Name Shelby Sandstrom Grade Level(s) High School

Date(s) Taught 11/16/2019 Course/Subject Business Law

Lesson Title The Law of Contracts Observed Lesson, by

Content Focus
Content Standard(s) National Standards for Business Education:
Business Law: Contract Law, Law of Sales, and
Consumer Law
Content Learning Objectives 1. Explain the nature of a contractual
relationship
2. Give examples of contracts
3. List the elements require to create a
contract

Materials/Resources Needed Teacher Materials: Students' Materials:

Laptop, Presentation Handouts, Intro to Contracts
Worksheet, Exit Slip

Learning Task Implementation

LAUNCH – engage learners, set purpose, activate prior knowledge, etc.
Pacing Lesson Segments Instructional Strategies Learning Tasks –
– Teacher (says and Student (says and
does) does)
3 minutes Anticipatory Set Asks students if anyone Student volunteers.
would like to When asked to mow
volunteer. After a the lawn by the teacher
student volunteers the student must
explain the role of the negotiate and not
student, and the role of agree right away. For
the teacher. Tell the example, “I’ll mow the
student you two are lawn if I can go to the
going to negotiate. The movies with friends
student wants to go tonight.” Students will
out with friends, and then answer questions
the teacher wants their asked by the teacher
lawn mowed. regarding the
Teacher then asks the negotiation they
rest of the class witnessed.
questions about the
negotiation.
1. Did both
parties get
something they
wanted?
 2. What might
have happened
if the student
refused to
mow the lawn?
3. If the parent
(teacher) still
said the
student
couldn’t go out
with friends
could they
offer another
incentive?
4. Do contracts
include
negotiating.
Transition: Last question of set connects contracts to negotiating
2 minutes Introduction - Introduce the lesson Students will be
Objectives before the anticipatory listening, and questions
set. After set, discuss may arise. These
what students will be questions may include:
able to do after the 1. What do
lesson. contracts have
to do with
businesses?
2. Why do we
need to know
about the law
of contracts?
INSTRUCTION/APPLICATION - procedures to acquire new knowledge and/or skills and apply or use
them in a meaningful way, instructional strategies, assessment, active engagement, practice,
feedback, differentiation, etc.
Pacing Lesson Segments Instructional Strategies Learning Tasks-
– Teacher (says and Student (says and
does) does)
10 minutes Skill Instruction Utilizing the Students will utilize
PowerPoint their PowerPoint
presentation students handouts and write any
will learn the necessary additional notes they
content to achieve the may feel are beneficial
learning objectives. to their learning. They
First, I will begin by may ask questions
discussing what a throughout the
contract is, and presentation to clarify
examples in our understanding, or they
everyday life. Before may participate by
 we dig deeper into offering ideas and
contracts, I will examples.
mention the use of
“handshake deals.”
After understanding a
handshake deal is not
written, I will note the
contracts that most
states require to be
written. Students will
then learn the
elements that would
make a contract
enforceable by law,
and what it means to
breach a contract. As
part of the guided
practice, I will be asking
students questions on
the content presented
and checking for
understanding.
Transition: Check for understanding between every 2-3 slides before moving on, when transitioning
to activity handout worksheets to students and read aloud the scenario
5 minutes Activity I will give students a Students will work with
handout that gives an a partner to read
example of a potential through the handout
agreement between and answer the
two parties. I will ask questions. As a class
them to work together we will review, and
to come up with students will volunteer
answers and we will to share their answers.
review/discuss as a They will receive
class once they are feedback immediately
done. as we discuss.
Transition: Connect activity to what we learned today
CLOSURE- student reflection on learning, assessment, etc.
Pacing Lesson Segments Instructional Strategies Learning Tasks-
– Teacher (says and Student (says and
does) does)

5 minutes Closure – Wrap Up Review what students Students will ask any
learned today. Check to additional questions
see if there are any they may have.
additional questions. I
will then handout the
exit ticket as another
 formative assessment
to check for student’s
individual
understanding.

MONITORING STUDENT LEARNING

Type of Assessment Description of Modifications Evaluation Criteria
(Informal or Formal) Assessment
Informal The informal, formative This exit slip may be Students will not be
assessment will include modified by not graded on this. It will
an exit ticket regarding requiring students to be used as a reference
required elements that write 2-3 sentences for what needs to be
make a contract explaining what the addressed the next
enforceable. They will element means. This class period before
need to provide an may be beneficial for moving on. However,
example of one underperforming students should be
element and explain students or those with able to at least
what it means using 2- gaps in academic correctly identify one
3 sentences. knowledge. element and what it
means.
Informal Throughout the lesson
other forms of informal
formative assessment
will be taking place.
This will include
checking for student
understanding and
asking students to
provide the class with
their answers to the
supplemental
worksheet.