Unit / Learning Segment

Yellow sections go in the edTPA lesson plan; white sections go in the edTPA commentary

Name: Sarah Vinluan

Date: June 10, 2018
Grade Level: 2
Length of Lesson (Minutes): 4-5 class session (each session is between 30-60 minutes)

Standards for Unit/Learning Segment

SS.2.8.4​​ - Compare roles of buyers and sellers and explain how they depend upon each other.
CCSS.ELA-LITERACY.W.2.2​​ - Write informative/explanatory texts in which they introduce a
topic, use facts and definitions to develop points, and provide a concluding statement or section.

Central Focus of Unit/Learning Segment:

(edTPA Commentary 1.1.a)

The central focus of this unit is how goods, services, producers, and consumers interact in a local
supermarket and how the store helps the people in the community.

Essential Understandings for Unit Essential Questions for Unit

(edTPA Commentary 1.1.b) (edTPA Commentary 1.1.b)
Student will understand and be able to... How are goods and services
Explain ​by verbal language in a class discussion and in produced, consumed, and
think-pair-shares about producers, consumers, goods, and exchanged at our neighborhood
services. supermarket?

Perceive ​by understanding the perspective and viewpoints of Why do the consumers and
producers and consumers. producers need one another?

Apply ​by using their learned knowledge to create a brochure How does the supermarket help
about the importance of a supermarket in the local community. the people in our community?

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 Lesson Plan

Lesson Objectives
Students will be able to…
● Identify producers, consumers, goods, and service in classroom activities and in a local
supermarket
● Compare the roles of buyers and sellers in their community and why they depend on one
another
● Apply their learned knowledge to write an informative brochure to educate others about
how our local supermarket helps people

Language Demands:
(edTPA Commentary Tasks 1.4.a-d)

Language Function & Key Learning Task ​(edTPA Commentary 1.4.a-b)

Language Function Key Learning Task

Identify Students will identify examples of goods,

services, producers, and consumers in the
review activity at the beginning of the lesson
and during the field trip.

Compare Students will compare the roles of producers

and consumers through verbal and written
language.

Apply Students will apply knowledge learned from

the field trip and earlier lessons to create an
informative brochure that explains the
importance of the supermarket in the
community and the roles of producers and
consumers.

Content/Academic Vocabulary ​(edTPA Commentary 1.4.c)

● Producer
● Consumer
● Good
● Service

Discourse & Syntax ​(edTPA Commentary 1.4.c)

Describe how students will use one or both of the following. Include language that you will expect
students to use verbally and in written form.

● Discourse - ​Students will use oral language to communicate knowledge through class
discussion and in peer to peer discussion during think-pair-share times. Written language

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 Lesson Plan

will be used during the summative assessment. Students are expected to use academic
vocabulary and complete sentences in their oral and written language.

Supports ​(edTPA Commentary 1.4.d)

● Students will have the opportunity to use the language functions, academic vocabulary and
discourse during each stage of the lesson plan. During the pre-visit stage, students will be
identifying key academic vocabulary words. At the on-site stage, students will not only be
identifying examples of academic vocabulary but also comparing the roles of producers and
consumers. During the post-visit stage, students will be applying their knowledge to create a
brochure, in addition to completing the language function tasks in the previous stages.

● There will be various supports during the lesson:

○ Think-Pair-Share:​​ This strategy will be used during class discussions. It will allow
students to think and develop ideas individually and then share and build on their
ideas with a peer. Lastly, students will share their ideas with the whole group. This
strategy gives thinking time to all students and the chance to build a solid answer,
which leads to greater participation and student talking.
○ Graphic organizer​​: In the beginning of the lesson, the graphic organizer (presented
on the whiteboard) will serve as a support to review academic vocabulary. The
graphic organizer is a visual and interactive way for the students to go over key
concepts.
○ Anchor charts​​: There will be 2 anchor charts displayed in the classroom during this
lesson. These two anchor chart would have been made during earlier lessons in the
unit plan, however, they will still serve as a support in this lesson. The anchor charts
are a resource that displays key concepts, information and definitions. Students can
refer to these charts to help them recall information.

Materials/Resources
Teacher Students

● White board & dry
erase markers (to create
graphic organizer)
● Goods, services,
producers, and
consumers examples -
in the document titled
“Resources for UbD
Unit & Lesson Plan -
SVinluan” that has
been turned in with this
document
● Goods, services, producers, and consumers examples
● Scavenger hunt questions - in the document titled
“Resources for UbD Unit & Lesson Plan - SVinluan”
● Supplies for field trip
○ Water bottle
○ Sunscreen or hat (for the walk to the supermarket)
● Brochure template - in the document titled “Resources for
UbD Unit & Lesson Plan - SVinluan”
● Pencils
● Colored pencils/crayons

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 Lesson Plan

● Goods and services

anchor chart
● Producers and
consumers anchor chart
● Supplies for field trip
○ The required
forms
○ Emergency
contact forms
○ First aid kit
○ Extra water
bottles

Ref​​erences
(these should be included within each prompt in the commentary to which they apply)

● Think-Pair-Share -
o Simmons, C. (2018). Using the Think-Pair-Share Technique. ​NCTA - National Council
​ etrieved June 7, 2018, from
of Teachers or English. R
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pa
ir-share-30626.html

● Place-based Education -
o Center for Place-Based Education. (2018) ​Antioch University​. Retrieved June 7, 2018,
from
https://www.antioch.edu/new-england/resources/centers-institutes/center-place-based-ed
ucation/

● Goods, services, producers, and consumers examples - in the document titled “Resources for
UbD Unit & Lesson Plan - SVinluan” that has been turned in with this document

● Brochure template - in the document titled “Resources for UbD Unit & Lesson Plan -
SVinluan”

● Scavenger hunt question - in the document titled “Resources for UbD Unit & Lesson Plan -
SVinluan”

Adaptations to Meet Individual Needs

(edTPA Commentary 1.3.b)

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 Lesson Plan

o High-Level Learners​​: To challenge high-level learners, they will be encouraged to

write four or more sentences that use academic vocabulary and provide detail to answer
each prompt in the summative assessment. They will be encouraged to think of
additional ways that the supermarket is important to the community that may not have
been discussed in class discussion. Lastly, they can write captions to their illustrations.

o On-Level Learners​​: On level learners will be encouraged to write three or more

sentences using academic vocabulary to answer the prompts on the brochure template.
They will also write captions to their illustrations.

o Struggling Learners​​: Key vocabulary words will be emphasized and connected to prior
knowledge. These students will be encouraged to write at least one sentence to answer
the prompts on the summative assessment. If needed, they will be paired with a
high-level or on-level peer who could assist them. Other supports to help this group of
learners are the anchor charts and opportunity to express their ideas through drawing in
the summative assessment.

o English Language Learner:​​ Key vocabulary words will be emphasized and connected
to prior knowledge and culture. For the summative assessment, they will be encouraged
to write at least one sentence. If needed, they will be paired with a high-level or on-level
peer who could assist them. Other supports to help this group of learners are the anchor
charts and opportunity to express their ideas through drawing in the summative
assessment.

Management/Safety Issues

● Think-Pair-Share - The purpose of this management strategy is to structure student thinking.

It promotes student participation and provides an opportunity for all students to share with
at least one peer. This is helpful for students who may be shy, English Language Learners,
or struggling learners.

● “Give Me Five” - This is a signal that the teacher will use to get the attention of students
during the in-class section of the lesson and during the field trip. When the teacher raises
her hand and says “give me five” the students also raise their hand, stop talking, stop what
they are doing, and give their attention to the teacher. This will be used to facilitate a
structured lesson and when the teacher needs to address the whole group.

Rationale/Theoretical Reasoning
(edTPA Commentary 1.3.a-c)

Rationale ​(edTPA Commentary 1.3.a & 1.3.b)

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 Lesson Plan

The purpose of the field trip in this lesson is to create an opportunity for students to connect
knowledge learned in the classroom to a real-world experience. They will see how producers and
consumer interact at a local business and the role that the business plays in the community. The
students see or visit this local supermarket often and this lesson strives to give them a better
understanding of how the store works, as well as economic concepts. Lastly, this will strengthen
student ties to the community and help increase engagement of local citizens and organizations in
the school.

Theory ​(edTPA Commentary 1.3.a & 1.3.b)

This unit was created with a focus on place-based learning. Place-based learning uses the local
community and environment to teach concepts in language arts, social studies, math, science, and
other subjects. It strives to develop stronger ties and engagement between the classroom and
community.

Common Misconceptions or Difficulties

Throughout the lesson, students could confuse or mix up the definitions of producers and
consumers, or goods and services.
● To address this problem during the class discussion, review activity or during the field trip,
the teacher will verbally correct the student and explain why the answer was incorrect.
● The teacher will also post the producer and consumer, and goods and services anchor charts
in the classroom. Thess charts will have the key vocabulary words and definitions of the
unit. This will be a reference that the students can use to help them complete the summative
assignment.

Assessment/Evaluation Criteria
(edTPA Commentary 1.5a)

Formative Assessment

● Producer, consumer, good, and service review activity​- In this activity at the beginning of
the lesson, students will have picture examples of producers, consumers, goods, and
services. They will need to identify the picture and place it in the correct column on the
graphic organizer (labeled ​producer​, ​consumer​, etc.). Based on the answers of students
(placement of examples), the teacher can assess their retained knowledge from the previous
lessons in the unit. This will be one of the ways for the teacher to correct any errors in the
students’ knowledge.

● Verbal answers from pre-vist and post-visit discussions ​- During the class discussion in the
beginning of the lesson, the teacher will be going over the key concepts of the unit and

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 Lesson Plan

asking students questions. These questions will assess their understanding of the new
material. At this time, the teacher can correct any confusion or misunderstandings about the
concepts before they go on the field trip. During the post-visit discussion, the teacher will
assess what the students learned from the field trip and correct any misunderstandings or
confusion about what they observed or learned.

Summative Assessment

Brochure​ - This assessment will be done individually at the end of the lesson. In this assignment,
students will create an informative brochure in which they explain the roles of producers and
consumers in the community, why they need one another and how the local supermarket helps
people in the community. The evidence that the teacher will collect is the brochure itself. The
written and drawn answers of the students will document their learning and mastery of the
objectives.

Academic Feedback

The teacher will verbally give students academic feedback during the pre-visit review activity and
discussion, as well as in the post-visit discussion. Students will have the opportunity to apply the
academic feedback during the summative assessment.

Instruction

*This lesson would take place on day 3 of the unit plan (calendar is located below this section).
Before this lesson, students must learn about goods, services, producers, and consumers.

Set/Hook/Motivator (Before): PRE-VIST - 30 minutes

Review Activity:​ At the beginning of this lesson, the white board will be seperated into 4
sections. The sections will be labeled ​good, service, producer o​ r ​consumer. T
​ his will serve as a
graphic organizer to review key concepts and vocabulary.

The teacher will call the students to front of the classroom to sit in front of the board. As the
students walk to the front carpet, the teacher will hand out square pieces of paper. Each piece
will have a picture of a good, service, producer or consumer.

The teacher will explain that each person is holding an example of a good, service, producer or
consumer. It is the their job to put the example they are holding in the correct section of the
whiteboard. The teacher will then call up each row to put their example on the board.

When everyone is done, the class will go through each section and check if each examples are
correctly placed.

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 Lesson Plan

Discussion​: The teacher will facilitate a quick review of the definitions of goods, services,
producers, and consumers.

The teacher will next remind the student that they will be visiting the supermarket in their
neighborhood to learn about goods, services, producers and consumers in a real business. The
students will then be asked the questions “How do you think the supermarket helps people in our
community?” & “How are the roles of producers and consumers different and the same?”

Students will think-pair-share. They will think about this question individually, then share with a
partner, and then share with the class.

The teacher will share that the students’ goal during the field trip is to learn more about goods,
services, producers and consumers, as well as how the supermarket helps the community.

Instructional Procedures (During): ON-SITE - 60 minutes

On the field trip, students will be divided into small groups, each with a chaperone. The adult of
each group will have a camera or iPad in which they will take pictures of scavenger hunt items
or items of the students’ choosing during the trip.

At the supermarket, the class will go on a tour of the store and learn how the store operates.
Some of the things they will learn include how the store gets their products, where they get the
produce from, why consumers are important to the supermarket, and the role the store plays in
the community.

During the supermarket tour, each small group will be participating in a scavenger hunt to
identify the academic vocabulary words in this lesson. When the group comes across an item on
the scavenger hunt list, their adult chaperone will take a picture of it.

Closure (After): POST-VISIT

Post-Visit Discussion:​ After the field trip, the students will debrief about what they learned at
the supermarket. The class will discuss what they observed and learned. Using the
think-pair-share strategy, the students will discuss why consumers and producers need one
another based on what they learned on the field trip. They will also discuss why the supermarket
is important and how it helps people in their community.

Brochure: ​The students will create an informative brochure that explains the importance of the
local supermarket in their neighborhood. In the brochure they must explain how the supermarket
helps the people in the community, the roles of producers and consumers at the supermarket and
why producers (such as the supermarket) and consumers (people in the community) depend on
one another. The brochure will also include illustrations.

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 Lesson Plan

These brochures will later be displayed or shared with others to educate them about how our
local supermarket helps people in our community.

During this time of the lesson, 2 anchor charts will be displayed in the classroom. One anchor
chart is about goods and services, while the other is about producers and consumers. These
charts would have been made earlier in the unit, during day 1 and 2. The anchor charts serve as a
resource and support for the students to refer to.

UNIT PLAN

Day 1 Day 2 Day 3 Day 4 Day 5

Goods and Producers and Supermarket Continuation​​: Continuation​​:

Services Consumers Field Trip & Supermarket Supermarket
Students will Students will Lesson Lesson Lesson
learn definitions learn definitions Students will Students will Students will
and examples of and examples of identify goods, write their finish writing
goods and producers and services, informative and illustrating
services. consumers producers, and brochure about their informative
consumers at the how the brochures.
local supermarket
supermarket in helps people in
their their community
community. and why it is
important.