Teacher Candidate: Eleonora Karaoglanova
Cohort: A
Date: June 9, 2010
THE LESSON PLANNER
Grade:1
Content Area: Social Studies: Goods and Services
School/UA: Mrs. Siff Group Size: 25 Lesson Length: 40 minutes
Student Context: 0 ELLs
PRE-PLANNING FOR THE LESSON
Key Content Standard(s)
H-SS 1.6.1
Understand the concept of exchange and the use of money to purchase goods and
services.
Key ELD Standard(s)
N/A
Learning Objective
Students will work in groups to fill out charts as they travel throughout different learning
stations in order to discuss how people use money.
Assessment
 What, specifically, will students do to show that they have met the learning objective?
Fill out charts at each learning station.
What modifications of the above assessment would you use for language learners and/or
special needs students?
N/A English Language learners may be paired with an English speaking student.
Prerequisite Skills and Knowledge


Has this topic been studied in previous grades? (Check prior grade level standards and
copy relevant parts of these standards here, along with grade levels)
First Grade
Time and Space
4. Describe how location, weather, and physical environment affect the way people live,
including the effects on their food, clothing, shelter, transportation, and recreation.

Pre-Assessment Strategy (How and when will you assess the students’ prerequisite skills?)
Have students brainstorm ways people earn money and how they spend it.
Lesson Resources/Materials:



White board
Poster boards
Booklets
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INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS
Lesson plans are written in command form providing directions for the teacher and the
student. For example: Ask the students…; Write … on the board; Tell students to turn to a
partner and …
Introduction ( 5 minutes):
Begin by having students take a minute to think or brainstorm about all the different ways
people earn money. Model an example by asking, “People earn money by waiting tables at
a restaurant or making and selling jewelry.” Also, encourage students t think about what their
parents or other people they know do to earn money. Draw two columns on the board
without labeling the columns and after a minute of brainstorming, have students share their
ideas with the class. Record their responses under the two columns, separating the goods
from the services.
Goods
Services
Ask students to come up with possible column headings. Students may suggest labeling the
columns, “Things people sell or make” verses “Things people do for others.”
Pass out the reading packet and review the vocabulary, goods, services, needs, wants, and
trade. Explain the difference between the adjective good and the noun good.
Have students think about how people earn money today in comparison to how people
earned money long ago.
Have students think about how people are paid for their goods and services, (money).
Discuss how money has changed since long ago. Students may suggest that money used to
be coins or even just trading.
Tell students today they will be looking at how people use the money they earn.
Check the Introduction. Where did you:
□ stimulate student interest?
□ connect the lesson to prior learning or introduce the new topic?
□ identify the learning outcomes for your students?
Body of the Lesson (35_ minutes): Describe step-by-step what the teacher and the students
will be doing during the lesson.
ACTIVITY 1
Read page 62 in the packet and discuss time order words. Have students underline the time
order words. First, next, finally.
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Discuss the process of making money by either producing a good or providing a service,
getting paid, and then using the money to buy goods and services.
Explain the four different stations students will be traveling through.
Station 1: Students will work as a group to create a list on the provided poster of all the things
they consume or use in a typical day. Only one student will write while the others will provide
the recorder with ideas.
Station 2: Students will work in a group to list the types of services thy use on a typical day.
Station 3: Work as a group to create a list of business that sell goods or services. Choose
correct title for each list.
Station 4: Look around the room and find 4 different goods or things that were grown or
made to be sold. Then list one type of service that uses that good. List as many as possible
within the time frame.
Monitor each station and provide students with up to 5 minutes per station. Remind students
that they must quietly walk over to the next station once they hear the sound of the
maracas. Encourage participation of all students even though there is only one recorder.
Explain that at each station each group will have their own chart, labeled with their table
number at the top. Remind students to find their table number to avoid mix ups between
tables. Designate a recorder for each table to avoid arguments about taking turns writing.
After students have had a chance to travel to all four stations, gather back at the carpet to
discuss their findings.
Check the Body of the Lesson. Where did you:
□ include specific instructional support to build academic language?
□ include the specific questions and examples you will use during the lesson?
□ actively engage students in the lesson?
□ include ways to assess each student, so that you know who needs more support to meet
today’s learning objective(s)?
Closure (__5__minutes):
Have students discuss with a partner, one service and one good that they use daily without
which their live would be very difficult.
Call on volunteer students to share their ideas with the rest of the class.
Check the Closure. What did the students do to:
□ restate the lesson objective?
□ make connections to the lesson’s learning outcome?
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Building Academic Language (Language Demands of the Lesson)
Sociolinguistic
Brainstorm
Discourse Features
Goods vs. Services
Word distinction
Good vs. Good
Time order words
First, next, finally
Grammatical Structure
Goods are things that we
grow or make. Services are
things we do to help others.
Noun vs. adjective
“First we earn money
by…then we spend our
money…”
Key Vocabulary and Symbols (Lexical):
 Goods
 Services
 Trade
 Needs
 Wants
Word Sounds, Pronunciation, and Spelling (Phonological):
 Good vs. Good
What instructional strategies/support will you use in your lesson to build academic language?
 Instruction:
o Use modeling, examples and demonstrations

Guided Practice:
o Students work with groups to create lists and discuss their answers as a class
o Students share their responses with the entire class and discuss multiple
strategies.
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LESSON REFLECTION
1. What parts of the lesson were the most successful parts?
a) Give specific examples of student evidence (actions/talk/individual) that show the
part(s) of the lesson that were successful?
Students were able to discuss the difference between goods as a noun and as an
adjective. They provided excellent examples of goods and services that they
encounter on a daily basis. For instance, students mentioned that they would have
difficulty getting so school without the school bus or without their breakfast. They
understood that teachers, for instance, provide a service to the community by
educating children to help them become well rounded adults and members of the
community.
b) Overall, was the lesson successful for all of the students, most of the students, or some
of the students? Why?
This was a successful lesson for nearly every student, I say nearly because as usual
there were a few students who I had difficulty keeping their focus on the content
matter.
2. What parts of the lesson were problematic?
a) Give specific examples of student evidence (actions/talk/individual) that show the
part(s) of the lesson that were not successful?
Some students had difficulty distinguishing between goods and services but they appeared
to have a better understanding once we continued to provide examples of goods as things
that we grow or make and services as things we do to help others.
b) Did this part of the lesson affect the whole class, most of the class, or some of the
class?
Very few students appeared confused but their confusion appeared to be short lived
because those same students were later seen contributing to the group work during the
learning stations.
3. Developing Academic Language
a. During the lesson, what strategy do you believe was the most successful in developing
student academic language?
Modeling and demonstrating examples, even with dialogue. Providing examples students
could relate to in terms of their own experiences.
b. What student-based evidence did you see within the lesson as support for your
conclusion?
Students responded positively to my examples and were able to generate examples of
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their own in response.
4. Briefly describe what you learned about student learning (assessment) during this lesson?
Based on the student learning, what are the next steps you would take with this class as a
whole and to meet specific student needs?
I learned that my student work well with one another when I give them the opportunity to
work in small groups. I also learned that it is important to provide them with explicit
instructions to follow, otherwise they are prone to arguments.
5. Knowing that good teachers always make changes, how will you use what you have
learned from the above reflections:
a. to plan and teach the continuation of this learning segment?
I like how I taught this lesson because it enabled students to work in a whole-class setting,
small group setting and with partners.
b. to teach this lesson to a new group of students?
I would teach this lesson to a new group of students as I did originally because it was
successful for the majority of the class.
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