GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Gaby Cervantes
COURSE
Educ 385
DAY
Online
CAMUS
!a "erne#Main
GRADE
One
SU$%ECT
S&cial Studies and
En'lis( !an'ua'e Arts

!ESSO) T*T!E
R&les in &ur s&ciety
!E)GTH O+ !ESSO)
,5 -in

CONTENT STANDARDS AND CONTENT OBJECTIVES
SU$%ECT STA)DARD
1.6 Students understand basic economic
concepts and the role of individual
choice in a free-market economy.
2. Identify the specialized work that people
do to manufacture, transport, and market
goods and services and the contributions
of those who work in the home.
MU!T*!E *)TE!!*GE)CE ADDRESSED
Spatial-Visual !ictures, videos, drawings
"inguistic-Verbal #roup discussions
Interpersonal Students work in groups
Intrapersonal Students work individually and e$plore a
%ob&role they are interested in
"ogical-'athematical (easoning what would happen if
we did not have those roles.

GOA! O+ U)*T
Students will understand basic economic concepts
and roles individuals play in the economy.

O$%ECT*"E O+ !ESSO)
)S*+,) identify --2 roles of specialized work
that people do to contribute to economy&community
of the . roles from the story and - additional role of
specialized work of their choice.


ASSESSMENT
STRATEGY +OR ASSESSME)T
)eacher observation
*ork students complete in %ournals
#roup responses and work presented
!ro%ects returned after completion at home and presented in class
(esponses to teacher survey /attached0

LEARNING ENVIRONMENT
STRATEG*ES TO MEET D*"ERS*+*ED !EAR)ERS
Video of the book for those who lose interested or do not en%oy books, students are given the option to
draw for those that are unable to write words, word cards to guide those unable to write on their own.
MATER*A!S. E/U*ME)T. and TECH)O!OGY )EEDED
"ittle red hen makes pizza video- http&&www.youtube.com&watch1v234pme-I3p56
or little red hen makes a pizza book
7omputer /if using 8ou)ube version of story0
!ro%ector to allow students to view the story /if using 8ou)ube version of story0
"arge poster paper /for group work0
9ournals
!encils
'arkers
*ord cards with words from the story for students to dictate if they would like to
)eacher :uestionnaire

STEPS THROUGH THE LESSON
INTO 0Orientati&n1
23 ,sk students if they like pizza and if they have
ever made a pizza. )oday we are going to
listen to a story about a hen that makes a pizza.
43 (ead book, ;)he "ittle (ed <en 'akes a
!izza= or put it on 8ou)ube /link provided
above0.
33 Students will be asked what places the hen
went to get her pizza supplies.
RAT*O)A!E
-. I wanted to ask this :uestion because I felt it
was relatable to most students and the
:uestion about making pizza was a way to get
children curious about making pizza.
2. I choose to read this version of )he "ittle (ed
<en because it has a twist to the story and I
think watching it on 8ou)ube might be a bit
appealing, sometimes it is nice to hear
someone else tell a story besides the teacher.
.. I thought asking where the hen went to get
her supplies is a good way to get students
focused on the lesson.
THROUGH 0resentati&n. Structured ractice. Guided
ractice1
23 Students will create a list by drawing pictures
or writing words of each store she went to
/hardware store, supermarket, and
delicatessen0.
43 Students will be asked to draw&write the role of
people that work in each store.
33 Students will be assigned a group with two
other children, and then teacher will assign a
store to each child and ask them to e$plain
what the roles of employees are.
,3 )eacher will refer to the story and ask, ;*hat
would happen if we didn>t have a hardware
store or a delicatessen1= Students will be asked
to draw a picture or write down of what would
happen if we did not have that role or the store
in our community.
53 Students will share in a group to the class what
would happen w&o that role&store.

RAT*O)A!E
-. I chose to allow students to draw or write
responses to allow students the option to
choose how they want to respond
2. I felt that asking students to think about the
roles in the story was a good way to stay
focused on the task and avoid overwhelming
them with roles they may not be familiar
with.
.. I choose to allow students to work in groups
for those that work well with others and it
also engages some students because they have
others to offer ideas& input.
3. I wanted to ask what would happen if these
roles were not available because it highlights
the importance of the roles.
?. I wanted students to share their answers
because this allows them to get more ideas
and is a way for the teacher to see the
understanding and assess.
BEYOND 0*nde5endent ractice1

-. Students will choose a specialized work they are
interested in and research what the role of the
person is, what they do for the
community&economy.
2. Students will create a poster board with pictures
of the role including clothing worn, tools, where
they work, how we see it in our daily lives. @$
bread maker provides the bread we eat when we
make sandwiches or when we order a sandwich at a
restaurant. )his will be presented in class.
2. Students will fill out the :uestionnaire in class
verbally or by answering the :uestions.
RAT*O)A!E
-. I wanted students to choose something they
are interested in to engage them in the
activity.
2. I wanted this to be a pro%ect and share in class
because it allows students to apply what they
learn and students learn better when teaching
others.
.. I choose the :uestionnaire for assessment
because it helps the teacher assess with
:uestions that cannot be observed.