EDEL453 Spring2014 MicheleSTERING LP-3

8/12/2019 EDEL453 Spring2014 MicheleSTERING LP-3

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Sell It!

Lesson Plan #3: Integrating Language Arts &

Social Studies

Grade: 2nd

Social Studies Strand: Economics

Submitted By: Michele Stering

EDEL 453: Teaching Elementary School Social Science

Nevada State CollegeSpring 2014

Instructor: Karen Powell


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Lesson Plan #3 -Economics Submitted by:Michele Stering

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

B. Summary of the Lesson Plan: During this economics lesson, students will learn what aconsumer is, and create a convincing advertisement to attract people to buy their

product in places where consumers shop. This lesson uses the books, The Big Buck

Adventureand Integrating Language Arts and Social studies(p. 139-141) which

incorporates the strategy called Sell It.

C. Basic Information: Grade Level:2ndgrade Time to Complete this Lesson:approximately 50 minutes Groupings:whole group reading/discussions, small group work, and independent work

for activity and assessment.

D. Materials: Pencils/crayons/paper Modern examples of advertisements Large, white construction paper (9 x 12 inches) The Big Buck Adventure, by Deborah Tobola Integrating Language Arts and Social Studies (p. 139-141). Use the modified version for

k-2ndgrade on p. 140. Sell It strategy

Example of created advertisement (see attached) Tree Map (see attached)

E. Objectives:o NV State Social Studies Standards

E9.2.2 Identify consumers and where they make purchases CCSS.ELA-Literacy.L.2.5a Identify real-life connections between words

and their use (e.g., describe foods that are spicy or juicy)

o Student-Friendly Standards E9.2.2 I will understand what a consumer is and the places he or she can

go to purchase items.

CCSS.ELA-Literacy.L.2.5a I can correctly choose words I see every daywhich will get a consumer to buy my item.

F. Vocabulary: Consumer: a person who buys and uses up these items. Advertisement:Adocumentthat tells people about a product or things that are

happening.

Purchase: Any item a person gets buy paying for it.


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G. Procedure:Whole group reading & discussion1. Warm up: Have students come to the reading rug. Using the book, The Big Buck

Adventure, read the book to students using guided reading comprehension.

2. Call on students: Ask students to think about a time they went to a store and boughtsomething. Have students share their experiences and explain what made them

choose their item. How is this similar to the girl in the book we just read about?

3. Vocabulary: Introduce vocabulary words and call on students to help. List thedefinitions on the Whiteboard.

4. Tree map: Teacher will do the writing. On a large piece of white construction paper,draw a tree map with the word consumerat the top. Ask students to name places

they think consumers shop for items. List them on the tree map. Finish the tree map as

student name items which can be bought at each of the places listed. (Example:

Consumer-Walmart-cereal)

5. Small group work: Have students go back to their table groups. Have them think ofwords they see used or ones which would help to advertise an item in a store. Students

will work together in the groups to write a list.

6. Whole class sharing: TheTeacher will quickly create a bubble map on the whiteboardwith the words BUY MEin the middle. Call on each table to share some of their word

ideas. Write them on the board and discuss with the students.

7. Activity Introduction: Show a couple of real-world examples of advertisements to thestudents on the SMARTborad. Today, you will be using what we learned today to

make our own advertisements. You will create an exciting advisement using some of

the words we came up with so consumers will want to purchase your new item! You

must create a new item and write a sentence at the bottom of your paper telling me

where I can buy it and who would want it.

8. Example: Post the hand make example created by the teacher to show students whatis expected. Answer any questions the students may have before starting.

H. Assessment: What will you use to measure student understanding?

The students will create an exciting advisement using some of the words we came up with

so consumers will want to purchase their new item! Students must create a new item then

write a sentence at the bottom of the paper telling me where to buy it and who would

buy it.

Explain how you will know students understand the concepts from the lesson.Identify consumers and where they make purchases

Identify real-life connections between words and their use (e.g., describe foods that

are spicy or juicy)

Creating an advertisement will show if students understand how products are made

more attractive through words and appearances. The sentences will show if the

students understand the different types of consumers and places to purchase items.


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I. Closure: Students will walk around to other tables and look at their peers advertisements. Have

a discussion about some of the interesting things they found.

J.

Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

I think students will have an easier time brainstorming words which can be used for

advertisements when working in the small groups.

2. Which part will be most challenging for you to teach?I think I will need to spend ample time discussing the various ways a person can be

a consumer other than buying food. For example: buying stamps or gas.

3. How will you follow up or extend this lesson?I could use this lesson to introduce the concept of supply and demand using theadvertisements they created.

4. What can you do for students who dont grasp the concepts?There are two options I could use depending on the number of students who are

struggling. One option would be to model the creation of an advertisement using

think alouds. Then have the students help me while we create one together before

working individually. Another option would be to role-play with an activity which

involves students pretending to shop in a grocery store. I would use students who

have a clear understanding of the concept to take on particular roles.

5. Which part of the lesson, if any, do you think might need to change?I might want to change the lesson and ask students to bring in a consumer item

from home rather than use the examples I have to show in class.

6. When you were writing this lesson plan, what was the most difficult part?I wanted to find an age appropriate book which would highlight a child being the

consumer with a relatable theme. This took some time in searching.

7. Explain the strategy from Integrating Language Arts & Social Studies that youincluded in this lesson plan.

I used the modified version of the strategy Sell It. This strategy allows students to

see how advertisements affect consumers and motivates them into buying

products and services. This is a hands-on activity which allows students to discuss

their ideas and creatively use language to make their own authentic pieces of

work.


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Sample Advertisements


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Tree Map


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EDEL453 Spring2014 MicheleSTERING LP-3

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