Lesson 3

Lesson Plan Framework

Teacher candidate: Jesse Skoubo
Grade Level: 12
Course Unit: Economics unit 2: supply & demand
Lesson Title: Shifts, Complements &
Length of Lesson: 42 minutes
Substitutes
STANDARDS: Reference State (Social Studies and Science) Common
Core (Math and ELA only)
HS.51. Explain how supply and demand represent economic activity and describe the
factors that cause them to shift. Define economic terms (e.g., elasticity, substitution,
regulation, legislation) and identify examples of them in the current economy.

Central Focus /Big Idea/Learning

Goals: What do you want students to be
able to know as a result of this lesson?
What questions or big ideas drive the
instruction?

Knowledge of shifts, the

complementary/substitute effect, and how
changed in one market may alter another.
How can changes in one market affect other,
related markets?

Learning Target/
Objective: What do you
want students to be able to
do as a result of this lesson?
Include academic language
and vocabulary objectives
too. Objectives must be
measureable.
Students will be able to:
Explain factors that can cause
a shift in a market
Define shift, complement, &
substitute
Identify complementary and
substitute goods.
Apply the complementary
effect & substitution effect to
hypothetical market models

Academic Language (discipline specific)

list terms

Academic Vocabulary (lesson

specific)

Language Function: Explain, define, identify, &

apply

supply, demand, shift,

complementary, substitute

Language Demand:
Syntax: market models
Discourse: in-class discussion
Language Support: There is no language support beyond aiding in concept definitions.
Note-taking will be encouraged & verbal/visual ques will be provided.

PreAssessment:

Hook: How will you catch the

attention of your students and

Real World
Connection:

Student
Voice: How will

How will you

determine prior
knowledge?

focus their minds on todays

learning goals?

How are learning

goals relevant to
students lives?

you provide for

student
reflection?

Asking
questions at
beginning of
class

By addressing the subjects

that they may have missed in
the last several days.

Students should
understand some
of the cause and
effect of changes
in product prices
throughout
various markets.

Through
cooperative
work time, and
feedback
during
worksheet
review.

ASSESSMENT What evidence will you collect that students have

mastered the learning objectives?
Formative Assessment of Lesson
Objectives: How will you monitor and give
feedback during the lesson? Be specific.

Summative: How will performance

be measured?
What evidence
will you collect?
Check all that
apply

Informal assessment:
In class discussion, worksheet
Formal assessment:
n/a

Assessment requires students to:

Use Thinking Skills:
Connect to:
X Recall
learning
Organize
experience
Interpret
texts
X Analyze
Synthesize
X Evaluate information

Project
Essay
Experiment
Short Answer
X Presentation
Visual
Representation
Multiple
Choice
X Other
Check all that apply

How will you

define mastery?
Attach relevant
rubrics and
grading criteria
as needed.

Write:
X Draw Conclusions

X Prior

Make Generalizations

Life

Produce arguments

Other

Academic Feedback:
How will you provide feedback to students based upon the data you collected
in assessments?
Through helping direct them through the worksheet exercise/explanation
How will you give opportunities for students to apply and discuss the
feedback for their future learning?
Formative assessment checks whenever prior learning comes into account

Learning Segments and Pacing: What

strategies, procedures, and transitions, will you
use? What essential questions will you address in
each segment?

How do learning
segments align
with
objectives/allow
for higher order
thinking? What
questions do you
ask that promote
higher order
thinking?

Materials
Whiteboard,
writing
materials,
worksheet
packet,
document
camera

How will you begin?

Time
Have class pull out the Invisible
10-15 minutes
Hand of the Market worksheet packet
What will students do?
Lead students in a review of
Students will
previous two days classwork elasticity of
be encouraged to take notes
demand. Include factors that can cause
Provide real-world examples of factors
shifts in demand (population,
of market shift.
preferences, income, etc.) and supply
Divide into five groups
(technology, cost of inputs, taxes, etc.)
provide real world examples of each. Ask
watch teacher model a worksheet
students to give examples.
question.
Model an example of market
shifts, complementary effect & substitute
effect on the whiteboard & poll class on
what they would expect to happen at
each stage of change.
Have students open worksheet
packet to page 34 and walk entire class
through one of the questions.
Transition? Students will divide into 5 groups
What will you do during the lesson?
Time
20-30 minutes
Following modeling two
examples of market shifts divide class Students will
Work collaboratively to complete on a
into 5 groups, and assign each group
worksheet question.
one of the remaining worksheet
Move on to other worksheet questions
questions.
if interested
Move from group to group

assisting in the worksheet task &

addressing questions.
Transition? n/a
How will you close the lesson?
Return to the document camera
and have each team walk them through
answering their question, posing
questions and checking for understanding
along the way.

Time
5-10 minutes
Students will demonstrate their
understanding by leading teacher and
class through their worksheet question.

Technology Integration

Teacher Strategies Best

Practices

Check all that apply:

Word Processing
PowerPoint
Internet Resources

Check all that apply:

Student choice
Modeling
X Cooperative learning

X Graphics/Charts
Internet Research
Web 2.0 Tool(s)
Interactive whiteboard
Other (please explain):

Grouping Options: How will your groups be

organized? What roles will students fulfill?
Check all that apply.

X Independent learning
Implementing pre, post, and
during
lesson activities
Teaching metacognitive strategies
Hands-on learning/manipulatives
Total Physical Response
Higher-order thinking skills
X Real-world connections
Criteria charts created (studentdriven;
supports learning by defining &
clarifying a task )
Rubrics created (student-centered)
Mentor texts
Anchor charts (a reference tool
that
anchors new and ongoing
learning to
key concepts previously
introduced)
Research/research materials
Evidence of assessment for
learning
(teacher modifies instruction
based on
students understanding)
X Academic language used in context
Conferencing
Differentiation: How will you
differentiate instruction to
accommodate individual students
anticipated learning needs, interests,
and/or cultural heritage?

X Individual
Pairs
Buddies (i.e., Paired with students from
another grade)
X Cooperative
Expert
X Whole

Allowing the students to choose

their own groups and partners
allows them to collaborate with
whomever they want.

Intervention:

Special Situations in the

Classroom? Are there any

How will you use the results of

the assessment(s) to inform future instruction?

management and/or safety issues

that need to be considered?

Assessments will be used to determine class

level of comfort with the material covered, as
well as any topics they are having a difficult time
comprehending.
As the unit goes along, and topics begin to build
off prior knowledge there will be an emphasis on
revisiting content that proved difficult.

Monitor student teams to ensure

groups are productive, and
staying on task