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Name: Hana Bekele Grade: 1st
Lesson
Title: Wants Vs. Needs Date: March 24, 2017
CCGPS or GPS Standard(s):
SS1E1 The students will identify goods that people make and services that people provide for each other.
M1GM.1.b Echo simple singing and speech patterns; perform call and response songs
Classroom/Lesson Context (please check the following that apply):
__X__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__12__ Girls __10___Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
Learning - Focus Strategies

Essential Question(s)
1-3 BIG ideas! How How will we be able to differentiate between needs and wants?
can these questions be How will we be able to make choices based on unlimited wants and limited resources?
used to guide your
instruction?
Central Focus/Lesson
Objective(s)
Objectives are Students will be able to understand that making a choice involves giving something up.
measurable and
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Identify
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Needs, Wants
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
Speaking, Listening
Materials YouTube video of Something Good by Robert Munsch

What resources can be Index Cards
used to engage Chart
students? Marker
Introduction to
Lesson/
Activating Thinking Before I begin, I would set up the video of the book to be played. I would have the students
What is the ‘hook’ for sit on the carpet and start a discussion of what we want vs. what we need. I have a list of
the lesson to tap into comprehension questions to ask before we listen to the story for them to think about. I will
prior knowledge and ask them the questions and then tell them to hold their answers. I will also hand each
develop students’ student a flash card and tell them to write an interesting fact they noticed on one side of
interests? This should the card. After we finish watching it we’ll share the facts.
tie directly into the
lesson’s objective and
standard and should
promote higher level
thinking. How will Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
you introduce the sentences):
content specific
vocabulary words? Questions
***Use knowledge of
students’ academic, Language Discourse (structures of written or oral language; how participants of the content
social, and cultural area speak, write, and participate):
characteristics.
Speaking and discussing
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Management Plan: I would ask students to raise their hands if they had any questions.
Body of Lesson/
Teaching Strategies So after I asked the students some questions to get them thinking I will play the video and
What will you have the we’ll watch the video together. I’ll pause twice throughout the video just to ask a question
students do after you in between the pauses. After finishing the video We will share some interesting facts we
introduce the lesson to noticed from the video. I will then have a chart hanging next to me with two columns.
learn the standards? They will be labeled Needs and Wants and I will have cards next to me with pictures of
What questions will objects that will be either a ‘Need’ or ‘Want’. We will work together to assign different
you ask to promote pictures to the 2 columns.
higher level thinking?
What opportunities
will you provide for
students to practice Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
content language/ sentences):
vocabulary? What Read aloud/ Think aloud
language supports Language Discourse (structures of written or oral language; how participants of the content
will you offer? area speak, write, and participate):
Speaking and Discussion

Management Plan: Discussion
Closure/
Summarizing
Strategies: After we finished arranging the note cards to the right columns, we would sing a song together
How will the students called ‘The Wanting Song’ written by Martha Hopkins. This song goes to the tune of London
summarize and/or Bridge. On the other side of the note card we used earlier we would write down one ‘want’ and
share what they have put them in the song
learned to prove they
know and understand
the standard(s) and its Wants are things we'd like to have,
vocabulary? Will you Like to have, Like to have,
provide opportunities Wants are things we'd like to have,
for students to apply (Janie) wants a (___________).
new knowledge while
making connections to I would play the instrumental version from my song and we would take turns to put the students
prior learning? ‘wants’ in the song.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Management Plan:
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate Assessment Plan for Learning Objectives (This is a plan and should be written as such;
students’ remember to identify both formative & summative assessments throughout the lesson):
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Name: Hana Bekele Grade: 1st grade
Lesson
Title: Goods and Services Date: March 24, 2017
__12__ Girls __10__Boys

1-3 BIG ideas! How How can we differentiate between goods and services?
can these questions be How can provide a service for my community?
used to guide your
instruction?
Central Focus/Lesson
Objective(s) Students will give examples of both services and goods.
Objectives are
measurable and
aligned with the
standard.
language demand?
language will you
Consumed
Materials Interactive Activity

What resources can be Chart
used to engage Marker
students? Note cards
tape
Introduction to
Lesson/
Activating Thinking I would bring the students to the carpet and we would start a topic about our community
What is the ‘hook’ for and how active members of our community contribute to our society. I would then tell
the lesson to tap into students that everything we purchase is either a good or a service. Goods are things that
prior knowledge and we want or need. They can either be used or consumed, and can be touched or held.
develop students’ Examples of goods are books, clothing, and food.
interests? This should Services on the other hand are work done for others to provide something needed or
tie directly into the wanted. Examples of people who provide a service are teachers, doctors, and
lesson’s objective and mechanics. Some people provide a service in which they create goods. For example, a
standard and should baker provides the service of baking breads and cakes that people purchase and eat.
thinking. How will
you introduce the
content specific Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
vocabulary words? sentences):
***Use knowledge of
students’ academic, Questions
social, and cultural
characteristics. Language Discourse (structures of written or oral language; how participants of the content
Speaking and discussion

Management Plan: Students will listen and raise their hands if they have a question to ask.
Body of Lesson/
Teaching Strategies
What will you have the After we have completed our discussion I will ask students to return to their desks and we
students do after you will watch a small clip that gives us more information about goods and services and how it
introduce the lesson to impacts our community. After we watched the video I will pass out worksheets and they
learn the standards? will independently work on it while I’ll have jazz music playing in the background. After
What questions will they are finished I’ll collect the worksheets.
you ask to promote
What opportunities Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
will you provide for sentences):
students to practice
content language/ Questions
vocabulary? What
language supports Language Discourse (structures of written or oral language; how participants of the content
will you offer? area speak, write, and participate):
Speaking and discussion

Management Plan: Establish with students that they should be listening and not speaking
when you are speaking.
Closure/
Summarizing
Strategies:
How will the students As we come to an end to our lesson, the students and I will talk briefly of what we learned in
summarize and/or this lesson. What are good and what are services. I will then a play a quick interactive game
share what they have with the students on the smartboard. Students will match goods and services to each column.
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
prior learning? sentences):
Questions
Speaking and Listening.

Management Plan: Students will be picked to come up randomly to participate in the game.
All others will watch patiently and will not yell out the answer.

Evaluation
while planning:
How will students
exhibit an
feedback? What
evidence will you
collect to demonstrate Assessment Plan for Learning Objectives (This is a plan and should be written as such;
students’ remember to identify both formative & summative assessments throughout the lesson)
of the lesson’s
their usage of
vocabulary?
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
Name: Hana Bekele Grade: 1st grade
Lesson
Title: Producers and Consumers: What’s the difference? Date: March 24, 2017
VA1PR.1a Creates artwork to express individual ideas, thoughts, and feelings from memory, imagination, and
observation
__12__ Girls __10__Boys

1-3 BIG ideas! How What is the difference between a consumer and a producer?
can these questions be
used to guide your
instruction?
Central Focus/Lesson Students will be able to define and give examples of consumers and producers
Objective(s) Students will be able to identify resources producers use to make goods and services
Objectives are
measurable and
aligned with the
standard.
language demand?
language will you
Production, Services
Listening
Materials Smartboard
What resources can be Construction paper
used to engage Crayons
students? Markers
Introduction to
Lesson/
Activating Thinking
What is the ‘hook’ for At the beginning of the lesson, I will have all the students sitting on the carpet and we will
the lesson to tap into take a few minutes reviewing what we learned last. I would talk about producers and
prior knowledge and consumers and discuss what they are and how they’re connected to goods and services.
develop students’ I’ll introduce them to ‘Simple Simon and the Pie-Man’ which will introduce them to the
interests? This should concept of consumer and producers. Students learn that consumers are the people who
tie directly into the buy and use goods and services. Producers make the goods and provide the services. After
lesson’s objective and we’ve read the short story there are some comprehension questions I would ask the
standard and should students and we would discuss them as a whole group.
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
students’ academic, sentences):
characteristics. Questions and Answers
Speaking and Discussion

Management Plan: students may hold their questions until it’s the appropriate time to ask them
Body of Lesson/
Teaching Strategies After we have finished the Simple Simon activity we would play ‘Let’s find a Deal!’ a
What will you have the game we could play on the smartboard that would give students a better understanding of
students do after you Consumers vs. Producers. We place images of the actions people are doing into the
introduce the lesson to columns of either Consumer or Producer. I would then pass out paper and provide them
learn the standards? with crayons and markers. I would instruct them to draw me a picture of either a
What questions will producer or consumer and to write down a couple of facts on their picture. I would play
you ask to promote some jazz music in the back and give them time to draw. I would walk around and observe
higher level thinking? and answer any questions they have.
What opportunities
will you provide for
students to practice
content language/
vocabulary? What Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
language supports sentences):
will you offer?
Questions and answers
Speaking and discussing

Management Plan: Allow time for feedback from students, if they have a question they may
raise their hands and raise them.
Closure/
Summarizing I’ll give them a certain amount of time to finish up their drawings. Then I’ll ask for volunteers
Strategies: to come up and share their work. Students who do come up to show their work would describe
How will the students their picture, tell if their person is a producer or consumer, and state the fact they wrote down on
summarize and/or their picture. We would have a brief conversation to review what we’ve learned today and I’ll
share what they have collect their drawings.
know and understand
vocabulary? Will you Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
provide opportunities sentences):
new knowledge while Think aloud, discussion
making connections to
prior learning? Language Discourse (structures of written or oral language; how participants of the content
N/A

Management Plan: Students will listen and if they have a question they may raise their hands
and wait to be called on.

Evaluation
while planning:
How will students
exhibit an
How will you provide Assessment Plan for Learning Objectives (This is a plan and should be written as such;
feedback? What remember to identify both formative & summative assessments throughout the lesson):
evidence will you
collect to demonstrate
students’
of the lesson’s
their usage of
vocabulary?
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Reminder: All fields must be completed prior to submission.
Name: Hana Bekele Grade: 1st

Lesson
Title: Kahoot! Review on Goods and Services Date: March 24, 2017
__X_ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
__12__ Girls __10__Boys

1-3 BIG ideas! How How can we understand the difference between goods and services?
can these questions be Are wants and needs the same thing?
used to guide your
instruction?
Central Focus/Lesson Students will be able to understand the concept of goods and services and how the affect pur
Objective(s) community.
Objectives are
measurable and
aligned with the
standard.
language demand?
language will you
Community, Production
Speaking, listening
Materials Computers or tablets for the class

What resources can be Review guide
used to engage Chart
students? Note cards
Introduction to
Lesson/
Activating Thinking
What is the ‘hook’ for In the beginning of the lesson, I would have the students review everything we’ve learned
the lesson to tap into throughout the week. We would go through Goods and Services, Wants and Needs,
prior knowledge and Producers and Consumers, and the vocabulary we’ve learned. I would have a chart and
develop students’ have students place the right card in the right column.
interests? This should
tie directly into the
lesson’s objective and
standard and should
promote higher level Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
thinking. How will sentences):
you introduce the
content specific Questions
vocabulary words?
***Use knowledge of Language Discourse (structures of written or oral language; how participants of the content
students’ academic, area speak, write, and participate):
characteristics. Speaking and Discussion

Management Plan: If students have questions they may raise their hand and wait to be called
on.
Body of Lesson/
Teaching Strategies
What will you have the After we’ve reviewed, I would bring the students to the computer lab and have them have
students do after you sit down while I will go over technology etiquette in the classroom. I would introduce
introduce the lesson to Kahoot and the rules they would need to know when playing Kahoot. The game would
learn the standards? consist of 20 questions and we would play 2 rounds.
What questions will
you ask to promote
What opportunities
will you provide for Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
students to practice sentences):
content language/
Read Aloud
vocabulary? What Language Discourse (structures of written or oral language; how participants of the content
language supports area speak, write, and participate):
will you offer?
Listening

Management Plan: Students will raise their hand if they have a question.
Closure/
Summarizing
Strategies:
How will the students After we’ve declared a winner of the rounds I would give the top 5 each a pencil for doing a
summarize and/or great job. And then I would give the rest of the student’s pencils for participating and trying
share what they have their hardest. I would bring the students back to the classroom and we would talk about the
learned to prove they game and what they enjoyed the most. We would have a discussion over Goods and Services
know and understand and conclude the lesson.
vocabulary? Will you
provide opportunities
new knowledge while
making connections to
prior learning?
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Think Aloud
Speaking and Listening

Management Plan: If students have questions they may raise their hands and wait to be called
on.

Evaluation
while planning:
How will students
exhibit an
understanding of the Assessment Plan for Learning Objectives (This is a plan and should be written as such;
lesson’s objectives? remember to identify both formative & summative assessments throughout the lesson):
feedback? What
evidence will you
collect to demonstrate
students’
of the lesson’s
their usage of
vocabulary?
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

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Name: Hana Bekele Grade: 1st

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__12__ Girls __10___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Materials YouTube video of Something Good by Robert Munsch

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Speaking and Discussion

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Management Plan: Discussion

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__12__ Girls __10__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Materials Interactive Activity

Speaking and discussion

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Speaking and discussion

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Speaking and Listening.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__12__ Girls __10__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Speaking and Discussion

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Speaking and discussing

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Name: Hana Bekele Grade: 1st

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__12__ Girls __10__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Materials Computers or tablets for the class

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Speaking and Listening

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

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