and consumers. They graph it to compare
their business plan. Planning Page prepping for will sell and buy businesses, students
Corresponding worksheet. Market Day. goods and service. who sold goods
worksheets: The teacher will Students should Students will versus those who
Business review counting also make practice making sold service, and
Brainstorm and money during business store change, money spent by
Our Business math this week signs. saving/spending students. As a class,
Plan and give practice money, and students will then
worksheets if adjusting prices. calculate the total
needed (counting Students will write profits and create a
money is a skill a short reflection budget and list of
that will be used about what they supplies to buy to
on Market Day) learned at the end. donate to charity.

Materials and Supplies Needed:

A computer and projector
Pencils
Colored pencils
Scissors
 Stapler
Paper (for Producer and Consumer activity on day 1)

Resources Needed:

Textbook: Harcourt Social Studies People We Know - Unit 6 People in the Market Place
Goods and Services Brain Pop Jr. video - https://www.youtube.com/watch?v=MlkoZfzlfxo
Producer and Consumer Book
https://docs.google.com/a/student.chaminade.edu/drawings/d/15VaEseNBm67v0vgSlnV9B
SQsF_WjiGxdTdM1cnvI9R4/edit?usp=sharing
https://docs.google.com/a/student.chaminade.edu/drawings/d/1ZCXza0ELp9JXOuTcizIiL6
ES5OsVJrU8fkT0INzBYK4/edit?usp=sharing
Producer and Consumer Book Rubric -
https://docs.google.com/a/student.chaminade.edu/document/d/1XLxrL1zg0XsHtSTXUWFfD5hQb
LOUYV7_C1eeAhq2SVA/edit?usp=sharing

Market Day Rubric -

https://docs.google.com/a/student.chaminade.edu/document/d/1RLybLFiD3_8EJR6EOWRVoagRI
djMQEPzXc7qVruYaXY/edit?usp=sharing
Business Plan Packet -
https://docs.google.com/a/student.chaminade.edu/document/d/1RLybLFiD3_8EJR6EOWRVoagRI
djMQEPzXc7qVruYaXY/edit?usp=sharing
Money practice worksheets - http://www.commoncoresheets.com/Money.php
 Lesson Plan 1
Subject: Social Studies

Name: Sarah Vinluan

Date: November 7, 2016
Grade Level: 2
Length of Lesson (Minutes): 45 minutes

Standards for Learning Segment

Hawaii Content and Performance Standards:

SS.2.8.4 - Compare roles of buyers and sellers and explain how they depend upon each
other
SS.2.8.5 - Explain the responsibility of the government to provide goods and services

Central Focus of Learning Segment:

(edTPA Commentary 1.1.a)

How are goods and services produced, consumed, and exchanged to fulfill the needs and
wants of people?

Lesson Objectives

Identify goods, services, producers, and consumers

Explain how producers and consumers affect one another and identify examples in the
community.

Language Demands:
(edTPA Commentary Tasks 1.4.a-d)
Your plans for academic language development in edTPA should address how you support
your whole class to be able to understand and use academic language, including English
Learners, speakers of varieties of English, and native English speakers.

Language Function & Key Learning Task (edTPA Commentary 1.4.a-b)

Language Function Key Learning Task

Indentify Students will identify visual examples of

producers, consumers, goods, and services
and organize them on a graphic organizer.

Describe Students will describe producers, consumers,

goods, and service in two ways: orally in a
class discussion and through writing in the
summative assessment.

Explain Students will explain orally and through

writing how producers and consumers rely
on each other as well as how supply and
demand affect one another.

Create Students will apply their knowledge to create

a book that answers questions about the
main ideas in the lesson.

Content/Academic Vocabulary (edTPA Commentary 1.4.c)

Producer
Consumer
Good
Service\

Discourse & Syntax (edTPA Commentary 1.4.c)

Discourse -
Through both oral language (class discussion) and written language (summative
assessment), students will describe and identify key vocabulary words. They will also
explain the relationships between the vocabulary words and how they affect one
another.
Use written language to answer questions to demonstrate their understanding of the
main ideas.
Syntax -
Students will write in complete sentences with the correct capitalization, punctuation,
and spelling of vocabulary words.

Supports (edTPA Commentary 1.4.d)

Opportunities to use language function, practice and apply content language/academic
vocabulary, and integrate discourse and syntax -
Class discussion and questions
Producer, Consumer, Good, and Service Chart
Producer and Consumer Book

Supports -
Anchor chart - this will have the key vocabulary words. Students will use this as a
reference throughout the lesson.
Graphic organizer - the chart will be used to help students identify and organize
examples of producers and consumers.
Think, pair, share - student will use this strategy during the class discussion
Book - students will create a book of the key ideas and vocabulary that can be used as
a reference in future lessons.

Materials/Resources
Teacher Students

Computer Plain white paper (one per group for

Projector
Whiteboard & whiteboard markers
Goods and Services Brain Pop Jr.
video -
https://www.youtube.com/watch?v=
MlkoZfzlfxo
Discussion powerpoint - will help to
present information from the
textbook.
Producer and Consumer Book
Rubric -
https://docs.google.com/a/student.ch
aminade.edu/document/d/1XLxrL1z
g0XsHtSTXUWFfD5hQbLOUYV7_
C1eeAhq2SVA/edit?usp=sharing
Textbook reference for vocabulary
and content - Harcourt Social Studies
People We Know - Unit 6 People in
the Market Place
Producer and Consumer activity in
engagement portion of lesson)
Pencils
Colored pencils or crayons
Scissors
Stapler
Pennies (1 per group)
Producer, Consumer, Good, and
Service Chart picture examples -
https://docs.google.com/a/student.cham
inade.edu/document/d/1YmsHqXr0yB
wgqbLcTwX1QwNOAZylQo4yfdIX9F
qreNA/edit?usp=sharing
Producer and Consumer Book
https://docs.google.com/a/stude
nt.chaminade.edu/drawings/d/1
5VaEseNBm67v0vgSlnV9BSQ
sF_WjiGxdTdM1cnvI9R4/edit?
usp=sharing
https://docs.google.com/a/stude
nt.chaminade.edu/drawings/d/1
 ZCXza0ELp9JXOuTcizIiL6ES
5OsVJrU8fkT0INzBYK4/edit?
usp=sharing

References
(these should be included within each prompt in the commentary to which they apply)

Goods and Services Brain Pop Jr. video -

https://www.youtube.com/watch?v=MlkoZfzlfxo
Producer and Consumer Book Rubric -
https://docs.google.com/a/student.chaminade.edu/document/d/1XLxrL1zg0XsHtSTXU
WFfD5hQbLOUYV7_C1eeAhq2SVA/edit?usp=sharing
Producer, Consumer, Good, and Service Chart picture examples -
https://docs.google.com/a/student.chaminade.edu/document/d/1YmsHqXr0yBwgqbLc
TwX1QwNOAZylQo4yfdIX9FqreNA/edit?usp=sharing
Producer and Consumer Book
https://docs.google.com/a/student.chaminade.edu/drawings/d/15VaEseNBm67v
0vgSlnV9BSQsF_WjiGxdTdM1cnvI9R4/edit?usp=sharing
https://docs.google.com/a/student.chaminade.edu/drawings/d/1ZCXza0ELp9JX
OuTcizIiL6ES5OsVJrU8fkT0INzBYK4/edit?usp=sharing
Reference for rational/theory -
https://www.ttuhsc.edu/sop/ctlt/compass/LearningTheories.pdf
Textbook reference for vocabulary and content - Harcourt Social Studies People We
Know - Unit 6 People in the Market Place

Adaptations to Meet Individual Needs

(edTPA Commentary 1.3.b)
 o High-Level Learners: To challenge high-level learners, they will be encouraged to
write examples of key vocabulary words (producers, consumers, etc) that they see
in their community in their Producer and Consumer Book.

o On-Level Learners: Encourage on-level learners to think about the relationships

between the key vocabulary words, how they affect one another, and examples they
have seen before. In the summative assessment, they could revise their writing to
check that they have the correct spelling and grammar.

o Struggling Learners: Key vocabulary words will be emphasized and connected to

their prior knowledge. For their summative assessment, they will not need to write
in complete sentences. Other supports to help this group of students are visuals,
such as the chart, video, and opportunity to draw in their summative assessment.

o English Language Learner: Key vocabulary words will be emphasized. New

knowledge will be connected to prior knowledge, culture, and community of these
students. For their summative assessment, they will not need to write in complete
sentences. Other supports to help this group of students are visuals, such as the
chart, video, and opportunity to draw in their summative assessment.

What other individual needs of the students/class you are teaching should be considered?
o ADHD student: provide opportunities for the students to move around, get out of
their seat, and talk to partners (engagement activity, chart, and think pair share).

Management/Safety Issues

Behavior Chart - The teacher will use the behavior chart as an incentive to behave well
and as a consequence for misbehaving. The teacher can tell students can move their
clothespin up on the behavior chart for good behavior or down for misbehaving.
Give Me Five - This is a signal that the teacher will use to get the attention of
students. When the teacher raises her hand and says give me five the students also
raise their hand, stop talking, and stop what they are doing.

Rationale/Theoretical Reasoning
(edTPA Commentary 1.3.a-c)

Rationale (edTPA Commentary 1.3.a & 1.3.b)

Reading/listening to the powerpoint and watching the video apply to the auditory and
visual learners as the concepts are being presented through audio (listening to the
powerpoint and video) and visuals ( the students watching/looking at pictures and
 animation). The kinesthetic learners have the opportunity to create a physical object (the
book) about the concepts of the lesson. The book includes writing as well as drawings for
the visual learners and students who may struggle with writing.

Theory (edTPA Commentary 1.3.a & 1.3.b)

Learning styles - This approach to learning focuses on the theory that each individual has
their own learning style. These styles include auditory, visual, and kinesthetic. Activities in
this lesson appeal to each of the different types of learners.

Common Misconceptions or Difficulties

There are many opportunities in which students could confuse or mix up the
definitions of producers and consumers, or goods and services.
To address this problem during the class discussion and chart activity, the
teacher will verbally correct the student and explain why the answer was
incorrect.
To address this problem while making the Producer and Consumer book, the
teacher will post an anchor chart on the board. This chart will have the key
vocabulary words and definitions of the lesson. This will be a reference that the
students can use to help them complete the assignment.

Assessment/Evaluation Criteria
(edTPA Commentary 1.5a)

Formative Assessment

Verbal answers from discussion - during the class discussion, in the body of the lesson,
the teacher will be going over the main ideas of the lesson (producer, consumer, etc.)
and asking the students questions. These questions will assess what they remember
from the video and their understanding of the new material. At this time, the teacher
can correct any confusion or misunderstandings about the concepts. Based on this
formative assessment, the teacher can choose to go over main ideas again if needed
during this portion of the lesson.

Producer, Consumer, Good, and Service Chart - in this activity, students will have
picture examples of producers, consumers, goods, and services. They will need to
identify the picture and place it in the correct column on the chart (producer, consumer,
etc.). Based on the answers of students (placement of examples), the teacher can assess
their learning at the end of the lesson body. This will be the final formative assessment
for the teacher to correct any errors in the students knowledge.
Summative Assessment

Producer and Consumer Book - this activity will be done individually at the end of the lesson.
In this assessment, the students will create a book in which they answer who, what, when,
where, why, and how questions to demonstrate their understand of the main ideas in the
lesson. The evidence I will collect is the book itself. The written and drawn answers of the
students will document their learning and mastery of the objectives.

Rubric -
https://docs.google.com/a/student.chaminade.edu/document/d/1XLxrL1zg0XsHtSTXUWFfD5
hQbLOUYV7_C1eeAhq2SVA/edit?usp=sharing

Copy of book -
Page 1 -
https://docs.google.com/a/student.chaminade.edu/drawings/d/15VaEseNBm67v0vgSln
V9BSQsF_WjiGxdTdM1cnvI9R4/edit?usp=sharing
Page 2 -
https://docs.google.com/a/student.chaminade.edu/drawings/d/1ZCXza0ELp9JXOuTciz
IiL6ES5OsVJrU8fkT0INzBYK4/edit?usp=sharing

Academic Feedback

I will verbally give students academic feedback throughout the body of the lesson, specifically
during the class discussion and chart activity and at the end of the lesson. They will have the
opportunity to apply the academic feedback during the chart activity and book assignment.

Instruction
The teacher will begin the lesson by showing the students the learning objectives. This will set
the goals and expectations of the lesson for the students.

Before we begin, I want to show you the goals of the lesson. By the end of this lesson,
we will be able to:
Describe producers, consumers, goods and service and identify examples in
our community.
Explain why producers and consumers rely on one another.

Teacher will explain Give Me Five signal

Today will be learning about producers and consumers. Do anyone have an idea what
a producer or consumer is?
To begin, we will start with a small activity.
Set/Hook/Motivator (Before): 8 minutes
Producers and Consumer activity:
In a small group, students will act out/model being producers making a birthday card and a
consumer purchasing the birthday card.

In your small group, number off 1 through 4. When everyone is has a number, put
your finger on you nose so I know you are done.
In the center of your table, you will see supplies. Number 1s, grab the piece of paper.
Number 2s, grab the marker. Number 3s, grab the crayons and Number 4s, grab the
penny.
First, Number 1 fold the paper in half, hamburger style. Now pass it to Number 2
(the steps can be shown on a powerpoint.)
Number 2, write Happy Birthday on the front of the card at the top. Then pass it to
Number 3 .
Student 3 draw a birthday cake under Happy Birthday. Dont give the card yet to
Student #4!
Student 4, tell Number 3 you would like to buy the card. Then exchange the card with
Student 3 for the penny.
Do all Number 4s now have the card?

The class will come together and the teacher will ask:
In your groups, what did student #1-3 do?
They made the birthday card.
What did student #4 do?
They bought the card with money.
Students #1-3 made a good or product and then Student #4 bought it. Have you
seen anything similar in your community?
Examples: Bake sales where people make goods and sell them, art or
craft sales.
People who make a good and then sell it are called producers.
People who buy those goods are call consumers.
To learn more about producers and consumer, we are going to watch a video.

Instructional Procedures (During): 20 minutes

Video 4:20 minutes

The students will begin watching the Braing Pop Jr. video -
https://www.youtube.com/watch?v=MlkoZfzlfxo

Discussion
Next, the class will have a discussion reviewing the information that was introduced in the
video (10 minutes). During this discussion, the teacher will refer to an anchor chart to help
explain the key vocabulary words and concepts.

Who is a producer?
a worker who grows, makes, or sells products, or offers a service.
What are some examples of producers that we see in our community?

Who is a consumer?
A person who buys goods or services.
Do you know anyone who is a consumer?

What is a good?
Things that can be bought or sold. Goods are either made (clothes, cars,
computers) or grown (fruits and vegetables).
What is one good that you or your parents buy? Is it manmade or grown?

What is a service?
Work people do for others.
What are some examples of services in our community? Bus driver, teacher,
baby sitter, and fire fighter.

Next, turn to your partner and tell each other why producers and consumer need each
other.
**use Give Me Five Hand Signal**
Groups will share with class
Producers offer goods or services that consumers need or want.
Consumers buy good or services from producers.

The teacher will ask questions throughout the discussion to assess student
understanding of the new material. This will be one of the formative assessments.
Based on the verbal answers, the teacher can correct any confusion, misconceptions, or
misunderstandings.

Before moving on to the next activity, the teacher will review the main vocabulary
words again.

Producer, Consumer, Goods, and Services Chart

The teacher will explain that next activity Next, we are going to practice identifying
producers, consumers, goods, and services.
On the table you will see square pieces of paper with a pictures on them. You
will each take a picture and it is your job is to sort put your piece in the correct
category on this chart.
When I call your table, you may grab your picture and a piece of tape, then
come up and place it on the chart.
 On the board, there will be a blank chart that has columns labeled producer, consumer,
good, and service. Students will each be given a picture of an example of a producer,
consumer, good, or service. They will go up to the board and place their pictures in the
correct column on the chart.
This will be the formative assessment during the body of the lesson. The
teacher will be able to assess the students understanding of the concepts in the
lesson by their answers in this activity. After all the students have put their
picture on the chart, the class will check it together. If any answers are wrong,
the teacher can correct their understanding and clarify the error/misconception.

When everyone has placed their picture on the chart, the class will correct it together.

Closure (After): 20 minutes

Producer and Consumer Book
Students will create a book in which they answer who, what, when, where, why, and
how questions to demonstrate their understand of the lesson.
This will be the summative assessment of the lesson.
The steps in creating the book will be written on the board. To check for
student understanding following the instructions, I will have the students repeat
the steps before beginning.

Lesson Plan 2
Subject: Language Arts

Name: Sarah Vinluan

Date: November 14, 2016
Grade Level: 2
Length of Lesson (Minutes): 55 minutes
Content Standards
CCSS.ELA-LITERACY.RL.2.1 - Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.SL.2.2 - Recount or describe key ideas or details from a text
read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.W.2.1 - Write opinion pieces in which they introduce the
topic or book they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons,
and provide a concluding statement or section.

Lesson Objectives
 Ask who, what, where, when, why, and how to demonstrate understanding of key details in
a text and relate it to trading and bartering.
Explain how trade helps people meet their needs.

Language Demands:
(edTPA Commentary Tasks 1.4.a-d)
Your plans for academic language development in edTPA should address how you support your whole
class to be able to understand and use academic language, including English Learners, speakers of
varieties of English, and native English speakers.

Language Function & Key Learning Task (edTPA Commentary 1.4.a-b)

Language Function Key Learning Task

Ask Students will ask who, what, where, when, why, and how to
demonstrate understanding of key details in the book A New Coat
for Anna. The details in the book will then be related to trading and
bartering.

Explain Students will explain how trading helps people meet their needs and is
different from using money in the class discussion and in the summative
assessment.

Content/Academic Vocabulary (edTPA Commentary 1.4.c)

Trade
Barter
Good
Service

Discourse & Syntax (edTPA Commentary 1.4.c)

Discourse -
Through oral language (class discussion) students will ask and answer who, what,
where, when, why and how questions about the story and key concepts of the lesson.
Use written language (formative and summative assessments), to explain key concepts
and questions about the main ideas.
Syntax -
Students will write in complete sentences and in paragraph form with the correct
capitalization, punctuation, and spelling of vocabulary words.

Supports (edTPA Commentary 1.4.d)

Opportunities to use language function, practice and apply content language/academic
vocabulary, and integrate discourse and syntax -
Class discussion and questions
Written formative assessment
Summative assessment
Supports -
Read aloud - students use ideas and events from the story to help learn the new concepts in
the lesson.
Think, pair, share - students will use this strategy during the class discussion

Materials/Resources
Teacher Students

A New Coat for Anna by Harriet Written Assessment Prompt -

Ziefert
Computer and projector
Written summative and formative
assessment rubrics -
https://docs.google.com/a/student.ch
aminade.edu/document/d/1vc9-yHN
WvrF5rs7E4y-0140nKQKQe5UiOb
nTLL7vdvg/edit?usp=sharing
https://docs.google.com/a/student.cham
inade.edu/document/d/1IqgiveCs3yVb
YN4ioZ70HCeWAmD_Int3f8ACxNU
C92s/edit?usp=sharing
Trading Activity Cards
Summative Assessment Prompt -
https://docs.google.com/a/student.cham
inade.edu/document/d/1IqgiveCs3yVb
YN4ioZ70HCeWAmD_Int3f8ACxNU
C92s/edit?usp=sharing (on 2nd page of
document)

References
(these should be included within each prompt in the commentary to which they apply)
A New Coat for Anna by Harriet Ziefert
Textbook reference for vocabulary and content - Harcourt Social Studies People We Know
- Unit 6 People in the Market Place
Written Assessment Prompt -
https://docs.google.com/a/student.chaminade.edu/document/d/1IqgiveCs3yVbYN4ioZ70H
CeWAmD_Int3f8ACxNUC92s/edit?usp=sharing
Summative Assessment Prompt -
https://docs.google.com/a/student.chaminade.edu/document/d/1IqgiveCs3yVbYN4ioZ70H
CeWAmD_Int3f8ACxNUC92s/edit?usp=sharing (on 2nd page of document)
Written summative and formative assessment rubrics -
https://docs.google.com/a/student.chaminade.edu/document/d/1vc9-yHNWvrF5rs7E4y-01
40nKQKQe5UiObnTLL7vdvg/edit?usp=sharing
Theory/Rationale -
http://sitios.itesm.mx/va/dide/docs_internos/docs_enc/hirumi/h01strategies.pdf
Adaptations to Meet Individual Needs
(edTPA Commentary 1.3.b)
How will you adapt the instruction to meet the needs of individual students?

o High-Level Learners: During the trading activity, they will be the group leaders to
assist their teammates if the group is struggling. In the summative assessment,
these students will also revise their writing to check that they have the correct
spelling and grammar.

o On-Level Learners: For on-level learners, they will be using the spelling and
grammar knowledge that they have learned throughout the year. They will be
encouraged to relate the ideas in the lesson to examples they have seen outside of
school. In the summative assessment, these students will also revise their writing
to check that they have the correct spelling and grammar.

o Struggling Learners: Key vocabulary words will be emphasized and connected to

their prior knowledge. During the written and summative assessment, key
vocabulary words will be written on the board to assist them with spelling. Visuals,
such the picture book, pictures on class discussion powerpoint, and opportunity to
draw in their summative assessment are other supports in the lesson.

o English Language Learner: Key vocabulary words will be emphasized through the
lesson. In the class discussion portion, new knowledge will be connected to prior
knowledge, culture, and community of these students. During the written and
summative assessment, key vocabulary words will be written on the board to assist
them with spelling. Other supports to help this group of students are visuals, such
the picture book, pictures on class discussion powerpoint, and opportunity to draw
in their summative assessment.

What other individual needs of the students/class you are teaching should be considered?
o ADHD student: provide opportunities for the students to move around and get out
of their seat.
Movement between front of the room and desks (different seating)
Trading activity
Management/Safety Issues
Assigned groups - In the trading activity, the groups of students will be assigned in order
to mix up the different levels of learners.
Behavior Chart - The teacher will use the behavior chart as an incentive to behave well and
as a consequence for misbehaving. The teacher can tell students can move their clothespin
up on the behavior chart for good behavior or down for misbehaving.
Give Me Five - This is a signal that the teacher will use to get the attention of students.
When the teacher raises her hand and says give me five the students also raise their
hand, stop talking, and stop what they are doing.
Rationale/Theoretical Reasoning
(edTPA Commentary 1.3.a-c)

Rationale (edTPA Commentary 1.3.a & 1.3.b)

In the body of the lesson, the students will participate in a trading activity. In this
activity, trading scenarios will be simulated in which students will need to trade
resources for goods they need. This will be done after the new concepts are introduced
and taught. This activity will reinforce the new concepts.

Theory (edTPA Commentary 1.3.a & 1.3.b)

Experiential Approach - This approach to learning focuses on the idea that people learn
best by doing. From this approach, the learners are immersed in an authentic
experience or simulation. In this lesson, this would be the trading activity in which the
students are simulating and modeling the action of trading.

Common Misconceptions or Difficulties

Students might not fully understand the concept of trading or that it is different than
buying a product with money - to assist this problem, I included the trading activity
near the end of the lesson. The students will be modeling trading themselves. The
formative assessment will also be a way for the teacher to monitor this difficulty.
Based on the answers in the formative assessment, the teacher can correct the
misconceptions before the summative assessment.

Assessment/Evaluation Criteria
(edTPA Commentary 1.5a)

Formative Assessment

Verbal answers from discussion - during the class discussion, in the body of the lesson, the
teacher will be going over the main ideas of the lesson and asking the students questions.
These questions will assess their understanding of the new material. At this time, the
teacher can correct any confusion or misunderstandings about the concepts. Based on this
formative assessment, the teacher can choose to go over main ideas again if needed during
this portion of the lesson.
Written Formative Assessment - The teacher will pass around half sheets of paper with the
prompts Trade is_________ and An example of trade is________. The students will
write the definition of trade and one example of it. Through this written formative
assessment, the teacher has evidence of the progress of each individual student. If the
teacher needs to go over any concepts to correct misunderstanding or give feedback, the
teacher may do it after the trading activity. This feedback can be applied to written
summative assessment.
Summative Assessment
Written Summative Assessment: Students will be given the prompt: How did Anna and
her Mom get a new coat for Anna? How does trading help people meet their needs? How
is trading different from buying goods or services? The students will write a paragraph
that answers the prompt. They may use evidence for the story, class discussion, or activity
to help support their answers. They will also draw a picture that illustrate what trading is.
This summative assessment will assess their knowledge of trading, what it is, how it helps
people satisfy their needs, and how it is different from using money.

Academic Feedback

I will verbally give students academic feedback throughout the body of the lesson,
specifically during the class discussion and trading activity. Based on their answers,
students will also be given verbal feedback after they turn in their written formative
assessments. They will have the opportunity to apply the academic feedback during the
summative written assessment.
Instruction

Set/Hook/Motivator (Before): 10 minutes

A New Coat for Anna Read Aloud

The teacher will invite the students to sit on the rug in the front of the room as they listen to a
story. The teacher will read A New Coat for Anna by Harriet Ziefert. The teacher will tell the
students that as she reads the story, they should pay attention to how Anna and her mom get a
new coat for Anna.
Notes about the book: This story takes place in Europe after World War II. Anna needs
a new coat for winter because her current coat it old and too small. Her mom doesnt
have enough money to buy a new coat for Anna so she decides to trade some of her
valuables to gain the materials that they need for a new coat. Anna and the Mom
purchase goods and services.
Order of trades that Anna and her Mom made:
Traded a gold watch for wool (a good for a good)
Traded a lamp with a woman to spin the wool into yarn (a good for a service)
Traded a necklace with a weaver to weave the yarn into cloth (a good for a
service)
Traded a porcelain teapot with a tailor to make a coat out of the cloth (a good
for a service)

Instructional Procedures (During): 25 minutes

Class Discussion (10 minutes)

After reading the story, the class will have a discussion. The teacher will ask: (to assist
the teacher, they will put the questions on a powerpoint.)
Who were the main characters in the story?
Anna and her Mom
What was the problem at the beginning of the story?
Anna needed a new coat but her Mom had no money and the stores did
not have any coats in stock.
How did Anna and her Mom decide to solve this problem?
They decided that they could trade valuable they had, like a gold watch,
for the materials they need for a new coat, such as wool.
What are some things that they traded? Where did they go to make some of the
trades?
Gold watch, lamp, necklace, and teapot for wool, yarn, cloth, and a
coat.
They went to a farm, a neighbor with a spinning wheel, a weaver, and a
tailor.
 The teacher will say In a previous lesson we learned about using money to
purchase goods and services but in this book, Anna and her Mom obtained the
things they needed in a different way. What did they do?
Anna and her Mom traded goods that they had to get the goods and
services that they needed.
The teacher will then explain what trading is:
Trade - the exchange of goods or services in order to obtain desired
goods or services. Another word for this action is barter.
In trading, both sides desire or need the others good or service.
They also agree on what is a fair amount of one good/service for the
others good/service.

While asking questions, the teacher will give time for the students to think and share with a
partner before sharing with the class.

Written Formative Assessment (5 minutes)

The teacher will pass around half sheets of paper with the prompts Trade
is_________ and An example of trade is________. The students will write the
definition of trade and one example of it.
Through this formative assessment, the teacher has evidence of the progress of
each individual student.

Trading Activity (10 minutes)

The class will be split into 4 groups. Each group will have a card with goal written on
it, such as a cabin. This will be called their goal card. They will also have three other
cards with pictures of resources on them, such as corn, wood, and meat. These will be
called resource cards. The groups will have to talk to other groups and trade
resources cards in order to achieve their goal.
Example: If the groups goal is to build a cabin but they only resources they
have are corn, meat, and wheat, they will have to trade resources with other
groups to obtain the goods they need. The other groups will have wood logs,
axes, and doors/glass windows. Each group will have a different goal and
resources that the other groups need.
Through this activity, the students will actually be modeling how trading goods would
work.

Closure (After): 20 minutes

Written Summative Assessment: Students will be given the prompt: How did Anna and her
Mom get a new coat for Anna? How does trading help people meet their needs? How is
trading different from buying goods or services?
The students will write a paragraph that answers the prompt. They may use evidence for the
story, class discussion, or activity to help support their answers. They will also draw a picture
that illustrate what trading is.
 This summative assessment will assess their knowledge of trading, what it is, and how
it helps people satisfy their needs.

Lesson Plan 3
Subject: Math
Name: Sarah Vinluan
Date: November 21, 2016
Grade Level: 2
Length of Lesson (Minutes): 55 minutes
Content Standards

2.MD.D.10 - Represent and interpret data: Draw a picture graph and a bar graph (with single-unit
scale) to represent a data set with up to four categories.

Lesson Objectives

Students will gather data, record it on a tally chart, and create a bar graph that represents the
data set.
Language Demands:
(edTPA Commentary Tasks 1.4.a-d)
Language Function & Key Learning Task (edTPA Commentary 1.4.a-b)

Language Function Key Learning Task

Gather Students will gather data to represent on a bar

graph.

Record Students will record data on the tally chart to

create a bar graph that visually represents the
data.

Create Students will create multiple bar graphs using

data that they have gathered.

Content/Academic Vocabulary (edTPA Commentary 1.4.c)

Bar graph
Data
Vertical and horizontal axes
Tally
Tally chart

Discourse & Syntax (edTPA Commentary 1.4.c)

Discourse -
Through oral language (class discussion) students will learn the importance of a bar graph
and gather data of M&Ms (M&M bar graph activity).
Use written language (formative and summative assessments), to demonstrate their
understanding of creating bar graphs.
Syntax -
In creating bar graphs, students will write and speak using the academic vocabulary of the
lesson (bar graph, axis, tally, etc.).

Supports (edTPA Commentary 1.4.d)

Opportunities to use language functions, practice and apply content language/academic vocabulary,
and integrate discourse and syntax -
Class discussion and questions
M&M bar graphing activity (formative assessment)
Market Day: Business Profit Bar Graph (summative assessment)

Supports -
Think, pair, share - students will use this strategy during the class discussion
Anchor chart - this will have the steps in creating a bar graph. Students will use this as a
reference throughout the lesson.
Materials/Resources
Teacher Students

Computer Math journal

Projector Pencil and eraser
Tally Chart and Bar Graph Brain A fun size packet of M&Ms
Pop Jr. Video - Market Day data (money earned from
https://jr.brainpop.com/math/data/tallyc different businesses)
hartsandbargraphs/
Whiteboard & Whiteboard Markers
Summative assessment rubric -
https://docs.google.com/a/student.cham
inade.edu/document/d/1X33wVLEX4u
oUnK8YgTGNGBTcGXk9e3vFDIunN
nJv-To/edit?usp=sharing

References
(these should be included within each prompt in the commentary to which they apply)
Lesson plan idea & bar graph steps -
https://www.teachervision.com/lesson-plan/group-work/48535.html
Tally Chart and Bar Graph Brain Pop Jr. Video -
https://jr.brainpop.com/math/data/tallychartsandbargraphs/
Summative assessment rubric -
https://docs.google.com/a/student.chaminade.edu/document/d/1X33wVLEX4uoUnK8YgTGN
GBTcGXk9e3vFDIunNnJv-To/edit?usp=sharing
Rationale/theory -
http://www.strengtheningnonprofits.org/resources/e-learning/online/deliveringtraining/default.a
spx?chp=4 & https://www.ttuhsc.edu/sop/ctlt/compass/LearningTheories.pdf

Adaptations to Meet Individual Needs

(edTPA Commentary 1.3.b)
 How will you adapt the instruction to meet the needs of individual students?

o High-Level Learners: If they finish the summative assessment early, they will be
encouraged to to create another bar graph that measures the profit earned by businesses
that sold goods versus ones that sold a service. This would require them to distinguish
which business sold goods and which sold services. Then they would have to add
together the profits of each type of business (goods and services). Next, they would
graph this data. This would be extra practice and this bar graph would not be graded.

o On-Level Learners: On-level learners will be expected to have a bar graph with the
correct data and spelling of labels. If they finish early, they will be encouraged to
complete the another bar graph comparing the profits of businesses who sold goods
versus those who sold services.

o Struggling Learners: Key vocabulary words will be emphasized through the lesson. In
the class discussion portion, new knowledge will be connected to prior knowledge.
During the written and summative assessment, common words that might be used as
labels will be written on the board to assist them with spelling

o English Language Learner: Key vocabulary words will be emphasized through the
lesson. In the class discussion portion, new knowledge will be connected to prior
knowledge, culture, and community of these students. During the written and
summative assessment, common words that might be used as labels will be written on
the board to assist them with spelling.

What other individual needs of the students/class you are teaching should be considered?
o ADHD student: provide opportunities for the student to talk to peers, move around, and
get out of their seat.
Movement between front of the room and desks (different seating)
Think, pair, share

Management/Safety Issues
Behavior Chart - The teacher will use the behavior chart as an incentive to behave well and as a
consequence for misbehaving. The teacher can tell students can move their clothespin up on the
behavior chart for good behavior or down for misbehaving.
Give Me Five - This is a signal that the teacher will use to get the attention of students. When
the teacher raises her hand and says give me five the students also raise their hand, stop
talking, and stop what they are doing.

Rationale/Theoretical Reasoning
(edTPA Commentary 1.3.a-c)
Rationale (edTPA Commentary 1.3.a & 1.3.b)
Watching the video and listening to the class discussion appeals to auditory learners as the
concepts are being presented through verbally. The video and M&M bar graph activity appeal
to visual learners because the concepts are being presented through visuals. Lastly, the M&M
bar graph activity appeals to kinesthetic learners because they are counting M&Ms, similar to
using manipulatives.

Theory (edTPA Commentary 1.3.a & 1.3.b)

Learning styles - This approach to learning focuses on the theory that each individual has their
own learning style. These styles include auditory, visual, and kinesthetic. Activities in this
lesson appeal to each of the different types of learners.

Common Misconceptions or Difficulties

Students may mix up/switch the X and Y labels.
To address this problem, I would explain that the X and Y labels can be used on
either axis. There are bar graphs where the numbers are on the X axis and the
categories are on the Y axis, and there are bar graphs in which it is the opposite. I
would explain that for this lesson and to start off with, we will specifically be
labeling the numbers on the Y axis (vertical) and the categories on the X axis
(horizontal) and that this is what I will be grading on.
When drawing the bars, they may not line up exactly with the numbers or the lines on the
bar graph are crooked.
I will encourage the student to use rulers to help them if needed. Using a ruler will
help make their bar graph neater and more accurate.

Assessment/Evaluation Criteria
(edTPA Commentary 1.5a)

Formative Assessment
M&M bar graph activity - At the end of this activity, the students will be completing the rest
of the bar graph individually. This will be the formative assessment. The teacher will be
walking around and observing. If the teacher observes that the majority of the class is
struggling on a concept or step(s), she will correct their misunderstanding. During this time,
the teacher will also correct any individual misunderstandings that she observes.

Summative Assessment
Market Day: Business Profit Bar Graph - At the end of the lesson, the students will apply the
knowledge they learned about making bar graphs to create their own bar graph individually.
The students will use data that has been previously collected to create the bar graph that shows
how much money each business made on Market Day. The graph should have a title, labeled
 correctly, and the data should be graphed accurately. The students will also be graded on the
neatness of their bar graph. This graph will be drawn in their math journal.
Rubric -
https://docs.google.com/a/student.chaminade.edu/document/d/1X33wVLEX4uoUnK8YgTGNG
BTcGXk9e3vFDIunNnJv-To/edit?usp=sharing

Academic Feedback
I will be giving oral feedback to students throughout the lesson. The oral feedback will
either correct any misunderstanding, assist students who are struggling, or praise a student.
During the formative assessment, I will be giving specific feedback to students or the whole
class about their progress in creating a bar graph. Students will be able to apply feedback
from the formative assessment to the summative assessment.
Instruction

Set/Hook/Motivator (Before): 5 minutes

At the beginning of the lesson, the teacher will introduce the learning standard in an I can
statement - I can draw a bar graph to represent a data set. Then the teacher will ask who has seen
or knows what a bar graph is. The teacher will introduce the topic of bar graphs as what the
students will be learning about in math today.

Video - The teacher will invite students to sit on the rug in the front of the room to watch a video.
The class will watch a Brain Pop Jr. video about bar graphs. The teacher will tell the students listen
to the video carefully and learn why bar graphs are so important because they will talk about it
after.

Instructional Procedures (During): 20 minutes

Class Discussion - 5 minutes

Next the teacher will facilitate a class discussion about bar graphs. The students can
continue to sit on the rug. The teacher will ask the following questions. For some questions,
the think, pair, share strategy will be used.
o What is a bar graph?
A way to visually show and organize data.
o When gathering data for the bar graph, what can be used to keep track of the data?
Tallies and a tally chart - a tally chart uses tallies to mark each vote or piece of
data. This data will then be used for the bar graph.
o Why are bar graphs important?
Bar graphs help us understand information and answer questions. In the video,
Annie and Moby used the bar graph to find what was the most popular dinosaur.
The teacher will explain to the student that they will practice making their own bar graphs with
M&Ms. Fun size packets of M&Ms will be passed out to each student as they are excused back
to their desk.

M&M Bar Graph Activity - 15 minutes

The teacher will explain that they will learn the steps to make a bar graph next.
First, the class will need a set of data. This is what the M&Ms are for. Each student will
open their bag of M&Ms and count how many of each color they have. While students are
counting, the teacher will create a large tally chart on the board. Students will report their
count back to the teacher who will mark it on the tally chart. The students will then copy
this chart into their math journals. The teacher will explain that they just gather data and
used a tally chart to keep track of the data.
Now that the class has their data, the teacher will explain the steps in creating a bar graph.
The teacher will be drawing the bar graph on the board and the students will be following
along in their math journal.
First, a title must be chosen and written at the top of the page.
 Next, draw the vertical and horizontal (X and Y) axes.
Label the horizontal axis. This axis should have the categories, or the M&M colors.
Label the vertical axis. This axis should have the amounts, or the numbers. The
scale for this axis should be discussed. The teacher will ask the class if they should
label the numbers counting by 1s or if their is a better way to label it (counting by
5s, 10s, etc.).
Next, the teacher will demonstrate how to draw the bar for the first category. She
will explain that the number of the amount of M&Ms on the vertical axis should be
how long the bar is.
The students will complete the rest of the bar graph individually. This will serve as the
formative assessment. The teacher will walk around and observed. If the teacher notices
that the majority of the class is struggling, she will go over the step(s) in which they are
struggling with.
During this portion of the lesson, the teacher will have an anchor chart on a large separate
piece of chart paper, hanging in the front of the room. The chart will have the steps in
creating a bar graph. The students can use this chart as a reference throughout the lesson.

Closure (After): 30 minutes

Summative Assessment - Market Day: Business Profit Bar Graph
The teacher will explain that they will be creating one more bar graph using data from Market Day
(this data should be previously gathered and should be able to be projected on the board). The data
will show how much money each business made on Market Day. This is the data that each student
will use for their bar graph. They will draw their bar graph in their math journal using the correct
steps. The students will need to decide the scale of the vertical axis and have the correct labeling.
This bar graph is done individually and serves as the summative assessment.