Student Teaching edTPA Lesson Plan Template

Subject: ELA/Social Studies Central Focus: Non-Fiction/Consumer and Producers

Essential Standard/Common Core Objective:

R.I.1.2.- Identify the main topic and retell key
details of a text.
Date taught: 11/02/17
1.E.1.2 -Identify examples of goods and services in
the home, school and community

Daily Lesson Objective:

Performance- Students will be able to identify the main topic of Consumers and Producers and identify examples of
consumers and producers.
Condition- Students will work independently on all assignments throughout lesson.
Criteria- Students will show mastery by writing a sentence telling me a time they or a family member were consumers and
by writing a sentence stating if they were a producer, what good or service would they sell.

21st Century Skills: civic literacy, oral and written Academic Language Demand : listening, writing, identifying,
communication, listening consumer, producer, good, service, profit, sell
Prior Knowledge:

Activity Description of Activities and Setting Time

1. Focus and Review
l2. Statement of Objective
for Student
3. Teacher Input
On mat, Okay class, over the last few class periods we have been learning 5 minutes
about the difference between non-fiction and fiction. Who can tell me the
difference between a non-fiction book and a fiction book? Allow students to
answer. Right, non-fiction books give us information, whereas fiction books
are made up or fake. Today, we are going to read a book called Consumers
and Producers. Who can tell me by looking at the book whether this book is
fiction or non-fiction and why? Students will probably respond that since the
picture of the cover is an image and not a drawing it is non-fiction.
Okay students, as I read this book I want you to think about what the main 1 min
topic of this book is. I also want you to be able to identify what the difference
is between a consumer and a producer and be able to give me examples.
Everyone understand?
15 min
After reading the story, I will ask students what they think the main topic of
this book was about. So who can tell me what this book was about?
Students should respond that the book was about what consumers and
producer are. Then students and I will define what a consumer is and what a
producer is together. Okay class based on this story who can help me define
the word consumer? Remember the book defined this word because it was
bold. Student should respond anything along the lines of consumer buy
goods and services. I will then write the word and definition on the left side of
a poster board. Repeat the exact same process for producers and write the term
and definition on the right side of the poster board. Okay so in my hand I
have several sticky notes that are either examples of consumers or producers.
Each of you will get a chance to come up and read a sticky note and place it
on the side you think it should go on. First, I will show you exactly what I
want you to do. So my first sticky notes says, A boy who pays for swim
lessons. Well since he is buying something, I know he is a consumer so I will
place this sticky note on the consumer side. My next sticky note says, A girl
who tutors children. Well since she is a tutor, she is providing a service that

4. Guided Practice
someone else buys. Therefore, I will put this under producer. Does everyone
understand?
After I finish demonstrating, students are to come up to me, pick up a sticky 15 min
note and read it to the class. As modeled by me earlier, students with the help
of their classmates and I, will decide if their sticky note is a producer or a
consumer. One by one each student will get a chance to go to the board and
place a sticky note. I will make enough sticky notes for the whole class, and if
students happen to be absent the class and I will do the remaining sticky notes
together.

>5 min
After students and I have completed posting all the sticky notes to the poster
board, students will return to their desk. Each student is to work independently
and prove to me that they understand the main topic of this book by writing
two statements. One statement I want them to give me an example of a time
they or their family were consumers in their community. In the second
5. Independent Practice
statement students will write a sentence on what they or their family would do
if they were producers in their community. When students are complete with
assignment, they are to raise their thumb so I can check their work. If they get
a check on their assignment they are allowed to get their math materials and
wait on the mat for further instruction.

6. Assessment Methods of
all objectives/skills:
7. Closure
Assesment of objectives for this assignment will be completely formative. I will walk
around the class during the independent practice and give students a check if they have
correctly written the two statements proving to me they learned the main topic of this book
by correctly writing examples of producers and consumers.
Once all students are on the mat, I will reiterate what they learned today. So
class today we learned all about consumers and producers. Consumers buy
goods and services, while producers sell those goods and services. So next
time you and your family go out to a restaurant or a grocery store I want you
to look around and see how many consumers and producers you have all
around you.

Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

In this class we do have weak readers, so for the guided For student who complete the assignment before I am able to
practice portion I will assist these students when check them off, have them list more examples of each term
reading to the class. until I tell them to sit on the mat.

Materials/Technology: Consumer and Producers book, Poster board, marker, sticky notes, writing notebook

Reflection on lesson:
Planning
When planning this lesson, I found it easier to integrate Social Studies and ELA because the students had just started
learning about non-fictional text and everything about Social Studies in non-fictional. Then, my teacher told me that the
class was about to learn about goods and services in the community, so I chose a book that was related to that topic. I then
found the standards for both ELA and S.S. and came up with an assessment that would incorporate both standards. Next, I
went on Pinterest for engaging ideas for the guided practice part and found this pin
https://www.pinterest.com/pin/518828819544072821/. I then decided to make something similar so that my entire class
would be able to participate.
Implementing
This was my last lesson that I taught during my clinical experience and I felt extremely confident. Everything went
according to plan, I was using my teachers classroom management tools, students were responsive and understood the
knowledge they had learned. What made me feel real good was the next day during morning meeting, one of the students
told the class how he and his family were being consumers at Pizza Hut and saw another consumer arguing with a
producer so his mom decided to leave that Pizza Hut. Even though his experience at Pizza Hut was not necessarily a good
one, he used the vocabulary that he had learned from my lesson. If I could change anything about this lesson, I would
have incorporated an elaborate section, so that student could apply the knowledge they learned. Or maybe I would have
them write their examples on sticky notes and read them to the class and post those on the poster board. Nonetheless, I
was very proud with how my lesson went and my comfortability with teaching this whole group lesson. I could see me
implementing this lesson in my classroom if I have younger grades or modifying it for older grades.