1

TE 404: Teaching Social Studies to Diverse Learners

Directions for the Field Based Lesson Planning

Building Pedagogical Content Knowledge (5 points)

APA Important Content/Information

Rodgers, Y. V., Hawthorne, S., &
Wheeler, R. C. (2016, June 15). Cross-
State Variation in Economics Content
Standards in the Primary Grades.
Retrieved November 15, 2017, From
The National Council For Social Studies
GOODS AND SERVICES LESSON.
(n.d.). Retrieved November 15, 2017,
from, The Money Instructor
The article looks at how students in lower elementary school
grades interact with economics in the classroom, and what
teachers can do to help supplement their economic education by:
1) Providing examples and real life applications that match
the needs of the students
2) Engaging students at a young age to build economic
literacy
3) Understand how/why economics is taught to students the
way it is, and how teachers can change this
This website provided more information on how lessons about
goods and services can be used in elementary school classrooms.
It also gave example lesson plans that can be used at different
grade levels to meet the standards and content level for students
of a given age.

Stage 1: Desired Results (25 points)

Lesson Title
Producers and Consumers in Your Community

Grade Level Content Expectations (GLCEs) and Content Standards, and Anti-Bias
Standards (2 points):

1-E1.0.1 Distinguish between producers and consumers of goods and services.

1-E1.0.2 Describe ways in which families consume goods and services.

Big Ideas/Enduring Understandings (5 points):

 From Lesson Plan:
o When families buy goods, they are consumers of those goods
o Producers are people who make goods or provide services
 Producers provide goods and services to consumers,
 Consumers use those goods and services in various ways
 Goods and services are used in different ways to help meet people’s needs

Essential Questions (4 points):

 From Lesson Plan:
o Why are families that but goods consumers of those goods?
o How are people that make goods and services producers?
 How do producers provide goods and services to consumers?
 How do consumers use those goods and services in various ways?
 2

 How are goods and services used in different ways to help meet people’s needs?

Lesson Objectives (9 points):

1-E1.0.1 Distinguish between producers and consumers of goods and services.

1-E1.0.2 Describe ways in which families consume goods and services

Content: Skills:

Students will be able to… Students will be able to…

 Identify the role of a consumer
 Identify the role of a producer
 Define a good
 Define a service
 Explain how a producer provides a good or
service to a consumer
 Give an example of a good that they or a
family member has purchased
 Give an example of a service that they or
their family has used
 Illustrate a producer providing a good or
service to a consumer and write a caption
to provide context to the drawing
 Categorize goods from services
 Distinguish producers from consumers

Rationale (5 points):
Use a bulleted list to indicate what you are teaching during the lesson and why you are teaching
it. This list must align with the qualities listed in the NCSS Position Statement to demonstrate
why the content matters in terms of its meaning to students, how the content is integrated with
other subject areas, the value-base of the subject content, and how the instruction will provide
challenging and active inquiry based learning. Be sure to emphasize how it contributes to
students’ development as citizens.
 Meaningful: The lesson asks students to draw on their own experiences of their families
buying different goods and services throughout their life. It also asks students to
understand their role as consumers, and how their role in the economy affects the
producers that they buy goods and services from. Students will also illustrate their
experiences and ideas about producers, consumers, goods and services. This will help
children to understand that there are a variety of producers in their communities that
provide both goods and services to them that help them to function in their day-to-day
lives.
 3

 Value- Based: The lesson asks the students to take the different perspectives of both
producers and consumers. When reading the book “Little Pizzeria”, the students will
understand the different roles a family can have in running a business that provides goods
and services to their consumers. Students to do not have experiences with taking on the
role of a producer will be asked to take on a new perspective to see how a consumer can
receive goods and services. Asking students to take on new perspectives helps them to
understand how different members of the community take on different roles to make that
area successful. These new perspectives give students a better, or even new
understanding into their community’s economy, and how families can provide the goods
and services they receive.
 Integrative: This lesson asks students to read, write, and illustrate their understandings
about the lesson. One part of the lesson asks students to listen to a book that is being read
to them. It also asks them to read word cards that provide vocabulary context, along with
some graphic organizers. In addition to this, students will be asked to illustrate a producer
and consumer, along with labeling their drawing. Asking students to read, write, and
illustrate provides them the opportunity to integrate other important skills with their
social studies lesson.
 Challenging: The activities in this lesson ask students to look at multiple texts, including
books, graphic organizers and word cards. The lesson asks students to read a book, see
the cycle of producers, consumers, goods and services, and look at different word
vocabulary cards. Comparing these multiple sources of text can give students a more
comprehensive overview of what the roles of producers and consumers are, and how they
impact the use of goods and services.
 Active: In this lesson, students are asked to compare their own experiences they have had
in the real world. By asking students to share what they know about the topic, the can
identify how their, or their family’s contributions to the community’s economy will help
it continue to prosper. The lesson can help to encourage the students to think more about
where their goods and services come from, and how they, as consumers, can help
producers and their businesses.

Stage 2: Knowing your students and the learning environment (15 points)
Who are my students? Provide a bulleted list that includes:
 Grade- 1st
 Class characteristics-
 23 students, 12 boys and 11 girls
 Students are white, African American, Hispanic, Asian and Middle Eastern
 Students speak English and one student is bilingual in Spanish and English
 All students are physically able bodied (No students need physical assistance)
 Class is very talkative and many have personalities that do not always pair well together.
This can cause internal classroom conflict between multiple students, which can lead to
excessive movement, chatter and need to regain focus. Some students need emotional
support, as they are quick to easily be upset by interactions that do not go in their favor.
 Student characteristics-
 Diverse group of students culturally, all students were born in the United States, but there
are a few students who are first generation US citizens
 4

 There are a few students who are above grade level for reading/writing/math, most
students are at grade level for reading/writing/math, there are a few students who have
extra support with reading/writing/math
o Students who need extra support with reading and writing may need more time
and support writing or labeling illustrations
 One student has Autism, and another student is an emergent bilingual
o Student with Autism uses a chart to show wants and needs, along with a daily
schedule of what the class is doing, if he is having a challenging day, he may need
to sit at his chair separate from the carpet, take a walking break in the hall, or eat a
snack
o Student with speaks English very fluently, but likes extra support with visual aids,
and may need one on one support with certain topics. If he is not able to read a
question on his own, an adult in the room should be able to read it aloud to him.

What linguistic, social and academic challenges, resources and supports will I need to
incorporate into my lesson?

 Linguistically (i.e. Gibbons)- Although all of the students in my classroom are fluent in
speaking English, there are some students who are emergent bilinguals in the class who
could use extra support throughout the lesson. Some of the ways to support emergent
bilinguals throughout the lesson is to…
o Provide representation of the content in multiple formats
 Students will receive information about the content through information
that is orally presented to them, can be read by them, and has a variety of
visual cues that can help them to have a frame of reference to the content
of the lesson. This will help my student who is an emergent bilingual, so
he still has access to the content in visual format, rather than just written
or spoken.
o Assessments that involve skills other than just reading and writing
 Students will be assessed on their knowledge of the lesson plan in part by
drawing different roles such as producers and consumers, along with
things like goods and services. This way, if students to not have the
vocabulary to express their thoughts, they can still show their knowledge
in a different format
o Repetition of directions and content
 To go along with presenting content in multiple formats, students who are
emergent bilinguals, or even students who need multiple reminders for
instruction should be told multiple times about the content, and reminded
of the directions for the assignments repeatedly. This is an important
aspect for my student with Autism. Repetition and consistency help him to
focus and feel more at ease with what is happening around him.
 Socially (i.e., Critical Literacy)- My classroom has a wide variety of students in all
aspects of having a diverse classroom. This lesson has the opportunity to teach students
about how their backgrounds have the ability to positively impact their community
 5

economy as consumers, and how that, in turn, positively affects the diverse producers that
they buy from
o Read a book about a family own business that provides goods and services
 This will help students to understand that families can work multiple types
of jobs, and that local families play a large role in their community. The
book that the lesson asks us to read shows how some families require
more help with work than others, but that work can provide goods and
services to all different types of people in their community
o Ask students to draw on their own experiences
 When students understand that the role of producers and consumers
expands much farther than race, religion, ability or ethnicity, there is a
potential gap that can be bridged in understanding that someone’s
background can bring positive influence into their community. My diverse
group of students will be able to share how their experiences with goods
and services are more similar than not, building a stronger sense of
community between them
 Academically (i.e. Ramirez & Jimenez-Silva)- Students learn in all different types of
ways. While some students may need more overall academic support than other students,
it is important to remember that you can’t neglect different learning styles
o Supporting different learning styles
 This lesson provides the resources for visual, auditory, and kinesthetic
learners. If there is a student who struggles in one of these learning styles,
there will be different aspects of the lesson that will meet the needs of
their certain learning style. There are pictures and graphics for visual
learners, oral directions and reading for auditory, and movement around
the classroom for kinesthetic learners.
o Scaffolding and support
 This lesson builds upon itself. It starts off by asking students to make
personal connections to the content, and once they have established those
connections, moves deeper into the content of the lesson. This way,
students will have lived experiences to help engage them into the new
content knowledge

Formative Assessment:
 Stopping during certain parts of Little Nino’s Pizzeria to ask students questions about the
goods, services, producers and consumers that they see throughout the story
o See specific questions below in Stage 3 Learning Plan
Summative Assessment:
 “My Own Business”
 Students will fill out a worksheet called my own business, where they get to create their
own store. Here, they will be the producers, and they must choose if they will provide
goods or services, what goods or services they will provide, and who their consumers will
be. Then, they will draw a picture of their business.

Stage 3 Learning Plan (35 points)
Components Teacher Activity
(include differentiation strategies that show
Opening  Gather students to sit on their
(engagement and assigned seats at the carpet
tapping into  Attention getter- Clap and repeat or
prior knowledge) “1,2,3, eyes on me” depending on
what teacher has used more that
day
 Ask students to raise their hand and
share with you about something
that they or their family has bought
as a good (food, toys, clothes,
etc…), and write these responses on
one side of the smart board
 Once students have shared about
goods, ask them if they have ever
gotten a haircut, been served food
at a restaurant, etc… to activate
their background knowledge for
students who may not directly
identify with a service, and write
these items on the other side of the
board
 Label the correct side goods, and
the other side services
 Explain how there are a difference
between the physical things that we
by, and the services that we receive,
and they come from different
places, and are used by different
people
Development
 Transition- Clap and repeat
(detailed Word Cards:
activities  Scaffolding- Now that students
including have gotten the chance to explore
questions, different types of goods and
transitions, services, display the word card
6
Student Activity
you are meeting the needs of all learners)
 Student with Autism has a special
seat that he sits in by the carpet, but
can still wander throughout the
room, as long as he is still
responding to the teacher or his
aide
 Students who tend to share without
raising their hand will sit at their
assigned tables to watch the lesson
 Emergent bilingual student can use
the smart board to draw a picture if
he does not know the exact word to
describe what he is trying to tell the
class
 Writing the words of the goods and
services on the board helps visual
learners have a better representation
of what you are talking about
 Asking students to raise their hand
and share their answers out loud
helps auditory learners
 Students of diverse backgrounds
have the opportunity to share and
elaborate on things specific to
them, or their background
 Provides meaningful content for
students to reflect on their own
lived experiences
Word Cards:
 Provides scaffolding to students
who may not understand the
concepts that were introduced by
discussion. Gives them concrete
definitions and examples to build
off of, so they will be able to have a

scaffolding, and slides about goods, services,
assessment) producers and consumers. These
word cards give a simple definition
and picture to match each of the 4
terms.
 Go over each definition with the
class, explaining how it relates to
the picture of the vocab term. All
the pictures are related to the
restaurant industry, since the book
that the students are going to be
reading is about a family run
restaurant.
Read Aloud:
 After you have gone over the word
cards, introduce the book Little
Nino’s Pizzeria. Tell students that
they should be looking for
examples of goods, services,
producers and consumers
throughout the story. If they make
an observation and would like to
share, ask them to raise their hand,
or keep their thought in their head
until they are called upon.
 Start reading the book. Stop on pg.
5 to ask students what is happening
at the restaurant. What do they
notice? Who is working there?
What are the workers doing?
 Continue reading the book. Stop on
pg. 9 to point out that this
restaurant provides both goods and
services. “A pizza is a good
because it is something that you can
touch and buy. Being delivered
food is a service, because it is
something that another person does
for you.”
 Continue reading the book until pg.
13 to look at producers and
consumers. Ask, “who is making
the pizza at the restaurant?”.
Reinforce to students that these
people are producers. Ask students,
“Who is buying the pizza?”
7
better understanding of the book
they will be listening to.
 Gives a visual representation of
both words and pictures for
students who are visual learners
 Explaining the word cards orally to
the students helps those who are
auditory learners
 Helps emergent bilingual student
conceptualize concept by providing
pictures to aid in definitions
 Giving relevant examples (pizzeria
pictures) for the word cards, which
helps for the read aloud, which is
about a pizzeria
 Is a short part of the lesson that still
provides content, works well for the
student with Autism because he
does not focus on one thing for long
Read Aloud:
 Read aloud works for all students-
All students have been engaged
during read aloud with mentor
teacher, and is helpful for both
visual and auditory learners
 Book provides cultural relevancy
because it looks at an Italian family
who owns a pizzeria
 Scaffolds on the discussion and
word cards. Uses all vocab terms
from the word cards in the context
of the story. Students will be asked
to respond to these elements
throughout the story.
 Emergent bilingual student and
student with Autism both love
reading picture books and respond
and engage well with them.
 Provides meaningful and relatable
content to students who have all
had some experience with pizza or
food service, does not exclude any
students
Assessment- Your Own Business
 This assessment integrates social
studies, reading, writing, and art,

Reinforce to students that these
people are the consumers.
 Finish the story until the end of the
book.
Assessment- Your Own Business
 Attention getter: “Classity Class?”
 Now that we have had a chance to
see an example of a business that
provides goods and services to
consumers, it will now be their turn
to create their own business
 Students will be asked to create a
business where they are the
producer, and they will provide
either a good or service to their
consumers (they can pick their
indented audience), and then draw a
picture to represent their business
 Show the assignment on the
document camera and go over the
instructions with them. Read each
part of the assignment aloud to
them so they have both visual and
auditory instructions. Ask students
to raise their hands if they have any
questions about what they are
supposed to be doing. Before they
go, tell them they should put their
completed work on the teacher
desk, and read a book at their table
once they are done.
 Transition- Dismiss the students by
their carpet rows to go sit down at
their assigned table seats. Ask if
paper passers for the week can help
to pass out assignments
 Give students time to work on their
assessments. Walk around the room
to provide help and answer
questions as needed.
Closure
(wrap up)  Attention Getter: “1,2,3 eyes on
me”
 Ask students to share what their
8
as it asks the students to think
about the content we have learned
in the lesson, read the instructions,
write their responses, and draw a
picture to represent their business
 Works well for visual learners who
enjoy expressing their feelings
through pictures rather than words
 Helps emergent bilingual student if
he is not able to express his ideas
with words, he can just draw a
picture of his business instead of
having to write as well.
 Helps student with Autism, he
often feels more comfortable
expressing his ideas and feelings
visually, as opposed to speaking
them, or writing them down.
 Scaffolds on the concepts that we
have been learning throughout the
lesson, and asks students to put
them into a context that helps them
to imagine a business that is
relevant to them.
 Assessment allows students to
demonstrate their knowledge about
the topic by relating it to an
imaginary business that is
meaningful to them
 Helps students who learn best
through auditory and visual cues,
students will talk about their art
work and show their drawings to
 9

business was about at their tables. their tablemates

Allow students up to 5 minuets to  Lets students express their ideas
share with their tablemates. and interest that are relevant to their
 Once students are done, have them lives.
put the assessment on the teacher
desk and go back to their assigned
seats.
 Thank students for their listening
skills and tell them that you can’t
wait to read about their businesses

Materials  Pencil  Pencil

Needed  Assessment  Assessment
 Word cards  Word cards
 Colored pencils  Colored pencils
 Crayons  Crayons
 Smart board or white board
 Book- Little Nino’s Pizzeria

Stage 4 Post-Teaching Reflection (20 points)

Student Learning
1. Explain how students met the content goals and objective?
I felt that there were a variety of ways that students met the content goals and
objectives throughout the course of my lesson plan. For identifying the roles of producers
and consumers, students were given word cards (definitions) on a PowerPoint. Then we
went over hand motions that accompanied the key words in these definitions to help
reinforce these roles. While we read the book Little Nino’s Pizzeria, I would pause at
various points throughout the story to look at what the producers (The father and Little
Nino) were doing throughout the story that gave them the title of producers. I then did the
same thing for the customers, who were the producers. For defining goods and services, I
also showed the word cards and used the hand motions, in addition to adding pictures and
concrete examples to reinforce the definitions. In the beginning of the lesson, the students
also shared examples of things that they had bought, and then those examples were
categorized into goods and services. In order for students to understand how a producer
provides goods or services to a consumer, I used both Little Nino’s Pizzeria, and my
assessment. When we were reading the book out loud, I would pause during certain
points in the story to show students examples of the goods and services the father and
Little Nino were providing to their customers. We also covered this content goal when
completing the assessment. Students took on the role of the producers, and explained how
they were going to provide goods or services to their customers (consumers).

2. Explain how the students met the skill goals and objectives
 10

In my lesson plan, there were a variety of ways that I met the skill goals and
objectives. The first two skill objectives for my lesson plan were giving an example of a
good or service that their family has purchased. In the beginning on the lesson, students
engaged in a think-pair-share where they told a partner about something they, or their
family has purchased recently. This think-pair-share lead to another skill objective, which
was categorizing goods and services from one another. When the students shared their
answers out loud, I put them on a specific side of the board according to whether or not
they were goods or services. To distinguish between producers and consumers, we
reviewed the word cards in the lesson, and then looked at examples of these in the book
Little Nino’s Pizzeria. While reading, we distinguished between producers and consumers
by looking at the character’s roles, and what they bought or sold in order to fit these
roles. During the assessment, the students met the skill of drawing a producer providing
goods or services to a consumer. When the created their own “store” they were the
producers, they then picked who they wanted their customers (or consumers to be), and
then were asked to draw their store. Below are 3 examples of the assessment I gave to the
students that display some of the skill and content goals that were met.

3. What values did students learn as a result your unit?

I felt that there are a variety of values that my students learned during my lesson.
One of the values that my students learned was the ability to understand where their
goods and services come from. Knowing that there are producers who supply goods and
services to stores and businesses helps the students (as consumers) to have a closer
connection to what they buy. By using examples of producers and consumers (like in the
book, Little Nino’s Pizzeria), students could understand the value of knowing that it takes
many people to provide all of the goods and services that they need. Another value that
my students learned as a result of this lesson is how goods and services provided by
producers can help others. A common theme in my assessment was that students wanted
 11

to sell their goods or services to their friends or families. This showed me that the
students value the well being of people close to them, and wanted to use goods or
services to show that support.

Self Reflection of Teacher Learning

1. What did you expect to happen in this lesson?
Going into this lesson, I was not quite sure what to expect. The students in my
classroom do not see social studies frequently, so I was unsure of how they would
respond to my lesson plan. I felt like the content may not click with them since they are
not exposed to this subject as often as reading or math. The students have seen 2 or 3
social studies lessons throughout the course of the year, so I thought that this lesson could
have gone one of two ways- engaging for students since it was something they had never
seen before, or a lack of interest since it was content they were not familiar with. Since
the students in my classroom have a wide variety of needs and personalities, I expected
for there to be some talking or behavioral issues while I was teaching that would create a
lack of focus amongst the rest of the students. Although I was expecting some setbacks, I
was hoping that my students would enjoy the activities and assessments that I had planed
for them. I felt that these would be engaging for my students, and they would enjoy the
content that I had planned for them.

2. What went as predicted?

For the most part, the lesson went as I had predicted it would go. Most of the
students did seem to grasp the concepts that were taught in the lesson, but there were a
few students who had questions about the subject matter both while I was teaching, and
while they were doing their assessments. Most of the questions that the students asked
about were about differentiating between goods and services, and what types of things
that they should sell at their stores. For example, while I was walking around and helping
students with their assessment, I had a boy raise his hand and ask me; “So my store sells
soccer balls so that make my store sell goods, right?” Fortunately, my mentor teacher was
able to help with some of the students in our classroom who tend to need a bit more
redirection, but there still were times where I had to use attention getters to regain the
class’s attention, or ask students not to share out responses if they were not called upon. I
used attention getting strategies such as clap and repeat, “1,2,3, eyes on me”, and
counting down from 5 to regain the student’s attention. Despite this, the students loved
the assessment that I gave to them. They were asked to create their own store that sold
goods or services, and then draw and label a picture that showed their store. The students
loved sharing what “stores” they had created with their tablemates.

3. What surprised you?

Throughout the course of the lesson, there were a few things that surprised me.
One of the things that surprised me the most was how engaged the students were while I
was teaching, and while they were completing their assessment activity. The students
showed their engagement through attentiveness and listening while I was teaching,
 12

participating in the activities, and answering questions. My mentor teacher commented

on the fact that I “did an awesome job inviting student involvement and active learning”
and “The flow of her lesson was well thought out and engaging.” Since there were a
variety of different activities throughout the lesson, it seemed that there was at least one,
if not more, part of the lesson geared towards each type of leaner and student. I was also
pleasantly surprised to see how well students responded to the content of the lesson plan
since this was such a new concept for them. I used hand motions to accompany the terms
that I taught them, so I was surprised to see that some of the students were using the hand
motions when working on their assessment. Of course, there was some confusion and
questions, but for the most part, the students were able to understand and use the terms
that were taught to them. Finally, I was surprised by the fact that the students were so
excited about their “stores” that they had made up, and how willing they were to share
with others about what they had created! Not only that, but the students produced high
quality work, and creative ideas!

4. What were the strengths of the lesson?

Overall, I thought that there were a variety of strengths throughout my lesson.
One of the most prevalent strengths in my lesson was the fact that I was able to cater to a
variety of learning needs that are in my classroom. Not only did I take into account the
needs of my student with autism and my emerging bilingual student, but I also found a
way to account for the variety of learning types in my classroom as well. This meant that
I added visual aids and pictures of the terms for my visual learners and my emergent
bilingual student, explained directions orally for my auditory learners, and used hand
motions to accompany the terms for my kinesthetic learners. For my student who has
autism, I was able to include a variety of activities (such as reading and coloring) that are
engaging and accessible for him. On my feedback form, my mentor teacher commented
on how she liked the use of hand motions to accompany my new vocabulary, “In this
particular lesson about goods and services, she came up with hand motions so that the
students could more easily remember the new vocabulary.” She also commented on the
use of my visual aids in the lesson by saying, “Madeline had slides that she used to guide
her lesson and teach new vocabulary. She also had a relevant book that highlighted goods
and services.” One of the other strengths from my lesson was using hand motions to
accompany the terms that I taught the students (goods, services, producers and
consumers). Each term received their own set on hand motions that matched the words in
the definition. Because my classroom has many students who move when they are on the
carpet, they responded well to having a chance to move and release some energy.

5. What weakness exists in your lesson and what would you do to address these
weaknesses?
While there were strengths in my lesson, I did feel that there were also some
weaknesses. One of the most prevalent weaknesses about this lesson plan was that there
were some students who had trouble grasping the concepts of the lesson, since my first
graders have only seen a handful of social studies lessons. I tired to structure this lesson
so that it would be relatable to what the students had seen before, but if I were to address
this, I would take into account my mentor teacher’s lesson format, and structure it more
 13

similar to that. Another weakness that I noticed in my lesson was asking students to
share about their lived experiences of shopping for goods and services. For this part of
the lesson, I asked students to participate in a think-pair-share, where the found a partner
sitting next to them, and then shared what they (or their family) has bought recently. The
students took this opportunity to move around and talk with friends, instead of talking to
someone sitting next to them. This left some of the students without partners, so they
ended up having to move around to find someone to talk with. I think that this activity
would have been more successful if I had planned it to be a “doughnut ring” instead. This
way, all of the students would have had the chance to share their ideas at least once, and
there would have been less chaotic movement around the classroom. It also would have
given students another opportunity to move around and release some of their energy.

6. What else did you learn about the topic, your students, the curriculum or teaching?
I learned a lot from teaching this lesson to my first graders. Before teaching this
lesson, I had already learned about goods, services, producers and consumers in
elementary, middle and high school. That being said, when I began looking at this lesson,
I learned a great deal about how this content should be taught for lower elementary
students. Whether it was in the way the vocabulary terms were worded, or the suggestion
of text, I learned about the importance of making sure the content of any lesson
(economics, in particular) is formatted appropriately for the age group you are teaching.
Another thing I learned from this process is the importance of knowing what works best
for the students in your classroom. Since I have such a wide range of students at my
placement, I learned that I needed to have a variety of activities in my lesson to make
sure all students were engaged and learning. After observing my mentor teacher, I saw
that my students responded well to visual and kinesthetic cues. Not only did I needed to
have a variety of activities to meet the needs of my students, it also taught me that as an
educator, I need to be able to think beyond the content of the lesson. As important as
content is, it will mean nothing to your students if you as a teacher cannot find a way to
make it accessible to them. Finally, I learned that flexibility is an incredibly important
skill to have as a teacher. Throughout my lesson, I found that I had to make small
changes, such as the questions I asked, or how I wanted students to share their answers,
in order to make the lesson effective as possible.
 14

Mentor Teacher Feedback Form