Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 5th Social Studies Strand: Economics

Submitted By: Patty Medeiros

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #3 - Economics

submitted by: Patty Medeiros

B. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn how sellers compete through advertising messages. This lesson uses strategies from Integrating Language Arts and Social Studies (p. 137-142). C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: approximately 50 minutes Groupings: Whole class discussions, cooperative groups of 3-4 for activity and assessment projects

D. Materials: Pens/Pencils/Paper Modern example of advertisements Reproductions of vintage product advertisements along with a 3 x 5 index card that lists the advertisements year and several important elements of the time period Examples of foreign advertisements Colored pencils/markers Large, white construction paper (9 x 12 inches) for each small group of 3-4 Examples of advertisements:

E. Objectives: o NV State Social Studies Standards o E11.5.5 Describe what it means to compete, and give examples of ways sellers compete. E11.5.5 I can explain what it means to compete. E11.5.5 I can describe how sellers use advertising to compete.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

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Nevada State College

Lesson Plan #3 - Economics

F. Vocabulary compete to try to win a race, contest, etc. advertise to try to sell something by promoting it

submitted by: Patty Medeiros

advertisement a notice or short film about something that is for sale

G. Procedure: 1. Display modern print advertisements in front of the class and discuss how the advertisements would encourage someone to purchase the items. Introduce vocabulary (compete, advertise). Identify facts about the advertisements as well as the persuasive elements of the advertisements. Identify elements of the advertisements that match the current era as well as contemporary issues. Assign each group a different vintage advertisement to analyze. Remind students of the whole-class discussion that began the lesson and ask students to use that as a model for analyzing and discussing their groups vintage advertisement. Groups should discuss and answer the following question regarding their vintage advertisement: How might an advertisement from this time period highlight the item for sale in a way that reflects critical issues of this time period? Answers should be written on paper to turn in.

2. Group students in cooperative groups of 3-4.

H. Assessment: What will you use to measure student understanding? Create an original advertisement: Working in their cooperative groups, students will decide on a product to create an original advertisement for on poster paper. The product should be placed in a context in line with key societal themes and the advertisement should include: An image of the product A product description Benefits of the product Pricing information

Explain how you will know students understand the concepts from the lesson. Students posters must reflect an advertisement that is designed to competitively sell the product they have chosen. I. Closure:

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #3 - Economics

submitted by: Patty Medeiros

Cooperative groups will present their advertisements to the whole class and explain how their advertisement will competitively sell their product.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the vocabulary for this lesson will be fairly easy to teach. I think at this grade level most students are more than aware of competition and so it should be easy to have students use their schema for compete to understand how it applies to marketing and advertising. As with advertising, students are faced with advertisements almost everywhere they turn; on television, in magazines, on billboards, etc. so this term should also be easy to teach to students. 2. Which part will be most challenging for you to teach? I think it might be a challenge helping some students make the connection between the time of the vintage advertisements and the way the products on those vintage advertisements are being promoted. 3. How will you follow up or extend this lesson? To extend this lesson I would display advertisements from other countries and as a whole-class discuss these advertisements. I would also have students compare the pictures of the products and supporting images to historic and modern ads from the United States for a similar or related product. I would also use this lesson as a lead into E9.5.3 Identify the resources needed for production in households, schools, and community groups and E9.5.4 Describe how income reflects choices people make about education, training, skill development, lifestyle, and careers. 4. What can you do for students who dont grasp the concepts? While cooperative groups are working on their advertisement posters, I can work in a group with the students who dont grasp the concepts. To help build schema for these students I can read to them The Berenstain Bears and the Trouble with Commercials, a book about the way commercials influence our purchases. We can then discuss advertising as it relates to the book to help strengthen students new background knowledge. To help support students even further in the next level of the lesson, I would have a box of culturally divergent products students would likely be familiar with to choose from or get ideas from for their advertising posters. These students may also benefit from posters that have an outline on them or a rubric that outlines exactly what information they need to include on their advertisement. 5. Which part of the lesson, if any, do you think might need to change? I think this lesson is fairly straight forward, within the allotted time frame, includes an activity and assessment piece that ties to the Nevada Social Studies standards and is engaging for students and therefor would not need changing.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #3 - Economics

submitted by: Patty Medeiros

6. When you were writing this lesson plan, what was the most difficult part? I struggled with writing the procedure for the lesson. Because there are only two main parts in the procedure I worried that it was not detailed enough or it didnt include enough context. I eventually decided it was okay, however because the activity that follows gives students the opportunity to work with the new advertising information and demonstrate their understanding. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. The strategy from Integrating Language Arts and Social Studies that I included in this lesson plan deals with Economics and approaching the topic in such a way that engages students personally and helps them make relevant connections with the subject matter. This strategy has students working hands-on with both modern and vintage advertisements, analyzing advertising techniques, and creating advertisements of their own. This strategy is designed to help students better understand how advertisements can influence the purchases they may make.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5