Students will enter the classroom and prepare to write the daily objectives and vocabulary in their notebooks. Once the bell has rung, students will read along as the teacher explains each. After writing the objectives and vocabulary students will be asked what companies they believe are the largest. This will be conducted as a whole class activity and students will explain why they feel these companies are among the largest in the United States. A PowerPoint discussing market structures and companies that control large portions of market power will follow this activity.
After the students write the goals and objective for the day’s lesson, the students will focus on the teacher’s PowerPoint directed lesson. During this lecture students will take guided notes about market structures.
Students will participate in the lecture at different points. The first is when the teacher is discussing perfect competition. In this activity, students will all receive one specific type of candy that is identical to one another. They will then try to sell their candy for “money” while at the same time making a profit. The teacher will conduct the activity in such a way that the price will be driven down and students will see that the consumers, not the sellers set the price.
Next, the students will participate in an oligopoly simulation. They will listen and follow along on a handout as the teacher explains the rules. Once students have an understanding of the activity, they will get in groups of three. Finally, students will participate in a round of musical chairs. This will demonstrate a monopoly. It will require three students trying to sit in only one seat. This will demonstrate how hard it is to break into a monopoly and how there is only room for one entity. This will be followed by the remaining part of the lecture and an introduction of a formal assessment before they participate in the closing activity.
After the students write the goals and objective for the day’s lesson, the students will focus on the teacher’s PowerPoint directed lesson. During this lecture students will take guided notes about market structures.
Students will participate in the lecture at different points. The first is when the teacher is discussing perfect competition. In this activity, students will all receive one specific type of candy that is identical to one another. They will then try to sell their candy for “money” while at the same time making a profit. The teacher will conduct the activity in such a way that the price will be driven down and students will see that the consumers, not the sellers set the price.
Next, the students will participate in an oligopoly simulation. They will listen and follow along on a handout as the teacher explains the rules. Once students have an understanding of the activity, they will get in groups of three. Finally, students will participate in a round of musical chairs. This will demonstrate a monopoly. It will require three students trying to sit in only one seat. This will demonstrate how hard it is to break into a monopoly and how there is only room for one entity. This will be followed by the remaining part of the lecture and an introduction of a formal assessment before they participate in the closing activity.
This activity requires students to imagine a world where there are only monopolies and oligopolies. They will be instructed to conduct a Quick Write. This activity will be completed on a blank piece of paper and must be completed individually. They will be given about 7 – minutes to complete this assignment and it will be collected at the end of the period for teacher assessment. This will be a progress monitoring assessment and will not be graded.
Students will be assessed multiple times. The first assessment is a formative assessment. This will be conducted after the activity when they attempt to identify name brands. After they do this activity, they will attempt to place them in a market structure without any prior knowledge. This will tell the teacher how much exposure students have had with business structures. The next assessments are used through content discussion. This will be peer-to-peer as well as student-to-class. In this way, the teacher will be able to visit students while walking around the class as well assess the class as a whole. Finally, students will conduct and then turn in a Quick Write. This lesson will follow by a summative assessment that is conducted after subsequent lessons.
This lesson plan accommodates for many different student needs as well as learning styles. During the anticipatory activity students are given the opportunity to collaborate with one another to come to conclusions. This allows struggling students to work with stronger students and allows EL to integrate content vocabulary into their informal academic conversations. Other accommodations include use of visuals, paired notes and PowerPoints, visual representations, and differentiated instruction.