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. Today’s 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. Separate Objectives section that say “I Can” statements” that clearly states: academic skill being practiced, 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.

Lesson Plan: Day 3 Core Block - Business & Finance Theme

Overview

Today’s lesson focuses on integrating reading, writing, grammar, and math through the engaging context of “Business & Finance,” as exemplified in the mentor text “Grand Opening: A Civic Square Story.” In this lesson, students AJ, Simay, and Onyx prepare their stores for customers, which provides a real-world context for students to think about their own business ideas. This lesson aims to enhance students' reading comprehension, descriptive writing, grammar skills, and mathematical problem-solving abilities. Through character actions and inventory management, students will connect their learning to their roles as business owners in the Civic Square.

Objectives

I Can Statements:

• Reading: I can identify character actions and make inferences about their importance in running a business.
• Writing: I can write a descriptive sentence about an item in my store that will attract customers.
• Grammar: I can use adjectives effectively to describe products in my store.
• Math: I can solve word problems related to store inventory to manage my business efficiently.

Hook (5 minutes)

To activate student thinking, begin with a brief discussion about their favorite shops and what makes them appealing. Ask students: "What do you notice when you enter a store?" and "How do you think stores decide what to sell?" Tie their responses back to the mentor text by explaining how AJ, Simay, and Onyx are preparing their stores to attract customers. This inquiry will set the stage for each subject area while drawing connections to the theme of business and finance.

Lesson Breakdown

Reading (20 minutes)

Teaching Point

We are learning to identify character actions and make inferences. This skill is crucial because understanding how characters behave helps us think about what it takes to run a successful business, just like our characters AJ, Simay, and Onyx.

Teacher Modeling

• Read aloud a section of the mentor text that highlights AJ preparing his store.
• Example: “AJ is labeling his items. What do you think he wants customers to feel when they see his store?”
• Discuss the importance of clear labeling for customer understanding.

Guided Practice

• In pairs, students take turns reading a passage where characters make key decisions.
• Discuss possible inferences. Example: “Why do you think Simay chose those colors for her signs?”

Writing (20 minutes)

Teaching Point

We are learning to write descriptive sentences. This is important because a good description can attract customers and make products more appealing.

Teacher Modeling

• Show an example of a sentence: “This shiny red apple is not just fresh; it’s juicy and sweet!”
• Discuss the use of adjectives and how they enhance sentences.

Guided Practice

• Students brainstorm adjectives and create a collective word bank on the board. Then, they write a descriptive sentence about an item they want to sell in their store.
• Share and provide constructive feedback in pairs.

Grammar (20 minutes)

Teaching Point

We are learning to use adjectives to describe products. Adjectives add detail and help customers understand what they are purchasing, making them more effective salespeople.

Teacher Modeling

• Create a sentence on the board, such as “This blue notebook is perfect for taking notes.”
• Highlight adjectives and their impact on the sentence's meaning.

Guided Practice

• Students choose an item from their store inventory and write four descriptive sentences using varied adjectives.
• Collaborate with a partner to share their sentences and discuss the effectiveness of the adjectives used.

Math (25 minutes)

Teaching Point

We are learning to solve word problems based on store inventory. This is essential for managing a business effectively, as it enables students to track sales and stock.

Teacher Modeling

• Present a word problem: “If AJ has 10 apples and sells 3, how many are left?” Solve it together, showing the steps.
• Discuss the significance of inventory management in running a successful store.

Guided Practice

• Provide a set of word problems for students to solve in pairs:
  1. “If Simay bought 15 markers and gave 5 to a friend, how many does she have left?”
  2. “Onyx sold 4 toys and had 8 left. How many toys did he start with?”
• Each pair presents their solution and method to the class.

Independent Work (10 minutes)

K–2 Tasks:

• Choose a store item and draw it. Write one descriptive sentence using at least two adjectives.
• Solve two simple addition or subtraction word problems based on their store inventory.

3–5 Tasks:

• Write a short paragraph describing an item they would sell, incorporating adjectives and making it appealing to customers.
• Solve a set of word problems involving multiplication or division related to inventory and sales.

Reflection (5 minutes)

Conclude the lesson by having a class discussion about their learning. Ask students how understanding character actions, writing descriptions, using adjectives, and solving math problems about inventory relates to managing their businesses in Civic Square. Encourage them to share how they plan to use what they learned to enhance their store preparations as they look forward to the Grand Opening. Reinforce the connection of academic skills to real-world business practices.

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This lesson plan encourages multi-age learning while providing structured guidance for students to navigate complex concepts involved in business and finance through engaging, relevant contexts.