Day #1

Day #2

Day #3

Day #4

Day #5

Objectives

Students will
relate the
theme of
Four Feet,
Two Sandals
to their
lives.

Given real life

scenarios
students will
begin to
recognize the
concept of
scarcity,
explain the
concept
correctly, and
develop their
own example.

*In groups,
students will
learn and explore
the different
aspects of
immigrants
coming to
America (pros
and cons) using
a variety of
different
sources/activities
.

Given a prompt,
studnets will
create poetry and
preform it to the
class.

Standards

IDOE: 3.3.4

NCSS:III. People,
Places and
Environments.
IDOE: 3.1.9
ISTE: Research
and Information
Fluency

Materials

Four Feet,
Two Sandals
by Karen Lee
Williams;
drawing
paper,
markers,
crayons,
colored
pencils, 2
suite cases
filled with
materials.

IDOE: 3.4.1
ISTE:
Creativity and
Innovation
NCSS: 7.
Production,
Distribution
and
Consumption
2 bags of
Hersheys
Miniatures (Mr.
Goodbar,
White
chocolate,
Krackel, Etc),
2 worksheet
copied for all
students,
calculator,
computer for
YouTube clip of
song, exit
ticket

*In groups,
students will
learn and
explore the
different
aspects of
immigrants
coming to
America (pros
and cons) using
a variety of
different
sources/activite
s.
*Students will
be able to use
new knowledge
to write a
narrative
writing.
NCSS:III. People,
Places and
Environments.
IDOE: 3.1.9
ISTE: Research
and Information
Fluency

Overhead
projector and
poems,
whiteboard,
student journals,
doc camera, loose
sheet of paper

Pull cards,
keep students
engaged
throughout
lesson to
avoid
behavioral

Pull cards, keep

students
engaged
throughout
lesson to avoid
behavioral
problems, reward

Computers,
timer, Coming
to America: A
Story of
Immigration by
Betsy Maestro,
reading article,
nuts, chocolate,
Chex cereal,
granola, dried
fruit, cup,
spoons, paper
plates, napkins,
group signs,
note sheets,
large sticky
note, clip
boards.
Set
expectations for
group work.
Students will be
rewarded with
the class trail
mix at the end

Managemen I will use

positive
t

reinforceme
nt. I will
state my
behavioral
expectations

Computers,
timer, Coming
to America: A
Story of
Immigration by
Betsy Maestro,
reading article,
nuts, chocolate,
Chex cereal,
granola, dried
fruit, cup,
spoons, paper
plates, napkins,
group signs, note
sheets, large
sticky note, clip
boards.

IDOE:3. SL.2.2.,
3.W.1

I will use positive

reinforcement. I
will state my
behavioral
expectations to
the class prior to
teaching the

Anticipatory
Set

Purpose

to the class
prior to
teaching the
lesson.
Students will
earn candy if
there is no
disruptive
behavior
throughout
the entire
lesson.
Bring in two
small
suitcases
from home
filled with
personal
belongings.
Set scenario
of going on
a deserted
island with
one suite
case. Go
through both
bags.
My suitcase:
material
items
(camera, cell
phone,
computer
etc)
Friends bag:
Items
needed for
survival
(Water food,
shelter,
clothes,
friends (pic)
family (pic))
Today I am
going to
read to you
the story
Four Feet,
Two Sandals
by Karen Lee
Williams.
What I want
you to do
while I read
is to observe

problems,
reward with
the chocolate
candy from
lesson at the
end.

with chocolate
candy from last
lesson at the
end.

of the lesson if
they are well
behaved.
Disruptive
student
behavior results
in no trail mix.

lesson. Students
will earn candy if
there is no
disruptive
behavior
throughout the
entire lesson.

*Play the song

You Cant
Always Get
What You
Want by the
rolling stones.
*Have you
ever wanted
something
you could not
have?
This song is a
good
indication of
what
economics is

*Grand
Conversation:
What
immigration
means?
*Show School
House Rock
video called the
Great American
Melting Pot.
*
https://www.yout
ube.com/watch?
v=5ZQl6XBo64M

*Re-show
YouTube video
*The Great
American
Melting Pot,
School House
Rock

*What do you
know about
poetry?
*Teacher
performance of
three different
forms of poetry to
class.

Today we are
going to learn
all about a
term called
scarcity and
how it relates
to our wants,
goods, and
services.

For the next two

days we are
going to explore
the different
factors and
benefits of
immigrants
coming to
America.

Today we are
going to finish
the stations
exploring the
different factors
and benefits of
immigrants
coming to
America so that
you have know
knowledge to
create a

https://www.you
tube.com/watch
?
v=5ZQl6XBo64
M

Today we are
going to explore
the different
types of poetry so
that you can
create your own
to share to the
class.

Lesson
Presentatio
n

Closure or
Conclusion

the main
characters
to help us
figure out
what the
theme or the
big idea of
the story is.
Read Aloud
Four Feet,
Two Sandals
by Karen Lee
Williams.
*Initial
response
through
grand
conversation
.
*Prompt
class with
questions.
*Response
activity:
students will
trace their
foot on a
blank sheet
of paper.
Inside the
outlined
shoe they
will draw
five items
that they
would bring
on a
deserted
island with
them.
I would
rather take
my friends
suite case
with me b/c
he packed
items that
are essential
for survival.
Once
students are
finished with
their
assignment I
will ask for

narrative
writing.

Discuss/demo
nstrate in
relation to one
dollar what it
means when
they say 40%
of the worlds
population
receives only
5% of the
income
*Dump bag of
candy, ask is
this resource
scarce?
Students fill
out sheet
claiming how
much candy of
each they
want. Their
demand will
be higher then
the supply
therefore it is
scarce.
*Guide class
through
worksheet on
the overhead.

Input:
Each of the four
groups will go to
two stations for
15 minutes.
Stations
Content/article,
Online discovery,
literature and art
project.
Output:
Students will
turn in all notes.
Practice:

Input:
Each of the four
groups will go to
two stations for
15 minutes.
Stations
Content/article,
Online
discovery,
literature and
art project.
Output:
Students will
turn in all notes.
Practice: They
will create a
one-page
narrative in the
point of view of
a new student
coming into the
classroom. What
might you have
to contribute as
a newcomer to
the classroom?

*Review unit
theme in each
lesson.
*Power point
presentation
about poetry
*As a class create
poem as an
example of what
is expected
(guided practice)
*Students create
and present poem
about Unit theme

Students
answer two
questions
1. How
did you
feel

How has
immigration
contributed to
American
culture?
How is less

How has
immigration
contributed to
American
culture?
How is less

Students will
write down one
fact about poetry
from the power
point
presentation.

five
volunteers o
share their
drawings.
Discuss in a
grand
conversation
.

Formative
Assessment

Assess
understandi
ng through a
grand
conversation
. Re-teach if
necessary

Adaptations

Struggling
learners will
have the
support of
the read
aloud and
the
collaboration
of their
small
groups.

when
you did
not get
all the
candy
you
wanted
?
2. How
you
feel
when
your
choice
resulte
d in
other
people
receivi
ng
candy?
Discuss
student
answer
through grand
conversation.
*Teacher walk
around room
at student
work. * Reteach if
necessary

more for each

station?
*Class discussion
of questions.

more for each

station?
*Class
discussion of
questions.

*Exit ticket

*Observe
student
understanding
through group
discussion. *Scan
over station
notes, determine
student
understanding.
Re-teach if
necessary

Exceptional
needs:
students who
have problems
with vision will
be seated
nearest to the
board.
Enrichment:
Students who
master
objectives in a
faster rate will
surround
students who
comprehend
information at

Remediation:
review with small
groups of
students who
dont understand
main objective.
Enrichment-allow
students who
master the
knowledge to
explore beyond
the two links for
further
exploration of
main topic.
ESL- Students
whose first

*Observe
student
understanding
through group
discussion
*Scan over
station notes,
determine
student
understanding.
Re-teach if
necessary.
Remediation:
review with
small groups of
students who
dont
understand
main objective.
Enrichmentallow students
who master the
knowledge to
explore beyond
the two links for
further
exploration of
main topic.
ESL- Students

Walking around
the room
checking for
understanding.
*Group discussion
and individual
work.
*Rough draft of
poems.
*exit ticket
* Re-teach if
necessary
Special Needs
Students:
Students who
have problems
with vision will be
seated nearest to
the board.
Remediation:
Students who do
not understand
content I will
meet in small
groups and
reteach material.
EnrichmentStudents who
master objectives

Summative
Assessment

Students
creative art
projects will
be taken for
a grade

a slower rate.
Remediation:
For students
who do not
understand
content I will
stop by their
desk during
independent
work and
explain oneon-one. In
advanced I
will have
those students
who learn at a
faster rate
help out those
who have
trouble.
ESL: Mario H.
will sit by
students
whose first
language is
English.
*Graded
worksheets
*End of the
week test on
economics.

language is not
English will be in
groups with
fluent English
speaking
students.
Exceptional
Needs- Group
students who are
slower learners
and those who
are fast learners
in the same
group, balancing
and helping each
other out when
teachers
guidance is
unavailable.

whose first
language is not
English will be
in groups with
fluent English
speaking
students.
Exceptional
Needs- Group
students who
are slower
learners and
those who are
fast learners in
the same group,
balancing and
helping each
other out when
teachers
guidance is
unavailable.

in a faster rate
are to create
longer poems.
ESL: Mario H. will
sit by students
whose first
language is
English.

*Graded
participation
point for notes
taken from each
station. *Test on
immigration.
*Collection of
homework. *One
page narrative.

*Graded
participation
point for notes
taken from each
station.
*Test on
immigration
*Collection of
homework (One
page narrative)

*Students will
present their
poems to the
class.
*Grades based on
relevance to the
theme and
participation
points.