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PROFESSIONAL GOAL When posing a question to the class pause for 10 seconds to allow students to respond. INSTRUCTIONAL GOAL Giving students as much of a real-world situation in the classroom as possible and watching them become proficient customers who can count, figure change, and find the value of saving. LESSON PLANS FOR THE ENTIRE UNIT
DATE INSTRUCTIONAL OBJECTIVES; STRATEGIES AND ACTIVITIES INCLUDE DIFFERENTIATION OF INSTRUCTION AND IEP ACCOMMODATIONS/MODIFICATIONS OPENING Establish purpose/reasons for the learning experience--telling students what you expect/plan as relates to essential understanding MATERIALS SELF REFLECTION OF YOUR LESSON PLANNING WITH INSTRUCFTIONAL IMPLEMENTATION What changes were made as you implemented your lesson? DESCRIBE AND DOCUMENT HOW YOU OBSERVED INDIVIDUAL STUDENT'S LEARNING OR LACK OF LEARNING Summarize data based on assessment that indicates learning or problems with the learning of the lesson
Opening: Eyes on me class! I¶m Mrs. Wunder (Maynard), for the next 6 lessons, we are going to be learning about money, and we will are actually going to turn this classroom into a store. This is a store just for kids! Prior Knowledge: I will get to all the store details in a minute but lets first begin with reading aloud ³Making Cents´ by Elizabeth Keller Robinson. At the end of these 6 lessons, you will be able to add together the cost of items you would like to purchase, decide if you have enough money to purchase the items, determine if you will have money remaining and if you need change back! Opening this store is going to help you understand that « EU 1: *When making purchases in society, individuals use money to pay for them. EU 2: *We use estimation to quickly project a solution.
Coins ± pennies, nickels, dimes, quarters, $1, $5, $10 ³Making Cents´ by Elizabeth Keller Robinson Essential Understanding Poster Poster of how you can earn money! Store items ± baseball, et4 Money Jars (4) Money Jar tracking sheets (4) Preassessment activity sheet Pre ± assessment checklist
The only change in my lesson was that I didn¶t get all the students to record their money jar amounts on the tracking sheet. Other than that, I implemented everything else that was on my lesson plan.
WR ± Identified all coins and coins values correctly ± he can add and uses a standard algorithm approach. He had problems with adding when he had to trade/carry over. Need to work on how to trade and how to group and order coins when counting. CF ± Correctly identifies coins and their values. She can add ± and groups like coins together when adding. She has issues with adding because she doesn¶t order the coins by value and uses $ instead of a cent sign. She used a counting-on approach. Need to work on how to order coins when adding and review money symbols. ML ± Correctly identifies coins and their values. He also can add/count coins correctly. He uses mental math to calculate various coins together. Review adding coins up to a $1.00 and move to counting collections of coins greater than one-dollar. NC ± Correctly identifies coins and their values. He uses a standard algorithm when adding amounts together. He can add 3 digit #¶s with 2 digit #¶s but has trouble adding coin amounts. Need to work on counting and grouping coins by value and then ordering coins by highest to
INSTRUCTION May involve one or more pre-assessment, motivation, presentation, reinforcement, supplemental, application, evaluation, re-teaching. Indicate where you will differentiate the lesson activities for specific students in BLUE.
Why were these changes made?
Motivation (Store Overview): I will begin paying you for doing the job of being a student. I will pay you for good behavior, participation, good attitudes, and good grades. Standards for payment ± * Completing an assignment = a penny or nickel. * Coming to class = a dime.
I ran out of time because I planned too much into the lesson so I didn¶t get to assist two students on how to record their money jar amounts.
participation. * Walking in the hallways appropriately = a penny or nickel. Students will be told that their money jar should stay on top of their desks until the lesson is over and then I will keep it till the next lesson. or grades. etc. *A name for your classroom store.). buy food. . Students will be asked what they would like to have in the store (within reason) to encourage students to earn their pay. the store will have its grand opening and you will have the opportunity to go shopping. gifts). entertainment. *Definition of a customer as someone who buys things (usually with money that he/she earns). Students will be paid immediately when they have been found displaying good behavior. Students will be asked to count their money at the end of every lesson giving them practice in sorting coins and skip (mix) counting before they visit the store and are assessed. Pre-assessment: To assess students¶ knowledge of recognition of coins and their values as well as skill in counting a small collection of coins I will distribute an activity sheet for students to complete. *Identification of each coin and its value. Next Friday. This is because I didn¶t set classroom expectations on how to ask questions so I will make sure I do that at the beginning of each lesson. * Actively participate in lessons = a penny or nickel * Putting extra effort into school work = a penny or nickel * Being Responsible = a penny or nickel Now you can LOSE money if they break a classroom rule = a penny or nickel.* Well-behaved = a penny or nickel. Items will be on display for what will be available in the store (I will have a baseball on display because Noah loves baseball). *The use of money in the real world (pay bills. *Where we acquire money (jobs. Students will receive a money jar with their name on the outside for them to save their money in. By introducing the lowest when adding. Behavior issues ± William interrupted the lesson multiple times because instead of raising his hand he would just blurt out questions.
´ Students will be asked to think about Kip¶s coins and write statements that describe his coins. I instead assisted the student in discovering the answer.context as ³Kip has some coins in his pocket. What didn't work? The activity sheet I mentioned above under the instruction section will serve as a pre and post-assessment. which got the students engaged and asking questions through out the lesson. did the student find the actual value or use reasoning skills to determine whether the value is less than one dollar? Does the student¶s response show a ³counting on´ approach or ³standard´ algorithm? Also. To begin. ACCOMMODATIONS AND MODIFICATIONS What worked well in your lesson? Markee. His coins are shown on your activity sheet. I will review the student¶s responses to see how the students responded to the question about the total value of Kip¶s coins. This then resulted in not allowing students enough ³think time´ or not posing enough questions to assess students¶ understandings. I planned too much for the lesson. For instance. I actually shocked myself by doing such a great job by not allowing myself to just give the answer. such as what can you tell me about the types of coins hip has? What can you tell me about the value of Kip¶s coins? This will be collected and reviewed ± looking specifically for responses that indicate possible gaps in recognition of coins and their values. During the assessment activity when students raised their hands to ask me a question. For example. I did a great job at using various ways/manipulatives in discovering the answer. For Cortasia. I also did well relating the learning¶s to the real world. William and Noah ± preferential seating close to teacher. check progress and provide feedback often in the first few minutes of each assignment I did a nice job getting the students interested in the lesson and the upcoming lessons. Noah ± breaks Markee and William. As I assisted the students. Posing guiding questions to help students start the task. I should have cut something out when I realized that but instead just rushed through it. I circled coins on paper for her to add together. INSTRUCTIONAL ASSESSMENT Indicate in BLUE where you will differentiate assessment for specific students. for Noah I had him use coins in finding the answer. .
CLOSING Summarizing the purpose of the learning experience as related to the essential understanding and what to expect in the next learning experience. I will begin each lesson by setting and stating my behavior expectations. I also mentioned that students needed to follow classroom rules or there would be deductions made but I didn¶t explain or state my expectations or really know what my expectations even were. When posing questions to the class I will utilize whiteboards and/or by drawing a popsicle stick out of a jar (students names on sticks) this way I can better assess students understandings and in getting all students to participate in answering questions. On Monday (lesson #2). luckily. Using ³+´ to indicate that the student performed the skill successfully and ³-³ to indicate difficulty demonstrating the skill. individuals use money to pay for them. . What changes will you make in your future planning or instruction? Today you learned about the opening of our new store and its rules and guidelines to follow so that you can earn money towards your big ³Friday´ shopping day so you can make lots of purchases! This store will allow you to see how in the real ± world EU 1: *When making purchases in society. EU 2: *We use estimation to quickly project a solution. I had students raise their hands but the same two students always raised their hands and I didn¶t get to find out what the other two were thinking.were they able to recognize the coins and their values? I will record my observations of the student responses using a checklist type format. This assessment will allow me to assess where individual students skill level for money-related skills are at ± determining where I will begin teaching from for lesson #2. When I did pose questions. it wasn¶t that big of a problem for this lesson but in future lessons this could lead to huge classroom management/behavior issues. we will be learning how to count our coins and how to make change to $1.00. I will allow students more ³think time´ and timing the lesson and activities more accurately so that I don¶t rush through the lessons.
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