SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC Caps for Sale- Math Lesson CK
Name Miss Swiger
Subject Math/English Language Arts
Grade Level 2nd grade
Date/Duration 1 class, 1 hours long
Big Ideas
Money is important because it helps us understand value.
Graphs help to organize and interpret data from a source.
Ability to organize mathematical data in graphs to provide a
visual representation
Comprehend use and purpose of money in coins

Essential Questions How can we organize and keep track of how many times
something appears?
How can we use this information to determine price of a product?

PA/Common Standard - CC.1.2.2.J

Core/Standards
Acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases.

Standard - CC.2.4.2.A.3

Solve problems and make change using coins and paper currency with
appropriate symbols.

Standard - CC.2.4.2.A.4

Represent and interpret data using line plots, picture graphs, and bar graphs.

Objective After demonstration, students will be able to use data from story
to create their own graph with 75% accuracy
Bloom's Taxonomy Students will be able to correctly use appropriate coins to make
change in 2 out of 3 trials.
Webb's Depth of After demonstration, students will represent and interpret data
Knowledge (DOK) that they put into a graph using the graphic organizers with 100%
accuracy.
After guided example, students will work in groups to solve
problems and make correct change using coins in two out of three
trials.

Formative & Formative- completed graph using example given in class with
Summative correct labeling and data distribution. ELL can write labels both in
Assessment English and in Spanish if needed.
Evidence Formative- students will work with teacher one on one to orally
 explain their math process with both the graph and how they
make change. ELL student will use pictures of coins to help them
explain why they have chosen certain answers.

Summative- Students will use word bank to complete vocabulary

sheet. ELL will have words both in English and in Spanish

Summative- After the lesson, students will discuss with peers as

to why money and graphs are important, and how it was
important in the story. Both ELLs and the rest of the class will
talk about money from other cultures.

For ELLs

BICS- While in group work, students will utilize social language

while discussing with their peers about different types of hats,
money, and other cultural elements. Students will also use social
language while comparing and organizing graphs within their
groups.

CALP- Students will evaluate, summarize, analyze, compare and

categorize data from their pictures into a graph. Students will use
academic language to compare findings, categorize color of hats,
and summarize their findings through speaking and writing.
Students will use mathematical terms (greater than, less than)
after the teacher has modeled these terms for them.

Writing- will complete graphic organizer of vocabulary words

while given a word bank of key terms. Students will also write
short sentences describing their findings after completing the
graph and money sequences.
Listening- students will actively listen to the story at the
beginning of the lesson and follow along in their own book.
Students will highlight key vocabulary words that are on their
graphic organizer
Speaking- students will identify American coins, as well as data
that they have documented in their graph with the rest of the
class. While counting , students may use native language and
English.
Reading- ability to recognize trends in a graph, which one is less,
more, equal too. Also, students will recognize vocabulary words
as well as key terms when asked to point to a dime, nickel, penny,
etc.
Family- What types of hats do your family members where? When
do we wear hats? Are these hats expensive?
Culture- What are the names of these hats? What type of currency
is used in your other culture?
ISTE Standards for ISTE:
Students Creativity and Innovation- use models and simulations to explore
complex systems and issues. Identify trends and forecast
Framework for 21st possibilities
Century Learning Research and information fluency- process data and report
results. Locatem organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and media.

FW21C:
Financial, Economic, and Entrepreneurial Literacy
Information Literacy
Social and Cross-cultural skills
Productivity and Accountability
Students will organize and learn about the different types of coins
and their amounts
2nd grade Coins- http://www.abcya.com/learning_coins.htm
2nd grade Graphing- http://www.abcya.com/fuzz_bugs_graphing.htm
ELL students can also use 1st grade level graphing game (which is by
color and reinforces names and sorting). For the coins, the students
will first go over the Learn section of the game with the teacher to
practice viewing, listening, and speaking each coin name. There are
also number chart games as well to assist students in counting to 100.
Students can start by counting by 5s, then translating that
information to coins.

Accommodations, ELL student is in Stage 2 of language development:

Modifications TPR during story
Whole group modeling
Break down tasks into smaller steps
Graphic Organizers
Word bank
Visuals from story to assist in meanings
Use both Spanish and English to create connections between both
languages.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the Students will work to understand coin values and making change. CK
Learning Plan
Introduction Activating Prior Knowledge
Students will be introduced to coins through the abcya.com game
using an interactive white board
ELLs will receive prompting during their turn at the white board,
as well as assistance while working at their individual computer. If
ELL is uncomfortable going up in front of the class, they may work
 independently at their own computer and teacher will assess
comprehension there.
Hook/Lead-In/Anticipatory Set
After, teacher will read Caps for Sale by Esphyr Slobodkina
-Ask students based on her name, where do they think the author
was from (Russia)
Questioning during story (what color is red? Will also translate
colors in Spanish so students can hear and see the difference in
words. How many hats does he have on? Etc.)
SEI- While reading the story, teacher will use TPR to engage
students. Teacher will also elaborate on key vocabulary terms and
prompt students on definitions to assist in filling out their work
sheet.
Students will be filling out a worksheet during the story that
correlates with their new vocabulary
Ask students what the price of each hat was.
Ells will have a word bank on their work sheet of key terms as well
as pictures to help learn new material

Explicit Big Idea Statement

Instructions How do graphs help us? What is the point of money? Teacher will
point to each word slowly.
SIOP- using slow speech and touching each word, teacher will go
through bid ideas, essential questions, and objective statements
written on the board with the whole class, and furthering
instruction with the ELL students.
Essential Questions Statement
Using our graphs, how much money do we need to purchase these
caps from the peddler?
Objective Statement
Students will create a graph organizing data to determine the
number of hats the main character has.
With this information, students will be given the price of the hats,
but must use coins to determine the correct change in 2 out of 3
trials.
Transition
Students will review terminology from story using their
worksheets they filled out while listening
Key Vocabulary
Peddler, wares, cap, checked, cents, mischievous
Also for ELLs-Penny, Nickel, Dime, Dollar, Coins, Cents
Spanish versions of the words will also be provided.
Lesson Procedure PreAssessment of Students
Students will be asked if they have seen any of these coins before?
When did they see them? Have you ever used money to buy
something? Is this the only type of coin people in the world use?
Diagnostic Assessment- teacher will asses students prior
knowledge of money, the types of American coins, and the types of
native currency, their ability to count, will adapt course material
 for the need of the student
Modeling of the Concept
The teacher will review students the coin values, referring
back to the interactive game from the beginning of class.
Teacher will model multiple ways to get to a certain dollar or
coin amount. Then, teacher will use visuals of the story and
students will fill out how many times they see a certain
number of a hat
Ells worksheet will have pictures of what they are counting as
well (certain color or design of hat) and coin visuals
ELL will also answer yes/no questions throughout lesson, as
well as How many type questions.
Guiding the Practice
Students will then use the number of hats and the colors of the hats
to create a graph. The teacher will have a large graph on the board
and students will help fill out this graph. After students have
organized the data, students will the figure out the price of the
amount of red caps, checkered caps, etc.
SIOP-Ell students can use a number board to assist them in
counting. They may also have small same colored manipulatives
(such as mini hats or buttons to represent the number of hats) to
help count
Providing the Independent Practice
Students will be given different scenarios and have to figure out
the price of the caps using coins.
ELL will have an adapted version of the work sheet, utilizing more
visuals instead of numbers
SEI- teacher wil scaffold questions for students about money. What
is money used for? Is it important? What can we buy with money?
Should we save or spend? What happens when we do both? How
do we earn money? How does the peddler earn his money?
Students will reflect on these questions and discuss with peers and
whole class.
Transition
After independent work, students will discuss which caps they
would need the most money for and the least money for.

Adaptations/Accomodations for an ELL student from Mexico who is in

Stage 2 of language development:
Send home worksheets and website URLs night before so students
can preview the activities that will be implemented in class
Will have visuals and manipulatives of each coin
Word banks in both English and Spanish
Counting in both English and Spanish (orally)
Use TPR during reading
Provide worked examples of both the graph and
Reading Materials Computer
Technology Interactive Whiteboard
Equipment Caps for Sale Book by Esphyr Slobodkina
Supplies Graphic organizer of vocabulary terms
 Graph
Work sheet on coins
Coin manipulative as well as dollar bills

Evaluation of the Formal Evaluation

Learning/Mastery Vocabulary sheet, graph, and activities done with coins will be
of the Concept turned in for grading
ELLs will be graded on completion, as well as effort. Teacher will
take note of what the student understands and what they are still
struggling on. Based on this, modified homework will be sent
home.
ELL students will turn in completed vocabulary sheet with either
English and or Spanish terms, and if they decided to draw pictures
to help them with the terms that is permitted.
Students will orally state the their findings in the graph they made,
as well as the different ways to come up with change for their
answers
ELL students will use manipulative coins to show their
understanding, as well as complete modified worksheets based on
comprehension.

Informal Evaluation
After group discussions, make note of any personal connections
that students make to the content. Observe if students are able to
independently make connections between first and last activity.
Also observe how students work while completing the tasks and
take note of any behaviors.
Teacher will observe ELL interaction with other students, as well
as their interaction with the content material that they will work
on.
Closure Summary & Review of the Learning
Review why money is important and what all can we do with
money
Does it help to graph information? Does this help make information
easier to see? Why else would we make a graph?

Homework/Assignments
To complete work sheets not finished in class.
ELL might have more supplemental information and modified
homework to help them understand what money is as well as
simpler graphs.
Teacher Were students able to successfully complete each task?
Self-reflection Were ELL students able to understand and comprehend
information and key vocabulary terms?
What could have been explained or broken down for students?