Day 1 Day 2 Day 3 Day 4

Objective At the conclusion of the 1. After listening to the Students will understand the Using watercolor, students
lesson, students will mini lesson and exploring meaning of the words goods, will create a painting using
answer questions about different individuals services, supply and demand by knowledge of warm and cool
the text using example contributing to the fully participating and completing colors, to respond to the
and details from the text community, students will activities in each of the 4 stations. concept in Virginia Wolf that
to support their answers. have an understanding of art can be used to brighten
the word interdependence people’s days
and what it means in
regards to economics.
2. Students will
demonstrate their
understanding of the word
interdependence through
completing the worksheet.
Standards 3.RL.2.1 Ask and answer IAS: 3.4.4 Define IAS: 3.4.2 Give examples of 3.8.2 Create artwork utilizing
questions to demonstrate interdependence and give goods and services provided by concepts, subject matter, or
understanding of a text, examples of how people local business and industry. the sign systems of other
referring explicitly to the in the local community NCSS: 7-Production, disciplines.
text as the basis for the depend on each other for Distribution, and Consumption
answers. goods and services.
Interdependence: reliance
on each other to produce
goods and services
NCSS: 7-Production,
Distribution, and
Consumption

Materials -“Joseph Had a Little (See attachments on (See attachments on lesson tab) 1. 20 Paint brushes
Overcoat” lesson tab) 1.Lesson Power point 2. 20 pieces of cardstock
-Crayons -One copy of Anticipatory 2.Pictures for Goods and Services 3. 20 Water Color Pallets
-Response Worksheet Set Cards sort 4. 10 cups of water
 -A picture of my teddy -22 Copies of Response 3.Supply and Demand Bar 5. “Virginia Wolf” by Kyo
bear Paper Graphs and scenarios Maclear
-Crayons 4. Station 3 materials
5. Station 4 materials
Management -Classroom Dojo -Classroom Dojo -Classroom Dojo -Classroom Dojo
-1-2-3 Transitions -Giant Tickets -Clap and repeat -Clap and repeat
-Clap and repeat -1-2-3 transitions -1-2-3 Transitions
-1-2-3 transitions
Anticipatory Show students a photo of A “better together” game A PowerPoint of different goods Read the book “Virginia
Set my 13-year-old teddy where students each have and services. A student will come Wolf” and discuss 1. How
bear that means a lot to a card that has a word on to the front and be blindfolded students felt about the book 2.
me. This helps students it. Each card has a match while the other students raise What the book is about and 3.
begin to think of reasons of something that would their hands and give glues. How Virginia’s sister helped
why Joseph would reuse make Virginia feel better.
his overcoat.
Purpose Today we are going to “Everyone needed “All of these pictures were things “Just like Virginia’s sister
explore the story Joseph something they didn’t that you can buy, right? We call helped her feel better by using
Had a little Overcoat. have, but you worked things you can buy goods or art, today we are going to use
Pay close attention to the together to get what you services. Today we are going to our art to cheer up someone in
ways in which he uses needed. Today we are explore what goods and services our lives who we depend on.”
and reuses he coat and going to talk about how are. We are also going to talk
the feelings he has people in communities about supply and demand and
towards his coat. depend on people in their how these terms affect the goods
community get things they and services we buy.”
want or need to work as a
community “

Lesson Input: I will discuss the Input: Mini lesson Input: Mini lesson along with 4 Inpupt: Reading of Virginia
Presentation book with students, as explaining the concept of stations where students will: Wolf along with the
well as the idea of Interdependence as well -Explore the definitions of goods discussion of warm and cool
reusing items to help as a discussion of and services as well as develop colors and emotions.
save the earth. their own
 Output: students will
answer questions about
the text as well as
complete a response
page that includes
questions from the text
as well as what students
could reuse.
Closure or I will ask students if they
Conclusion can remind me what we
talked about today and
what they learned about
reusing.
Formative The questions I ask on
Assessment the carpet will act as a
formative assessment.
While students are
discussing questions
together I will listen. I
will ask students to give
specific details from the
text to support their
answers to the questions
asked in the larger group.
This will show that
members in the
community we depend on.
Output: Students will
represent their
understanding of
Interdependence by
completing the response
paper.
I will ask students to
discuss with a partner
what they learned that
day. I will then ask
students to share with the
rest of the class what they
learned.
The discussion on the
carpet will serve as a
small formative
assessment. I will be able
to gauge what the students
understand based on their
answers.
-Explore the definitions of supply
and demand as well as work
through supply and demand
scenarios.
Output: Students will gain an
understanding of these words by
engaging in the stations.
I will ask students to tell me what
their product was that they
created at station 3. Then I will
ask for students to give me the
meaning of the words good and
service. Last, I will use a bar
graph manipulative and ask
students to give me a supply or
demand, then together we will
find the supply and demand of
that product in the community.
Discussion on the carpet before
and after stations will serve as
formative assessment. I will be
able to see if students have
understood based on what I have
directly taught them as well as
what they learned in the stations.
Output: Students will create a
piece of art for someone in the
school that they depend on,
using their knowledge of
warm and cool colors.
I will ask students to remind
me the difference between
warm and cool colors. I will
ask students why we used
warm colors. I will tell
students that I appreciate their
art and that we will give the
art out at the end of the day
after the paint has dried.
Discussion before and after
the lesson will serve as a
formative assessment. I will
be able to gauge what
students understand from
previous discussion as well as
their response to the book.
 students understand the
text.

Adaptations -Because this is a read -I will model exactly what -The stations are only a few -Students are allowed to work
aloud, I do not have to I want the students to minutes long so students will at their flexible seats, which
worry about students write and draw on the hopefully stay engaged for the helps learners with ADHD.
who are behind in paper. Many of the short amount of time -There is no writing required,
reading. students cannot think -The activities do not require so ELL students can fully
-I allow students to turn critically about many students to write down original participate in this activity.
to a neighbor and talk so topics, so you have to thoughts which helps the one
that the students who scaffold them very student who is an English
process externally can carefully for the students Language Learner who does not
think critically and for to know exactly what is write very well.
students who are slower expected of them. -The whole group discussions
at processing -I will check on one happen on the rainbow carpet and
information can have student in my class who not at their flexible seats, because
space to think and talk to cannot read. I will make normally whole group discussion
one or two peers rather sure he knows what he is happens at the carpet. This helps
than in front of the whole doing and give him students stay engaged and
class. support while still understand what their
-I move students from challenging him to read expectations are, because they
the carpet to their write what he knows know the procedures for the
flexible seats so students throughout the lesson. rainbow carpet.
are not sitting for the -Many of the students in
entirety of the lesson. the class have ADHD, so
This allows for a small part of the lesson will take
break break, which is place at their flexible seats
important for all which help with focus by
students, but especially adding stimulus to their
for those with ADHD. environment.
-I give clear instructions
and expectations of what
I want the students to
 accomplish so that
students do not feel
overwhelmed.

Summative The response page the The paper that students
Assessment students complete will will write sentences on
act as a summative will serve as a summative
assessment. I will see if assessment to see what the
they understand how to students understood from
use details from the text my lesson. The paper asks
to support their ideas. students to write about a
This will show how well member of the Marion
each individual student community that they
understands the text. believe holds an important
role. I ask them what their
life would be without
them, and then I have
them draw a picture of the
person doing their job.
I will use the bar graph activity
and the “make your own product”
activity as a summative
assessment. This will let me know
roughly which students have
understood the lesson it’s entirety
and what I should change should I
teach this lesson again.
Their artwork will serve as a
summative assessment. I will
be able to understand their
connection between the book
and their artwork, as well as
their understanding of warm
verses cool colors and the
emotions these colors
provoke.