Intern Name: all VTFT II students

Lesson Title (Subject/Topic): SPED Concession Lesson

Grade: SPED
Length of Lesson: 1 hour
Date Taught: 10/21/21
LESSON PLAN TEMPLATE
In this lesson… we will use fake money to showcase the students' use of money
skills for problems involving $100 or less.
Overview We will create a fake concession stand and we will be selling candy and other
game day foods.

Standards of M-HS 4: The student will: Use currency for problems involving $100 or less
Learning
How can I use money to pay for food?
How can I distribute the correct amount of change?
Essential Questions How can I effectively use/stay on a budget?

Students will be able to… purchase items under $100 and be able to correctly
figure out the amount of change needed.
Objectives

Learning Target Be able to correctly distribute the amount of change needed for the transaction.
- Money amounts → how much each dollar amounts to
- Communicate respectfully with a vendor
Necessary Prior - How to add prices of different products together → addition
Knowledge - Patiently wait to be served → patience

- Fake money
- Fake concession stand
- Products → the items we will be selling
- Receipts
Materials - Posters where they have our prices and items on
- Check list with total prices on it
- Calculator

Students are about to attend their very first football game! Before the game
starts students want to grab some snacks. They head to the concession stand to
see their options. Students have to stay on a budget and purchase some snacks.
Introduction/Hook While others are working behind the stand giving out the change. We will rotate
the students half way during the lesson, so both will be able to experience being
a clerk.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 - Students will approach the concession stand and ask vendors what
products they would like to purchase.
- With the money that the students have, they will have to figure out what
products they are able to buy and still be within the budget
Instructional - The students will communicate with the vendors and politely acquire
their wanted concessions.
Activities & - After they have completed interacting with the vendor, they will proceed
Strategies to check their receipts given to them by the vendor and make sure that
the vendor gave the student the accurate amount of change.
- Students will have to calculate their own total on the receipt to make
sure that the change they were given by the vendor matches the total.

- Change: coins as opposed to paper currency

Key Vocabulary or - Cash: paper currency
Concepts - Receipt: written or printed statement acknowledging that something has
been paid for
Assessments Correctly calculate the change
Review their receipts and total up the amount of money they spent. Whatever
Closure Activity money they do not spend will be put into the bank for savings.

- Calculator → 4 by 4
- Each students will have a VTfT student to accompany them with their
Accommodations math

- Fake menus
- Fake money
- Food
Resources - Receipts
- Clipboards
- pencils

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Amelia Miles
Lesson Title (Subecjt/Topc): SPED Concession Lesson
Date of Lesson Taught: 10/21/21
Cooperating Teacher & School
Grade: SPED class
Time of Day: 11:00 - 12:00

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
The entire VTFT II class worked together on this lesson. We had someone ask the SPED teacher what topic to
focus on, and then worked around that.

2. How did the SOLs and Objectives help focus your instruction?
We used the information given to us from the SPED teacher to ensure our lesson matched what the students
were working on at the time.

3. What parts of the instructional plan worked as you anticipated?

Everything, it almost felt like a real concession stand with the way we set it up.

4. What, if any, adjustments needed to be made once you began?

Rather than have each VTFT student team up with a SPED student to calculate everything, we ended up having
a couple of people from VTFT help the SPED students add up their totals while the other VTFTs guided the rest
of the students.

5. How well did you anticipate the materials needed?

Extremely well, nothing else was needed besides what we had prepared for.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
Very effective, the SPED students all understood the calculations and did them seamlessly.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
I feel this lesson was a great success, because the SPED kids not only had a good time, but understood
everything.

8. How did the time spent preparing for your lesson contribute to it’s success?
We had limited time preparing the lesson, but soon found out that not much time was needed anyways, as the
lesson idea was super simple.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would maybe plan out everyone’s role in the lesson better, because a couple of people were a little confused as
to what was actually going on.

10. Any last comments/reflections about your lesson?

I think it went as smoothly as it could’ve and we had a great time!

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)