| aidemia--modules-lessonplan_request | Titles of parts of the lesson must be formatted as headings |
| What to create | Lesson plan |
| Which subject | No subject |
| What topic | Day 3 Core Block for a multi-age group (K–5) using the theme “Business & Finance.” Mentor text: “Grand Opening: A Civic Square Story,” where AJ, Simay, and Onyx are preparing their stores with supplies and signs. Academic focus includes: Reading: Identifying character actions and making inferences. Writing: Writing a descriptive sentence about a store item. Grammar: Using adjectives to describe products. Math: Solving word problems based on store inventory. The lesson must include the following components: A short overview paragraph explaining the purpose of the day’s lesson and how it supports the goals of the Business & Finance District. A separate Objectives section with “I Can” statements” that clearly states: The academic skill being practiced, The application of the skill to the student’s business idea or role, and context or task in which the student will apply it. A Hook that connects the mentor story and district theme across all four subjects to activate student thinking. |
| What length (min) | 90 |
| What age group | Doesn't matter |
| Include homework | |
| Include images descriptions | |
| Any other preferences | A very detailed, structured breakdown for each subject area (Reading, Writing, Grammar, Math) that includes: A clear Teaching Point Start this section with: “We are learning to…” that explains why the skill is important, how it connects to the student's role as a business owner, and what strategy or thinking skill will be used to approach it, Thorough Teacher Modeling with examples and teacher talk, and Guided Practice using discussion, partner work, manipulatives, or prompts This section should be well-developed and provide sufficient instructional depth to guide a multi-age group., partner work, or manipulatives A detailed Independent Work section with differentiated tasks for: K–2, 3–5 students. A Reflection section that links the day’s academic work to student roles in running a business in Civic Square. Use natural teacher voice, embedded examples, and scaffolded instruction across all levels. |
Today's lesson will explore the key concepts of business and finance through the mentor text “Grand Opening: A Civic Square Story.” Students AJ, Simay, and Onyx serve as our guiding characters, offering insights into preparing and managing a successful business based on supplies and signs. Throughout this 90-minute session, students will engage in interconnected activities across reading, writing, grammar, and math, all designed to enhance their understanding of character actions, descriptive language, and basic inventory math, while connecting these skills to their own business ideas and roles in Civic Square.
By the end of this lesson, students will be able to:
To kick off the lesson, we will gather for a read-aloud of a selected excerpt from “Grand Opening: A Civic Square Story.” After reading, students will discuss the characters' preparations for their businesses. Questions to motivate thinking include:
This engaging discussion will create a connection between the story and the thematic elements of Business & Finance, priming students to actively participate in academic activities.
Teaching Point We are learning to identify character actions and make inferences about their decisions. Understanding characters’ motivations is essential for running a successful business, as it helps us anticipate the needs of our customers.
Teacher Modeling I will model how to identify actions taken by AJ when he orders supplies for his store. As I read, I'll think aloud:
Guided Practice Students will work in pairs to analyze a different character’s actions from the text. They will identify one action and discuss with their partner what that action might mean for their business strategy. Each pair will share their findings with the group.
Teaching Point We are learning to write descriptive sentences about store items using adjectives. Descriptive sentences make products appealing to customers, which is crucial for sales.
Teacher Modeling I will write a sample sentence on the board:
Guided Practice Each student will choose a store item from the story or their own ideas and write a descriptive sentence. They can share their sentences with a partner for feedback, focusing on the adjectives used.
Teaching Point We are learning to use adjectives effectively to describe products. Good grammar reinforces clear communication, which is vital in business to ensure that customers understand what they are purchasing.
Teacher Modeling I will present a list of adjectives and show how to incorporate them into our descriptive sentences. For example:
Guided Practice Students will take turns using a set of adjectives to describe a store item they created. They will work in groups to refine their sentences with adjectives and share with their peers.
Teaching Point We are learning to solve word problems based on store inventory. This mathematical skill helps business owners manage their supplies efficiently, essential for success in the business world.
Teacher Modeling I will demonstrate how to solve a word problem related to inventory:
Guided Practice Students will work on a set of word problems in pairs related to their store inventory. They will discuss their approaches to solving the problems and how inventory affects their business decisions.
Differentiated Tasks
To conclude, we will reflect on how the skills learned today—reading comprehension, descriptive writing, proper grammar, and solving math problems—are applied in running a business in Civic Square. I will prompt students with questions such as:
This reflection will connect the day’s learning to the students' roles as business owners, reinforcing the importance of these skills in real-world applications.
This structured and detailed lesson plan aligns with the objectives of the Business & Finance District while fostering critical academic skills in students.