Unit Title: Communities Depend on Each Other
*Between day 2 and 3, students will have been put into groups, designed/created a product, developed a business plan, and decided how much they want
to sell their product for. After Day 4, students will set up a market in the classroom and sell the products they’ve made to each other. This entire unit is
based around how producers and consumers work together to create products and help each other.
Unit Overview
DAY #1
Objective The students will state how the
characters in Grandpa’s Corner
Store influenced other characters
actions and influenced the plot.
Students will identify ways in
which to support their local
community by advertising local
businesses.
Standards IAS- 3.RL.2.3 Describe
characters in a story (e.g., their
traits, motivations, or feelings)
and explain how their actions
contribute to the plot.
Materials -Picture of Jackie and her
restaurant
-The book, Grandpa’s Corner
Store by DyAnne DiSalvo-Ryan
-Bowl with slips of paper (local
places written on them)
-Poster Board (enough for each
group)
-Markers
-Tape
-Laptops or iPads to do research
Management The lesson will last 45 minutes.
Students will listen to the story
quietly on the carpet and
participate in the grand
conversation. Working in their
table groups, students will create
posters of local businesses and
hang them in the hallway.
Anticipatory -Show students a picture of me
Set and my friend Jackie in middle
school and the Chinese
restaurant her parents used to
own.
-Explain how her restaurant shut
down because a lot of bigger
places opened and people
stopped going there.
-Pose the question, “I’ve always
wondered what me or the people
in my community could’ve done
to help Jackie’s restaurant stay
open?”
Purpose “I am going to read you the story
Grandpa’s Corner Store by
DyAnne DiSalvo-Ryan. As I’m
reading, I want you to pay
attention to the characters in the
story and think about how their
actions help develop the theme
and create change.
DAY #2
-Using vocabulary cards, students
will correctly define the terms
producer, consumer,
interdependence, and profit.
-Students will correctly identify who
the producers and consumers are in
a given scenario.
-Students will describe how
producers and consumers depend
on each other.
IAS-3.4.4 Define interdependence
and give examples of how people
in the local community depend on
each other for goods and services.
 Interdependence: reliance on
each other to produce goods and
services
NCSS- Production, Distribution
and Consumption
-Product made from Dollar Tree
(in this lesson, a bird house)
-Laminated vocabulary cards with
definitions (magnets on back)
-small vocabulary word print outs
attached to popsicle sticks (for
students to hold up)
-scenario cards
The lesson will last about 25
minutes. Students will be in small
groups and come to my station
during their designated center
time. They will sit quietly and
listen to the lesson and participate
during each activity. When
working in partners, students
should stay on task.
-Tell students a story about when I
was little and my mom would give
me a dollar to spend at the store
and I would have to decide what to
buy.
-Ask the question “have any of you
ever went to the store and had to
make a hard decision on something
you wanted to buy” and let a few
students respond
“Today, we are going to learn
about who makes the things that
we buy in the store and how stores
depend on people like us to buy
things from them. It is important to
know how the process of buying
and selling things works because
it’s something that we do almost
every day and we should be aware
of how what we buy effects those
around us.”
Name: Payton Blair
DAY #3
Students will implement components
of persuasive writing techniques into
a letter format, convincing the
teacher to include their product in the
classroom store.
By filling out a comment card,
students will identify persuasive
writing techniques in their peer’s
letters.
Students will identify how their
product will benefit their peers and
contribute something positive to their
classroom community.
IAS- 3.W.3.1 Write persuasive
compositions in a variety of forms
that –
● State the opinion in an introductory
statement or section.
● Support the opinion with reasons
in an organized way
● Connect opinion and reasons using
words and phrases.
-Anchor chart explaining the
components of persuasive writing
-Giant sticky notes
-Regular sticky notes
-Pencils
-Projector displaying what should be
written in their letter
The lesson will last 45 minutes.
Students will be on the carpet for the
anticipatory set and the anchor chart.
They will walk around the room to
each of the giant sticky notes during
brainstorming session. While writing
their letters, students will be at their
desks and read it to their shoulder
partner when finished.
-Tell students a story about how I
would always try to convince my
mom to let me stay up past my
bedtime in elementary school
-Ask the question, “have any of you
tried to convince your parents or a
friend to let you do something” and
let a few students respond
“Today we are going to be learning
about how to write persuasive essays
and you will eventually write me a
persuasive letter about the products
you’ve made! It’s important to know
how to write persuasively because all
throughout your life you will have to
convince people to do all kinds of
things. In our economics unit
specifically, producers need to learn
how to convince their consumers to
DAY #4
During their commercial presentations,
students will describe their product and
explain how it will appeal to their fellow
classmates.
Students will identify how they
determined the price of their product
and the sacrifices that were made to
purchase product materials.
After listening to each other’s
presentations, students will explain
what details a producer should take into
consideration when creating a product
for their consumers.
Students will identify ways they had to
depend on each other to make create
their products and presentation.
IAS: 3.4.6 Explain that buyers and
sellers interact to determine the
prices of goods and services in
markets.
IAS: 3.4.7 Illustrate how people
compare benefits and costs when
making choices and decisions as
consumers and producers. Example:
When a family is deciding whether
to buy a car, they have to compare
the benefit of having personal
transportation with the cost of
buying and maintaining the car.
NCSS: Production, Distribution, and
Consumption
-Shark Tank video clip
-Each group will need the products
they’ve made
-Any props each group needs for their
presentation
-Product review sheets
The lesson will last 45 minutes (each
presentation can last up to 5
minutes). While groups are
presenting, students will sit in their
seats without talking and fill out their
product review sheets. Every student
should have a speaking part during
their presentation and answer at least
one question asked by the teacher.
-Show Shark Tank video clip
-Ask students, “what did you think
about this boy’s lemonade stand
idea?” and let a few students answer
“Today we are all going to learn about
each other’s products and see how
producers listen to their consumers in
order to give their buyers what they
want. It’s important to know how
producers and consumers work
together to help make products
because what we buy impacts the
world around us in big ways. This
project helps us to see the thought
process bigger companies might have
Unit Title: Communities Depend on Each Other
Lesson -Read the story, Grandpa’s
Presentation Corner Store by DyAnne
DiSalvo
-Engage in a grand conversation
with students by asking a series
of questions to help lead
discussion about the big idea
Closure or -In groups, students will create a
Conclusion poster about a given local
business.
-They will research the business
and include reasons why people
should support the business on
their poster.
-Posters will be presented to the
class and hung in the hallway for
other students and faculty to see.
Formative -How students answer questions
Assessment during the grand conversation
-If students make the connection
between the big idea and the
response activity (helping others
by supporting the local
community)
Adaptations -Struggling learners have the
support of the read aloud and
their peers during group time
-Students can use fidget items
during the read aloud if needed
-The response activity will allow
all learners to participate and
have different responsibilities
that fit their strengths
Summative No summative assessment
Assessment needed.
(as needed)
-Talk students through the process
on buying, selling, and making a
profit off of a product using a bird
house I made
-As I talk this through with
students, discuss the vocabulary
words consumer, producer, profit
and interdependence.
-Vocabulary words will be put on
the board with their definitions
-Take definitions off of the board
and give students sticks with the 4
vocabulary words on them
(students hold up the correct stick
when I say the definition)
-I will read scenarios and students
will determine if the person in the
situation is a producer or consumer
-With a partner, students will
discuss why they think it’s
important for producers and
consumers to both do their part
when selling and buying products.
-Determine if students know the
vocabulary words presented in the
lesson by if they hold up the
correct word
-Listen during the closure to see if
they understand why it’s important
for producers and consumers to
work together
-Scaffold the learning of the
vocabulary words by slowly
removing support when
appropriate
-Definitions will include words
and pictures for students who are
visual learners or struggle with
reading
-Many things will be read aloud
during the lesson to accommodate
students who struggle with reading
Students will periodically be asked
to give the definition of a producer
and consumer throughout the unit
because it is essential information
they need to understand to
complete their market day project.
Name: Payton Blair
buy their product and put it in the
stores.”
-Teach students about the
components of persuasive writing
through an anchor chart
-Explain to students that they are
going to write a letter to me
convincing me to sell their product in
our classroom store
-Students will brainstorm ideas for
their letter by walking around the
room and answering the questions
written on giant sticky notes.
-Students will go back to their seats
and write their letter
-Students will read their letter to their
shoulder partner out loud
-While their partner is reading their
letter, students will fill out a
comment card and write down one
way their partner used a persuasive
writing technique in their letter
-I will read each student’s letter and
check to see if it contains the
persuasive writing techniques we
talked about during the lesson
-I will look at each student’s
comment card to see if they
identified persuasive writing
techniques in their partners writing
-Students can type or use text to
speech to write their letters if needed
-Students can express themselves in
whatever way they would like during
the brainstorming session in order to
reach all types of learners
Students will continue to use
persuasive writing techniques in
different forms of writing.
when they create the products we buy
in stores every day.”
-Each group will come up to the front
of the class and present their product
commercial to the class
-After each presentation, the students
not presenting will fill out a product
review sheet stating one thing they
liked about the product and one area
of improvement.
-I will ask each group a series of
questions after their presentation to
ensure each group has met the goals
and objectives
-Students will answer the question
“what type of things should a
producer take into consideration
when creating a product?” on a piece
of paper
-I will determine if all students have
met the objectives by the information
they include in their commercial and
the way they answer the questions I
ask them
-I will read each student’s exit ticket
and see what type of things they think
a producer should consider when
creating a product
See Lesson plan:
EXNEEDS: Access to MD
ELL: Access to MD
Enrich: Make questions more or less
challenging depending on the student.
-Students can verbally explain their
product and are given creative
freedom in how they want to present
their product to the class which will
make the lesson feasible for most, if
not all, students.
This is the summative assessment for
the entire market day unit. This
presentation will include all of the
terms and information students should
have learned in previous lessons.