Direct Instruction Lesson Plan Template

Name: Alessandra Vega-Centeno Central Focus/Big Idea of the Lesson: Economics-

Producers and Consumers
Grade Level/Subject: 2nd Grade Social Studies
Essential Standard/Common Core Objective:
2.E.1.1. Give examples of ways in which businesses in the Date taught: 3/22/18
community meet the needs and wants of consumers
Daily Lesson Objective:
Performance: Students will create a poster with examples of consumers and producers and then provide examples of
ways that business around the community are meeting the needs and wants of consumers

Criteria: Students will work in groups of 3-4 as they create a poster with examples of consumers and producers and later
work independently as they provide examples of business needs around the community.

Criteria: to show mastery, students will earn 4 out of 5 correct in their exit ticket.
21st Century Skills: (Go to this link for more info about these skills: Academic Language Demand
Creative thinking
Critical thinking Language Function: Apply

Vocabulary: Producer, Consumer, Needs, Wants

Discourse:

Syntax:
Prior Knowledge: Understand their community layout and what kind of stores, places are nearby.

Activity Description of Activities and Setting Time

Today, we will be learning about producers and consumers. We are going to
learn about who they are, what they do and what the difference between
them are. Later, we’re going to create collage using pictures of consumers
and producers to represent who they are what they do.

1. Focus and Review 5 min

Teacher will describe the group project. Students will work in groups of 4 as
they create a big poster differentiating a producer and consumer and
providing an explanation of why they are a producer and a consumer.

Bring students to carpet to show PowerPoint slides for teacher input.

I can provide examples of ways that business around the community are
2. Statement of Objective meeting the needs and wants of consumers by providing examples and
for Student explanation of a consumer and producer.

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 Teacher will describe the group project.
“Students you will work in groups of 4 as you create a big poster
differentiating a producer and consumer and providing an explanation, in
one sentence, for each picture of why they are a producer and a consumer.

Show PowerPoint slides of economics while explaining the following…

Economics describes and analyzes choices about the way goods &
services are produced, distributed and consumed
*ask, what does analyze mean? (examine, inspect)
*ask, what does produce mean? (made)
*ask, what does distributed mean? (sent, delivered)
*ask, what does consumed mean? (take in)

Producers are people who provide or make goods and services for
consumers.

consumers are people who use services and goods and typically pay
money to receive goods and services.
Walmart- How are they producers?
3. Teacher Input Target- How are they producers? 15 min
Eating ice cream- How is the girl a consumer?
An overall explanation of wants and needs…
“If the girl is a consumer, raise your hand if the ice cream she has is
something she wants? Is it something you need?

Wants are something you want for fun and is not necessary.
Needs are things we need for survival and our everyday necessity.

Teacher will ask students for an example of each.

“Think about our community around Socrates Academy and even near
your home, what are some producers in our community? Why?”
Enhance producer vocabulary definition.
Ask students if the people are spending or making money?
“why are producers important?
-Producers……. (make money)

“Now, think again around our community, what have you bought
around the community that has made you a consumer? Why?”
enhance consumer vocabulary definition.
Ask students if the people are spending or making money?
why are consumers important?
-consumers……. (spend money for wants and needs)
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 Okay students you will work on a group poster project as you analyze
(examine) and differentiate (learn the difference) between producers and
consumer. Each student will be given 3 pictures and you will analyze them.
Then I want you to explain why they are a consumer or a producer.
Let’s go over our expectations. During your group time, remember to
work as a team. Everyone helps each other, use your words and
remember level 1 voices.

They will be given pictures of

-Mailman (P),
-Baker (P),
-Vet (P),
-A boy eating ice cream (C),
-A boy watching tv (C),
-Construction worker (P),
-A girl drinking tea (C),
4. Guided Practice 20 min
-Target (P),
-Taxi car (P),
-Hair salon (P),
-A girl buying gas for her car (C)
-A boy paying for a pizza delivery (C)

Bring back to carpet. Groups will sit together.

We will have a quick discussion and analyze one group volunteer to explain
their findings. The volunteering group will go through each picture as they
name the picture, say whether it is a producer or consumer and explanation
of why. We will refer back to the rest of the class to see matchings and
disagreements.

Send students back to their seats for individual exit tickets.

Students will use their critical thinking to answer the following questions.

1- What might a producer make/sell that can benefit the people in a

community? (Grow a vegetable garden, sell more water to people)
2- How can a consumer get his/her needs? (visit a local food market)
3- If I was a consumer, what would I buy? why? (accept anything related to
5. Independent Practice 15 min
purchasing items)

Students will be directed to stay within topic and be realistic, as well as

helping the environment.

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6. Assessment Methods of
all objectives/skills:
7. Closure
Informal:
-Questions out loud during teacher input
-Exit ticket
I will wrap up the discussion on producers and consumers in the community
as we recap the definition of both consumers and producers. We will also
review the poster charts we created in groups and how it helped us
understand our community better while learning social studies

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:
Students will IEP’s will be monitored and guided by
teacher as well as selected peers to help along the
way.
Student/Small Group Modifications/Accommodations:
Students will work in groups of four at their table group. If
needed, I will split students to work with other groups around
the classroom.

Materials/Technology:
Poster paper OR large construction paper, markers/color pencils, pencils, glue sticks,
https://docs.google.com/presentation/d/1AEc3lA8ovdclOPl4mfZd5E8xwypZ20KhPlf2jK3ISBk/edit#slide=id.p3

References:
Reflection on lesson:
Social Studies was always a hard topic for me. I enjoyed learning about history but I could never retain the information. I
thought this lesson as very informative both content and visual for the students. I started the lesson with PowerPoint
slides as I am a visual learner. I feel like the students also enjoyed the slides because it gave them a picture to connect
the vocabulary words. This group of students has been having trouble with working together as I was informed by my
clinical teacher and I believe by giving them chances to work together and working as a team can help improve their
social and verbal skills with one another. The group project worked out really well as I was walking to each table
assisting with questions that can improve their vocabulary and incorporate the key terms. I got louder a few times, but I
quickly got them to lower their voices by getting their attention and giving them a reminder on what level to use at their
table. I also thought the Exit Ticket for the independent practice was very straight to the point but at the same time it
made them think more critically. The questions asked the students to find any consumers and producers around their
community which made them have plenty of option to choose from if they understood what consumer and producers
were. I also gave them the option to choose something they wanted or needed if they were a consumer. Again, this
question was very opened and it allowed them to think about many possibilities.

Even though I thought the PowerPoint slides were helpful, I would’ve preferred to read a book about producers and
consumers so that I can incorporate the subject of Reading. Another weakness in my eyes was the timing. I realized how
quickly 40 minutes go by, specially at the end of the day as 3:15-3:20 is dismissal time. Although, I could’ve made the
teacher input and half of guided practice in one day and the second day would’ve been the discussion part of guided
practice and independent practice after that.

As I teacher, I learned that students learn at different paces. Some students work slower, some students work faster and
when it comes to group projects, there can be a lot of arguments, miscommunications, etc. I learned that being specific
with directions and telling the students what your expectations are can help reduce the amount of time you will be
talking and redirecting during the activity. Of course, there are times where you are going to have to either stop them to
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redirect or simply explain the rules again but at least they know what the expectations are if you tell them to first time.
This second-grade class always wants to be right, they will argue with you because they think they’re right which makes
them stand out. Learning to understand students and understand how I, as a teacher, should word my vocabulary in
order for them to fully understand.

Something I would do differently in this lesson would be doing it two days in a row so that I don’t have to rush through
the sections. I felt myself rushing so that I’m