Lesson Planning and Preparation

Name:___Shelley Brown____________ Date of Observation :_____________ Cycle:_1_

Ages/Grades
of
Students _6__
______

Number of
Students in
Class ______

Number of
Number of
Number of
Students
Gifted
Students
having IEP ____
Students ______
having ELL

Lesson Title:____Intro to Economics_________________________

1. Content (1A)
Identify the enduring skills, concepts, and processes that your students should master by the end of the class/lesson.

2. Student Characteristics (1B)

a. Identify your students abilities regarding the identified enduring skills, concepts, and processes for your class.
b. Identify your students backgrounds, special needs, cultural differences, interests, and language proficiency.

3. Learning Environment (2A-2E)

a. Provide a rationale for learning theory or brain research applied in this lesson to meet students needs. (2B)

b. Describe strategies to support collaborative and individual learning. (2A)

c. Describe strategies to foster an environment respectful of diversity. (2A)

d. Identify research-based classroom management strategies used in this lesson to support a positive learning environment (i.e.
classroom procedures (2C), managing student behavior (2D), and organizing physical space (2E).

Revised December 2015

a)

4. Learning Target(s)/Objectives (1E)

The lessons learning targets/objectives should be student-centered, observable and measureable. The connections to the state
curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning
targets/objectives.

b)
Learning Objective(s)
(1C)

Objective #
I can define economics.

I can describe the

economic terms scarcity,
production, and cost.

Formative
assessment
Item(s)
Include the
actual item(s)
and attach
scoring
rubric.
(1F)

Cognitive Level
Level of
cognitive
demand using
the Taxonomy,
1956
(knowledge,
comprehension,
application, etc.
) for each
assessment item.
(3D)

National and/or
Kentucky Curricular
Standards (1F)

Knowledge

SS-06-3.2.1
Students will
compare
present day
economic
systems
(traditional,
command,
market, mixed).
DOK 2
SS-06-3.2.1
Students will
compare
present day
economic
systems
(traditional,
command,
market, mixed).
DOK 2

Comprehensi
on

Adaptations
and/or
Accommodation
s
For example,
differentiated
readability,
guided notes,
assistive
technology,
students with
IEP's (1B)

5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.
a. Resources:
Smartboard Lesson and Activities
Brainpop
Plickers

Revised December 2015

Socrative
Kahoot
b. Technology:
Smartboard
Clickers
Plickers cards
Nooks

Scope and Sequence

6. Lesson Procedures (1E)
In the table below, describe the chronological sequence of instruction. Add rows as needed. Ensure content-specific strategies
showcase your pedagogical content knowledge.
Expectations for Learning (3A)
Differentiated Activities (3C)
Formative Assessments (3D)
Class Discussion Questions (3B)
Pedagogical Content Knowledge (1A)
Developmentally Appropriate Activities (3C)

Time

Description
Students will enter room and grab their folder, clicker, and Plicker
card.

5 minutes
10 minutes
5 minutes

At lesson midpoint, students will use their clickers to take a

formative assessment on their understanding of economic
terms and concepts which were introduced during the class.
Students will be divided into stations Smartboard and Nooks
(Socrative, and Kahoot).
Students will use Plicker cards to answer questions at the end of
the lesson.

Reflection on Teaching and Learning

7. Analysis of Evidence of Student Learning (4A)
Reflect on the items below for each lesson you taught. On the following table, use student data to determine the success of the
lesson(s) you taught and to guide plans for future teaching.

Formative Assessment Item

Include the actual item(s) for each
objective and attach scoring rubric.

Revised December 2015

Student Group

Correctives and Enrichments

Sort each student into groups based on

Not Met Criteria & Met Criteria.

Met Criteria

Design Enrichments

Met Criteria

Design Correctives

Not Met Criteria

Design Enrichments

Not Met Criteria

Design Correctives

8.

Flexibility & Responsiveness (3E)

Describe how you demonstrated flexibility and responsiveness during instruction.

9.

Reflective Practices (4A)

If you had the opportunity to teach this lesson again to the same group of students, what would you do differently and why?

10. Evaluation of Instruction for Professional Growth (4E)

What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal
reflection?

Communication
11. Collaboration (4D)
Reflect on the ways in which you collaborated with mentor teachers, colleagues, other school partners, and/or your professional
community in the design/implementation of this lesson.

Revised December 2015