DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13)

) Teacher Candidate _______Stephanie Leffler_______________ Grade Level ___1st______ Title __________Showing Money in Different Ways ____________TWS_____ L6-10.12___ CONTEXTUAL FACTORS (classroom factors)
Contextual Factors of Classroom: 16 Students 9 Boys 7 Girls 6 Students with IEPs 3 Severe Special Ed Students , 3 Developmentally Delayed Students 2 ELL Students 1 German(WIDA level 4), 1 Native American (WIDA level 3) Ethnicity - 14 Caucasian, 1 Native American, 1 Black Classroom environment: Students desks are in groups of 3 5 students (see attached seating chart), Color Blocked rug is below the SmartBoard (see attached seating chart for rug assignments), 4 tables for Small Group Work, Guided Reading, interventions, and Art. Students are excited to learn and are well-trained in the classroom routine. The classroom rules are: Be Kind, Be Safe, Be Respectful, Be a Thinker, and Be Ready. Technology available: SmartBoard, Elmo, and 5 computers.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: (SIOP 1 & 2) Number & Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Count with understanding and recognize how many in sets of objects . Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers. Content Walk-Away: Students will explain how to use coins to show different amounts of money. Language Walk-Away: Students will write different ways to pay for things using coins. Vocabulary: Coin, penny, nickel, dine, quarter, cents, total, amount, equal to, less than, more than, worth, value. (SIOP 9)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observation of student responses, questioning, and making 25 and coin combination extension activities. Content Walk-Away Evidence (Summative): Growing With Mathematics Student Book page 245 & 246 End of Unit Assessment Language Walk-Away Evidence (Summative): Growing With Mathematics Student Book page 245 & 246 End of Unit Assessment (SIOP 30)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Shaina and Caleb will work with an aide during class to make sure they understand the lesson. Tommy, Lola, Kirra, and Taylor, will receive small group intervention during class time and may also be pulled out individually to work with a teacher to make sure they understand the lesson.

Approx. Time
1 minute

ACTIVE LEARNING PLAN

Transition The Line Leader calls students down to color block rug by quiet rows. Activate/Building Background Knowledge

2 minutes

Display an assortment of magnetic coins (pennies, nickels, dimes, and quarters) on the white board. Ask Who can tell me what we did with these coins yesterday? Show me (students using their fingers) how much is a dime? Nickel? Quarter? Penny? (call out these coins in random order several times) (SIOP 7, 8, 18) Today we are going to learn more about coins and how we use them to buy or pay for things. (SIOP 3) Display objectives and vocabulary words. (SIOP 1, 2, 9) Formative assessment: Learning Goal Activating background knowledge. Success Criteria Students are able to correctly answer questions about what we did our last math lesson. Assessment Strategy Questioning for understanding by observation and listening to student responses.

Modification/accommodations: (ELL, IEP, GATE, etc.) Caleb needs to sit on the front row so he can see. Try to call on Scotty and Caleb if they raise their hands to participate. Tap Kirra and Maya if they get distracted. Shaina is not allowed to sleep when she is sitting on the rug. ***Separate Nate and Karson and/or Matt and Acacia if needed they have been talking and disruptive lately. First remind them that they can handle sitting together but will be separated and their clip moved down if disruptive to the teacher or the class. (SIOP 17) Focus Lesson (I do it) 7 minutes Teacher talk - Everyone think in your head about what we did with money yesterday. Think about the coins we use a penny is worth one cent, a nickel is worth five cents, a dime is worth ten cents, and a quarter is worth twenty-five cents. How many different ways could you represent 25? Do you get an allowance from your parents? Have you ever paid for something at the store? (SIOP 7, 8) Pull 3 sticks and ask students if they have bought something at the store and what it was. Display page 79 from GWM discussion book. Ask Which of these items could you buy with EXACTLY 2 coins? With EXACTLY 3 coins? Remind the students that the coins can be the same. (for example, 2 pennies or 2 dimes) (SIOP 15, 18) After items have been identified, ASK why cant the other items be purchased with only 2 coins? Or 3 coins? Have students explain why. ASK Do you think we could use 3 coins to show 2? (SIOP 12, 13, 14, 15, 18, 19, 25) Formative Assessment: Learning Goal Students appropriately identify penny, nickel, dime, and quarter coins and how much they are worth. Success Criteria Students are able to say and show how many each coin is worth (penny, nickel, dime, quarter). Assessment Strategy Questioning for understanding by observation and listening to student responses.

Modification/accommodations: Allow students to ask a buddy if they need help answering a question. Call on higher level learners (Karson, Nate, Luke, Acacia, Matt, Scotty, Blake) to explain their answers to help lower level learners hear more student friendly explanations of answers. (SIOP 19)

Guided Instruction (We do it) Display student workbook page 245/246 (one page at a time). Have magnetic coins posted on each side of the white board. 5 minutes Read the directions for the workbook page. Call 2 students up to show a way to pay for the item (use items 1 & 2 on page 245 and 2 & 3 on 246) (SIOP 5, 6) Formative Assessment: Learning Goal Students will be able to identify different coins used to pay for items.

Success Criteria Students will be able to state the reason why they used the coins to solve the problem.

Assessment Strategy Visually observe students moving coins to solve the problem.

Modification/accommodations: If appropriate, call on Shaina, Kirra, Taylor, Maya, Scotty, Lola, and/or Tommy to come to the board to solve a money problem. 1 minute Transition The Line Leader calls rows to return to their desks. Independent (You do it alone) 10 15 minutes Display student workbook page 245 & 246 on the Smart Board. Remind students of the directions. (SIOP 18, 20, 21, 22) Students complete both sides of the worksheet independently. Summative Assessment: Student Book page 245 & 246 and End of Unit Assessment. Modification/accommodations: Shaina and Caleb will work with Brenda (the aide) to complete their worksheet. Call Tommy, Lola, Taylor, and Kirra over to the round table to complete their worksheet. They will need more scaffolded instruction in small group. Have plastic coins for them to use to complete the worksheet. 10 minutes Collaborative/Cooperative (You do it together) Extension Activities - Making 25 and coin combinations. (SIOP 4, 6) When students are done with their seat work they may complete these extension activities with a partner. (SIOP 16, 17, 19) Making 25 Working in pairs, students make 25 with different coins (plastic coins and amounts listed on cards). Students draw a picture that shows the coins and total. (Work must be turned in) Coin Combinations Working in pairs, students practice selecting items to buy and paying for them with plastic coins. Students must write down/draw the coins they use to make purchases of items. (Work must be turned in) (SIOP 13, 14, 15, 20, 21, 22) Formative Assessment: Learning Goal Students are able to identify different coins to use to make a purchase. Success Criteria Students correctly write or draw the coins used to make 25 or make a purchase. Assessment Strategy Review written work submitted. (SIOP 5, 16, 17, 19)

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review vocabulary and objectives. (SIOP 27, 29) 5 minutes Display Discussion book page 79 again. Indicate flute for 30. Ask If I had a quarter, how much more do I need to buy this toy? What coins could I use? Indicate the tiara for 50. Ask If I had a quarter, how much more do I need to buy this toy? What coins could I use? Show me how much is a dime? Nickel? Quarter? Penny? (call out these coins in random order several times) (SIOP 18, 28)

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? Pull up GWM Discussion Book pg 74 & Student Workbook pg 245 & 246 on computer to post on Smart Board. What materials do I need to have ready? Have magnetic coins posted on both sides of white board. Have extension activity supplies out. What is the approximate time needed for this lesson? 45 minutes

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I was observed for this lesson. It was awful! Worst lesson I have taught in a long time. My planning and preparation was well thought out, but I didn t know what I was getting into, teaching money to first graders. This lesson started off well but as soon as we moved to individual work and small group intervention, it crashed! I was so frustrated that I didnt know what to do to help my students. Tommy, Lola, Kirra, Taylor, and Acacia hit a wall and couldnt move forward. I switched from the worksheet assignment to recognizing coins and identifying how much they are worth, to counting coins and they just couldn t process any more information. Mrs. Gunther gave me a coin counting sheet to help the students and a 100s grid but they just couldnt do any more. Half the students understood the concept for the most part, I will have to do a little bit of re-teaching to make sure they fully understand how to count on from a quarter and use a quarter in combination with other coins. I was so frustrated that I couldnt get through to my lower students. (Acacia is a high performing student but this topic of coins and money has confused her). It hadnt even occurred to me that these lower students have difficulty completing

simple addition and subtraction so how are they going to be able to grasp counting different amounts of coins and beginning with 25? It was a very good learning experience for me to remember to look at the whole picture. Yes, students need the exposure, but I need to have appropriate small group interventions planned to their level. For instance, I could have just worked with my low students on identifying coins and understanding their value instead of trying to get them to complete a worksheet of a concept that is too far above their level at this point in time.