Lesson 2

Lesson Plan Framework

Teacher candidate: Jesse Skoubo
Grade Level: 12
Course Unit: Economics unit 2: supply & demand
Lesson Title: Price Elasticity of Demand
Length of Lesson: 52 minutes
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.
11-12 HR.9 Integrate information from diverse sources, both primary & secondary,
into a coherent understanding of an idea or event, noting discrepancies among
sources.

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 how inelasticity/elasticity of a

product is affected by changes in price and other
changes in the market.

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.

How does price affect peoples purchases?

Students will be able to define

qualities of Inelastic and
Elastic demand curves
Students will be able to
explain why an item is
inelastic or elastic
Students will be able to fill out
the Picturing and Calculating
Elasticity worksheet.

Academic Language (discipline specific)

list terms

Academic Vocabulary (lesson

specific)

Language Function: Explain, define, fill out

inelasticity, elasticity, supply,

demand

Language Demand: written response to

assignment
Syntax: worksheet
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:
How will you
determine prior
knowledge?

Questioning
knowledge

Hook: How will you catch the

attention of your students and
focus their minds on todays
learning goals?

Real World
Connection:
How are learning
goals relevant to
students lives?

Student
Voice: How will
you provide for
student
reflection?

Two think, pair, share

activities to come up with lists
of products they would be
willing purchase regardless of
and another list of items they
would stop buying if price
increased by any amount.

Students are
active as
consumers. This
will help them to
make informed
decisions about
purchases.

Through
sharing, inclass
discussion, &
exit ticket.

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 assessments, discussion, & exit ticket
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
X Short Answer
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

Prior

Make Generalizations

X Life

Produce arguments

Other

Academic Feedback:
How will you provide feedback to students based upon the data you collected
in assessments?
Through addressing any comprehension issues that occurred while reading the KWL
charts.

How will you give opportunities for students to apply and discuss the
feedback for their future learning?
At the beginning of the next class we will address any questions or confusion that
werent addressed during the lesson, or that occurred to them following the lesson

Learning Segments and Pacing: What

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

How will you begin?

Start the students with a think,
pair, share activity to come up with a list
of 5-7 things they would be willing
purchase regardless of how much the
price increased. As they share, write
down items that are likely inelastic
(electricity, gas, food, etc.). Have
students do another think, pair, share
of 10 items they would stop buying if
they increased in price by any amount
(give a few personal examples). Again,
write down items that are elastic as they
are shared.
Transition? n/a
What will you do during the lesson?
Introduce the concept of Price
Elasticity of Demand, and write the
definition of inelasticity and elasticity on
the board. Draw example demand curves
of each, and describe why certain items
they listed in the prior activity are
inelastic or elastic. Write chart of factors
determining an items elasticity on the
board. Do a quick formative assessment
to see how the class feels about the
material.
Pull up New York Times article
Drug Goes From $13.50 a Tablet to $750,
Overnight and have students explain
how such a drastic jump in price is
possible.
Show video Elasticity and the
Total Revenue Test- Microeconomics 2.9
to class. Make sure to stop frequently as
speaker defines new concepts &
definitions. Stop at each explanation of
coefficient values (Inelastic, elastic, unit
elastic, etc.) and give brief descriptions of
each. After perfect elastic draw

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

Materials
Whiteboard,
worksheet,
writing
materials,
news article,
smartboard

Time
5-10 minutes
What will students do?
Students will consider lists of products
that they would either purchase
regardless of price, or products whose
purchase required a certain price.
They would then form two-person
groups with table partners and share
their answers, conferring & discussing
answers.
They would then provide answers to
the entire class
Time
30-40 minutes
Students will be encouraged to take
notes (through instruction and ques)

Formative assessments, including fist

of five, call & response.
In-class discussion

examples of each type of curve on the

board along with coefficient value, and
ask students to define them. Have
students call & response to reinforce
understanding. End video at 5:18.
Transition? Have students open worksheet
How will you close the lesson?
Have students complete
Picturing and Calculating Elasticity
worksheet. If you have time have each
student state an example of an
inelastic/elastic good as an exit ticket.

packet to page 30.

Time
5-10 minutes
Students will complete picturing &
calculating elasticity worksheet
Written exit ticket

Technology Integration

Teacher Strategies Best

Practices

Check all that apply:

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

Check all that apply:

Student choice
Modeling
X Cooperative learning
X Independent learning
X 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?

Grouping Options: How will your groups be

organized? What roles will students fulfill?
Check all that apply.
X Individual
X Pairs
Buddies (i.e., Paired with students from
another grade)

Using a variety of learning

techniques, and incorporating some
of the products students came up
with during the hook activity

 Cooperative
Expert
X Whole

throughout the class

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.

Should consider seating

arrangement in case of particularly
poor student groups.