SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: _______Emily Ahler________________________

Thematic Unit Theme/Title/Grade Level: _United States Symbols and Figures/Dollar Bill/Second Grade__
Wiki space address:_http://ucfgr2unitedstatessymbolsf14.weebly.com/____________
Daily Lesson Plan Day/Title: _______Day 4/ Dollar Bill___________
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

StudentswillunderstandtheimportanceofkeyUnitedStatessymbolsandfigures.

LearningObjectives:
1. Thestudentwillbeabletoidentifythekeyimagesonthefrontandbackofthe
UnitedStatesDollarBill.
2. Thestudentwillcomprehendnonfictiontextaboutthedollarbill.
3. Thestudentwillrecognizeandunderstandwhatadollarbillsymbolizes.
4. Thestudentwillcompletethepostassessmentwith90%accuracy.
NCSStheme(s):
StructureandFunctionsofGovernment/Civics
CommonCoreStateStandard(s):
LAFS.2.RL.1.1:Askandanswersuchquestionsaswho,what,where,when,
why,andhowtodemonstrateunderstandingofkeydetailsinatext.
NextGenerationSunshineStateStandards:
SS.2.C.3.2:Recognizesymbols,individuals,events,anddocumentsthat
representtheUnitedStates.
SS.2.E.1.4:Explainthepersonalbenefitsandcostsinvolvedinsavingand
spending.
SS.2.A.1.2:Utilizethemediacenter,technology,orotherinformational
sourcestolocateinformationthatprovidesanswerstoquestionsabouta
historicaltopic.
VA.2.O.3.1:Createpersonallymeaningfulworksofarttodocumentand
explainideasaboutlocalandglobalcommunities.

Assessment

UnitPreAssessment:

Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

UnitPostAssessment:

StudentswillcompleteapretestonSurveyMonkeytwoweekspriortotheunitto
determinetheirknowledgeofthetopic:https://www.surveymonkey.com/create/?
sm=UWKkyFZE9rl4l0d1r0SVgTsHP1rK_2FhmGEoHVPGAoLX0_3D
StudentswillcompletethesametestonSurveyMonkeyagaintoassesshowmuchthey
havelearned:https://www.surveymonkey.com/create/?
sm=UWKkyFZE9rl4l0d1r0SVgTsHP1rK_2FhmGEoHVPGAoLX0_3D

Ongoingdaily(progressmonitoring)Assessment:

KWLchart
Classdiscussionquestions
Observationofclassassignments/studentswork
Postreviewactivity,studentswillbeaskedtoratetheirunderstandingofthe
DollarBillontheMarzanoScale.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Students will begin by filling out the What We Know and What We Want to Know
sections of the KWL chart for the Dollar Bill symbol.
Whatbestpracticestrategieswillbe
2. Students will then be asked to answer open-ended questions to activate prior
implemented?
knowledge and to begin a discussion on the dollar bill (ESOL). Examples of these
Howwillyoucommunicatestudent
questions are: Which United States Presidents face resides on the front of the dollar
expectations?
bill? What symbol is on the back? What does the dollar bill symbolize? How might
Whatproductswillbedevelopedand
you use a dollar bill? And lastly, what items would you include on your own dollar bill
createdbystudents?
if you were able to design it and why?
ConsiderContextualFactors(learning
3. The teacher will then read, The Story of Money by Betsy Maestro. Students will be
differences/learning
environment/learningstyles)thatmaybe
expected to listen intently so they may recount key ideas and details from the text.
inplaceinyourfutureclassroom.
Students will recognize that a dollar bill symbolizes value and worth.
Exceptionalities
4.
Students were encouraged in advance to bring a dollar bill from home to integrate
What accommodations or modifications do
technology into the lesson. If a student acquired a dollar bill from their home country,
you make for ESOL, Gifted/Talented
the teacher should support cultural awareness and motivate them to share their
students, Learning/Reading disabilities
(SLD), etc.
experiences (ESOL).
5. Using technology (computer, IPad, etc), students will engage in critical and
problem solving skills by visiting: http://www.wheresgeorge.com/ and entering the
dollar bills serial number. Students will be able to track the different locations the
dollar has traveled and the teacher should reinforce diversity by relating similarities
(appearance) and differences (cultural experience) of a dollar bill to a person
(ESOL).
6. Students will then do an activity that involves them creating their own dollar bill
using: http://nasher.duke.edu/wp-content/uploads/2009/05/fundred.jpg . This strategy
will stimulate a hands-on experience and can be modified for students with disabilities
by having a Braille or audio option (ESE).
7. As a final review, students will be directed to then fill out the What We Learned
section of the KWL chart. The teacher should go over the symbol taught again so the
lesson is clarified and the strategy of repetition is utilized (ESOL, ESOL).

http://www.wheresgeorge.com/
Resources/Materials
The Story of Money by Betsy Maestro
http://nasher.duke.edu/wp-content/uploads/2009/05/fundred.jpg - Dollar Bill
worksheet
Computer/Ipad
https://www.surveymonkey.com/create/?
sm=UWKkyFZE9rl4l0d1r0SVgTsHP1rK_2FhmGEoHVPGAoLX0_3D
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

Design for Instruction

Student Activities & Procedures

1.