Name: Ramsey Wilson

ECS 3150-001

Lesson Plan

Date: November 20th, 2018 Grade Level/Content Area/Time Period : 4-6 SPED/Math/ 1 hr.
10 min.

Lesson Title: Nickels, pennies, and dimes, OH MY!

Unit/Theme: Math, counting and identifying coin money Standards: Standard 2. MD. 8

Content Objective(s)

- Students will identify and categorize pennies, dimes, and nickels based on physical traits
and cent amount through the completion of the assigned worksheet and verbal
assessment.

Language Objective(s): to include the 3 parts (verb, content area topic, supports)

- Students will be able to verbally identify physical characteristics and cent amounts of
pennies, nickels, and dimes through completion of the worksheet and verbal assessment.

Key Vocabulary Required Materials/Resources/Technology

Penny Size Real pennies
Dime Cent Real dimes
Nickle Amount Real Nickels
Amount Equals Work Sheet
Power point lecture

Procedures/Timeline:
Procedures (Progression of Instruction) Time Adaptations for
EL Students
Lesson Sequence: Throughout the
a) Cultural Energizer: Present Power Point of different currency lesson, aides and
5.
from around the world. I will ask if the students are familiar with myself will pause
where the currency comes from. I will explain how different Min. and check for
Name: Ramsey Wilson
ECS 3150-001

Procedures (Progression of Instruction) Time Adaptations for

EL Students
countries use different forms of paper money and coins. Ensure understanding. We
that students are aware of differences between country’s currency. will use basic
language and
b) Community Collaboration/Instruction: I will ask students if 5. single words that
they brought any coins from home (see “plans for including Min. are easier to
student’s families and communities”). Based off student/family understand. (ELD
participation, I will have the student introduce the coins that they Level 1)
brought from home and give assistance when needed.

c) Connection and Conclusive Dialogue: After all of the “foreign” 10

coins are introduced, I will bring out and introduce US currency Min.
that we will be working on in class. The nickels, pennies, and
dimes will be shown to students and asked if they know the
names and how much each are worth.

d) As a class, we will focus on pennies, nickels, and dimes 20

separately. I will teach the students the physical characteristics of Min.
each, and physical attributes that help identify each coin. I will do
this by having the students follow along on their worksheet as I
fill out the same sheet on the board. After students are able to Throughout the
physically identify each coin, we move on. lesson, aides and
myself will pause
e) Once students understand how to physically identify coins, we 20 and check for
will start to identify the cent amount. I will teach the students how Min. understanding. We
to memorize and associate each cent amount with each coin. I will will use basic
do this by having the students follow along on their worksheet as language and
I fill out the same sheet on the board. single words that
are easier to
f) Once we have completed the worksheet as a class, the students 20 understand. (ELD
will be given a very similar worksheet to fill out on their own, or Min. Level 1)
with an aide (based on student ability). I will walk around to help
and monitor the student’s work.
Name: Ramsey Wilson
ECS 3150-001

Procedures (Progression of Instruction) Time Adaptations for

EL Students

Plans for integrating diversity/social justice/multicultural themes and/or objectives:

- As the energizer, the students will be introduced to currency from around the world. The
only detail that will be added is the name of the currency (pesos, rubles, etc.) and which
country they are from. This will introduce diversity into the classroom by highlighting
different countries that are represented in the classroom. If there are Mexican-American
students, Mexican pesos will be represented, and so on.

Plans for involving students’ families and communities:

- There will be students in the classroom that are from other countries. Before the lesson, I
will send home a note with students asking if they have any coins from their home
country. If so, I will ask the parents to send them with their students, that way, we can
have examples from another country that are tangible for the students.

Assessment Plans (How will you check that students have mastered the lesson’s
objectives?):

- I will check the students understanding of the content through the work sheets. We will
fill a worksheet out as a class, and then the students will be asked to fill a similar
worksheet out on their own or with a classroom aide. The results of the completed
worksheet will show if the students have mastered the lesson’s objectives.

Reflection (Teacher Notes & How will this lesson work to enhance the learning of the
students?):
Name: Ramsey Wilson
ECS 3150-001

- This lesson will enhance student learning because it is a concept that the students will use
in their daily lives. The students will carry this knowledge with them for their whole
lives. It is a key element in independent living. Learning to pay and counting money are
essential skills.

Theoretical Justification

State Standard: I chose Standard 2. MD. 8 which states, “solve word problems involving dollar
bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.” Because this
is a special education class, the state standard will be at a lower level that is compatible
with student comprehension. This could be difficult to complete because each student’s
standards vary based on their IEP. I will fulfill the requirements with a critical lens by
recognizing that each student is at their own level, and needs to be treated as so. I will also fulfill
the requirements through a multicultural standpoint by having the word problems include diverse
names, situations, etc. My approach to shifting the perspective of the standard was to recognize
each student as an individual and how best to connect the lesson to them; make it personal. I use
this based on Sleeter and Carmona’s principle of student identity. They state “we construct
imagined student identities that the curriculum is for and imagined identities of people we expect
students to become and learn about.” Through is idea, the students are not seen as individuals
and do not receive the accommodation they need. I can deconstruct the identities by being
familiar with each students IEP’s.

Language Objectives: The language objective corresponds to the learning theory of language
development. For some of these students, this lesson will be the first time they are introduced to
verbally identifying coin money. The students will be positively reinforced to when they
correctly verbally identify the coins, and they will lean that in order to be praised, they must
verbally identify. Further and deeper understanding of the content will come, but for the initial
learning, the learning theory will be best used. In the lesson plan, I state that I will use a
worksheet that contains pictures of the coins. The ELL students learn better with pictures, and
can associate the physical characteristics of the pictures to the matching coin. The verbal words I
will be looking for would be “big, small, round, flat, brown, silver, etc.” The ELL students will
also not have to verbally say a cohesive sentence, but say a few identifying words that associate
with the coins. During my field experience, I witnessed the use of pictures being used in the
classroom as means of identification. This was used to identify everyday objects, and I witnessed
student language growth with help from the pictures.

Time/Pacing: I will first be positioned at the front of the room, so all of the students can easily
see me. While I introduce the topic of coins from around the world. I will casually pace in front
of the board while trying to make direct eye contact with each of the students. When I ask
questions like “has anyone been out of the country” or “have any of you ever seen coin money
Name: Ramsey Wilson
ECS 3150-001

from another country”, I will walk over to the student’s desk, look them in the eye, and listen to
their answer. Based on my field work experience, I know that almost all of the students will all
want to say something. I will not cut the students off and move on, rather have the students finish
their thoughts and then wrap up. I want the students to be engaged with the lesson and allowing
them to participate does so. When I move to the collaboration/community instruction, I will have
the students who brought coins from home come up to the front of the class and share what coins
they brought and where they are from. During this section, I will be standing off to one side of
the front of the classroom, so that the student will have the “main stage”. I will also be readily
available if the student needs verbal assistance. For the connection and conclusive dialog, I will
be again, positioned at the front of the room, with pictures on the overhead board behind me. I
will continue to stand and pace the front of the class room when I ask the students if they know
the names of the coins and how much they are worth. If the students answer, I will walk over to
their desk, make eye contact and listen. As we focus on physical characteristics and cent amount,
I will walk be walking around the class and engaging each of the students with directed questions
to check for understanding. When the worksheets are passed out, the students who need
assistance with be working one on one with aides. I will be walking around the room and
assisting those who are not working with aides and to give encouragement. I will take cues to
move on based on student understanding, engagement, and motivation. My positionality might
affect the content of the lesson by hyper focusing on one element and forgetting another.

Plans for Social Justice/Diverse/Multicultural Themes: For the cultural energizer, I will be
introducing coin money as it pertains to all over the world. By doing this, we will acknowledge
and validate other cultures, countries, and races. As a class, we will be making connections to
other countries, “I live in the United States and I use coin money, just like the people who live in
Mexico use coin money” for example. Making these connections is important for students to
understand because not only does it teach them about coin money, it teaches them about diversity
and the concepts that connect people from around the world. This concept comes from Sensoy
and DiAngelo when they talk about “celebrating diversity” (Is Everyone Really Equal?, pg. 142).
The authors state that celebrations of diversity are often done through activities such as small
celebrations of Hanukkah and Kwanza along with Christmas. My cultural energizer can be
classified as an activity like these because it involves other country and an element that is
essential. They state that this approach to multicultural education promotes the ideology of
individualism that is applied to each unique ethnic group in a school. This practice can
sometimes make us appear as though we are progressive and racially inclusive without actually
addressing oppression. Addressing oppression in this classroom setting will be very difficult to
do. This is challenging especially for the special education students who might not understand
what oppression is, yet alone know how to combat it. Although my activity might not address
oppression, I believe that it is effective. By talking about and acknowledging other cultures and
their currency will make the students more culturally aware. Some special education students
might not be aware of other cultures or diversity in general. This simple exercise will expose
them to different cultures and diversity, which will spark their insight on the road to better
understand oppression.

Plans for Including Families/Communities: I plan on including my student’s families by

sending a note home that states the plan and the goals for the upcoming lesson. In the note, I will
Name: Ramsey Wilson
ECS 3150-001

also ask the student’s parents (especially ELL) ask if they have any coin money from a different
country that they would be willing to send with their children to class. I chose to include
resources form student families to create a positive relationship of inclusion with myself, the
student, and parents. This also allows me to include the students in the lesson. When the lesson is
personalized to the student, there is a greater chance of comprehension and motivation. I will use
the strategy of the cultural energizer to ensure that the resources are integrated rather than added
to the lesson. The cultural energizer is the “kick off” to the lesson and an integral part. Because it
is the starter, it will be integrated rather than added.