Day 7

Spring Arbor University School of Education

Lesson Plan Guide: Direct Instruction
Title: General Review Day
Subject: Economics
Grade Level: 11th Grade

Time Allotted: 50 Minutes

Materials Required: Video

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Michigan Curriculum framework: Benchmark and/or GLCE/HSCE/EGLCE (write out)
1.2.2 Prices in the Market Analyze how prices send signals and provide incentives to buyers
and sellers in a competitive market.
1.3.1 Law of Supply Explain the law of supply and analyze the likely change in supply when
there are changes in prices of the productive resources (e.g., land, labor, capital including
technology), or the profit opportunities available to producers by selling other goods or services,
or the number of sellers in a market.
1.3.2 Law of Demand - Explain the law of demand and analyze the likely change in demand
when there are changes in prices of goods or services, availability of alternative (substitute or
complementary) goods or services, or changes in the number of buyers in a market created by
such things as change in income or availability of credit.
1.3.3 Price, Equilibrium, Elasticity, and Incentives - Analyze how prices change through the
interaction of buyers and sellers in a market including the role of supply, demand, equilibrium,
elasticity, and explain how incentives (monetary and non-monetary) affect choices of households
and economic organizations.
Objective(s): A portion of a GLCE or HSCE stated in terms of Blooms taxonomy
(level/verb)
The student will define demand and outline what the law of demand says.
Explain how to interpret and create demand curves.
The student will create a demand curve using a demand schedule.
The student will be able to explain the causes for shifts in demand.
The student will identify the differences between a demand shift to the right and a demand shift
to the left.
The student will explain the Law of Diminishing Marginal Utility and be able to give an
example.
Define elasticity of demand

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Identify the difference between elastic and inelastic demand
Define Supply and outline what the law of supply says.
Explain how to create and interpret supply schedules.
Explain how to create and interpret supply curves.
Understand how to determine a change in supply.
Identify the factors that can cause a change in supply.
Students will be able to interpret world events to better understand the concepts of supply and
demand.
Explore market equilibrium and see how it is reached.
Explain how demand and supply interact to determine equilibrium price.
Analyze what causes surplus, shortage, and disequilibrium.
Identify how changes to demand and supply affect the equilibrium price.
Describe how prices act as incentives to producers.
Purpose: The purpose of this lesson is to review the notes on the markets in the economy. They
will have general review time.
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Instructional Procedure: What information do students need to accomplish the objective?
1. Differentiation Considerations:
a. Special Needs students will only do sections 1, 2, and 4 on the current events
worksheet.
b. While the students are studying, I will take time to go over anything that students
who are struggling with can study. I will also have some review sheet to help
them study.
2. Instructional Input:
a. Anticipatory Set: https://www.youtube.com/watch?v=-1t9dg5dzQo (5 Minutes)
b. Start on the current event worksheet. (20-30 Minutes)
i. http://www.cnn.com/studentnews/
ii. The students are to pick an article from this website and complete the
worksheet.
iii. Once finished (due at the end of the hour), they are to use the rest of the
time to study for Jeopardy the next day.
c. Students will get into groups of 3 and they will look through their notes at what
they think will be a test question. They must come up with 5 questions per group.
These questions will be used in tomorrows grudge ball review. (5 Minutes)
d. At this point, I will have individual meetings with each student in order to see
where they are in their learning and what I feel they need to work on. This is a
chance to give extra worksheets or whatever I feel they need.
e. General Review
i. Students will study their notes sheets and make flash cards or any other
way they like to study. They are able to use the McDougall Littel website

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Day 7
to do flashcards online also. Or play any of the games provided on that
website.
3. Closure:
a. The closure will be watching this general review video.
http://www.stlouisfed.org/education_resources/economic-lowdown-videocompanion-series/episode-3-equilibrium/ (6 Minutes)
4. Assessment: Assessment will be checking that students filled out their notes sheets. I will
make a check to see if they did it. The current events worksheet will be taken and graded
for completion for 10 points.
High Leverage Practice: Building Respectful Relationships with Students.
This is something that I will do with the students before each summative assessment in order to
discuss where the students think they are using the data I have collected. This is a check in
conversation in order to build a relationship with each of my students. This can have many
benefits including a way to get closer to students, build trust, increase motivation and many
more. Hopefully through this, the students will be motivated to perform well on the summative
assessment because of the encouragement that I will provide. Some possible barriers would be
the time allowed but I will have these meetings during class in order to ensure that I meet with
each student. Just in case I run out of time, I will schedule the students that I feel need the most
help first in order to ensure that they are being encouraged.

SOE Faculty, 2/26/10