| 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. |
Today, we will explore the exciting theme of "Business & Finance" through the engaging mentor text “Grand Opening: A Civic Square Story.” In this lesson, students will use their creativity while learning core academic skills. Our focus will be on reading to identify character actions and make inferences, writing descriptive sentences about store items, using adjectives in grammar, and solving math word problems based on store inventory. This lesson aims to enhance students’ understanding of business concepts while nurturing their critical thinking, creativity, and collaboration skills, which are essential for their roles as young business owners in our community.
To begin our lesson, we will read a selected passage from “Grand Opening: A Civic Square Story.” Students will listen to the characters, AJ, Simay, and Onyx, discussing their store preparations. As a class, we will brainstorm the different types of stores and items they might have in Civic Square, making connections with our own ideas for businesses. This will activate students' thinking and prompt them to consider how they can apply reading, writing, grammar, and math skills to their unique business plans.
Teaching Point:
We are learning to identify character actions and make inferences because understanding the characters’ motivations helps us connect with them and learn effective business practices.
Teacher Modeling:
I will read a passage where AJ is deciding what items to stock for his store. I will model how to identify his actions (e.g., counting inventory, creating a sales sign) and make inferences about his choices (e.g., why he chose certain items based on customer needs).
Guided Practice:
Students will work in pairs to discuss specific actions of Simay and Onyx. They will identify these actions and infer what they might indicate about their customer focus and store strategy. As I circulate, I will guide their discussions with prompts, ensuring understanding.
Teaching Point:
We are learning to write descriptive sentences about a store item because effective descriptions can attract customers and increase sales.
Teacher Modeling:
I will show a picture of a fun retail item (e.g., a bright red toy) and model how to write a descriptive sentence. For example: "This vibrant red toy is perfect for imaginative play and is sure to capture any child's attention!"
Guided Practice:
Students will choose an item they want to "sell" in their store and write a descriptive sentence. They will share their sentences with a partner for feedback. I will provide sentence starters and vocabulary lists to support all students.
Teaching Point:
We are learning to use adjectives to describe products because adjectives enhance our writing and help customers visualize the products.
Teacher Modeling:
I will write a list of adjectives on the board and demonstrate how to include them in descriptions. For instance, I might say, “This fluffy, blue teddy bear brings comfort and joy.”
Guided Practice:
Students will participate in a "Descriptive Adjective" activity, where they will choose adjectives to describe their items on sticky notes and place them next to their items on a classroom board. They will then discuss their choices with peers.
Teaching Point:
We are learning to solve word problems based on store inventory because understanding inventory management is vital for running a successful business.
Teacher Modeling:
I will present an example problem involving AJ’s store, where he needs to calculate how many items he needs to restock based on sales projections. I will demonstrate the problem-solving steps and show the calculations on the board.
Guided Practice:
In small groups, students will receive word problems tailored to their grade levels. K–2 students will work on simple addition and subtraction problems, while 3–5 students will tackle multi-step word problems involving inventory calculations.
K–2 Students:
Students will create a simple inventory list for their imaginary store, listing 3-5 items and using at least one adjective for each.
3–5 Students:
Students will write a short paragraph describing their store item, including at least three adjectives and a math word problem related to the inventory they have created.
To conclude the lesson, we will gather and discuss how today's activities are linked to our roles as business owners in Civic Square. I will ask students to share how reading character actions helped shape their own business ideas and how their descriptive writing and math skills will help them attract customers and manage inventory.
This reflection will reinforce their understanding of applying academic skills in real-world scenarios as future entrepreneurs.
By integrating reading, writing, grammar, and math through the lens of business and finance, we empower students with essential skills while allowing them to express their creativity and entrepreneurial spirit.