Name: Jaimee Shearn

Class: Economics

Date: 3/6/12

Daily Lesson Plan

Outcomes/Objectives:
What will the students know/be able to do as a result of this lesson?

Students will be able to........ -Define and provide examples of wants and needs. -Differentiate between the things in their lives that the need and the things that they want

Teacher Goals:

What strategies will you work on as a teacher?

-Any goals from self-assessment of previous day -Keep up with Learner Quality grade sheets as the class goes on. -Watch body position; try not to turn back to students especially when using the document camera. -Use voice as a tool. Change the volume and intensity of my speaking appropriately and effectively. - Use wait-time more effectively, when using informal assessment, wait for student response before moving on to next item.

Materials:
For students: (handouts, previous assignments, tests, etc.) -Block Folder -Economics Packets -Envelopes for needs and wants sorting activity -Personal Need or Want worksheet For teacher: (lecture notes, answer keys, overheads, video, lists of questions, etc.) -Teacher guiding packet -Document Camera

Introduction:
11:03-12:16

How are you going to get the students to recall yesterdays lesson and how it relates to what you are doing today? How will you capture student attention?

Introduction Time Frame 10 min

Introduction Activity Description -Teachers will begin class by passing out the students new block folders and will tell students to keep all of their materials for this class in the folder. -The teacher (JS) will then give directions for students to turn to the mind map page and work individually to write about words and concepts that they are familiar with. Students will also get a post-it note to write one question they have about economics, they

will be told to keep this post-it in their block folders and write the answer if they get it throughout the unit. -The teacher (SN) will then ask the students to turn to the page with the Power Standards in their packet. The teacher will go over the standards with the class and point out which ones will be assessed in this class. The teacher will also direct student attention to the Economics Glossary and tell students that they will be adding words to the glossary as the class goes on.

Instruction:
next to the

Identify checkpoints for understanding throughout your lesson by placing a check mark appropriate activity or question.

Instruction Time Frame

Instruction Activity Description -**Teachers will delay the deliverance of daily objectives because of the nature of the activity.

*7 min on timer

-The teachers will pass out one envelope of Advertisement objects to each group of 3-4. The students will be told to sort the items based on any categories they see fit. The students will be encouraged to have a discussion on each item and collaborate as a group to complete the sort. -Once the groups have two or three clear categories, the teachers will bring class back to a whole group discussion and ask for groups to volunteer to share their categories and which items they put in them. -The teachers will then reveal the objectives for the day and tell students that they should now use the same items and sort them into two categories Needs & Wants based on a typical American family. *It is important that students think for a family because this will be a more common mindset for the group than just an individual would be. -A discussion will follow about the nature of the students categories and what is popular in each one. There will also be a focus on some of the more controversial items such as a cell phone and fast food. -The teachers will model for the students to add Needs and Wants into the economics glossary in their packets and write a definition for each. (The definition should first be come up with by a collaboration between teachers and students) -The students will then work in the same groups to complete the Stranded on a Desert Island worksheet. Directions are provided on the worksheet and groups should read through them together.

5 min

*7 min on timer

15 min (with share time)

Closure:
know if

How will you tie the lesson together and reemphasize the concepts presented? How will you your students get it by the end of your lesson?

Closure Time Frame 5 min

Closure Activity Description -Before doing final reflections, the teachers will pass out the homework worksheet. The Personal Needs and Wands List will be assigned for homework. The teachers will model the first row and ask for any questions from students about the expectations. **The teachers will tell students that this assignment will be an assessment of Power Standard 4. -The students will be told to personally reflect back to their objective and choose either a thumbs up, sideways and down to represent their level of mastery. (Individual) -The students will also turn back to their Economics Mind-map to add new concepts and words from the day. This will assess their knowledge of the material covered in the days activities.

5 min

5 min

Name __________________________________

Need or Want

PS 4 + > SS Grade: /6

Think of your daily life as a seventh grader in Buffalo Grove, Illinois. What types of things do you want? What types of things do you need? In the space below, you should write six (6) wants and six (6) needs. Then you should write the purpose of each item by answering the question: Why do you need/want this item? The first one is done for you.

Item

Need or Want?

Why do you need/want this item?

I need a pencil so that I can complete all of my school and homework. Without a pencil, I would not be successful in school.

Pencil