Section 1: Description of Learners: Contextual Variables and Learning Environment

Information

Jones County, Georgia is a small, rural county located on the outskirts of the city
of Macon. The population is approximately 28,735 people. The population is 72.4%
white, 25.2% black or African American, .4% American Indian, .6% Asian American,
1.9% Hispanic, and 1.4% biracial. 89.1% of residents have a high school graduate
degree or higher and 19.6% of the residents have a bachelor’s degree or higher. The
median household income is $56,020. About 57.4% of the population is currently
employed. There are 328 employer establishments in Jones County and 2,026 non-
employer establishments. The city of Gray, GA is the county seat of Jones County and
the only city in the county. Jones County has four elementary schools, two middle
schools, and one high school, for a total of seven schools. The land area in square
miles is 393.93. population per square mile is 72.8. Teaching in a rural town like this will
impact teaching in several ways. First of all, rural towns typically have more religiosity
than urban areas and the suburbs. I think this causes teachers to tread more carefully in
their lessons as to not disrespect religion and mistakenly offend parents. This will also
impact the type of content you see in the classroom. For instance, skyscraper will not be
a vocabulary word for young students who never see them, however, farm might be
because the students see many of them in their city.

Jones County High School’s overall performance is higher than 67% of schools
in the state. Its four-year graduation rate is 82.4% and 63.3% of graduates are college
and career ready. Jones County High School has a population of 1,555 students in
grades 9-12. It also consists of 96 teachers for a student-teacher ratio of 16:1. The
school has a minority enrollment of 32% which is majority African American. 100% of
the students at JCHS are English language learners. The school consists of 49% male
students and 51% female students. The school has many clubs and organizations such
as anchor club, art, band, BETA club, tech, diversity, drama, chorus, FBLA, FCA,
FCCLA, TSA, yearbook, work-based learning and more. The school has one computer
lab and 3 carts of Chromebook laptops that can be made available to students. Jones
County High School is classified as a Title I school. The Special Education services
offered include inclusion classes, resource classes, and self-contained classrooms. The
JCCCA is a Jones County High School program meant to prepare students for jobs in
various industries, such as the auto industry, welding, electrical tech, and computer
science. This program also helps facilitate job and education opportunities for the
students who participate in the program. The school’s business and vocational program
could influence my mini-unit, because students who participate in vocational programs
are going to be more adept to counting money and working with their hands, which are
both integral to the activity.

The classroom where I will be teaching my mini-unit is a self-contained MO class.

The disability areas served are autism and moderate intellectual disabilities. There is a
total of 6 students in the classroom all of whom speak English fluently, with only one of
the students being a non-native English speaker. There are two girls and four boys in
the class. The racial makeup of the classroom is not very diverse. All but one of the
students are white, with this singular student being black. The cultural makeup is not
very diverse either with only one student being a part of a non-American cultural group,
who was Dutch. The age range of the students is 18-21. All of the students come from
stable-income families that exist above the poverty line. The classroom environment is
fairly lighthearted, with student art work decorating the walls, couches allowing
comfortable relaxation, and little to no organization in student seating. Humor and
socialization are highly encouraged with lots of play and joking around occurring
throughout the day. The classroom environment benefits my mini-unit by making it
easier to communicate and teach, since the environment is more relaxed than an
orderly and strict classroom environment.

The first student who will participate in my mini unit is an 18-year-old African
American male. He has a moderate intellectual disability. His IEP goals include
identifying American currency and their values. He is somewhat accurate when
identifying coin names and values, but there is still much room for improvement. He has
not started learning how to count money. He is pretty self-sufficient but may need a bit
of guidance during the lesson.

The second student is a 21-year-old-girl White Dutch female. She has a

moderate intellectual disability. Her IEP goals involve being able to count money and
finding totals. She typically performs most-accurately among her peers when the task
involves currency. She can typically identify coin names and values with complete
accuracy. She also has rudimentary knowledge of counting and adding change when
doing activities involving money. She can participate in the lesson with little to no
guidance.

The third student is an 18-year-old White male with Downs Syndrome. He has a
moderate intellectual disability. His IEP goals involve being able to identify American
currency and their values. He is somewhat accurate when identifying coin names and
values, but there is still much room for improvement. He has not started learning how to
count money. He is pretty self-sufficient but may need a bit of guidance during the
lesson.

The fourth student is an 18-year-old White male. He is deaf and has a moderate
intellectual disability. He has no IEP goals involving money. He has no knowledge of
coin names, values or the counting of money and requires one-on-one assistance in all
activities involving money.

The fifth student is a 21-year-old White male. He has autism. His IEP involve
being able to count money and find totals. He typically performs accurately, but he
requires some time to answer. He is pretty self-sufficient but may need a bit of guidance
during the lesson.
Title of Unit Identifying Coin Names and Values
Curriculum Area Math/Money
Developed by Hallie Benson
Stage 1 - Desired Results
ESTABLISHED GOALS Transfer
1.Identify pennies by What kinds of long-term, independent accomplishments are
name and value. desired?
2. Identify nickels by Students will be able to independently use their learning to…
name and value Be able to count change and make change for customers
3. Identify dimes by Meaning
name and value UNDERSTANDINGS ESSENTIAL QUESTIONS
4. Identify quarters Students will understand…. Each value What differences in
by name and value and name of the four American coins appearance do you notice
5. Find the total and be able to add them together to between the four coins?
amount of change by make a total. Rank the coins in order
adding the given What specifically do you want from lowest value to
coins together students to understand? highest value.
What inferences should they make? What thought-provoking
questions will foster
inquiry, meaning, making,
and transfer?
Acquisition of knowledge and skill
Students will know… Students will be skilled at…
The name and value of each American identifying each of the four
coin. coins and being able to find
How to find the total amount of the total. They should
change from a few coins. eventually be able to make
What facts and basic concepts should change for customers at a
students know and be able to recall? job.
What discrete skills and
processes should students
be able to use?
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Frequently show PERFORMANCE TASK(S):
students the coins The students will demonstrate their knowledge of the content by
and ask what they answering questions verbally and on worksheets correctly with 90%
are and their value accuracy.
until they can quickly How will students demonstrate their understanding (meaning and
recall every time. transfer) through complex performance?
What criteria will be
used in each Consider the six facets when developing assessments of
assessment to understanding.
evaluate attainment Optional: Use the G.R.A.S.P.S. elements to frame an authentic
of the Desired context
Results? for the task(s).
G: know the names and values of the coins
R: Teacher gives instructions, students will learn content.
Regardless of the A: High School MO class
format of the S: It can be difficult for them to not get the coins mixed up
assessment, what P: To gain an understanding of coins and their value
qualities are most S: Eventually be able to count change and make change for
important? customers
That each student
eventually has the
name and value of OTHER EVIDENCE:
every coin Informal and formal assessments such as class discussion,
memorized for quick worksheets, and tests
recall. What other evidence will you collect to determine whether Stage 1
goals were achieved?

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Learning Events:

W: Inform the student that these are very important skills that will benefit them greatly to
have in the workplace once they graduate.
H: I will use engaging educational YouTube videos and a children’s book about money to grab
the attention of the students.
E: Go through activities as a guided practice before they do independent work to ensure they
know how to complete the given assignment.
R: Students will continuously have activities that allow them to practice coin name and value
identification in order to prepare them for life after graduation.
E: Students will have endless opportunities for feedback throughout the lessons and in future
lessons until they reach their IEP goals.
T: I tried to make fun/interactive activities instead of lectures and worksheets to fit the
energy and liveliness of the students in this class.
O: Students will be allowed to work with peers or independently work on assignments.
Students will also have study guides to use in class and take home for homework.
Name: Hallie Benson Grade: High School self- Subject: Math/Money
contained (MO)
Lesson Title: Money Scavenger Hunt Date: 2/24/2021

Unit Level Goals:

Given all four types of American coins, the student will be able to identify each one by
name and value.

State Mandated Standard(s):

N/A
IEP Goals to be Addressed in Lesson:
Given a penny, the student will be able to identify it by name and value with 80%
accuracy.
Given a nickel, the student will be able to identify it by name and value with 80%
accuracy.
Given a dime, the student will be able to identify it by name and value with 80%
accuracy.
Given a quarter, the student will be able to identify it by name and value with 80%
accuracy.

Lesson Objectives: Assessment(s): Planned Feedback:

This lesson focuses on the
ability to identify each
American coin by name
and value.
Student will be able to
identify the penny and
know its value is 1 cent.
Student will be able to
identify the nickel and
know its value is 5 cents.
Student will be able to
identify the dime and know
its value is 10 cents.
Student will be able to
identify the quarter and
know its value is 25 cents.
Key Communication Skills
Required:
The key communication
skills required in this
lesson involve being able to
play and interact with
classmates and teachers.
It also involves being able
to compete against
The students will be assessed
informally at the end of the
lesson when I ask them
questions about the different
coins
The students will also be
assessed informally by me
watching to make sure they
are sorting the coins
correctly.
Vocabulary to be Taught:
Penny
Nickel
Dime
Quarter
Money
Change
Feedback will be given
verbally throughout the
lesson by me, the special
education teacher, and the
two para professionals.
Use of Vocabulary and/or
Communication Skill in the
Lesson:
In this lesson, students will
have to use the vocabulary
to sort the coins into the
correct containers.
We will also be using the
vocabulary following the
classmates and staying on sorting when I call the
task. names of the coins and the
students have to hold them
up.

Instructional Resources & Use of Technology: Assistive Technologies:

Materials: The white board at the front This lesson will require no
-plastic bags of the classroom will be used assistive technology
-play coins to show the youtube video for
-containers labeled with the hook.
name and value
-candy bar for winner

Planned Supports: The special education teacher and both paraprofessionals

will be assisting me throughout the lesson and
accompanying activities.
Differentiated Instruction All the students have a sufficient understanding of each
Strategies: coin and its value with the exception of one student. That
student will have one-on-one support during the activities.
Originally the guided practice of the lesson was suppose to
be a relay race between 2 teams where they race to bring
me the correct coin. However, given that one student uses a
wheelchair, I changed it to them trying to raise the coin up
fastest to show me so that it would be more fair to all the
students.
Planned Collaboration While I teach the lesson, the special education teacher and
with Others: both paraprofessionals will oversee the activities and help
me out with the lesson. They will help the students if they
get stuck on something and make sure the students are
staying on task. One paraprofessional will work one-on-one
with the student who struggles with money.
Management Transitioning into a new activity can be difficult for some
Considerations students and we might need to redirect them.
It may be hard for a student with ADHD to stay focused
during the activities so we will need to make sure they stay
on task.
Introduction to Hook:
Lesson/Activate Thinking: I will intodruce this lesson by connecting the information to
their background knowledge.
I will then show a youtube video with a review of the
content. Since this is a self-contained MO class, I will not be
introducing new material to them so they are familiar with
the types of coins but need practice.

https://www.youtube.com/watch?v=Z7hwaeaDk-I
 Connection to Background knowledge or Previous
Learning:
I will begin this lesson by reminding them what they’ve
already learned about each different kind of coin (their
name, value, shape, size, color, etc). I will hold up each coin
and ask for the name and distinguishing characteristics like
“Which coin is the biggest,” or “which coin is copper?”

Body of Lesson/Step-by- Introduce and Model New Knowledge: (this is an MO class

Step Procedures/Teaching so this is review for them)
Strategies First, I will take all the fake coins and mix them together. I
will then take Ziploc bags and put a few mixed up coins in
each one. Then I will hide them all around the room while
the kids are gone. When the students return I will instruct
them to go find all the plastic baggies.

Guided Practice:
Once they have all been found, the students will sort the
coins into the correct container labeled with the name and
value of each coin. During this practice, the students will be
assisted by the teachers and can work together as well.

Independent Practice:
After the students have finished the coin sort, they will
individually compete to win candy. I will say something like
“Hold up a coin that is worth 5 cents” or “Hold up the coin
that has the highest value” and the first student to hold up
the correct coin will get a point. I will keep score and the
first student to get 10 will win the game and receive the
candy.

Lesson Closure: Review Standard/Summarize Learning:

I will wrap up the lesson by briefly summarizing the names
and values of the four different types of coins.

Connection to Tomorrow’s Lesson:

This lesson will help prepare them for tomorrow’s lesson
where they will practice trading coins for coins with equal
value.
Notes: There were no Georgia standards in grades K-12 that
would fit my lesson because this is a self-contained MO
class and the lesson is more of a life skill. Thanks for
understanding 
Name: Hallie Benson Grade: High Scool Self- Subject: Math/Money
contained (MO)
Lesson Title: Coin Trading Game Date: 2/25/2021

Unit Level Goals:

Given all four types of American coins, the student will be able to identify each one by
name and value.

State Mandated Standard(s):

N/A
IEP Goals to be Addressed in Lesson
Given a penny, the student will be able to identify it by name and value with 80%
accuracy.
Given a nickel, the student will be able to identify it by name and value with 80%
accuracy.
Given a dime, the student will be able to identify it by name and value with 80%
accuracy.
Given a quarter, the student will be able to identify it by name and value with 80%
accuracy.

Lesson Objectives: Assessment(s): Planned Feedback:

This lesson focuses on the
ability to identify each
American coin by name
and value.
Student will be able to
identify the penny and
know its value is 1 cent.
Student will be able to
identify the nickel and
know its value is 5 cents.
Student will be able to
identify the dime and know
its value is 10 cents.
Student will be able to
identify the quarter and
know its value is 25 cents.
Key Communication Skills
Required:
The key communication
skills required in this lesson
involve being able to play
and interact with
classmates and teachers.
It also involves being able
The students will be
informally assessed
throughout the lesson when
the teacher, parapros and
myself ask them questions
about the currencies.
The students will be
formally assessed by a test
after the mini-unit is
complete.
Vocabulary to be Taught:
Penny
Nickel
Dime
Quarter
Money
Change
The special ed teacher,
paraprofessionals and I will
give feedback throughout
the lesson verbally while we
guide the students through
the lesson.
Use of Vocabulary and/or
Communication Skill in the
Lesson:
The students will need to
use the vocabulary to trade
in their pennies and such for
other coin of higher value.
They should be frequently
to compete against using all the vocabulary
classmates and staying on words.
task.

Instructional Resources & Use of Technology: Assistive Technologies:

Materials: The white board at the front Students whose disability
Pennies of the classroom will be affects their mobility will be
Nickels used to show the youtube allowed to use a virtual dice
Dimes video for the hook. roller.
Quarters If a student struggles to
Dice write by hand they will be
Sheet of paper to record $ allowed to type their
amounts recordings
Pencil
Planned Supports: The special education teacher and both paraprofessionals
will be assisting me throughout the lesson and
accompanying activities. One of the paras will work one-
on-one with the student who needs it and the other para
and teacher will help the other students when needed.
Differentiated Instruction All the students have a pretty good understanding of each
Strategies: coin and its value with the exception of one student. That
student will have one-on-one support during the activities.
Students whose disability affects their mobility will be
allowed to use a virtual dice roller.
If a student struggles to write by hand, they will be allowed
to type their recordings or have a parapro help them
record.
Planned Collaboration with While I teach the lesson, the special education teacher and
Others: both paraprofessionals will oversee the activities and help
me out with the lesson. They will help the students if they
get stuck on something and make sure the students are
staying on task. One paraprofessional will work one-on-
one with the student who struggles with money.
Management Transitioning into a new activity can be difficult for some
Considerations students and we might need to redirect them.
It may be hard for a student with ADHD to stay focused
during the activities so we will need to make sure they stay
on task.
Introduction to
Lesson/Activate Thinking: Hook:
I will introduce this lesson with an educational youtube
video about coins and then tie it in with the previous
lesson.

https://www.youtube.com/watch?v=MbtmucV-
U2c&feature=youtu.be
 Connection to Background knowledge or Previous
Learning:
I will remind the students of what we did in the first lesson
of the mini unit (Scavenger hunt for coins/coin sort) and
then go back over the coins and make sure they can recall
the names/values.

Body of Lesson/Step-by- Introduce and Model New Knowledge:

Step Procedures/Teaching This is not new knowledge for them as this is an MO class
Strategies and they need more practice with life skills instead of
introducing new content.

Guided Practice:
Together, each student will roll the dice. Whatever number
they roll they will pick up that many pennies. Once they
have five pennies, they can trade those five pennies in for a
nickel. They keep rolling, then once they have two nickels,
they will trade them in for a dime. Two dimes and one
nickel they will trade in for a quarter and so on. At the end
oh the game, we will add up how much total change each
student has and whoever has the highest amount will win
the game.

Independent Practice:
The students will independently record what they roll on
the dice each turn. Then they will write down all the coins
they have in their hands that round after they make their
trade in (if they can) on a sheet of paper.

Lesson Closure: Review Standard/Summarize Learning:

To review the lesson and make sure they understood
everything, I will quickly hold up a coin randomly and
have them shout out the names and do this several times
with each coin. I will then switch and make them shout out
the values to practice recall.

Connection to Tomorrow’s Lesson:

This lesson will prepare the students for my last mini unit
lesson where they will begin adding change together and
finding a total.
Notes: There were no Georgia standards in grades K-12 that
would fit my lesson because this is a self-contained MO
class and the lesson is more of a life skill. Thanks for
understanding 
Name: Hallie Benson Grade: High School Self- Subject: Math/Money
 Contained (MO)
Lesson Title: Total Change Match Date: 2/26/2021

Unit Level Goals:

Given a mix of the four types of American coins, the student will be able to find the total
amount of change (below $1.00)

State Mandated Standard(s):

N/A
IEP Goals to be Addressed in Lesson
Given a penny, the student will be able to identify it by name and value with 80%
accuracy.
Given a nickel, the student will be able to identify it by name and value with 80%
accuracy.
Given a dime, the student will be able to identify it by name and value with 80%
accuracy.
Given a quarter, the student will be able to identify it by name and value with 80%
accuracy.
Given a mix of pennies, nickels, dimes, and quarters that equate to less than a dollar, the
student will be able to correctly determine the total change with 75% accuracy.

Lesson Objectives: Assessment(s): Planned Feedback:

This lesson focuses on the
ability to identify each
American coin by name and
value.
Student will be able to
identify the penny and know
its value is 1 cent.
Student will be able to
identify the nickel and know
its value is 5 cents.
Student will be able to
identify the dime and know
its value is 10 cents.
Student will be able to
identify the quarter and know
its value is 25 cents.
The students will be
informally assessed
throughout the lesson
when the teacher,
parapros and myself ask
them questions about the
currencies.
They will also be
informally assessed by the
worksheet they will
complete for independent
practice.
The students will be
formally assessed by a test
after the mini-unit is
complete.
The special ed teacher,
paraprofessionals and I will
give feedback throughout
the guided part of the lesson
verbally.
After the students have
completed their
independent practice, they
will raise their hand, and
have it checked by the
teacher, the paras, or
myself.

Key Communication Skills Vocabulary to be Taught: Use of Vocabulary and/or

Required: Penny Communication Skill in the
The key communication skills Nickel Lesson:
required in this lesson involve
being able to play and
interact with classmates and
teachers.
It also involves being able to
compete against classmates
and staying on task.
Dime The vocabulary will be used
Quarter throughout the lesson. They
Money will need to know the
Change vocabulary in order to
count the coins and record
what coins are in the bag.

Instructional Resources & Use of Technology: Assistive Technologies:

Materials: There will be no If a student struggles to
Small baggies technology used in this write by hand they will be
Pencil lesson with the exception allowed to type their
Paper of assistive technology if recordings
Cups necessary.
Coins
Book
Planned Supports: The special education teacher and both
paraprofessionals will be assisting me throughout the
lesson and accompanying activities. One of the paras will
work one-on-one with the student who needs it and the
other para and teacher will help the other students when
needed.
Differentiated Instruction All the students have a pretty good understanding of
Strategies: each coin and its value with the exception of one student.
That student will have one-on-one support during the
activities.
If a student struggles to write by hand, they will be
allowed to type their recordings or have a parapro help
them record.
Planned Collaboration with While I teach the lesson, the special education teacher
Others: and both paraprofessionals will oversee the activities and
help me out with the lesson. They will help the students
if they get stuck on something and make sure the
students are staying on task. One paraprofessional will
work one-on-one with the student who struggles with
money.
Management Considerations Transitioning into a new activity can be difficult for
some students and we might need to redirect them.
It may be hard for a student with ADHD to stay focused
during the activities, so we will need to make sure they
stay on task.
We will need to ensure no coins get lost since the total
amounts are already written on the cups and we don’t
want them to not match up.

Introduction to Hook:
Lesson/Activate Thinking:
Body of Lesson/Step-by-Step
Procedures/Teaching
Strategies
Lesson Closure:
I will introduce this lesson by reading the book,
“Lemonade in Winter: A Book About Two Kids
Counting Money,” by Emily Jenkins and G. Brian
Karas. This is a book about two siblings trying to sell
lemonade during a snow storm. It involves the kids
counting money, advertising, offering discounts and
determining the total income/loss.
Connection to Background knowledge or Previous
Learning:
This lesson is directly related and slightly more
advanced than the previous two lessons in the mini unit.
I will remind them of what we did for those lessons to
refresh their memories and then intoduce adding the
coins together.
Introduce and Model New Knowledge:
I will introduce adding the coins together by taking real-
life coins and showing how they would add pennies
together (just like counting by ones). Then I will show
them how to count just nickels by counting by 5’s. I will
repeat this for dimes and quarters. Then, I will show
them how to add using a variety of different coins in
small amounts.
Guided Practice:
First, I will take six plastic bags (one for each student)
and put a mix of a few coins in each one (they will add to
random amounts under $1.00). I will make
corresponding disposable cups for each of the six change
amounts and write the amounts directly on the cups.
Each student will then open up their plastic bag and as a
class we will go around the room and count the change
in each student’s bag. We will then determine as a class
whose bag goes in each cup.
Independent Practice:
The students will then independently work on a
worksheet where they will have to lay out the coins on
the worksheet to figure out which coins are needed to
make a given amount. Then they will record the amount
of quarters, dimes, nickels, and pennies for each
problem.
Review Standard/Summarize Learning:
I will wrap this lesson up by reviewing how to count by
 ones, fives, tens, and 25’s and how to count them when
they’re all mixed together.

Connection to Tomorrow’s Lesson:

This will help prepare the students for future lessons as
well as future jobs for these students.
Notes: There were no Georgia standards in grades K-12 that
would fit my lesson because this is a self-contained MO
class and the lesson is more of a life skill. Thanks for
understanding 