Name: Melissa Heiseler Grade Level: 1st

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan of SLO*

Monday, April 2nd

Lesson Day
Goal Statement
A description of the enduring understanding or big ideas that students Students will understand the difference between a good and a service
will possess at the end of the Learning plan based on grade level
content standards and curriculum

How will this lesson support the learning goal? This lesson will support the overall learning goal through explicit
(1c: Setting Instructional Outcomes) instruction, guided practice, and group work through a goods and
services game.

PA Standards Standard - 6.3.1.A

List the Pennsylvania standard(s) relevant for this lesson Identify examples of goods and services.

Academic Language Economics

What language will students be expected to utilize by the end of the Good
lesson? Consider language function and language demands (see Service
Lesson Plan User Guide).
What key terms are essential?
What key terms are essential to develop and extend students’
academic language?
What opportunities will you provide for students to practice the new
language and develop fluency, both written and oral?
Objective(s) The students will be able to differentiate between a good and a service
(1c: Setting Instructional Outcomes) and provide examples of each

Taking the learning goal into consideration, what is the objective(s) of

this lesson that will support progress toward the learning goal.

Objectives should be learner focused (not what the teacher will do or

accomplish), observable (use verbs that can be measured), and target
a specific outcome. Please refer to the SLO User Guide for the “ABCD”
method or “I CAN” statements that can be used as a guide.
 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this lesson?
How do the materials align with the learning objective(s)? If appropriate,
what educational technology will be used to support the learning
outcomes of this lesson? How do the resources support the learning
objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and
Pedagogy)
__5___ minutes
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
 Chart paper
 Goods poster with definition
 Services poster with definition
 Pictures of goods and services to go with the posters
 Cards for the goods and services game (three sets, one for each
group)
 Goods and Services recording worksheet for game (one per
student)
 Teacher will tell the students that we are beginning a new social
studies unit, called Economics. Teacher will ask students if they
have ever heard of this before
 Teacher will emphasize that economics has to do with the
money and resources a place has, and what they do with the
money and resources. Think of it like money being made and
money being spent
 Teacher will ask students what are some things that you can
spend money on
 Teacher will ask students what are some things you can do to
make money
 Instructional Activities
(1a: Demonstrating Knowledge of Content and
Pedagogy;
1e: Designing Coherent Instruction)
__15-20__ minutes
Exploration (Model): How will students explore the new concepts? How
will you model or provide explicit instruction? You MUST include a
teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they apply
the new concept? How will you allow them to practice (with teacher
support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps and include teacher talk where appropriate.
 Teacher will connect the examples given from the last two
questions to two new terms: goods and services
 Teacher will explain these terms while making an anchor chart
with the definition and student examples
 Goods: Objects that you buy to use or consume. Some
examples:
o Food
o Clothing
o Toys
o Electronics
 Services: Jobs you pay someone else to do for you. Some
examples:
o Doctor
o Teacher
o Farmer
o Police Officer
 Teacher will place the pictures of goods and services under the
appropriate word, with the students’ help
 Teacher will tell the students that we are going to play a “I’m
thinking of a good or service” game in their table groups
 The first person will pick a card and on it will be a picture and a
word for what the picture is (ex: a picture of an apple, and the
word “apple”)
 The student will need to say, “I’m thinking of a (good/service)…”
and then start describing it (apple example: I’m thinking of a
good that is something you can eat. It’s a fruit. It’s red. It can
have a worm in it”)
 Once someone raises their hand and guesses it correctly,
everyone writes down the item (apple) under the correct
category on their Goods/Services paper
 Then, the next person will go until all of the cards have been
picked
 Closure  We will review the game answers/their papers, if time
(1e: Designing Coherent Instruction)  Students will put their papers on my desk

_3__ minutes

How will students share or show what they have learned in this lesson?
How will you restate the teaching point or ask students to do so and
clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
Differentiation  The inclusion of a picture with the word in the goods and
(1e: Designing Coherent Instruction) services game will help students who may not be able to read
the word
What differentiated support will you provide for students whose  There is no further differentiation needed
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs of all of
your students?
How does your lesson support student differences with regard to
linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that linguistically
and culturally diverse students bring to the experience?
How will your lesson be supportive for all students, including English
Language Learners, and build upon the linguistic, cultural, and
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and
inventiveness?
Accommodations ** (see note below)  No accommodations are needed for this lesson
(1e: Designing Coherent Instruction)

What classroom accommodations do you plan to employ to increase

curriculum access for students identified with special education needs
or 504?

Describe how these accommodations align with the current

Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
 Modifications**(see note below)  No modifications are needed for this lesson
(1e: Designing Coherent Instruction)

What curricular modifications and/or changes in performance

standards, if any, do you plan to employ to facilitate the participation of
students identified with special education needs?
Assessment (Formal or Informal)
(1f: Assessing Student Learning)
How will you and the students assess where the learning objectives,
listed above, were met?
Each formal or informal assessment should describe how it is aligned to
the above objectives).
 Students will be informally assessed as the teacher circulates
around the room while they are playing the goods and services
game, to see that they are accurately classifying the picture
 Teacher will formally assess the students by checking their
recording sheets to see that they accurately categorized all of
their playing cards
 Reflection on Instruction
At the conclusion of the lesson you should reflect on the
lesson. The reflection should go beyond simply answering
the question “Was this a good lesson?” Below are some
questions to assist you in your reflective process
(Danielson, 2008):
o What evidence did you collect to demonstrate that
your students have met or are progressing towards
the learning outcomes/objectives?
o View student work samples. What do they reveal
about the students’ level of engagement and
comprehension?
o What changes, if any, would you make to the lesson
if you teach this lesson in the future? What
misconceptions, if any, do you need to clarify before
teaching the next lesson?
o Did you stray from your lesson plan? If so, how and
why?
o Comment on your classroom procedures, student
conduct, and your use of physical space. To what
extent did these contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were
they effective?
 I was really pleased with the student engagement during this
lesson! Although at times the energy level got a little out of hand,
and pausing the lesson twice to regain their attention was
necessary, I think that the students really grasped the two main
focuses (goods vs. services), and were able to demonstrate their
understanding through the goods and services game.
 Along with informal observations of student conversations
regarding which cards are a good and which are a service, I also
collected a tangible evidence of student learning, which took the
form of a worksheet which students used to document which
cards from the game were a good or service. Since all of the
groups did not get through all of the cards, we will be continuing
playing tomorrow, so that all of the cards will be categorized.
Once they are all complete, then I will be able to assess them
and check for overall comprehension from the lesson among all
students.
 The only area from my lesson plan that I strayed from while
teaching was how many example picture cards I put up on our
anchor chart for “goods” and “services” definitions. Ideally, I
would have placed all of the picture cards up with the students’
help, but I realized this would have gone on for too long, when I
wanted to get the students started with the game to give them as
much time as possible. I don’t think that this took away from
anything, however, and that it was a smart in-the-moment
decision to just choose a few examples for students to see,
since they would then be seeing additional examples throughout
the game.
 In regards to my instructional delivery and the materials used, I
purposely used pre-made definition cards for “Goods” and
“Services” which I taped onto our anchor chart, instead of writing
them in-the-moment, to save time and prevent having my back
to the students for periods of time. This definitely proved
beneficial, and is something I will remember to do as I can for
future lessons. I also created the playing cards, purposefully
including a picture and the word so there was no confusion as to
what the card was. I think this was helpful for the students,
especially when writing the images down on their worksheets.
**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to consider when planning an equitable
educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material but they do not change knowledge content. With accommodations, a student
receives the SAME education as other children, but the student can access content or express knowledge in different ways. Modifications refer to changes of what is taught or what students with
disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template
for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations or modifications listed within the IEP or
504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.