edTPA Lesson Plan Template (4 Page Limit)

(This template may be modified as needed to fit district or school lesson plan
formats.)
Grade Level: 3rd grade
Subject / Content area: Social Studies
Unit of Study: Understanding Economics
Lesson Title: Local vs. Global Goods
Central Focus for the learning segment: to distinguish between a good that
is produced globally vs. locally, to understand how a product is exported and
exchanged for other goods, in addition to how this exchange benefits both
parties.
Content Standard(s):
SS3E3 The student will give examples of interdependence and trade and will
explain how voluntary exchange benefits both parties.
c. Explain that some things are made locally, some elsewhere in the country,
and some in other countries.
SS3G2 The student will describe the cultural and geographic systems
associated with the historical figures in SS3H2a.
a) Describe how place (physical and human characteristics) had an impact
on the lives of these historical figures.
b) Describe how each of these historical figures adapted to and was
influenced by his/her environment.
c) Trace examples of travel and movement of these historical figures and
their ideas across time.
d) Describe how the regions in which these historical figures lived affected
their lives and had an impact on their cultural identification.
ELAGSE3W1: Write opinion pieces on topics or texts, supporting a point of
view with reasons.
a) Introduce the topic or book they are writing about, state an opinion, and
create an organizational structure that lists reasons.
b) Provide reasons that support the opinion.
c) Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons.
d) Provide a concluding statement or section
ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers.
Learning Objectives associated with the content standards: students will be
able to describe the ways in which local and global procedures have used and
are using natural resources, human resources, and capital resources to produce
goods and services in the past and the present.
Instructional Resources and Materials to engage students in learning: map
of the world, tacks, chart paper, markers, 12 plastic bags of confetti, pre-write
organizer worksheets, Harvesting Hope, by Kathleen Krull
Links:
For regional map and chart packet
https://docs.google.com/document/d/1sJvA6P5wdxpUGvcMrTiKTFHJDYB9ZPAFcAJ
b-un2dn0/edit?usp=sharing
Instructional Strategies and Learning Tasks that support diverse student
needs. (Include what you and students will be doing.): Because many of the
students in this class have different learning needs, I aim to include various
stimulating activities that allow students to interact and engage with the
information being presented through visual, audio and tactile experience. I also
try to appeal to the students lack of experience before writing the prompt by
giving them a real life scenario of what it felt like to be a farmer with the
confetti demonstration.
Differentiation and planned universal supports: For students that struggle
with drafting and organizing their ideas, I will provide them with a worksheet
that has a structured outline for how to approach the pre-write so that they can
focus more on how to build on their ideas for the writing prompt, rather than
how to organize the paragraph. The organizer is designed as a hamburger,
reinforcing the idea that the topic sentence and concluding sentence hold all
the support details together. I will also be walking around the room to help
students gather their ideas from the research that we conducted throughout the
lesson. I anticipate that much of this assistance will require me to show the
students how the maps, charts, and simulation can be used as ideas to support
their argument.
https://docs.google.com/document/d/1nwB1KeswWytwjpRt0luU9nWHfh
0LeZJzULDg_T3AsfU/edit
Language Function students will develop. Additional language
demands and language supports:
Since the students will be writing a persuasive constructive response, they will
use language that supports and justifies their opinions and beliefs to fully
convince their audience of their argument, phrases like I believe this
because.. My reason of thinking this is based on this evidence. The will
also use linking words when connecting their ideas such as because, therefore,
since, for example.

Type of Student Assessments and what is being assessed:

Informal pre-assessment: the students will be assessed in small groups
when they observe the tags, stickers, or labels on the products in each groups
bucket. Then the students will predict where they think the product was made,
and then once they have found the place where the product was actually made,
they will mark the location with a pushpin on a U.S. map that will be in front of
the class. When comparing where different products are from, I will gather some
ideas that students have about the difference between local and global
products based on their ideas and experience with these two words.
Formal Assessment: The students will be writing a persuasive letter to the
Grape Company as a farmer in the 1940s trying to convince the company for
better working conditions and wages. For this assessment, I will be looking for
their pre-write to include one topic sentence, 3 detailed reasons to support their
argument and then a concluding sentence. By writing about the injustices that
Cesar Chavez faced, the students are exhibiting understanding that farmers
work to produce goods for a region, which are then exported elsewhere for
other consumers to buy. By writing about the poor working conditions, and
unfair wages, students exhibit understanding of how this exchange is supposed
to benefit both parties, but isnt always necessarily fair or just.
Modifications to the Assessments: I will provide ELL students, along with
others that struggle organizing ideas, with a worksheet that has a structured
outline for how to approach the pre-write so that they can focus more on how to
build on their ideas for the writing prompt, rather than how to organize their
prewrite into a diagram.
Evaluation Criteria: I will use the first rubric on this link. However, I will not be
assessing the students grammar nor language for their pre-write. I am strictly
look to see if they have organized their ideas and that their reasoning for
supporting their given stance is relevant and very detailed, with examples from
the lesson, or their own research. Their argument of unfairness in farming
conditions should reflect an understanding that goods that are exchanged
locally and globally, and are supposed to benefit both parties involved in the
exchange, but arent always fair or just.
http://ndcurriculuminitiative.org/media/common_core/ela/grade_3_elkgrove_rub
rics.pdf
Relevant theories and/or research best practices:
I based my lesson on the theory that the way students organize knowledge
determines how they use it. Knowledge representations that accurately reflect
the concepts, the relationships among them and the contexts of use, enable
students to retrieve and apply knowledge both effectively and efficiently. Our
knowledge representations in turn shape further learning, (diSessa, 1982;
Holyoak, 1984; NCR, 2000). When curriculum is organized according to
superficial features, and the connections are weak or disconnecting, students

can fail to retrieve or appropriately apply their knowledge. In addition to

organization, we need to help students learn to organize their ideas so they are
best suited to communicate and defend their understandings. We should give
them the opportunity to demonstrate their understanding through various
activities that relate to the content and help them better communicate
knowledge.
Lesson Timeline:
Opener: (5 minutes)
The students will begin the lesson by observing several objects in groups of 4-5.
I will place objects with tags or stickers in a bucket for each group to examine.
Before the students are allowed to pick up or touch any of the objects in the
bucket, they have to predict where they think the object was made. They will
write this prediction in their journals. Once everyone in the group has had 2-3
minutes to make their predictions, I will tell the class to look at the label, sticker
or tag on the object, and then will ask them to record the actual place the
object was made next to their prediction. After the groups have had about 1-2
minutes to discuss their findings, I will ask that everyone return to their seats so
that as a class when can pin on a world map where these different goods were
manufactured. From there I will then expand on the differences between global
and local, by asking students the following guiding questions:
What is the difference between a good made in Georgia (as a point to the
pin), compared to a product made in China?
What are some things you think might be different in a (shirt, toy, etc)
factory than in factories in the United
States.
Why do you think so many American
owned companies have factories in other
countries?
What do you think Global means? What
about local?
What sorts of things do you think of
when you think of the words local and
global?
Mini-lesson: (5 minutes)
This open style discussion should take about 510 minutes. I will wrap up discussion my
writing the cumulative definition that we come
to for each word on a piece of chart paper. On
that same piece of chart paper, I will then write
the 5 major regents of the United States
Southeast
Southwest
Northeast
Midwest

 West
I will then ask the students to research the major export crops that come from
each of these areas. Each student will receive a packet with illustrations of
agriculture crop maps and charts for all of the U.S. regions, a map and chart of
crops in Georgia, and crops in California. These packets should aid the students
research finds, and help them compare/contrast the different crops made in
Georgia compared to other regions, such as California. I will ask that they write
down these ideas in their writing journals as they come across them. Once
everyone has had a chance to find at least one cash crop for each region, I will
then ask for students to volunteer their answers as I write on the chart paper in
front of the whole class. Once we have a list on the chart paper, I will ask the
following questions to enrich their learning:
What kinds of crops (goods) do we grow in GA, that do not grow in other
states or regions?
What crops (goods) grow in other regions that dont grow locally in
Georgia?
How do you think we are able to eat (food produced elsewhere) in
Georgia, if we do not grow it here?
How are plant crops transported from the ground to our dinner tables?
Who picks the crops when they are ripe?
Who do you think packages them?
Who plants them?
Who sells/buys them?
With these questions, I aim to introduce the meaning of supply and demand so
they can see how this relates to the exchange of crops between these regions.
We will then add these definitions, along with global and local to our lesson
vocab list that we began in the beginning of the unit.
(15 minutes)
To begin the writing portion of the lesson, I will read the picture book, Harvesting
Hope, by Kathleen Krull. This is book all about Cesar Chavez and his non-violent
boycott that he led to initiate the first National Farm Workers Association. This book
will not only introduce the students to a very important figure in history, but will also
expose the students to many of the injustices that farmers faced in the 1940s and
still continue to face. (After reading- add boycott, harvest, and pilgrimage to the
vocabulary list )
Then, to get the students ready for their writing prompt, I will provide each
group with a small bag of confetti or other small object. I will instruct one
student to spread the confetti on the floor. And instruct the other student to
bend over like the man in the photo and pick up the confetti without standing
up or kneeling. Repeat the simulation with the other partner.
Hold a discussion about the simulation: How did it feel to be in that
position? Could you do that for an hour? A morning? A whole day? That
type of work is called stoop labor. The man in the photo, as well as
thousands of others including Csar E. Chvez, worked like that all day

long in the fields. The short-handled hoe is no longer legal to use in the
fields of California. That was one working condition that Csar E. Chvez
worked hard to change.

Image for students to look at while they do the stoop labor simulation
Work period: (20 minutes)
After the demonstration the students will pretend they are a farm worker back
in the 1940s, and will write a letter to the Grape Company to help Cesar
Chavez convince the wealthy corporation to give them better working
conditions and a pay raise. For this assignment, they need to back up their
argument with at least 3 reasons. They will be instructed to use linking words
and phrases (e.g., because, therefore, since, for example) to connect opinion
and reasons. Since this part of the lesson is only 20 minutes long, I will have the
students only work on collecting ideas to add in their paper, and then will ask
that they begin a pre-write to organize their ideas for the letter. The pre-write
should look like this:
Dear Grape Company,
I am a worker on your farm and I think that you should give allow us better
working conditions and a pay raise because..
1.
2.
3.
4.

Reason one
Reason two
Reason three
Concluding sentence

I will go around the room, checking on students work to organize their research,
making sure they have at least 3 valid reasons drafted to support their opinion.
I will ask students to include more details for supporting evidence if their
reasoning is very simple, and not reflective of their understanding of what we
have learned about global and local markets. The students will only be working
on a prewrite, and will write the final draft of the letter during the writers
workshop the following day. (teacher gave me permission to extend this lesson
to Friday)
Closer: (5 minutes)
For those finished with their prewrite on time, I will ask that we all gather
around the carpet and take turns sharing how the confetti demonstration felt,
an example of a local good and an example of a global good, or some ideas

they included in their pre-write. Ask if anyone has any more words to add to the
unit vocabulary list.