COMPREHENSIVE LESSON PLAN TEMPLATE

Student Name: Ellyn Culotta Date Taught:

Placement School: Magnolia Woods Elementary March 20, 2018

Grade Level: 2nd grade

Adapted from: Brooke Patterson and Heather Motley
LESSON BASICS
Meaningful Topic/Big Idea: Length of Lesson:
Bartering 30 minutes
Standards (at least 1 LA and 1 Common Core): Depth of Knowledge
2.6.3 Provide examples of how money and barter are used to (Revised Bloom’s
obtain resources (goods and services) Taxonomy):
☐1. Remember and/or
Understand
☐2. Apply and/or Analyze
☐3. Evaluate and/or Create
Essential Question (turn your objective into a question and add a little detail):
What are three examples of how people can use money or barter to obtain goods and services?
Objective(s)- (What will the student be able to do at the end of the lesson?) “T.S.W.”
Each second-grade student will correctly identify eight out of ten stories as either bartering or
purchasing with money on their own.
Assessment plan (must connect directly to essential question and objective- How will you
know students learned the objective?)
Refer to the attached assessment titled “Is it Bartering?”
Required Materials/Equipment/Technology/Community Resources:
The book “Let’s Trade: A Book About Bartering (Money Matters)”
1 copy – Handout #1 – “Bartering Game”
8 copies – Handout #2 – “Soup’s On!”
2 copies – Handout #3 – Ingredients (page 1) – carrots, potatoes, onions
2 copies – Handout #4 – Ingredients (page 2) – tomatoes, peas, beans
2 copies – Handout #5 – Ingredients (page 3) – celery, mushrooms
25 copies – Handout #6 – “Soup’s on Wrap Up!”
25 copies – Handout #7 – “Is it Bartering?”
Prior Knowledge/Connections: Required Vocabulary:
Money Bartering
Purchase Exchange
Trade
Literature Connection (Book Information, Cover, brief detail
about book):

Let’s Trade: A Book About Bartering (Money Matters)

By: Nancy Loewen

In this book, the character learns how to barter, or exchange goods

and services for other goods and services. The author also
differentiates between bartering and purchasing of goods using
money. There is also some historical context about bartering and
how people used it when the idea of trading goods and services
originated.
Scripted questions- Pre-planned questions that will stimulate higher-order thinking:
a. What have you learned about bartering from reading this book?
b. Discuss the pros and cons between purchasing something with money and bartering with
goods or services?
c. What other way would you chose to trade your goods for services or services for goods?
ACTIVITY PLAN
1. Warm-up/Review/Connections – This must include a visual:
After reading the book, play the schoolhouse rock video about bartering so that the students can
learn about bartering. Video “Song Lesson for Kids Homeschooling Economics Barter & Trade”
(3:02) can be retrieved from https://www.youtube.com/watch?v=wHY5cdExNa8

2. Introduction to Content/Explanation:
What are some things that we noticed from the video? What were the characters doing? [The
characters were trading their items to get what they wanted]
Great did anyone here what we call this? [Trading?] Not quite trading, there is another word for
it. Anyone else want to give it another try? [Bartering] Yes, it is called bartering when we trade
goods and services for other goods and services. There is no money involved!
3. Presentation/Model the Learning Process (Teacher models):
Teacher models for the students what it means to barter. She will begin by playing the bartering
game while trying to trade with others to get all the ingredients for her soup.

4. Scaffolded/Guided Concrete Practice (Teacher and students work together):

The students will then be divided into groups of 3 students each. Each of the groups will be given
8 of the same ingredient. The teacher will facilitate as she explained the rules and modeled for
the students what to do already. The student will work together to get all the ingredients in order
to make their soup.
5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students
work together):
This time the students will be divided into groups of 3 students in each again. Their group will
draw 3 vegetables from a hat at random. This increases the student’s awareness of what they
need to barter in order to create the complete soup. There could be a competition among teams
if it is appropriate for the class in which this lesson was presented. The teacher will encourage
the students to solve their own disagreements and arguments this time seeing as they are to
work on their own.
6. Independent Concrete Practice/Application (Student works individually):
The students will then work individually to work on completing handout #6 - “Soup’s on Wrap
Up!” The teacher during this time may walk around and answer any questions the students may
have.
7. Differentiation: Provide modifications for higher and lower performing students:
For students who are ESL learners, there will be pictures of the foods placed on the pot of soup
with the listed name next to it. This way if the student is unfamiliar with the word, he or she will
recognize the pictures.
The groups will be divided intentionally so that there are some higher-level students placed with
lower level students. The reason being so that they can work together to better understand the
concepts and have fun completing the activity.
8. Assessment (Restate and elaborate on previous assessment explanation):
Refer to the attached assessment titled “Is it Bartering?”
 9. Wrap-up/Concluding Activity:
The students will write in their writing journal what it means to barter. They will great their own
scenario of a time when they would barter.

10. Idea for service learning (How could this topic be brought outside of the classroom and
positively affect the world?) Volunteer their time to plant a garden and then in return the family
can share the produce with the students. This way the students are practicing real life bartering.
11. Ideas for class speaker/guest or field trip:
There is a flea market in Prairieville that the kids could take a field trip to in order to practice
bartering skills and purchasing things with money.
12. Instructor Reflection (For EDCI 3127, this will only be completed after teaching lesson
in field experience classroom):
- What went well? The entire lesson overall went really well. The students understood the
concept of what it means to barter. They were responsive to the activities and attentive to their
assessments. Each student liked the activity that was planned to practice bartering as well.
They were moving around the classroom and working together to gain a deeper
understanding of the material.
- What did not go as planned? Well, I did not plan to walk them through the worksheets that
we filled out. I had to read each question then the students would think of their answer and
share with the class. Then, we would all write the answers down on their worksheets. This
was unexpected and took away from my assessment materials as I was trying to gage what
the students were actually taking away from the lesson.
- What should change? The wording of the worksheets was still too sophisticated for second
grade. The assessment should be more developmentally appropriate. When I hear the word
assessment I think that the student should be able to do this on their own, however these
students struggled with reading the scenarios. I was sure that they would understand but I was
wrong and therefore would like to come up with a different assessment that they could do
individually.
- What should be addressed in future lessons? How bartering applies to us today, why we
learn about bartering and the difference between borrowing and bartering. It is important to
touch more on why we still learn what bartering is and how to do it. This way students are
more aware that although we do not us barter anymore really, it is how purchasing came
about. That was touched on in this lesson however this could also be used to lead into a
conversation about purchasing money and using that to buy items that we want or need.

References
Motley, H. (2010). Lesson: What is bartering? Retrieved from https://sites.google.com/a/
solteacher.com/olteacher-com/home/second-grade-virginia-sol-resources/social-studies/2-8-
barter
Libertyclick (2011). Song lesson for kids homeschooling economics barter & trade. Retrieved from
https://www.youtube.com/watch?v=wHY5cdExNa8
Loewen, N. (2005). Let’s trade: A book about bartering (money matters). North Mankato, MN: Picture
Window Books.
Handout #1 – “Bartering Game”
Handout #2 – “Soup’s On!”
Handout #3 – Ingredients (page 1) – carrots, potatoes, onions
Handout #4 – Ingredients (page 2) – tomatoes, peas, beans
Handout #5 – Ingredients (page 3) – celery, mushrooms
Handout #6 – “Soup’s on Wrap Up!”
Handout #7 – “Is it Bartering?”