Lesson Delivery Plan

Aushunay Banala 02/20/24

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

After the whole class discussion, students will work in small groups to identify pennies by name by a sorting activity. After the whole class discussion, students will work in small groups to identify nickels by name by a sorting activity.

After the whole class discussion, students will work in small groups to identify dimes by name by a sorting activity . After the whole class discussion, students will work in small groups to identify quarters by name by a sorting activity.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?

Who has ever gone to the store and wanted something? Asked aloud then introduce topic of money,
followed by money song

 How will you help students make connections to prior knowledge?

Activate prior knowledge by asking who has ever gone to the store and wanted something?

 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?

Read aloud the statement, explain what we will be doing, repeating statement and then having
class say statement. After this state we can do this by being able to answer these questions. Then
reading What color is the penny?
What is on back of nickel?

What size is the dime big or small?

What size is the quarter big or small?

 How will you identify / teach / assess language demands?

Repetitive exposure to words and explicit teaching of the new vocabulary.

 How will you introduce language supports?

Showing visuals that correspond to new vocabulary word that is being introduced as well as
manipulatives to provide a concrete model.

 Is your opening congruent to the objective? yes

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Aushunay Banala 02/20/24

3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the
information/skill into small manageable steps). How will you use strategies, technology,
learning styles? What vocabulary and skills do the students need to master the material? Are
theStudents
strategies
canyou plancoins
identify to use congruent
by name. to be
They will theable
objective?
to describe or identify by using the coins characteristics. Will use the
introduction of new vocabulary of coin name by repetitive exposure to words with the explicit teaching of the vocabulary.
Yes the strategies are congruent to the objective.technology will be computer with promeathan board to play music with the
similarities and differences strategy by Marzano.

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language supports needed.
The teacher shows different images and describes each coin.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision. The teacher moves around the room to provide individual remediation as
needed. “Praise, prompt, and leave” is an excellent strategy to use. Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.
The teacher then demonstrates how to hold up the corresponding card when given descriptors of a coin with
the students following along with their own cards and identify by holding up corresponding card as well.
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Aushunay Banala 02/20/24

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used.

Students will identify and hold up corresponding card when give descriptors of a coin.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice
phase of the lesson. You may need to stop and reteach, so students practice correctly. How do
you plan to assess understanding? What HOTQs will you ask? List at least 3

 How will you check for understanding or reteach?

By asking the HOTQs and checking for understanding by how the student answers
or completes activities.

4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
The student will be able to identify the coins by name by completing a sorting activity. The student will be able to complete task
in 3 out of 4 trails independently with an accuracy rate of 80%.

5. Resources - What materials will you need for a successful lesson?

Paper, Pencil, Colors either colored pencil or crayons , Images of penny, nickel, dime, quarter front and back in
color, Images of penny, nickel, dime, quarter front and back in black and white, Manipulatives of coins,
ProjectorMoney song by Jack Hartman, Computer to put song or images on projector, Items for “purchase” in
class store: eraser, colorful pencil, small toy
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Aushunay Banala 02/20/24

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?
The students will be able to select an item from class store they want. They will then sort the coins they were provided to
exchange for the item. (example the small toy is 3 pennies, 1 nickel, 2 dimes, and 4 quarters). The student will state the
names of each coin when exchanging it with the teacher.

NOTES: