Non-SLO Lesson Plan Template

By Hayley Fagan

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*

Lesson Day
Production, Distribution, and Consumption

Goal Statement
A description of the
enduring
understanding or
big ideas that
Students will learn about the Geography, Culture,
students will
History, and Economy of Mexico.
possess at the end of
the Learning plan
based on grade
level content
standards and
curriculum.

How will this This lesson will support the learning goal by
lesson support the teaching the students about Mexico’s Economy.
learning goal?
(1c: Setting
Instructional
Outcomes)

PA Standards 6.2.6.A.- Describe the interaction of consumers and

List the producers of goods and services in the state and
Pennsylvania national economy.
Standard(s) NCSS.1.7.b ...Help learners analyze the role that
relevant for this supply and demand, prices, incentives, and
lesson. profits play in determining what is produced and
distributed in a competitive market system.
ELP.1.L.1-3.3 - Follow oral directions verifying
requests with cues from teachers or peers
 Academic Consumption: The using up of a resource.
Language Production: The action of making or manufacturing
What language will from components or raw materials, or the process of
students be expected being so manufactured.
to utilize by the end Distribution: The process of moving products to their
of the lesson? markets.
Consider Language Maquiladora: A factory that imports duty-free parts
function and from the United States to make products that it then
language demands exports back across the border.
(see Lesson Plan Nationalize: To establish government control of.
User Guide). Tourism: The business of helping people travel on
What key terms are vacations.
essential?
What key terms are
essential to develop
and extend students’
academic
language?
What opportunities
will you provide for
students to practice
the new language
and develop
fluency, both
written and oral?
 Objective(s) Students will be able to:
(1c: Setting 1. Define what production, distribution and
Instructional consumption mean.
Outcomes) 2. Answer a question about the interaction
Taking into between producers and consumers.
consideration the 3. List what is sold in a competitive market
learning goal what 4. Define all of the academic language.
is the objective(s) of
this lesson that will
support the
progress toward the
learning goal?

The statement
should be directly
observable (use
verbs that can be
measured).

Technology ● Smart Board

Materials/ ● White board
Resources ● T-chart worksheet
(1d: ● Blank white paper
Demonstrating ● Brochure instructions
Knowledge of ● http://joanvinyets.net/the-importance-of-the-
Resources) interactions-consumer-producer/
What texts, digital ● www.prezi.com
resources, & ● https://prezi.com/view/R0I0kS3xoXiJasKdxVU
materials will be B/
used in this lesson? ● Laptops
How do the ● https://padlet.com
materials align with ● Password: C-P
the learning ● https://padlet.com/hafandhaf/nh42vc52qpa8
objective/outcomes? ● Bednarz,S.W., Miyares, I.M., Schug, M.C. &
If appropriate, what White, C.S. (2005). Houghtin Mifflin Social
educational Studies, Volume 1. New York: Houghtin
technology will be Mifflin.
used to support the ● Prezi slide notes
learning outcomes ● KWL Chart
of this lesson? How
do the resources
support the learning
objectives?
Cite publications
and any web
resources.
 Anticipatory Set 1. I will begin by asking the class to think of a
(1a: slogan or catchphrase to sell the burger I have
Demonstrating pictured on the smart board. They will also be
Knowledge of told to think of what kind of packaging they
Content and will sell it in. I will tell them to write it down on
Pedagogy) a paper, keeping in mind what they like, what
they buy, and applying it their product. I will
__10__ minutes
tell them to keep in mind what we had learned
How will you set the
the previous day, of who Mexico exports goods
purpose and help
to. Once they are finished, they will share it
students learn why
with the class.
today’s lesson is
2. After the discussion, I will hand out a T-chart.
important to them
One side with say, “What are some qualities of
as learners?
a good catchphrase/slogan?”, the other side will
How will you pique
say, “What are some qualities of a bad catch
the interest or
phrase/slogan?”. I will tell them to fill up the
curiosity regarding
chart with as many ideas as they can.
the lesson topic?
3. Then, I will ask the students to pair up with a
How will you build
partner and share what they wrote down. We
on students’ prior
will come back together as a class and I will ask
knowledge?
the students to share some of the ideas they
How will you
came up with and I will write a T-chart list on a
introduce and
big paper that I can hang up for future
explain the
reference.
strategy/concept or
skill?

Provide detailed
steps.
 Instructional Direct Instruction:
Activities 1. I then will hand out a KWL chart for the
(1a: students to fill out (K) “What they know about
Demonstrating production, distribution, and consumption in
Knowledge of Mexico” and (W) “What they want to know
Content and about production, distribution, and consumption
Pedagogy; 1e: in Mexico.” I will tell them to do the best that
Designing they can to fill out the chart and that we will do
Coherent (L) at the end of the lesson. We will then move
Instruction) on to reading the chapter.
2. I will project chapter 7 page 187 and go over
Exploration
the first paragraph with the students. I will ask
(Model): How will
the students to help me stop and jot the main
students explore the
ideas and vocabulary words from the paragraph
new concepts? How
that I just read to them. All the students will
will you model or
have post-it notes to jot down the notes we
provide explicit
come up with as a class for the first paragraph.
instruction?
Guided Practice:
Guided Practice: 1. Next, I will ask the students to take what we
How will you just did as a class and read pages 187-190 by
provide support to themselves. I will walk around and ask certain
students as they students; who struggle with reading, to read a
apply the new paragraph they are on out loud to me. I will ask
concept? How will them to share with me what they feel is most
you allow them to important in the paragraph. If I feel they are
practice (with forgetting something important, I will try to
teacher support)? give them hints towards something they should
also jot down on the post it.
Independent
Direct Instruction:
practice: How will
1. Afterward I will introduce a new activity; that
students review and
will be due the next day, where the students will
solidify these
make a brochure for Mexico using the
concepts to be able
information from the chapter they just read and
to use this new
what they had learned the previous day. Using
knowledge? How
an example of a brochure; made by previous
will you monitor
students, I will tell the students that their
and provide
brochure should look like the examples and will
feedback?
need to include information about Mexico’s
Provide detailed economy.
steps. 2. I will then hand out a blank piece of printer
paper and have the students go through a
folding lesson with me. I will tell the students to
fold the paper into thirds hamburger style,
 making three rectangles. I will show the
students by folding the paper myself first. Then
walking the students through the folding step by
step. I will then hand out a paper with the
instructions on what their brochures should
consist of and how it should look. I will explain
to the students that this is homework and is due
the next day and should be very colorful.
3. Then I will hand out printed out Prezi notes to
the students who need it. I will then proceed to
tell the other students to take out their
notebooks and take notes on the Prezi that I
present. I will inform them that after the Prezi
presentation, they will answer questions from
the Prezi on Padlet. Throughout the Prezi I will
talk about the interactions between consumers
and producers. I will talk about what consumers
are and why they are so important. There will
even be information about co-creation with
consumers and how it can be a benefit, but also
a potential problem. The last slide will have the
link for the students to plug into their
computers. The password for the Padlet will be
provided by the teacher.
Guided Practice:
1. On the Padlet, the students will see the five
questions that they will need to answer. I will
tell the students that they will be able to use
their notes from the Prezi I just presented to
them. Hopefully, all the students will have
taken detailed notes and be able to answer all of
the questions correctly. The students with the
printed out Prezi slides will be able to use those
slides and notes to answer the questions. I will
also provide certain students with a printed out
Padlet questions worksheet if they can not
answer on a laptop (This will be handed in to
the teacher for a grade when finished). The
Padlet answers will be graded based on correct
answers and how well they took notes.
Direct Instruction:
1. Finally, I will tell the students to fill out their
(L) “What they learned about Mexico’s
production, distribution, and consumption.”
 Closure At the end of the lesson, for a fun activity, the students
(1e: Designing will have a whole-class share out about their brochure.
Coherent The students will share ideas of what they hope to
Instruction) accomplish for tomorrow. The students should be in a
circle around the room and the teacher will explain that
_10__ minutes
the only person who should be talking is the person who
How will students
has the ball (which the teacher will have at first). I will
share or show what
tell the students to pay close attention to their peer who
they have learned in
is talking because they may have a good idea that they
this lesson?
may want to use for their own brochure. If the students
How will you
finish before the allotted time, the students will read a
restate the teaching
book silently.
point and clarify
key concepts?
How will you
provide
opportunities to
extend ideas and
check for
understanding?
How will this lesson
lead to the next
lesson?
 Differentiation ● The teacher will pick partners
(1e: Designing ● There will be whole-class, partner, and group
Coherent activities.
Instruction) ● Think-Pair-Share Strategy
● Printed out slides
What differentiated
● Printed out Padlet questions
support will you
provide for students
whose academic
development is
below or above the
current grade level?
What specific
differentiation of
content, process,
products, and/or
learning
environment do you
plan to employ to
meet the needs of all
of your students?
How does your
lesson support
student differences
with regard to
linguistic,
academic, and
cultural diversity?
How will your
lesson actively build
upon the resources
that linguistically
and culturally
diverse students
bring to the
experience?
How will your
lesson will be
supportive for all
students, including
English Language
Learners, and build
upon the linguistic,
cultural, and
experiential
resources that they
bring to their
learning?
How will your
lesson is designed
to promote creative
and critical thinking
and inventiveness?
 Accommodations ● Students with ADHD will have assigned seats
(1e: Designing in the front of the classroom
Coherent ● Students can go to another classroom or work
Instruction) with noise reducers if they need a quiet room
setting.
What classroom
● Bouncy balls as a chair, bands around chair
accommodations do
legs, and swivel stools for sensory tools
you plan to employ
● Printed out Prezi presentation, important
to increase
information bold and underlined (ex: vocab),
curriculum access
space on the side for notes.
for students
● Certain students will have personal notes and
identified with
some will have printed out slides to answer the
special education
Padlet questions
needs or 504?
● Written response/grade on the brochure
Describe how these
● Printed out Padlet questions for students who
accommodations
struggle with laptops/typing
align with the
current
Individualized
Education Plan
(IEP) for each
student as
applicable (avoid
using actual names
of students).

Modifications
(1e: Designing
Coherent For the student/s with IEP’s, Specially Designed
Instruction) Instruction will be implemented and followed during the
lesson. For students with the 504 plan, the modifications
What curricular
in the Plan will be implemented.
modifications
and/or changes in
performance
standards, if any,
do you plan to
employ to facilitate
the participation of
students identified
with special
education needs?
 Assessment
(Formal or
Informal). Formative: Prezi Questions on Padlet (will be graded on
(1f: Assessing correct answers and how well the students took notes
Student Learning) from the Prezi presentation)
How will you and
the students assess
Summative: Brochure (will be graded whether it is
where the learning
completed or not and the information is correct)
objectives, listed
above, were met?
Each formal or
informal assessment
should describe how
it is aligned to the
above objective(s).

Prezi Presentation Notes

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 Padlet Prezi Questions

Name:_________________________________ Date:_________________________

1. What are consumers considered a source of?

2. Why is the creativity of consumers so important?

3. What is useful as a practice of innovation?

4. Name the other benefits for co-creation with consumers.

5. Are there difficulties and potential problems of involving consumers? If so, what are they?
 Brochure Homework

Directions: Using the information we learned yesterday and today, create a brochure that tells
tourists all about Mexico’s Economy. To create your brochure, fold your paper into three even
thirds. The front of the brochure should be a very nice drawing having to do with Mexico (Ex:
country, flag, culture, etc.). In the brochure you should include Mexico’s top 10 exports, the
balance of trade in net exports, prices of goods/products, and local shopping areas. On the abcl
of the brochure you should include an author bio (write about yourself). This brochure should
be colorful front to back, NO WHITE SPACE! You may use the internet to find information and
use notes from the lesson today and the day before. This will be turned in for a grade
(completion and correctness). Make the brochure interesting- think about how we sold our
burger earlier in the lesson today! (bright colors, descriptive words, best quality pictures, etc.)

Checklist:

________: Front page

________: top 10 exports

________: balance of trade in net exports

________: prices of goods/products

________: shopping areas

________: back author page

________: colorful

________: information is correct

 KWL Chart

Production, Distribution, and Consumption in Mexico

Name:________________________________ Date:______________________

K W L

What You Know What You Want To Know What You Learned