E-Unit Format Fall 17 3

American Money
Morgan Holbrook
EDU 512
Dr. Rachel Timmons
California Baptist University
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Table of Contents
Objectives and Standards…………………………………………………………………... 3
Introduction…………………………………………………………………….…………... 14
Student List…………………………………………………………………………………... 15
Vocabulary……………………………………………………………………………………. 17
Literature……………………………………………………………………………………... 19
Poetry…………………………………………………………………………………………. 20
Direct Instruction Lesson Plan………………………………………………………………... 22
Concept Attainment Lesson Plan...…………………………………………………………... 37
Generalization Lesson Plan…………………………………………………………………… 49
Inquiry Lesson Plan…………………………………………………………………………... 61
Vocabulary Lesson Plan……………………………………………………………………… 70
Listening/Talk Lesson Plan…………………………………………………………………... 79
Writing Lesson Plan………………………………………………………………………….. 85
Professional Reflection………………………………………………………………………. 90
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Objectives and Standards
Direct Instruction Lesson
Objective: After the lesson on the facts of individual choice students in grade one will identify, list, and
summarize information on the topic of money by writing 10 facts both orally and in writing with 95-
100% accuracy.
 Social Studies Standard: 1.6 Students understand basic economic concepts and the role of
individual choice in a free-market economy.
1. Understand the concept of exchange and the use of money to purchase goods and services.
2. Identify the specialized work that people do to manufacture, transport, and market goods and
services and the contributions of those who work in the home.
 CCSS ELA Standard
RI 1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI 1.7 Use the illustrations and details in a text to describe its key ideas.
SL 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
SL 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
W 1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
 CCSS ELD Standard

Collaborative
1.1 Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics
Productive
1.9 Expressing information and ideas in formal oral presentations on academic topics.
Interpretive
1.6 Reading closely literary and informational texts and viewing multimedia to determine how meaning
is conveyed explicitly and implicitly through language.
1.7 Evaluating how well writers and speakers use language to support ideas and opinions with details or
reasons depending on modality, text type, purpose, audience, topic, and content area.
Connecting and Condensing Ideas

1.6 Connecting ideas
1.7 Condensing ideas
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College and Career Readiness Anchor Standard CCSS
Key Ideas and Details
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Research to Build and Present Knowledge

8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others' ideas and expressing their own clearly and persuasively.
Concept Attainment Lesson

OBJECTIVE
After the lesson on the concept of money students in grade one will be able to state both orally and in
writing the correct definition of American money with 95-100% accuracy.
 Hist. Social Science Standard
1.6 Students understand basic economic concepts and the role of individual choice in a free-
market economy.
 State Bloom’s Level: Remembering, Understanding, applying.

 Collaborative
1.1 Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics
 Productive
 Interpretive
1.6 Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language.
1.7 Evaluating how well writers and speakers use language to support ideas and opinions with
details or reasons depending on modality, text type, purpose, audience, topic, and content area.
 Connecting and Condensing Ideas
 College and Career Readiness Anchor Standard CCSS
4
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
 Integration of Knowledge and Ideas
 Research to Build and Present Knowledge
8.Gather relevant information from multiple print and digital sources, assess the credibility and
 Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others' ideas and expressing their own clearly and persuasively.
 ELD Standard(s)
o Emerging: Contribute to conversations by using yes or no answers and responding using
gestures, words, and repeated learned phrases. Students will ask and answer basic questions
during oral presentations. Students will receive prompting and support throughout the lesson.
The student will provide short texts using familiar vocabulary from their ten facts with an adult,
or peer. The student will use a select amount of academic and content specific words while
speaking and writing.
o Expanding: Students will contribute to class discussions, and partner discussions. The student
will communicate effectively orally, will listen intently, follow turn-taking rules, ask relevant
questions, encourage others, and add other ideas or thoughts. The students will actively listen
and sing the song in the video. Students will need occasional prompting and support when asking
and answering detailed questions. After watching the video the students will describe ideas and
different elements.
Bridging: The student will be able to contribute to class, group, and partner discussions. The student
will communicate effectively, listen intently, follow turn-taking rules, ask relevant questions, add other
important information, encourage others, and build upon responses. The student will require minimal
support while asking and answering detailed questions about the video and oral presentations.
Generalization Lesson
2. OBJECTIVE
After the lesson on the concept of money students in grade one will be able to state both orally and in
writing the correct definition of money with 95-100% accuracy.
1.6 Students understand basic economic concepts and the role of individual choice in a free-market
economy.
Bloom’s Taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating, and

Creating
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 Collaborative
 Productive
 Interpretive
text.
 ELD Standard(s)
o Emerging: Contribute to conversations by using yes or no answers and responding using
o Expanding: Students will contribute to class discussions, and partner discussions. The student
different elements.
Inquiry Lesson
6
ELA Content Standard:
 Collaborative
 Productive
 Interpretive
text.
diverse
Content Standard:
market economy.
ELA Language Objective: Students in Grade 1 will use their research skills to identify information
about specific types of American Money within the United States. Students will collaborate orally with
peers and use a variety of resources to gather information.
ELA Content Objective: After the mini lesson on how money is used in America, students in Grade 1
will be able to describe orally and produce a poster, which describes each type of bill/coin used in the
United States with 95-100% accuracy.
Cog. Taxonomy/DOK Levels
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Evaluation: Students in the lesson will also collect the information on old and new money and construct
meaning from it. They will develop a generalization and then support their generalization within a class
discussion. Students are demonstrating a higher level of thinking as they are integrating all of their
knowledge and developing a generalization that can be true for all money.
Synthesis: Students in this lesson will evaluate and compare the information they have learned about
old money and new money to make a generalization or come to a conclusion about money in general.
Analysis: Students are making a conclusion about the information that they explained about old money
and new money. This leads to their high level of thinking when they make a generalization about all
money.
Application: Students are applying their previous knowledge on the subject of money and interpreting
the information to lead to a higher level of thinking.
Comprehension: Students are comparing the information on old money and new money and identifying
what is similar and different between the two of them.
Knowledge: Students are asked to identify what they know about old money and new money in this
lesson. This is information that they need to recall from pervious lessons.
 Level 1: Recall – identify, illustrate, report, define
 Level 2: Skill/Concept: Collect and display, organize, construct
Level 3: Strategic Thinking: investigate, cite evidence
ELD Standards:
Emerging: Contribute to conversations by using yes or no answers and responding using gestures,
words, and repeated learned phrases. Students will ask and answer basic questions during oral
presentations. Students will receive prompting and support throughout the lesson. The student will
provide short texts using familiar vocabulary from their ten facts with an adult, or peer. The student will
use a select amount of academic and content specific words while speaking and writing.
Expanding: Students will contribute to class discussions, and partner discussions. The student will
communicate effectively orally, will listen intently, follow turn-taking rules, ask relevant questions,
encourage others, and add other ideas or thoughts. The students will actively listen and sing the song in
the video. Students will need occasional prompting and support when asking and answering detailed
questions. After watching the video the students will describe ideas and different elements.
ELD Language Objective for Grade Level
During this lesson, students in Grade 1 will practice the English Language during oral communication in
a group of his/her peers. Students will engage with various texts, pictures, and multimedia during their
inquiry.
Vocabulary & Handwriting Lesson

 Collaborative
 Productive
 Interpretive
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meaning is conveyed explicitly and implicitly through of social and academic topics
 Productive
 Interpretive
text.
Content Standard:
market economy.
Identify the specialized work that people do to manufacture, transport, and market goods and services
and the contributions of those who work in the home.
ELD Standards:
Emerging: Contribute to conversations by using yes or no answers and responding using gestures,
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support while asking.
During this lesson, students in Grade 1 will practice the English Language during oral communication in
a group of his/her peers. Students will engage with various texts, pictures, and multimedia during their
inquiry.
Listening/Talk Lesson
 Collaborative
 Productive
 Interpretive
text.
diverse partners, building
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5. Content Standard:
6. 1.6 Students understand basic economic concepts and the role of individual choice in a free-
market economy.

money.
 Level 3: Strategic Thinking: investigate, cite evidence
Writing Lesson
 Collaborative
 Productive
 Interpretive
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text.
Content Standard:
market economy.
3. ELD Standards:
4. Emerging: Contribute to conversations by using yes or no answers and responding using
5. Expanding: Students will contribute to class discussions, and partner discussions. The student
different elements.
6. Bridging: The student will be able to contribute to class, group, and partner discussions. The
student will communicate effectively, listen intently, follow turn-taking rules, ask relevant
questions, add other important information, encourage others, and build upon responses. The
student will require minimal support while asking and answering detailed questions about the
video and oral presentations.

During this lesson, students in Grade 1 will practice the English Language during oral
communication in a group of his/her peers. Students will engage with various texts, pictures, and
multimedia during their inquiry.
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money.
Level 3: Strategic Thinking: investigate, cite evidence
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Introduction to Unit Page
SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective

environments and deliver meaningful learning experiences which have an emphasis on
developing a deep understanding of content knowledge.
Relevance
I created a first-grade social studies unit that aligned with the Common Core State Standards
(CCSS) on maps. The lesson plans included a variety of types of instruction including direct instruction,
concept attainment, generalization, inquiry, and mini lesson plans for vocabulary and handwriting,
listening and talk, and writing. These different lesson plans aligned with theory and supported Bloom’s
Taxonomy of Knowledge pyramid by asking students to use higher level thinking skills. The lesson
plans included clear and concise objectives, a variety of instructional techniques, as well as research-
based strategies. Instruction was differentiated to meet the needs of struggling students, English learners
and advanced learners. This unit helped me improve my lesson plans when looking at the different
writing activities and taught me a variety of strategies that I can use to understand the importance of
knowing and understanding the rationale behind these teachings and learning to reflect my teaching in
order to improve instruction. This was a valuable assignment that provided me knowledge that I can use
in future classes, student teaching, and my educational career.
Link to Theory
These lesson plans were directly linked to theory which supported a variety of instructional
strategies in the lessons. The lesson plans addressed three major theories; behavioral theory, information
processing theory, and the constructivist theory. The lesson models used in this unit support student
learning in relation to the identified theory. Instructional strategies and styles varied based on the theory
and also on the identified level of cognitive thinking which is supported by Bloom’s Taxonomy.
Research based strategies were implemented to address the needs of all students in the classroom as well
as their learning strategy.
Professional Development
This was an important activity for my professional development as a teacher. I learned a lot
about how to write clear and concise objectives, plan lessons, and how to differentiate instruction using
SDAIE strategies to meet the needs of all students. I now understand the how each different lesson
model ties all instruction together and how they are supported by theory, as well as how they align with
Bloom’s Taxonomy Levels of Cognitive Thinking. I learned a lot about all of the different assets of
having a strong lesson plan including the importance of self-reflection. Overall, the knowledge that I
gained from writing this unit will make me a better teacher. I look forward to continuing my learning so
that I can be the best educator I can be and having the ability to deliver effective instruction to my future
students.
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General Student List with Three Focus Students
Gender General SES General Ethnic Describe

Level Academic Level Population Student Needs
15 Boys Unknown 4 high average, 4 4 Hispanic, 8 7 average students

Provide a general below average, 7 at Caucasian, 3 African who don’t require any
description in the grade level American special needs. The 4
boxes to the right. identified GATE
students will do well
with extension
activities on top of
instruction. 4 low
average students
require extra
assistance on
assignments and
during instruction.
15 Girls Unknown 4 high average, 4 2 Hispanic, 10 7 students at grade

Provide a general below average, 7 at Caucasian, 3 Asian level do not require
description in the grade level any special needs.
boxes to the right. The 4 below grade
level require
assistance in reading
and comprehension.
4 identified GATE
students require
extension activities
on top of instruction.
EL Focus Student Unknown Student is far below Student is Hispanic. Student has difficulty
grade level in reading stay on task and
and speaking. He is in completing
resource; speech and assignments.
reading for an hour
Student takes extra
every day.
time to understand
new content
(academic language,
vocabulary).
He is a kinesthetic
learner and needs
frequent breaks.
Special Needs Unknown All at grade level. Student is Caucasian. He is at grade level in
Focus Student reading.
He doesn’t struggle
with completing his
work.
He requires a little bit
of additional support
in reading and math.
However, he benefits
when there are visual
aids.
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Advanced learner Unknown Identified as a GATE Student is African She finishes his work
Focus Student student, will be moved American. quickly.
into a higher-level She isn’t bored in
class next school class because she
year.
challenges herself.
She asks for more
work or an
opportunity to do
research on almost
every assignment.
I give her an
opportunity to be a
peer model for other
students.
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Vocabulary Page
Lesson 1: Direct Instruction
 Quarter – one-fourth, fourth, one-quarter, quarter, fourth part, twenty-five percent.
 Penny – a coin worth one-hundredth of the value of the basic unit.
 Nickel – a United States coin worth one twentieth of a dollar.
 Dime – a United States coin worth one tenth of a dollar.
 Exchange – the act of changing one thing for another thing.
 Purchase – obtain by purchase; acquire by means of a financial transaction.
 Manufacture – the organized action of making of goods and services for sale.
 Market – a marketplace where groceries are sold.
Lesson 2: Concept Attainment

 Coin: Flat piece of metal issued by the government as money.
Lesson 3: Generalization
Lesson 5: Vocabulary & Handwriting

 Coin - Flat piece of metal issued by the government as money.
 President - the head of the government
Lesson 6: Listening/Talk
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Lesson 7: Writing
 President - the head of the government.
 Exaggeration - describing of something and making it more than it really is.
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Literature Page
None
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Poetry Page
Money
Money is green.
It tastes like paper and metal.
It sounds like a flag.
It smells like my Grandparents.
It looks like it’s very important.
It helps me survive.
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FYI: Use this information for each lesson.
edTPA LANGUAGE FUNCTIONS & DEMANDS
Language Functions: The content and language focus of the learning task represented
by the active verbs within the learning outcomes. Language functions are what students
DO.
Language Demands: Specific ways that academic language (vocabulary, discourse,

syntax) is used by students to participate in learning task through reading, writing,
listening, and/or speaking to demonstrate their understanding.
Three Language Demand areas:
Vocabulary: Includes words and phrases that are used within disciplines including:
1. Words and phrases with subject-specific meanings that differ from meanings used in
everyday life (e.g., table)
2. General academic vocabulary used across disciplines (e.g., compare, analyze,

evaluate)
3. Subject-specific words defined for use in the discipline.
Discourse: includes the structures of written and oral language, as well as how
members of the discipline talk, write, and participate in knowledge construction.
Discipline-specific discourse has distinctive features or ways of structuring oral or

written language (text structures) that provide useful ways for the content to be
communicated.
Syntax: The set of conventions for organizing symbols, words, and phrases together
into structures (e.g., sentences, graphs, tables)
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EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
Facts about Money - size 18
Lesson Type - size 14
Lesson Number - size 12
1. MATERIALS/PREPLANNING (5 points)
 Materials – Journals, pencil, white board, projector, computer, white board marker, document camera.
 Vocabulary –
 Literature - None
1. OBJECTIVE: The social studies objective will state the learning that the students will attain by the end of
the lesson. Fill in the following objective for your grade level and unit topic.
After the lesson on the facts of individual choice students in grade one will identify, list, and summarize
information on the topic of money by writing 10 facts both orally and in writing with 95-100% accuracy.
 The Objective should be one complete sentence with the ABCD Components.
 State the objective in behavioral terms, as follows:
 A= Students in Grade 1
 B= Will be able to identify, list and summarize information on the topic of money by listing 10
facts about money.
 C= Students will understand what we learned about money, how it is used to purchase goods,
and the specialized work people do to market goods and services.
 D= Students need to be able to orally communicate their 10 facts as well as write them with 95-
100% accuracy
 State the cognitive taxonomy level (Bloom’s ): Knowledge
 Highlight in color the specific words in the standard that you are addressing.
 Social Studies Standard
market economy.
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RI 1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI 1.7 Use the illustrations and details in a text to describe its key ideas.
SL 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.
SL 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
W 1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
 CCSS ELD Standard

Collaborative
Productive
Interpretive
1.6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language.
Connecting and Condensing Ideas
College and Career Readiness Anchor Standard CCSS
Integration of Knowledge and Ideas
Research to Build and Present Knowledge
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding plagiarism.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others' ideas and expressing their own clearly and persuasively.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout
provided in class.)
Students will summarize information by listing ten facts about (topic of study).
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Essential literacy strategy: Summarizing (Summarizing strategy must be taught)
Students will summarize information about the topic studied by listing ten facts and using the
appropriate academic vocabulary (for the topic) both orally and in writing.
Related skills for the essential literacy strategy:

 Listening to information presented.
 Reading related documents/stories on the topic being studied.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to demonstrate their learning about
the topic of money.
Language Function Statement: edTPA - The content and language focus of the learning task is
represented by the active verbs within the learning outcomes.
Ask yourself: What main communication language function do students need to use to communicate their
understanding of this content?
Use - Student uses language to: (see Toolkit samples -ex. Summarize their learning about money. )
Language Demand: The Language Function can have language Demands in each of the 3 areas below:
Academic vocabulary/symbols: ex. List/use vocabulary in sentence
Syntax: (Use language frames in Language of … section in Toolkit)
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this
content)
3. ASSESSMENT STRATEGY (10 points)

At the end of the lesson students will be able to list 10 facts about money. The students will use their journals
to list ten facts in complete sentences. Students will be assessed on their ability to recall and write 10 facts
about money, which may include goods and services, what money is used for, and why we use money, or
how it is manufactured, transported, and marketed. This task will demonstrate the knowledge the students
have about money so they may build upon this foundation for further lessons on money including how to
exchange it. The students will be formally assessed by the following rubric and grades will be included in their
journal points.

Proficient (5 points) Basic (3 points) Below Basic (1 point)
 Students wrote 10 facts  Students wrote 7-9 facts  Students wrote
about money in about money in sentences with six or
complete sentences. complete sentences. less facts in complete
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 Students illustrate one  Students illustrate one sentences.
fact about money. fact about money.  There are no
 Students write  Students write illustrations of one of the
grammatically correct grammatically correct facts about money.
sentences with 1-4 sentences with minimal  Student sentences
errors. errors. contained many
 Students wrote  Students wrote grammatical errors.
sentences with great sentences with some  Student’s sentences did
detail. details. not include any details.
4. LESSON OPENING/PURPOSE (5 points)

Today in class we will be learning about money. We will learn all about money so that you can see how money
helps us, how we purchase goods and services, how money is manufactured, transported, and marketed.
Learning about money is very important because it can tell us how important it is to have money in order to
survive. After you have learned about money you are going to be able to tell me ten facts about money.
Mention the types of students you have in your class. (ELL, IEP, GATE, etc.) 1ELL, 1IEP, 4GATE
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)
 Describe what you will do to increase motivation for learning. Begin by doing something to get the
students’ interest hooked into what you are about to teach. Ask leading questions.
 Ideas: Describe related activities or experiences they have had before. Remind them of previous learning
that relates new leaning to prior knowledge.
 Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.
I will have many posters along the classroom showing different coins and dollar bills that are part of the United
States Currency. Other papers will have the amount that the coin or bill is worth, different items your family may
buy on a daily basis, what our country spends money on (military, disaster relief, trade, education, environment,
ect). Students will be given 5-10 minutes to walk around the room and look at the posters, then return to their
seats to discuss what items the United States buys? As well as why is money so important? After each table has
shared their answer I will then demonstrate a pie chart that shows students all of the different things the United
States spends their money on, explain what would happen if we didn’t have money, as well as how this money is
used in our own lives when purchasing goods and services.
That students will then watch an entertaining video that helps them learn about money:
https://www.youtube.com/watch?v=pnXJGNo08v0
Provide Rationale for why you selected this strategy and link to this particular group of students.
I chose to start with an entertaining video in order to introduce this lesson of money and to get students
excited about the concept of money. It is a short video that introduces the basics of coins and their value. This
video addresses the vocabulary that will be visited throughout the entire lesson, this represents a universal
access which will motivate ELL, IEP, and GATE students to participate in the lesson. I also chose to put
posters up and include them in my lesson in order for students to not only understand the content, but to
recognize pictures of different objects that can only be owned by someone who has money. I will share my
own experience on how I have to save for different objects that aren’t a necessity, as well as how hard I have
to work for them (working, saving, having a job, ect). I will ask the students what each coin is worth, why it
matters to know their value, as well as different ways money can help us get the objects we desire in life.
 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND
KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED
PRACTICE
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 POST STANDARDS
 Post Standards in front of room where students can easily see them.
 Draw student attention to standards at the beginning of the lesson, stating which standards we will be
covering that day and what they are (number and the actual standard).
 RESTATE OBJECTIVE IN STUDENT TERMS

 After the lesson on money, you (students) will list ten facts about money with accuracy (both orally and in
writing).
 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.
It’s important to check for background knowledge because each student may be at a different level in his or
her education. Being able to associate what they already know to the lesson that you are teaching is critical in
the learning process. The anticipatory set allows students to move around the classroom and discover
different types of money in the United States. Once students have made that connection of money and their
characteristics, they will watch a short video. This video will help stimulate their background knowledge and
connect the details of money with the theme of the lesson. Once the video is over we will continue to check
for background knowledge by filling out the K-W-L chart, starting with the “K” section. This section is also
called “What we know.” This strategy will work for all students including the one ELL, one IEP, and the four
GATE students; this is a successful strategy for universal access. Students will then have an opportunity to
share out answers as to what they already know about money, and what they saw around the classroom. For
the one ELL student in the class, working in a small group and collaborating with other students will be greatly
beneficial for their language development, as well as furthering their education on the topic of money. This
collaborative environment aligns with the standard Collaborative 1.1 “Exchanging information and ideas with
others through oral collaborative conversations on a range of social and academic topics.”
 Ask the students to brainstorm what they already know about money. Place this information in the K (or What
We Know) column of the chart. Have them think about what they saw in the video to help them get started if
needed.
 Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We
Want to Learn) column.
 Save the chart to be used at the end of the unit to when the students will report on what they have learned in
order to complete the L column.
 Use K-W-L Chart from 50 Literacy Strategies (Tompkins)
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
Progress monitoring strategies are critical throughout this lesson because there is a lot of detail and
memorization that go into the topic of money. Students need to be engaged in a fun and friendly manner,
however the teacher needs to be assessing the students as he/she progresses in their lesson. As the lesson
continues I will be monitoring and scanning to observe the students’ engagement. I will call on students
randomly to share not only what they had told their partner, but to also share what their partner said to them.
After each subtopic students will have the opportunity to turn to a partner and Think-Pair-Share. I will be
randomly selecting a stick from our jar that has everyone’s names on them in order to ensure that the selection
is random, that person will then share their thoughts and ideas. This will ensure that each student stays on-
task and is participating so they can really absorb the idea of money.
K (What we know) W (What we want to learn) L (What we learned)
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We use money to buy things. How much money do we need to
buy things?
We need money to live. What are some things that you
need to buy to survive?
Money is everywhere. Where does money come from?
The quarter is the biggest coin. Why is the quarter so big?
The penny is brown. What is the penny made of?
The dime is the smallest. Who is the person on the dime?
Some people use animals to buy What other things do people use to
things. buy objects?
 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.
Direct instruction, visual illustration, as well as videos will be used during this lesson in order to introduce
money to the students. Direct instruction will be given to help students create ten facts, as well as to relate the
concept of money to the students’ every day lives. Through visual illustration the students are able to relate
what is being said in direct instruction to a picture to help complete one of the last steps in the learning
process. The posters will remain posted along the classroom until students have mastered the concept of
money and the different uses it has. A short video, and several money games will be available to students
throughout the lesson. This will help students build a strong foundation on the topic of money.
Explain how your strategy incorporates EL student’s background.
This strategy incorporates EL students background because visual aids will help the student with vocabulary,
and with the characteristics between the different types of coins. There will be vocabulary cards that have the
picture of the bill and/or coin, vocabulary word in English and Spanish, and the coin and/or bill currency.
(Ideas…select several of these or add your own ideas.)

Go over vocabulary words which will be in the reading. List the key vocabulary words
 Watch the short video that was shown in the beginning of the lesson, which also introduces most of the
vocabulary. The rest will be done through pictures and direct instruction.
 Put a picture up on Power Point of each coin and dollar bill for the students to look at.
 Show an artifact of topic: Quarter, Nickel, Dime, Penny, $1 bill, $5 bill, $10 bill, and $20 bill.
 See attached list of facts. Ask the students to give the facts they remember about money. As Students
share their facts with the class they will write them on the board. This will assure that students complete
the assignment during guided instruction.
 Informally check for understanding: Discuss the facts on money and have them Think-Pair-Share.
 Be sure all students understand the facts by listening to responses, (using group pair – share strategy
etc.) Explain here: Think-Pair-Share, group share strategy.
 MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
Students learn to follow what their teacher does, they see you as their model. The teacher must set their
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expectations in order for the students to demonstrate that in their journals as they list their ten facts. As I
model my expectations I am not giving them necessarily free range on the assignment, but I am showing
them step-by-step what they are to be doing. This also helps all three types of learners (visual, auditory,
and kinesthetic). Since not all students may know how to create a list of facts, I will demonstrate in my own
journal. Students will be asked to create one fact that they know about money from the lesson with their
table groups. I then will ask them to share their facts with me, I will write them on my journal and show
them when every table had the chance to share. This will be used as a List Draft, which they will write in
their journals. When this has been completed I will explain that each student will be writing ten facts about
money, but they must be in complete sentences. I will model where the title goes and place it on my
journal as an example “Facts about Money.” Then on the first line I will show them that this is where we
start our first sentence. Then I will model one complete sentence with details, which I will allow them to
use as their first fact. This allows for those whom are visual or kinesthetic learners to follow along, and it
helps avoid any confusion. I will ask if anyone has questions, and allow those who demonstrate great
understanding to begin their facts. For those who may be struggling or have questions, I will begin to walk
around the classroom to help and clarify.
 Write the facts about money on the board as the students say them.
 Tell the student they are going to write these facts into their journals.
 They will illustrate at least one of the facts on money at the top of the page. This will be in the illustration
box located at the top of their page.
 Then they will write the title, “Facts about Money” under the picture.
 Next, they will write ten facts about money from the list created above.
 Demonstrate each step by drawing/writing it on the white board as you describe it to them.
 Review simple sentence structure.
 Show the students a copy of what the page should look like.
 An example of the how the finished product in the student journal should look will be available to the
students.
 TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
This lesson included a short video, which was projected on the screen in order to get the students excited to learn
about money. This helped students get a basic understanding of coins, as well as the characteristics of each coin.
It is about three minutes long and it was a repetitive song, which was very upbeat and easy for students to
remember. During direct instruction the video will help with putting vocabulary terms with a picture, for easier
recognition. EL students will help build their vocabulary this way. Throughout the lesson I will be modeling the
facts in my own journal, which will also be projected onto the screen. This will greatly benefit my EL students as
they are following along in their notebooks, and watching as I am writing in complete sentences. They will observe
the vocabulary and directions as well.
 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
It is important to check for understanding throughout the entire lesson, and not just the very end. Through
observation, I will make sure students are picking facts and not opinions on money. Students will be able to
collaborate with their table groups quietly. If they are in dire need of assistance, I will guide them through the
process of completing the assignment. I also will be walking around the classroom and scanning the room to
assure each student is on-task.
 Ask several of the students to repeat the instructions they have been given.
 The students will first write a rough draft of their facts. Check on the students as they work.
 Continue to check for understanding of the facts related to money through use of questioning strategies both
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during and after the task is completed.
 GUIDED PRACTICE STRATEGY
 The teacher will check for accuracy while students are working on assignment and provide feedback.
 Students will share their facts with their shoulder partner.
 Check each student’s work and edit as necessary.
 Be sure to check for spelling, punctuation, capitalization and sentence structure.
7. CLOSURE EL/SDAIE: Questioning for review
 Ask students to share what they wrote for their facts.

 Ask them to show their pictures.
 Go back to the K-W-L chart and ask the students what they have learned about patriotic symbols that we studied
today.
 Fill in the L section of the chart.
 Ask some specific questions about the symbols. (Example of questions might be how many star and stripes on
the flag and why, what did Benjamin Franklin want to have as the national bird, where can they find the Great
Seal).
 Call on some of the students to define the vocabulary terms.
Learning facts about money.

K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
We use money to buy How much money do we It depends on what you
things. need to buy things? are trying to buy.
Everything has a different
price depending on the
quality of the object and
what it is.
We need money to live. What are some things To survive you need How much does it cost to
that you need to buy to food, water, and shelter. survive?
survive? Food and water can be
found at the market, but
shelter you have to save
up money for.
Money is everywhere. Where does money come It comes from the banks. Who invented money?
from? First a machine creates
it, and then it is mailed to
the banks.
The quarter is the biggest Why is the quarter so It is big because it
coin. big? represents the value.
Since the quarter is worth
.25 it is the biggest.
The penny is brown. What is the penny made Zinc, Bronze, Copper.
of?
The dime is the smallest. Who is the person on the Franklin D. Roosevelt
dime?
Some people use What other things do Animals, food, services.
animals buy things. people use to buy
objects?
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 Ask the students if anyone has anything to add about where they have learned about money.
 Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
This independent practice/homework will show the mastery of the task in naming ten facts about money.
Students will use the facts that we made a list of and share them with their table groups and then pick two
facts to share to the class. All students should have finished the rough draft and final draft of ten facts along
with an illustration of they favorite fact. If for some reason this was not completed in class they must work with
someone at home to complete the assignment. This needs to have ten facts, in complete sentences, contains
detail, and has an illustration of their favorite fact. Students will have the opportunity to take their journals
home and share their facts with their families. Their families could then expand the lesson one-on-one at
home.
 Assign the students the project writing 5 more facts for their journal. They will also be asked to look for more
pictures to add to the journal.
 Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to
use good penmanship, correct spelling and sentences, and correct capitals and punctuation.
 The homework will become part of their journal on patriotic symbols to be on their desks for parents to see at
open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION
1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your
students that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating
teacher to complete the charts. Some rows have been completed in italics as examples. Use as many rows as you
need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students
 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge
Students with IEP and 504 plans
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Language Needs Number of Supports, Accommodations,
Students Modifications
ELL Learner 1  I will support him by using picture cards (50 Literacy Strategies).
This will help him with word recognition, as well as following
 6-year-old male in a first
along with what we are doing. I will even have cards that will
grade classroom. He is slowly
help with the schedule and/or routine. Every time we switch to
starting to pick up different
a different activity I will hold up a card and say what we are
vocabulary within the
doing next. These cared will be kept on the white board.
classroom, and is very shy. His
strengths are in math.  He also will be working with a buddy who is a GATE student.
That way they can help him with vocabulary, and the ELL will
learn from his buddy. This will also be his partner during grand
conversations (page 45, 50 Literacy Strategies) helping him with
oral skills, vocabulary, and strengthen his oral language
development.
 The short video at the beginning of the lesson will help him
connect vocabulary to the picture. This will help him understand
the concept of money. It also uses a fun song, which will help
him remember specifics about money.
Students with Specific Language Needs
IEPs/504 Plans: Number of Supports, Accommodations,

Classifications/Needs Students Modifications, Pertinent IEP Goals
Hearing Impairment 1  I will use grand conversations (page 45, 50 Literacy Strategies)
to get her used to others talking, strengthen oral skills, give her
 Student has a hearing
the chance to engage with others, and share her
impairment, but doesn’t
ideas/thoughts.
qualify for any technologies.
She loves school, but teacher  I will use Venn diagrams (page 144, 50 Literacy Strategies) to
notices that she looses focus help keep her focused on the topic of money, as well as giving
a lot. Her strengths are her a visual as to how different coins are the same and
reading and writing. different.
 I will use K-W-L charts (page 60, 50 Literacy Strategies) to

remind her of what we are learning, want to, and have learned.
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Advanced literacy skills 4  These students have strong communication skills so there will
be a lot of grand conversations (page 45, 50 Literacy Strategies)
 Writing in complete
in order to share with others, and get other students thinking
sentences, excel in grammar.
31
Top of the class in all subjects. about the lesson, vocabulary, and their ideas.
 I will use hot seat (page 51, 50 Literacy Strategies) in order to

have them share their ideas and how they got that idea/answer.
This will help others start to think outside the box, and think
deeper about the question.
 Clusters (page 21, 50 Literacy Strategies) will also help as the

students get to become the teacher and draw out their
thoughts, as well as demonstrate their higher thinking through
illustrations, and collaborate their deeper understanding to
others.
10. ATTACHED STUDENT WORK:
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis:
This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized because
the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner.
Scaffolding was used in writing facts on the board in order to guide the students in writing their facts using
complete sentences. I also used scaffolding as students asked me questions about money, and did their think-
pair-shares. This lesson utilizes knowledge as they list facts about money.
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
32
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Analyzing
Appling
Through direct discussion and questions students will be able to identify ten facts about
Understanding money to put into their own journals. Students demonstrate their knowledge of money and
they will be assessed on their knowledge based on how they completed the assignment.
Students will list ten facts about money. To obtain this knowledge posters, pictures, a video,
Remembering
will be used for instructional purposes. This will help students strengthen real-world skills.
Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You can add or
delete items in the check list. This is to help you become aware with the components
you have included in your lessons which will also help you write your commentaries for
the EdTPA tasks.
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
Content Teacher will model how As a whole we These students have
o Background to write the ten facts in discussed and filled an opportunity to work
Knowledge their journals. One out the K-W-L chart. in pairs in order to
As a class we sentence will be modeled We also learned participate in different
completed a K-W-L for the students and the about money through discussions about
chart and discussed journal will be kept on the a video. money. There will be
what we knew about screen as they write their o Small groups & an opportunity to look
money, and what own facts. Pairs at other resources at
we wanted to know o Guided Practice Students had an home or on the
about money. Students will work on opportunity to think- posters to develop a
o Strategies Used their journals and write pair-share with a deeper understanding
Vocabulary words ten facts about money. partner to share what about money.
were put on When they are finished they have learned o EL
vocabulary cards, they will have their about money. Providing picture
which included the partner edit their rough o Works vocabulary cards that
word in English and draft. The teacher will Independently include the word in
Spanish, the value monitor their progress Students work both English and
of the coin/dollar, during guided practice by independently as Spanish. They also
and a picture walking around the room, they write down their will have a picture of
representing the making informal ten facts about coins and bills with
word. Students also observations, and asking money in their the value below it.
have an opportunity and answering questions journals.
to discuss what they as needed. o Mixed groups
are learning. o Independent Practice When the students
33
o Resources Students will be assigned think-pair-share with
Selected homework that includes their shoulder
Students will watch sharking their ten facts partners they are
a video, and have with someone at home, sitting next to
an opportunity to or finishing the students with varied
look at posters of assignment at home. levels.
money around the They can also use their
classroom. computers at home with
o E-resources assistance from their
Students will watch parents/guardians.
a short video at the o Comprehensible Input
beginning of the The information that is
lesson to introduce taught in this lesson is
the vocabulary broken down into steps
words. where learning about
money what money is
and how we use it from a
video. Students then get
to write down their facts
and put them into
complete sentences in
their journals.
Integration of Application Assessment Objective
Processes o Hands on o Rubric o Linked to Standard
o Writing Students have an Students are The lesson is directly
Students will write in opportunity to walk assessed using a linked to the
their journals and around the room and rubric on their journal standards.
will write ten facts in view all different types of entry of ten facts o Integrated with
complete money. about money. Language Arts
sentences. o Meaningful o Summative Students have to
o Speaking Students learn about Throughout the listen and talk, then
Students will share money, how we use it, lesson I will assess write in their journals.
what they have why we use it, and why it the students’ o Age Appropriate
learned during think- is important to us. This is understanding to This lesson is directly
pair-share with their their real-world determine the pace linked to the first
shoulder partners. connection. of the lesson. grade standards
Students will share o Linked to objectives about money and real
especially during the Learning is directly linked world skills.
K-W-L chart. to the standards and the
o Listening objective.
Students will listen o Engaging
to the video while it Students are engaged
is playing, while right away as they are
their partner is able to participate in a
sharing, and while poster walk as they look
the teacher is at all the different values.
teaching. The video is also an
o Viewing engaging part of the
Students will view lesson as they get to
the video while it is learn about money in a
playing. Students way that appeals to
will view the auditory, kinesthetic, and
teacher’s social visual learners.
studies journal as o Active Learning
she models what
they are supposed
34
to be doing in their
journals.
o Vocabulary
Students will learn
vocabulary through
the vocabulary
cards, and through
the video.
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
35
Place Divider Page Here
36
CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
What is the American Coin?

Concept Attainment
Lesson Number 2
Note: Clarity and ease of locating each lesson is what is needed.
1. MATERIALS/PREPLANNING (5 points)
2. Materials – Journals, pencil, white board, projector, computer, white board marker, document camera.
Vocabulary –
Literature - None
2. OBJECTIVE (10 points)

After the lesson on the concept of money students in grade one will be able to state both orally and in writing the
correct definition of American money with 95-100% accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

For this lesson the focus will be on composition. The students will be gathering information to write about the new
concept “coins.” Word choice and using active voice will be important while they are discussing and discovering
the definition. They will also use correct writing conventions.
market economy.
 State Bloom’s Level: Remembering, Understanding, applying.

 Collaborative
37
 Productive
 Interpretive
8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy
of each source, and integrate the information while avoiding plagiarism.
 ELD Standard(s)
o Emerging: Contribute to conversations by using yes or no answers and responding using gestures,
o Expanding: Students will contribute to class discussions, and partner discussions. The student will
o Bridging: The student will be able to contribute to class, group, and partner discussions. The student will
communicate effectively, listen intently, follow turn-taking rules, ask relevant questions, add other
Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding of this
content?
Students will state both orally and in writing the correct definition of a coin.
Additional Language Demands in each area:

Language demands (vocabulary, syntax and discourse) are the tools students use to participate in the content they are
learning.
Academic vocabulary/symbols: List vocabulary
38
Student will use language to compare and contrast similarities and differences concerning a coin. They will use language
of comparing and contrasting to describe a coin. (_____________ and ______________ are coins because they both have
_________ and ____________.
Discourse Language Strategies: The Concept Attainment Lesson body is a strategy for seeing similarities and differences.
Examples, non-examples and mixed examples help students learn the exact meaning of the concept of a coin.
Vocabulary: Students will practice the language in the lesson by practicing saying the examples and non-examples just
like it was modeled in the lesson.
3. ASSESSMENT (10 points)

This lesson will be assessed by the written definition in the students’ journal. The definition must include three
descriptors and three examples of the term/concept coin.
Students will also be assessed informally by listening to their oral definitions of the concept of a coin.
Proficient (3 points) Basic (2 points) Below Basic (1 point)
Student illustrated and/or provided 3 Student illustrated and/or provided 2 Student illustrated and/or provided 1
examples in the social studies examples in their social studies or less examples in their social
journal of a coin. journal of a coin. studies journal of a coin.
Student successfully wrote a Student wrote a definition of a coin Student wrote a definition of a coin
definition of a coin, which included 3 with two descriptors. with at least one descriptor.
descriptors.
Student provided a correct oral Student provided an oral definition Student was not able to provide an
definition of a coin. of a coin with some accuracy. oral definition of a coin with some
accuracy.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for
learning! PICTURES, BOOKS, ACTUAL OBJECTS
 Explain to the students that today we will be creating a coin that we could use to buy things.
 Have the large poster paper posted on the board so all of the students can see.
 Remind students about what we learned yesterday about money.
 Ask students to think-pair-share with their shoulder partners what a coin is.
 Ask a couple students to share with the class.
 Clarify with students that a coin is a flat piece of metal issued by the government as money.
 Explain to students that we are going to draw a quarter today.
 Have students work in their table groups to come up with a couple things that we should include in our
quarter.
 Give them a couple minutes and then have students share their ideas. Example answers:
 George Washington
 In God We Trust
 United States of America
 The Eagle
 The year it was made
 Draw a quarter on the board.
 Choose an idea to draw and label it in the box. Explain to the students that we can use these symbols and
colors to help us show the differences between the coins that we have in the United States.
39
 After the quarter has been completed, leave it up on the board as reference. Student can come back to it
later to help color it further.
 Students will then have a worksheet to complete that will go demonstrate different pictures of American
money, as well as other coins. Students will need to go through the pictures and circle the ones that are
American money/coins. They will then color the different characteristics that represent features of American
money (symbols, presidents, ect).
5. PURPOSE (5 points)
Boys and girls, today we will be learning about American money. It is important to understand what
American money/coins are because each one has a different value and we can understand which ones we
need to use when purchasing an item.
 LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
The concept attainment lesson model is used to introduce a unit of study or clarify an important vocabulary in
the unit. In this lesson the concept, coin, is the focus and at the end of the lesson students will be able to see
the importance of a quarter in the understanding of money. The critical thinking that student’s gain from this
lesson will contribute to their understanding of a coin and how important it is in order to understand and be
able to identify the coin. This, in turn, relates back to the students’ understanding of money, how we use it,
and why they are important.
Prior to starting the lesson body do the following:

 Restate the Objective in Kid terms
After our lesson today, you will be able to identify a quarter and explain what makes it a coin.
 Mark SDAIE in bold type where it applies.
The SDAIE strategy that will be used in this lesson is the use of visuals for both the examples, non-examples,
and mixed examples.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of money.
According to the dictionary money means: something (such as coins or bills) used as a way to pay for
goods and services and to pay people for their work.
American money; printed in the USA for use in America.
Step Two - Examples:
Bullet each example and leave space between each new example.
The teacher must present (5 –6 ) examples of the new concept.
 This is a quarter. It is a quarter because it is big, silver, and In God We Trust on it. It is American
money.
40
 This is also an American coin; a quarter because it is big, silver, and has an Eagle on the back. It is
American money.
 This is also an American coin; a quarter because it is big, silver, and has George Washington on it. It
is American money.
 This is also an American coin; a quarter because it is big, silver, and has one of the fifty states on the
back. It is American money.
 This is also an American coin; a quarter because it is big, silver, and has Quarter of a Dollar on it. It is
American money.
Step Three - Non-examples:
Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
 This is a dime.
It is not American money because it does not have George Washington, Quarter of a Dollar, and it is
not big.
 This is not American money because it does not have George Washington, or Quarter of a Dollar
even though it does have a president on it.
even though it does have In God We Trust.
even though it does have a date it was made on it.
 This is not American because it does not have George Washington, or Quarter of a Dollar even
though it
is Silver.
Step Four - Mixed Examples:
Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear
responses of why and why not.
 Here is a Quarter. Is this an example of an American coin It is a coin because it is a flat

piece of metal issued by the government as money.
 Is this an American coin? It is a coin because it’s a flat piece of metal issued by the
government as money.
 Is this an American coin? It is a coin, but it is not one that is used in the United States.
 Is this an American coin? It is a flat piece issued by the government as money, but it isn’t a
coin.
41
 Is this an American coin? It is a flat piece of paper that is issued by the government as
money, but it isn’t a coin.
Step Five - Redefine Concept:
 “Boys and Girls, we talked a lot about what a coin is and what it is not. Turn to your shoulder partner and tell
him/her in your own words that the definition of a coin is. Be sure to tell them the definition and give some
good examples and tell them why they are good examples. This is the time to practice saying this new term.”
 Ask a couple students to share what their definition of a coin is.
 Student A: A coin is a flat piece of metal that is given out by the government.
 Student B: A coin is a flat piece of metal that is given out by the government, has a president on it,
the year it was made, and In God We Trust.
 Have the students write the definition of a coin in their social studies journals.
 Tell the students “Now I need you to take out your social studies journal, you are going to write down the
word, coin. Next, you are going to write down the definition in your own words and give 4 examples. You will
need to explain how a coin is used. If you would like, you can illustrate your examples of a coin as well.”
 Ask the students if someone can share what they are expected to do, I will clarify if needed.
Fully script 2 or 3 student responses.
Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term _____________.
Also write the definition in your own words and give several examples. Explain how __________ is
used and where it is located ____________________. Etc.
Lesson Step Six - Student Examples:

Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You
could look in the books I have gathered in our classroom library or on the internet. You could look at the posters
or the coins that I left on the back table. This will show me that you understand what a coin is.
Step Seven – Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to learning
based on the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening- Students demonstrate their listening skills by listening to the video and by asking and answering basic
questions about coins.
Speaking- Students will contribute to the whole class and partner conversations about money. Students will
express their ideas by asking, and answering questions using gestures, words, and learned phrases.
Reading- Students will describe ideas based on the video with substantial support.
Writing- Students write very short informational text describing money collaboratively with an adult, and their
peers.
ELD Expanding Response to learning:
Listening- Students demonstrate their listening skills by listening to the video and by asking and answering
detailed questions about money.
Speaking- Students contribute to whole class, partner, and group discussions by participating in dialogue, using
conversational rules such as taking turns, asking questions, and adding their own knowledge and experience with
money.
Reading- students will describe ideas based on the video with moderate support.
42
Writing- Students write short literary texts about money collaboratively with an adult, and peers. This will be done
with increasing independence.
ELD Bridging Response to learning:
Listening- Students demonstrate their listening skills by listening to the video by asking and answering detailed
questions about money. The students require minimal prompting and support.
Speaking- Students contribute to whole class, partner, and whole group discussions about money by being fully
engaged in the discussion by listening, responding, taking turns, asking questions related to the topics of money,
adding their own knowledge, building upon the responses of others and providing feedback to others.
Reading- Students will describe ideas from the video with light support.
Writing- Students write longer informational texts about money collaboratively with an adult, peers, and
independently.
7.CLOSURE (5 points)
 Gather students on the rug. It is now the end of the day and students are prepared to go home. Wrap up
the learning with a chance for students to practice key learning once again. In this case it will be the new
concept you have introduced.
 Provide something like the following dialogue:

Boys and girls please come to our “talking circle.” “We learned a lot in class today about money and
coins. Who would like to share something they learned?” Student A says, “I learned that a coin is a flat piece of
metal issued by the government as money.” Student B states, “George Washington is on the Quarter.” Student C
states “the quarter is the biggest coin.” Teacher says, “all of those are amazing answers, I love how you guys
remembered the little details about the quarter!” “Okay turn to your shoulder partner and share with them what the
definition of a coin is.” (Give the students a couple minutes to share).
 Continue this dialogue until students have rehearsed their learning several times.
 End with each student stating the learning to the person next to him/her.
Ask the students to stand up and find the people who sit at their table. They then will need to go around in
the circle and state one thing that they learned and what they found the most interesting. Give the
students enough time to share with each other. Then before conclude, they have to share the definition of
a coin.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.

Asking the students to share their ideas and what they got from the lesson that took place in the
classroom allows them to understand that they have a say in the day and that they also know that
their collaboration is important. This will then help them gain more background knowledge on the
topic of money.
 The teacher assigns the students to find 3 other versions of coins online, magazines, books, ect.
 The additional examples of a coin that they find will be included in their social studies journal. The students
will draw another picture of a dime, which will be our next coin we will learn about. Students are then
expected to write three sentences on what they see on the dime.
43
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)
Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus
students and rationale for selection.
Provide feedback for each of the 3 focus students on the work sample. Feedback must
be written using the assessment strategy and in 24 hours of instruction for 3 students.
(See edTPA for directions on feedback)
ELL Learner – W/Few Describe specific feedback type to help learn the essential literacy strategy
Words For this student I will provide vocabulary cards that were used in the previous lesson,
but will be helpful for this one too. I will have the vocabulary cards at their desk that will
have the coin, an illustration, and the value in English and Spanish. I will make sure to
bring his attention when we look at the physical coin, and other materials compared to
the quarter. This will help him review his new vocabulary for this lesson. These will be
considered as his visual aids. Due to him having a beginning proficiency of English I will
give him plenty of sharing opportunities with his shoulder partner.
Student with low This student has a below average language proficiency. I will make sure that he has
reading ability numerous opportunities to work with a partner and even in a small group to support him
while sharing ideas and thoughts. I will make sure that I always use a visual aid and that
directions are written on the board for reference. I will also have my journal as an
example up on the projector.
Student with This student has great communication skills so I will assure to provide plenty of
advanced literacy opportunities for him/her to share their thoughts and ideas. In order to provide
skills/other opportunities for greater growth in her learning and understanding by allowing her to
become the teacher at her table, and find other coins online.
Fill in chart below with additional strategies to support the learning or extend lesson
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to
student/standards
1.
2.
50 Literacy
Strategies
1. Grand Students will talk with their This will help the By talking with others
Conversations partners about coins. teacher assess what students will be able to
each student knows, as communicate their
well as helps strengthen thoughts and ideas, as
students’ background well as help each other
knowledge. retain the information.
2. Visuals Illustration with labels. This is helpful because I chose to use a visual to
it helps students see help with labeling, this
what a coin really looks will help my EL, and
like, as well as applying those who are visual
the vocabulary we have learners understand the
been learning in the vocabulary, and really
illustration as a label. make their learning it
come full circle. This will
44
allow them to visualize
what a quarter looks like
and what all of the
details represent.
50 Social Studies
Strategies
1.
2.
Technology
Resources
10. (10 points)

THEORETICAL OVERVIEW: Provide an overview of the theoretical basis
The concept attainment model is developed by Bruner.The students have already learned about money
and have been able to recall facts about the different types. This lesson focuses on learning about
coins. Students will understand what coin is and will be able to apply this knowledge as they search for
other examples. This concept attainment model helps with learning key vocabulary. The students will
benefit from this lesson because knowing and understanding what a coin is and how to use it is
important information throughout the entire lesson, as well as in real life.
thinking.
Evaluation
Synthesis
45
Analysis
Application
I used a concept attainment lesson for this standard because the students are understanding,
summarizing, and demonstrating the new concept of coins. Students will look at the
Comprehension
examples, non-examples, and mixed examples and then will summarize their own definition
of a coin.
Students are gaining more information on coins, including how we use the quarter, how it
Knowledge
helps us survive, and how it looks.
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were
a student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of
the class.

Content My social studies journal As a whole group we Opportunities to work in
o Background will be available for the learned about the many groups. They also
Knowledge students to reference if they examples, non- have the option to look
o As a class we drew a are struggling, or aren’t sure examples, mixed on the computer for
Quarter. We learned in of the definition. examples of a coin. additional information on
the previous lesson o Guided Practice The definition of a coin coins.
what money was so After the lesson students was taught during o EL
we are tapping into the will be able to practice their whole group instruction. Providing vocabulary
students’ background knowledge of the definition o Small groups & Pairs cards on coins,
knowledge. and I’ll be walking around Students worked illustration, value, and
o Links to past the room to help those who together in small word in English and
learning need it. groups and pairs to Spanish.
This lesson follows o Independent Practice share their
directly after the Students have an understanding of the
lesson on money. opportunity to show that topic of coins.
These concepts of a they have learned the o Works Independently
Quarter links directly concept by finding three Students worked
back to our lesson on additional examples of independently to collect
money. coins. Then they will all three examples of a
o Strategies Used continue for the next lesson coin and write the three
Using pictures of and illustrate a dime, and sentences with an
examples and non- write three sentences on illustration.
examples. what it looks like. o
o Resources Selected o Comprehensible Input
There are books The information that is
available in the library being taught is broken down
on coins. They are into simplistic words, visual
available for students examples, and non-
to reference when examples that give students
looking for examples. a clear understanding of
what a coin is and what it is
46
not.
Integration of Processes Application Assessment Objective
o Writing o Hands on o Rubric o Linked to Standard
Students will write the At the end of the lesson A rubric will be used to o Integrated with
definition of a coin in students will search other assess the students’ Language Arts
their journal. For resources to find examples knowledge on a coin. o Age Appropriate
homework they will of a coin to include as o Oral
then draw a picture of another example. This Throughout the lesson I
a dime, and write three could be done in class as will be checking for
sentences on the well. understanding with the
characteristics of the o Meaningful students by having
dime. Students learn that a coin is them share the
o Speaking essential in order to be able definition of a coin.
Students have an to survive.
opportunity to speak o Linked to objectives
with others during Learning is linked directly to
think-pair-share time the standards.
where they will share o Engaging & Active
their definition of a Learning
coin. Students are engaged by
o Listening & Viewing the anticipatory set of the
Students will be lesson where the whole
listening and viewing class is drawing a quarter,
the teaching of the and the characteristics that
concept, coins, during are on it. Students will work
the presentation of the together to complete this
examples and non- activity. Students are also
examples. engaged by the visuals that
o Vocabulary I have brought in for the
Students will have an lesson.
opportunity to revisit
the vocabulary for this
lesson. They will also
learn more about one
of the vocabulary
words, coin, which in
this lessons concept.
Notes for next lesson:
o Strengths/Weaknesses of Lesson
o
o Reading skills
47
48
GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education
Money
Generalization Lesson Plan
Number 4
1. MATERIALS (5 points)
 Social Studies Journal
 Variety of money posters
 Homework instructions
 Facts that students made in class
Vocabulary
Literature - None
7. OBJECTIVE (10 points)

After the lesson on the concept of money students in grade one will be able to state both orally and in writing the
correct definition of money with 95-100% accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

For this lesson the focus will be on comprehension. Students will be comparing and contrasting
information about the different types of money and making generalizations with the information they
have.
49
1.6 Students understand basic economic concepts and the role of individual choice in a free-market
economy.
Bloom’s Taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating, and

Creating

 Collaborative
 Productive
 Interpretive
8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy
of each source, and integrate the information while avoiding plagiarism.
 ELD Standard(s)
o Emerging: Contribute to conversations by using yes or no answers and responding using gestures,
o Expanding: Students will contribute to class discussions, and partner discussions. The student will
o Bridging: The student will be able to contribute to class, group, and partner discussions. The student will
communicate effectively, listen intently, follow turn-taking rules, ask relevant questions, add other
50
Language Function Statement: edTPA p. 61
Additional Language Demands in each area: edTPA p. 61
8. ASSESSMENT (10 points)
 Formal assessment: Rubric

 This assessment will be used to assess the students’ knowledge of generalizations.
Standard Unsatisfactory Satisfactory/Good Excellent

Students will  Student did not use  Student wrote at least  Student writes three
apply the the data from the two accurate accurate
generalizations examples of money generalizations generalizations
learn in class to form a according to the according to the
and see how generalization. examples of money. examples of money.
money is  Students did not  Students provided at  Student provided
important to provide any least two illustrations three illustrations for
everyone. illustrations. for the generalizations. the three
 Student had  Student had minimal generalizations.
multiple grammar, grammar, spelling,  Student used correct
spelling, and/or and/or sentence grammar, spelling,
sentence structure structure errors. and sentence
errors. structure with little to
no errors.
4. PURPOSE (5 points)
 It is important for students to understand the importance of money in history and in our
everyday life. This lesson will help them connect the information we have learned and
understand money. Our curriculum states that students in first grade will need to use
money and understand the different forms, why it’s important, as well as how it’s used
for trading and buying. From this lesson, students will be ab le to have a strong
foundation of why money is important to us and now will be able to use that information
for future lessons.
Boys and Girls, today we are going to continue our discussion on money. We are going
to really look at how money looked in the past and how it looks today. Like we have
talked about the past couple of days, it is important to understand what money is, what
it is used for, and how it is important to our life today.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
 The money that was used in our first lesson plan, when we introduced the topic of
money, will be used again in this anticipatory set. All of the money will be around the
classroom for the students to touch and look at, in a new way since they have learned
51
some things about money.
 “Boys and girls, we have been talking about money these past couple days. We have
learned a lot about money and have written ten facts about money and have learned
about coins and bills, and why they are important. Today all different types of money
are all over the room for you to look at. I want you to take all of the information we have
talked about and look specifically at these different types of money, maybe in a different
way than you did the first time you saw them. What is one thing that you might notice
that you didn’t notice the first time?
Student 1 – “Some are coins, and some are bills”
Yes, you are right, you might pay attention to the presidents on the coins or bills and
see how that helps you read the type of money. What is something else you might
notice?
Student 2 – “They symbol like the eagle.”
Yes, an eagle you may have seen the first time we looked at a coin, but you may have
not known what it is.
Now, let’s take a look around the room and really look closely at the money. Look at
them in a different way than you did the first time. When we come back we are going to
discuss some things we know about old money and new money. “
1. LESSON BODY (25 points)
Justify for your choice of strategies. Link to students in your class. Include their interests and
abilities.
We will be looking at a variety of information about old and new types of money and making
generalizations about money. We will be writing down information about old and new money together
in class. I will be writing them in my social studies journal and it will be displayed on the board for
the students to see. Students will also be copying/writing down the same information in their journals
as well. We will them make three generalizations on money based on the information that we have.
Students will write down the three generalizations in their journal so they can reference it in their
homework later.
Note: The inducing-a-generalization technique helps pupils arrive at an explanatory

generalization by applying their own logical thinking skills. The teacher begins by
selecting a well-validated generalization and finding specific examples that support its
truth. The learners are presented only with this evidence. They are challenged to
develop an explanatory generalization that is consistent with the evidence. These steps
are typically followed:
Step 1. Pupils look at evidence the teacher has made available
Display the table on the board using the document camera. Draw the students attention to the
table that we will be using. “Class we have all studied about money and you just had the
opportunity to look at a variety of different money. Look at the table here on the board. What
are some facts we can state about old money and new money?
 Old money is a different color.
52
 Old money has different symbols on them.
 Old money has different pictures of the president.
 Old money symbols are in different places.
What are a couple things we know about New Money:
 New money helps us pay for trade, products, and survival.
 New money tells us the presidents.
 New money uses the United States symbols.
 New money has brighter colors.
Now, let’s look at this chart. What can we say about this information?
Students “We used money long ago. Money helps us survive.”
Step 2. Pupils compare or contrast data, discuss and note relationships and general
trends. Script the discussion.
Okay, so we know from the information we have on our chart that we used money long ago
and that they help us. Let’s see how old money and new money are alike?
Students: “They both help us learn about that type of money”
“They both tell people how much it’s worth”
“They both are used for buying things”
Now, what are some ways that old money and new money are different?
Students: “New money looks different than old money”
“We use both types of money still, old and new money”
Step 3. Finally, ask students to develop generalizations based on the

Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.
 Class, how do you think we could explain any relationships we see between old
and new money? Can anyone think of a way to say it? What do we see between
both old money and new money that is important?
 Is there anything we could say about how we use money today in comparison to
how they used them long ago? Does somebody who lives in Canada use money
the same way we do today, or the way we did long ago? Is money the same
anywhere we go?
Write the student’s generalizations on the board or on an overhead transparency

as they think of them. Accept all that are suggested. In your lesson plan, be sure to
script possible responses from your students.
Add the list here.
Bullet responses:
 Anyone in the world uses money.
53
 Money is different everywhere you go.
 Money has different values.
 Money is important for everyone.
 Everyone in the world needs money to buy things.
 Okay, let’s look at these generalizations. “Anyone in the world can use money to buy things” Is that true?
(Wait for students to answer.) Turn to your shoulder partner and tell them how someone in another
country would use a money? So, with what you shared with your partner, can anyone in the world use
money to buy something? Yes, you are right. Just like we use money here in our classroom, on our
computer, or our phones someone who lives in Canada uses money for the same thing.
 “Money helps everyone survive. ” Thumbs up if you agree and thumbs down if you disagree. Great, yes,
money helps EVERYONE survive. Just like we are going to learn about North America, there is a student
in China who is also using money to survive.
 “Everyone in the world needs money to pay others.” Does someone want to share what they think about
this generalization? Call on a student – “I think that this generalization is true because we all need money
to pay other people for a service.” That is very true. No matter if I am here in my own city or state or if I
am traveling in another state I will use money to pay people or their services.
 “Money is important to everyone” Thumbs up if you agree or thumbs down if you disagree. Why is money
important to everyone? (Call on a couple students to share)
 Money helps everyone no matter where they live. – Yes, that is right.
 Money helps businesses, our country, pilots, truck drivers. Yes, it helps all different types of
people.
Money helps people all over the world. Yes, that is right. No matter who they are or what they do, money is
important and help everyone.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to
form generalizations. It is here that you pull them back together as a class for a moment.
Ask:
 What did you learn from the data today concerning money?
 We learned that money is used all over the world.
 We learned that everyone has to pay with money for their services.
 We learned that money comes in different types.
 We learned that money helps us learn about the history of our country.
Yes, Boys and Girls, you all learned about the relationship between old money and new money
and how important money was to people long ago and how important it is for us today.
8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.
Students will interview three family members to see how they use or have used money in their lives.
This will help students reflect on the generalization that money can help everyone. Students will be
able to see how others, even in different states or areas, use money in their everyday lives, their
occupations, or how they have used money in the past.
54
 For homework students will interview three family members and ask them how money is
useful in their lives, how they use money, or an interesting way they have used it in the
past.
 Students will write three complete sentences that include their family member’s name
and how they have used money or why money is important to them.
 Students will illustrate their three sentences.
After several sessions of this type of lesson, students should be able to analyze
another set of data and formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process as well
as the focus generalization developed, a reflection on the generalization itself,
further research to support the generalization, forming additional questions of
interest for further research.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific strategies that
might be used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and
provided in person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner – W/Few Describe specific feedback type to help learn the essential literacy strategy
Words In order to ensure that these ELL students understand the content we are discussing. In
this lesson of making generalizations from the information on money. I understand that
this will be a difficult task for students with limited English words. I will pull the ELL
learners aside while students are writing their generalizations to go over the lesson a
second time.
I also will have all different types of money around the room and will make reference to
them during the lesson. Having the real American (realia) available for students is a
SDAIE strategy that will assist ELL learners.
I will also model what we are doing in class by writing in my social studies journal and
displaying it on the board so that all of the students can follow along. My journal will be
up at the front of the class for students to reference if needed.
Student with low This student will have the opportunity to work with partners in class in order to check for
reading ability understanding as needed. The directions will be written on the board and I will be
modeling what we are doing in class. I will model correct sentence structure so the
student will have examples when he/she is writing their own sentences on the
generalizations of money. My social studies journal will be available for this student to
reference if needed.
There will also be a “fact can” in the front of the room where students will be able to
come up and pick a sentence on the generalizations we came up with in class. This will
be available for the student to reference if needed.
Student with During the lesson the student will have opportunities to engage in enriching
advanced literacy conversations about old and new money. They will be encourage to contribute to the
skills/other class and partner discussions about the generalizations we can make as well.
In the classroom will be a variety of real money that the students will be using at the
beginning of the lesson. As an extension activity students can select a map within the
55
class and write a couple sentences about how someone might be able to use that
specific money. There aren’t any specifics, so the students can be creative in how they
can use the money.
links to
student/standards
1. Prior Knowledge: In this strategy students will This strategy is helpful Students need to
Activating the Known activate their prior knowledge because it will help the continuously activate their
p.40 through a series of guided students pull information prior knowledge to help
questions from the teacher. to include in the old make connections with the
money and new money new content they are
chart. Students can also learning.
use the information
gained when working on
future assignments with
money.
2. Text Lookback p.52 Students will learn strategies This strategy will be Students need to have
on how to look back in helpful when students are strategies to help them
expository text to recall looking back into the recall information they
information. books we have read on have read in books.
money.
50 Literacy
Strategies
1. Interactive Read Teachers read books to their This strategy is helpful I chose this strategy
Aloud p. 50 students stopping periodically because while reading a because it appeals to
to focus on what has been book to the students visual and auditory
read such as new vocabulary, about money the teacher learners. Students will see
making and checking can stop and check for the new vocabulary in
predictions, checking for understanding. It is a new action in the book. It also
comprehension, etc. way to learn the is a fun way to learn about
vocabulary and see it in a new concept or topic.
context as well.
2.Gallery Walk p.39 Students post their work This is a good strategy if I chose this strategy
around the room. Then the students create their own because it is a good
students take a walk around money or their community activity for the students
the room looking at all of the or neighborhood. The after they create their own
work that has been posted on students have an money. The standards
the walls. Students have an opportunity to share their gets more detailed and
opportunity to make work and have others have students label a type
comments and/or questions make comments and/or of money, and compare
on sticky notes or posted questions. Students can and contrast basic money.
paper. The work can be learn more about money During any of these
completed or in progress. by looking at how their lessons/activities we can
peers created their own use a gallery walk to
money. display and celebrate the
student’s work.
50 Social Studies
Strategies
1.Data Charts p. 31 Making a chart that explains Useful because it teaches I chose this strategy
different things that students them about charts, how to because I want students to
have found. set it up, and being able be able to learn how to
to map their map their understanding
56
understanding. by using charts. Also by
separating each finding,
they will understand that
their explanations will have
to be separate from each
other, causing them to
understand that each one
needs a supporting detail.
2. Gallary walk p. 40 Having students walk around Deepens their I chose this strategy
the classroom looking at understanding, provides a because it helps my
objects that may deepen their visual, connects the students connect their
understanding. vocabulary with the actual vocabulary to the actual
object. object. Also, they will see it
in real life and how it may
benefit each human being.
Technology Document Camera It helps the teacher model I chose this strategy
Resources for the students and because it allows students
makes sure they are to see exactly what my
understanding and writing expectations are, and it
down the information. allows me to model those
expectations.
Video It helps students have a I chose this strategy due to

greater understanding of their age. As well as
the value and lists just a having a catchy song will
few ways money is used hopefully stick with them
in our country. for a longer period of time.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for
this lesson model and a rationale for why you have selected this content for this lesson model.
Link your rationale to the specific lesson objective/standard cognitive level and corresponding
descriptive words (i.e., evaluate, generalize).
(10 points)
57
thinking.
Students in the lesson will also collect the information on old and new money and construct meaning
from it. They will develop a generalization and then support their generalization within a class
Evaluation
Students in this lesson will evaluate and compare the information they have learned about old money
Synthesis
and new money to make a generalization or come to a conclusion about money in general.
Students are making a conclusion about the information that they explained about old money and new
Analysis
money. This leads to their high level of thinking when they make a generalization about all money.
Students are applying their previous knowledge on the subject of money and interpreting the
Application
information to lead to a higher level of thinking.
Students are comparing the information on old money and new money and identifying what is similar
Comprehension
and different between the two of them.
Students are asked to identify what they know about old money and new money in this lesson. This is
Knowledge
information that they need to recall from pervious lessons.
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if
you were a student in your class. Use the appropriate paper, print, and line size suitable for the
developmental level of the class.

Content o I modeled the lesson by o Whole group o Students are engaged in
o Background writing down the chart of the instruction while meaningful
Knowledge board, writing it in my social developing our lists of conversations
o The students were studies journal and having it what we know for old throughout the lesson
able to look at all of projected on the and new money, as and have opportunities
the real money that whiteboard/screen. I also well as when we came to make a connection
58
were brought in on write the generalizations on up with and discussed and generalization about
previous lessons. They the board as well. our generalizations. money.Extension activity
were told to look at it o Guided Practice o Small groups is available if the
again and pay o Students wrote in their o There was a small students finish in class
attention to what they social studies journal as a group of ELL learners early.
know now about them class and wrote three that I worked with o EL
that they didn’t when generalizations.’ I was during guided practice o Real money is used in
they first saw them. available for questions time. I went over the class so students can
o Links to past during that time. I also was information again at a make a connection with
learning walking around the class slower pace. what we have been
o Students were asked and met with a small group o Pairs learning about money. A
to recall what they of ELL students. o Students worked in small group of ELL
know about old money o Independent Practice pairs during think-pair- students are pulled
and new money. o Students were given share throughout the during guided practice
o Strategies Used homework as independent lesson to discuss their time In order to check
o Modeling, realia, think- practice. The assignment thoughts on the their understanding and
pair -share. was to interview three family generalizations. teach anything that may
members and ask them how o Works Independently be needed.
they use money or why o Students worked o Other
money is important to them. independently to write o Directions are written on
This supported our and illustrate their the board and what is
generalization that money is three generalizations in assigned to the students
important to everyone. their journal. and modeled on the
o Comprehensible Input o Mixed groups board for them. They
o We walked through each o This was used during can work in partners if
step of the lesson explaining think-pair-share when they need to check for
and checking for they shares with their understanding.
understanding throughout. shoulder partner.
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Students will need to o Students have an o A rubric is used to o This lesson is linked to
read what is written on opportunity to look again at asses the students on the first \grade standard.
the board and what real money. They can touch making o Integrated with
they have written in them and pick them up to generalizations. Language Arts
their journals. make a connection with o Formative o Students will be writing
o Writing what we have been learning o Think-pair-share and sentences using correct
o Students are asked to about. thumbs up/thumbs grammar, spelling, and
write three complete o Meaningful down is used to check sentence structure and
sentences of the o Students are asked to have for understanding. will be using and
generalizations they a higher level of thinking in developing oral
came up with on this lesson and make language skills during
money. generalizations about class and partner
o Speaking money. discussions.
o Students will be o Linked to objectives o Age Appropriate
sharing and discussing o This lesson is linked to the o Lesson linked with first
with their shoulder objective and the standard. grade standards.
partners throughout o Engaging
the lesson. o Students are interacting with
o Listening each other throughout the
o Students will need to lesson.
listen to instructions o Active Learning
throughout class and
will need to listen to
their partners during
think-pair-share.
o Viewing
o The chart and journal
will be displayed on
the board for the
students to see.
o Vocabulary
o Vocabulary cards will
59
still be available for
students and the word
wall that we made for
vocabulary is still up in
the room.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning

o
o Reading skills
60
Inquiry Lesson
Mini Lesson Format
Exploring the different American Coins and Bills
Inquiry Mini Lesson Plan (Based on SIOP Model)
Name: Morgan Holbrook Grade Level 2
ELA Content Standard: ELD Standards:

 Collaborative Emerging: Contribute to conversations by using yes or no
1.1 Exchanging information and ideas with others answers and responding using gestures, words, and
through oral collaborative conversations on a range repeated learned phrases. Students will ask and answer
of social and academic topics basic questions during oral presentations. Students will
 Productive receive prompting and support throughout the lesson. The
student will provide short texts using familiar vocabulary
1.9 Expressing information and ideas in formal oral
from their ten facts with an adult, or peer. The student will
presentations on academic topics. use a select amount of academic and content specific
 Interpretive words while speaking and writing.
1.6 Reading closely literary and informational texts Expanding: Students will contribute to class discussions,
and viewing multimedia to determine how meaning and partner discussions. The student will communicate
is conveyed explicitly and implicitly through effectively orally, will listen intently, follow turn-taking rules,
language. ask relevant questions, encourage others, and add other
1.7 Evaluating how well writers and speakers use ideas or thoughts. The students will actively listen and sing
language to support ideas and opinions with details the song in the video. Students will need occasional
or reasons depending on modality, text type, purpose, prompting and support when asking and answering
detailed questions. After watching the video the students
audience, topic, and content area.
will describe ideas and different elements.
 Connecting and Condensing Ideas Bridging: The student will be able to contribute to class,
61
1.7 Condensing ideas group, and partner discussions. The student will
 College and Career Readiness Anchor Standard communicate effectively, listen intently, follow turn-taking
CCSS rules, ask relevant questions, add other important
Key Ideas and Details information, encourage others, and build upon responses.
3. Analyze how and why individuals, events, or ideas The student will require minimal support while asking and
develop and interact over the course of a text. answering detailed questions about the video and oral
 Integration of Knowledge and Ideas presentations.
7. Integrate and evaluate content presented in
diverse media and formats, including visually and
8.Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism.
1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse
partners, building on others' ideas and expressing
their own clearly and persuasively.
Content Standard:
1.6 Students understand basic economic concepts

and the role of individual choice in a free-market
economy.
7. Understand the concept of exchange and the use

of money to purchase goods and services.
8. Identify the specialized work that people do to
manufacture, transport, and market goods and
services and the contributions of those who
work in the home.
ELA Language Objective: Students in Grade 1 will use their research ELD Language Objective for Grade Level
skills to identify information about specific types of American Money During this lesson, students in Grade 1 will practice the English
within the United States. Students will collaborate orally with peers and Language during oral communication in a group of his/her peers.
use a variety of resources to gather information. Students will engage with various texts, pictures, and multimedia during
their inquiry.
ELA Content Objective: After the mini lesson on how money is used in
America, students in Grade 1 will be able to describe orally and produce a
poster, which describes each type of bill/coin used in the United States
with 95-100% accuracy.

Evaluation: Students in the lesson will also collect the information
on old and new money and construct meaning from it. They will
develop a generalization and then support their generalization
within a class discussion. Students are demonstrating a higher level
of thinking as they are integrating all of their knowledge and
developing a generalization that can be true for all money.
62
Synthesis: Students in this lesson will evaluate and compare the
information they have learned about old money and new money to
make a generalization or come to a conclusion about money in
general.
Analysis: Students are making a conclusion about the information
that they explained about old money and new money. This leads to
their high level of thinking when they make a generalization about
all money.
Application: Students are applying their previous knowledge on
the subject of money and interpreting the information to lead to a
higher level of thinking.
Comprehension: Students are comparing the information on old
money and new money and identifying what is similar and different
between the two of them.
Knowledge: Students are asked to identify what they know about
old money and new money in this lesson. This is information that
they need to recall from pervious lessons.
Learning Focus
Central Focus Statement:
Students will research the different ways that money is used in the United States by gathering information about American coins and
bills.
Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy:. Write an explanation of the usage of American coins or bills.
Materials Additional Language Demands in Research Based Learning Strategies:

 Poster paper vocabulary, syntax and discourse: (provide text chapters/reference)
 Crayons, markers, colored pencils  K-W-L Chart: Activating Prior
 Social Studies Journal  Academic vocabulary/symbols: Knowledge; Scaffolding for ELL
 Internet & computer access Quarter – one-fourth, fourth, one- students (50 Literacy Strategies,
 Pictures of the American coins and quarter, quarter, fourth part, Thompkins, p. 56-59; SDAI).
bills twenty-five percent.  Think-Pair-Share (SDAIE – tap prior
 Posters of the coins  Penny – a coin worth one-hundredth knowledge)
of the value of the basic unit.  Videos, visuals, and realia (money)
 Video that we played in the
beginning of the lesson  Nickel – a United States coin worth (SDAIE)
one twentieth of a dollar.  Flexible groupings (SDAIE)
 Dime – a United States coin worth
one tenth of a dollar.
 Exchange – the act of changing one
thing for another thing.
 Purchase – obtain by purchase;
acquire by means of a financial
transaction.
63
 Manufacture – the organized action
of making of goods and services for
sale.
 Market – a marketplace where
groceries are sold.
 Coin: Flat piece of metal issued by
the government as money.
Literature - None
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
Prior knowledge will be assessed using a K-W-L and attention on the learning goals? learning these standards with these
Chart. Students will participate in a class students?
discussion where we will talk about what we The students have been asked to research
know about American coins and bills. We will information on the different coins and bills Students are learning about the country’s
discuss any questions that they still have we see in America: penny, nickel, dime, economy process in the U.S., and the different
regarding these symbols. We will discuss the quarter, one-dollar bill, five-dollar bill, ten- ways that we use coins and bills in the U.S.A.
connection between our money knowledge and dollar bill, twenty-dollar bill, and one- Students will learn about the different
how we are using those sources of money daily. hundred dollar bill. Students will gather American coins and bills and will be able to
information about all American bills and identify which ones we use the most. Students
coins such as who and what we will find on will also understand that outside of their
them, where these things are made, and any community there are other forms of bills and
coins like theirs and others that are different.
other important information to share with
the class. The students will gather their
information and then report back to the
class.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
All strategies will be research based and from one of the texts. Students: Practice and Application
Please provide reference for each. Note meaningful activities, interaction, strategies, practice and
application, feedback for all American coins and bills.
Teacher: Presentation/ Learning Activities (Strategy Steps)
(Includes language and content objectives, comprehensible input, 1. The teacher and students will discuss important things we have
strategies, interaction, feedback. Use bullet points in each of the learned about money and how they can be used to learn about our
three areas below. Country’s economy.
1. Teacher will discuss important things we have studied about 2. The students will participate in listing information they already
American money and how it can be used. The teacher will tell the know about how money help us survive using the K-W-L Chart.
students that they will be learning about the American coins and 3. Students will watch the video and will participate in discussion
bills in the state we live in, California. (Anticipatory Set). while the video is paused.
2. K-W-L Chart will be projected on the board and as a class we 4. Students will view and study the images presented on the
will discuss and write down the ways that money helps us learn different American coins and bills. Students will share with their
about purchasing items. Any questions the students have will be partners what they notice about the pictures.
answered during this time. The teacher will propose the questions, 5. Students will listen to the teacher as the assignment is being
“What is the dollar bill and coin used for?” to the students. explained to them.
3. Share the video on bills and coins. 6. Students will be placed in mixed groups of two and will begin to
o https://www.youtube.com/watch?v=9vy7pnqRbZQ work together to research the specific coin or bill that has been
o Stop the video after each area and have the students share given to them. Students will use the resources that are around the
(think-pair-share) with their shoulder partner one thing classroom to gather information. Students will work together to
they learned. illustrate their American coin or bill and each student will write a
4. Share the different pictures of American coins and bills. sentence on the poster with details about their specific coin or bill.
o Ask the students to share with their shoulder partner what Students will them present the information they have gathered as a
they notice about the pictures. group to the whole class.
64
o Ask the students if they know what bills and coins they
have seen? Collaborative (engagement with others)
5. Teacher will present Motivation Strategy.  Students engage with the whole class during discussions
o Students will research information about all American about background knowledge.
Coins and Bills, looking for specific characteristics on  Students interact with peers during think-pair-share
each one. opportunities
o Students will present their information on a poster  As a whole class students will view a video and pictures
including images or illustrations and a sentence which and then share what they learned/noticed with a partner
includes important information about their country’s  Students will work together with their peers in a group of
economy. two to research information and present it on a poster
o Students will present their poster and report to the class  Students will present the poster as a group to the class.
what they learned about the different bills and coins.
6. Students will begin researching the inquiry question. Interpretative (comprehension and analysis of written and spoken
o Student will be assigned to groups of two. texts)
o Each group will be assigned a different American bill or  Students will gather information from the video and
coin. There will be more than one group working on each pictures shared on different American coins and bills.
American coin or bill.
 Students will gather information from their social studies
o Each group member will participate in the research and
book and other books regarding the different American
write a sentence about their assigned American coin or
coins and bills.
bill. Students will work together to illustrate their specific
Productive (creation of oral presentations and written texts)
American bill or coin including important facts. On the
 Students work together in their mixed groups to create a
poster each group will include their illustration of their
poster to present to the class on what they found in their
American bill or coin and at least four sentences of
research.
important information about their bill or coin.
 Students will write a sentence that includes important
o Students can research information on the computer (only
information they have learned about their specific
one person per group on a computer), use the posters for
American coin or bill.
information, look at their social studies book, or reference
the video that will be playing (the video from earlier in the  Each student will have an opportunity to share to the
lesson). whole class what they have learned and included on the
o Directions will be listed on the board along with a rubric poster.
so the students understand what is required for their
poster.
o Create a poster with information regarding your
assigned coin or bill.
o Create an illustration on your poster of what your
bill or coin looks like. Make sure to include
specific details of that bill or coin.
o Each student should write one sentence, using
correct grammar, spelling and sentence structure,
giving important information on their assigned
area. Each poster should include at least four
sentences.
o The poster should include a title which includes
the name of your assigned bill or coin.
o All students must work together to gather
information on the assigned area.
o Be creative.
o As a group you will present your poster and
information on the assigned bill or coin.
o Students are encouraged to be creative with their poster.
Collaborative (engagement with others)

 Students discuss background knowledge as a whole class.
 Students will share with their shoulder partners through
think-pair-share
 Students will work collaboratively with a group of their
65
peers.
 Students will give an oral presentation with their group
regarding their research.
Interpretative (comprehension and analysis of written and spoken

texts)
 Students will watch the video and study the pictures of
different American coins or bills used in the U.S.A.
 Students will gather information from their social studies
book, from provided books in the classroom, and from the
video and organize the information to include on their
group’s poster.

 Students work together in their mixed groups to create a
poster to present to the whole class that includes what they
found in their research.
 Students will provide and illustration and sentence
regarding information they gathered regarding the
different American coins or bills.
 Students will individually share within their group during
their oral presentation.
Review and Assessment: What specific assessment tools are being Student Reflection: How will you provide for student reflection on
used? learning?
 Observation – during whole class discussions the teacher  After the assignment students will have an opportunity to
is checking for understanding during think-pair-share share with a partner what they have learned. Students will
opportunities, through individuals sharing about randomly be called on and asked to share what they have
background knowledge. The teacher is observing students learned with the whole class.
during their group work to ensure that students are on task,  Students will be asked to write a reflection in their social
to answer any questions that students might have, and to studies journal about what they learned during their
clarify the requirements as needed. research. The students will also include a sentence
 Rubric – a rubric will be used to assess the information explaining whether or not they use this bill or coin.
that the student provided on the poster. Students will share this with their table groups and the
teacher will read it as an assessment of what they learned.
 For students who struggle with writing I will provide
sentence starters:
“I was surprised to learn…”
“My favorite thing I learned way…”
“It is important for me to know…”
 For EL students, depending on their English proficiency,
they will be asked to draw a picture showing what they
have learned.
Teacher Reflection Extension:
What do you anticipate to be a problem for specific students in Based on data/evidence, what are the next steps for future lessons?
completing either objective? Provide evidence for your answer.
 ELD Objective: EL students might have a hard time working See chart below.
with a group depending on their knowledge of the English
language. During research the students might struggle with
reading the text and might require some assistance.
 Content Objective: Students might struggle with the concept of

researching and organizing information.
What would likely go well? Why?
66
Students will have a variety of ways to obtain information for their
project. Students will enjoy working together as a group because it
gets them out of their seats and working collaboratively with others.
Students are responsible for their own work on the poster so that
will alleviate the potential of one student doing all of the work.
In what area(s) would you like to develop more proficiency?

I would like to develop more proficiency with students organizing
their work. Students will benefit from instruction on how to gather
and organize information during an inquiry lesson. Graphic
organizers should be provided for students to help them organize
their work.
I also would like to develop more proficiency with working
together as a group. Students will need to learn how to share the
responsibilities of research and when writing their sentences so that
they all don’t bring the same information and write the same
sentences.
What theory or theorists would most strongly support use of this

strategy?
The Constructivist (Vygotsky) and the Information Processing
(Bruner) both support this inquiry strategy/lesson. In this lesson
students are asked to “inquire” about a specific topic and research
information to find out more about it. Students then need to
organize the information, write about it, and then present it to the
class.
Attach copy of student work
Strategies to extend the lesson- Fill in chart below:
links to student/standards
1. Prior Knowledge: Students recall information that The strategy is helpful This is a SDAIE strategy as
Activating the “Known” they already know regarding a before every lesson because well and is essential for
p. 40 specific topic. This takes place it helps students connect struggling students and ELL
during a class discussion lead by their prior learning to the students.
the teacher. new content they are about
to learn. Students are more
likely to make connection
with the new material if
they have some prior
knowledge about the topic.
2. Question – Students are taught to locate the This is a good strategy to This helps with the students’
Generation p.44 main idea of the help students with research. comprehension of the topic
passage/content and then The main idea will already or passage. It will help
generate questions regarding be identified as the research students retain the
what they have read. topic, but the students can information they have
generate questions about learned from their research.
the topic that will help them
while researching. They can
67
find the “who, what, where,
when, why, and how” of the
topic they are assigned.
50 Literacy Strategies
1. Data Charts p.31 Students and teachers create a This strategy is helpful Data chart help relate to the
chart to organize information because it would help the standard as they are able to
that they have gathered about a students organize their practice organizing and
certain subject/topic. information from their separating their research.
research. As a class we
could create a chart before
the students were placed in
groups and began their
research.
2.Venn Diagrams p.129 Students use the Venn diagram This strategy is helpful Venn Diagrams help students
to compare and contrast topics. because students will need compare and contrast
It is a good way to show to compare and contrast the different characteristics, as
relationships between two different characteristics well as help them organize
different areas, but also show between American coins information.
their differences. This graphic and bills. This diagram will
organizer helps the students help them organize their
organize their information. information.
50 Social Studies
Strategies
Graphic organizers p.38 Students use the graphic This is helpful because it will This will help my ELL
organizer to help them organize help students keep their students go back to their
their work, as well as show work organized as we go notes and refer to the
relationships and differences through several different information, while it helps
between many different things. coins and bills. others stay organized when
we review all of the
information.
Community building Students are assigned to one This is helpful because it’ll This holds students
p.3 portion of the overall lesson, in help students understand accountable for their work,
this case one American coin or each part, and it also as well as finds an alternative
bill. They then will present their teaches them responsibility. to teaching the material in a
information, so everyone can group setting.
understand what each portion is.
Technology Resources Google Students can use technology Using technology is a SDAIE
to explore what different strategy and will help
coins and bills look like in students connect what their
the U.S.A. It will help them learning by seeing real
while creating their own pictures of the American
poster of their assigned coin coins or bills.
or bill and while researching
information as well.
This is important to give
students another way to
view the information. Using SDAIE strategy.
multimedia will appeal to
auditory and visual learners
and well as ELL students.
68
Poster Project Rubric
0 (Below Basic) 1 (Basic) 2 (Proficient)
Title  The poster does not  The poster contains a
have a title. title.
Illustration  The poster contains  The poster contains  The poster contains a
little to no illustrations some illustrations but detailed illustration of
of their assigned lacks details of the the assigned
American coin or bill. assigned American American coin or bill.
coin or bill.
Sentences  There only one to zero  2-4 sentences of  At least four
sentences on the information regarding sentences with
poster. their assigned important information
 The sentence American coin or bill. regarding their
contained many  Sentences contain assigned American
grammatical and some grammar and coin or bill.
spelling errors. spelling errors.  Sentences contain no
 Sentences contain no  Sentences contain grammar or spelling
details. some details. errors and correct
sentence structure.
 Students wrote
sentences with great
detail.
Team Work  Student did not work  Student showed  Student worked
together with their minimal effort working together well with their
peers to gather with their peers to peers to gather
information and create gather information and information and create
the poster. create the poster. the poster.
69
Social Studies/LA - Vocabulary and Handwriting
MINI LESSON PLAN

or reasons depending on modality, text type, purpose, prompting and support when asking and answering
will describe ideas and different elements.
1.6 Connecting ideas group, and partner discussions. The student will
1.7 Condensing ideas communicate effectively, listen intently, follow turn-taking
 College and Career Readiness Anchor Standard rules, ask relevant questions, add other important
CCSS information, encourage others, and build upon responses.
Key Ideas and Details The student will require minimal support while asking and
3. Analyze how and why individuals, events, or ideas answering detailed questions about the video and oral
develop and interact over the course of a text. presentations.
70
Content Standard:

economy.

work in the home.
their inquiry.

general.
71
all money.
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
How can we integrate cursive writing to help further our knowledge on American Money?

Essential Literacy Strategy: Must be for either composing or comprehending
Write an explanation of the definitions we have learned or Analyze characters or information in content areas.
Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this content?
Writing, drawing and labeling
 How does student use language (see Toolkit samples for use of language)
Writing with the proper vocabulary that we have learned in their journals.
 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:
Writing facts in their journals.
Language Supports: Describe instructional supports during and prior to your learning task that help your students
understand and successfully use the language function, vocabulary and discourse demands. Be specific and link to standards
and students.
Posters, poster walk, identifying vocabulary, drawing and labeling certain types of American Money, making a money poster.
Additional Language Demands in vocabulary, syntax and discourse:
Academic vocabulary/symbols:
72
Students will be writing these definitions in their journals, but when using the vocabulary word in the sentence they must
write it in cursive.
Materials Planned Supports: Research Based Learning Strategies:

Social Studies Journal This strategy will help those students whom (provide text chapters/reference)
Pencil are struggling understanding the vocabulary
Eraser and will help them review the material, it
Document Camera also will strengthen their cursive skills.
White Board
Cursive tracers
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
Go over the material using white boards, I and attention on the learning goals? learning these standards with these
will say the definition and then students By telling them that this is part of their students?
write the correct vocabulary word, then grade and I will compare the importance of The importance of cursive, how it is
show me. writing in cursive and signatures. official and very professional.
Misconceptions: Identify common

misconceptions regarding concepts addressed in
this lesson
Students might try to relate the terms to each
other and not listen carefully.
Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
1.6 Students understand basic economic concepts and the role of individual choice in a
Before
Teaching - free-market economy.
Setting the
stage. 3. Understand the concept of exchange and the use of money to purchase goods and services.
 Ask students “Where have you seen cursive handwriting?”

 Then ask, “talk to your shoulder partner, is cursive handwriting important, why or why not?”
Lesson Body: Explain Strategies/Lesson steps/Academic Vocabulary:

 “Today we are going to learn how to write our vocabulary words in cursive, but make sure you have your listening
During/active ears on because you will be doing an activity where you have to write something to me in cursive!”
engagement  Ask students to take out their cursive tracing white board sheets
in learning  “We are going to start with a few words that we use every day. Go ahead and trace the letters that are in the word
“then” once you have traced all of the letters in “then” go ahead and write it the best you can on the lines below.”
73
 Give students 2 minutes or so.
 Then have them do the same thing with the words; because, they, I, and.
 Say “now let’s try something that is harder, but something we have really been talking about; money”
 Ask students to take out their social studies journals.
 (using document camera) “I would like each and every one of you to grab the right side of your paper like this and
fold it towards the holes just like this. Next, I want you to watch what I’m going to do next. I am going to gently
push down on the side that is folded, but don’t push too hard!”
 Students should follow, walk around to monitor.
 “Now on the left side we are going to write print at the very top”, show this to students on teacher copy.
 “On the right side we are going to write cursive at the very top”, show this to students as well.
 Next, we are going to write all of our 6 vocabulary words on the print side only, just like we do when we take our
spelling tests” Vocabulary words: Exchange, purchase, manufacture, market, coin, and president.
 I would like everyone to take out their cursive tracer sheets with all of our vocabulary words on them.
 We are going to trace them one more time, and then we are going to try our best to write them without the tracer!
Don’t worry we will do it together.
 Allow students 5 minutes to trace all 6 words.
 “Okay class now let’s try writing out first word, exchange.” Write it with them and keep going through each word
until all six are completed on the right-hand side.
Handwriting:
Grammar:
Nonstandard Pronoun Forms: I will correct this error by working on pronunciation and practice writing each and every
letter out to spell certain words such as himself. That way EL students will understand that there is an “m” sound in those
words instead of just “s” like hisself.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 “Alright class now why is cursive so important?” Call on two students to share.
 “Share with your partner about a time you have seen cursive be used.”
 “From what I heard is a lot of people have seen cursive be used when your parents are writing a check, when they
sign their names, write letters, and even write your name. All of you are correct. It is very important that we all have
our own signature and use the same one on every document we sign. Especially when it comes to spending our
money. So, on receipts, checks, credit cards, and even documents.”
 “For your homework you will be writing each one of your vocabulary words in a sentence, but just the vocabulary
word needs to be written in cursive, just like we practiced today. You may use your paper from today, but I want to
see your best writing.” Students will gain independence in LA skills at this time.
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice:
specific assessment tools are being used for at least two types of Think-Pair-Share
assessment? Asking questions
Working with their shoulder partner
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Informal: Walk around the room.
Formal: Checking that each student did the sentences and wrote
the vocabulary in cursive.
Feedback:
I will assess their writing skills and then work with them on the
tracing sheets a little more at the back table, getting them prepared
to write it on their own.
edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction
to impact student learning:
For the whole class

Start practicing writing the whole sentence in cursive. Instead of using 6 words maybe just focus on one or two and increase
as their skills allow.
For the three focus students and other individuals/groups with specific needs.
1. Print out a tracer sheet for each letter in the alphabet.

2. Work one on one at the back table to assure they are tracing and doing it with accuracy.
3. While others are working on other sentences in class, give these students a worksheet to complete. Then they can
complete the other sentences at home.
What theory or theorists would most strongly support use of this strategy?
Vygotsky because this is all part of the scaffolding process.
Attach photos or copy of student work and teaching tools.
In student journal.
Spelling/Word Analysis Chart.

Emergent Letter-Name Within -Word Syllables and affixes Derivational
Relations
Student should be Students should Students should be able Syllables and affixes This will be done
able to spell all be able to identify to spell all of their should have a 90- consistently and
words correctly, all lower-case spelling words and 100% accuracy rate. repetitively using a
and at least get the letters and a vocabulary words as variety of patterns.
curves and quarter of the they have been
connectedness of uppercase letters. provided to them for
the cursive writing their homework use.
correct.
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Data Analysis Conclusions
Students will be assessed when looking at their homework The conclusions will help me reflect on what I need
and the words they will be further assessed with later on to do better in planning my lessons, as well as how
during an exam. my students are retaining the information I have
taught.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer
and select research based strategies from the course resources.
Teach students documents and their own signature. As well as continue to write sentences and practice this
art as it is crucial for their learning. Cursive helps students understand professionalism and develop their
creativity.
Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting & links
research base. helpful for whole group or to student/standards
specific student(s).
1. Prior Knowledge: Students use the graphic This is helpful because it will This will help my ELL
Activating the “Known” organizer to help them organize help students keep their students go back to their
p. 40 their work, as well as show work organized as we go notes and refer to the
relationships and differences through several different information, while it helps
between many different things. coins and bills. others stay organized when
we review all of the
information.
2. Question – Students are assigned to one This is helpful because it’ll This holds students
Generation p.44 portion of the overall lesson, in help students understand accountable for their work,
this case one American coin or each part, and it also as well as finds an alternative
bill. They then will present their teaches them responsibility. to teaching the material in a
information, so everyone can group setting.
understand what each portion is.
50 Literacy Strategies
1. Grand Conversations Students will be able to talk as a This is useful for whole group I chose this because it allows all
class about why they believe that as they share their thoughts and students to participate and share
cursive is important. ideas with everyone. their ideas and thoughts without
feeling left out. It will also
strengthen their communication
skills.
2.Venn Diagram Help students organize and Helpful for students to stay I chose this strategy because
categorize what they are learning. organized and often times students at such a
compartmentalize what they are young age struggle with staying
learning throughout the lesson. organized, as well as
remembering every detail.
Therefore, the chart will be a
review for students as we
continue to move on to other
lessons.
50 Social Studies
Strategies
1.WebQuests This strategy helps students explore This will be helpful for students I selected this because students
their topic online and gather who may not know what come from different cultures and
information that could be used checks, receipts, ect are. They backgrounds, therefore I can’t
during their assignment. can look it up and connect the assume that all students know
word with a picture. what those things are. Also, if
they need to look up the
76
definition of out vocabulary
words again, they may do so.
2. Poster Walks This strategy helps students gain an This is helpful for whole group I chose this strategy because I
interest and/or understanding of what as it activates their prior want students to be able to
they may be learning that day using a knowledge and prepares them remember what they have seen
visual, as well as activate the to identify what they have seen. and then think of important
students prior knowledge. alternative items where they
have seen cursive that may relate
to money.
Technology Resources
Document Camera This technology helps model work This is helpful for the whole I chose this technology because I
for students. class especially for the wanted to assure that all students
kinesthetic and visual learners. had a fair chance at
understanding what we are
learning and how to work step-
by-step.
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your
learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at
least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Assessing their use of vocabulary and making sure they really understand the true
definition.
Evidence of Student Understanding:
Writing their own sentences using the vocabulary By having them write a sentence of their own using the vocabulary term, students
words. will prove whether they truly know the definitions or not.
Student Feedback:
I will write on their papers as to either meet with me to further their understanding
or give them a stamp which tells them they can continue on.
Assessment Strategy #2: Alignment with Objectives:

Describe how this assessment is aligned to your stated objectives. Which
objective(s) is it assessing?
This is helping them understand parts of money such as a signature that is used on
Sorting printed and cursive writing, writing in certain parts of money (checks, loans, receipts, ect).
cursive.
Evidence of Student Understanding:

If it is their best hand-writing, then I know that they understand the importance of
cursive.
Student Feedback:
I will write on their papers as to either meet with me to further their understanding
and try again or give them a stamp which tells them they can continue on.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
My plans linked students prior knowledge of money and linked it to personal/cultural/community assets such as checks, loans, receipts,
different things that they will be seeing or even see every day now.
Grouping Strategies:
Students are only in groups during think-pair-share until I can assess which students are struggling, and which ones are showing great
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understanding of cursive writing.
Planned Supports:
Students will be able to share with the class and their partners different times where they have seen cursive writing and share their diverse
thoughts and ideas. As well as why they believe cursive writing is important.
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Listening /Talk (Use Social Studies Topic)
MINI LESSON PLAN

student will provide short texts using familiar vocabulary from
their ten facts with an adult, or peer. The student will use a
presentations on academic topics. select amount of academic and content specific words while
 Interpretive speaking and writing.
or reasons depending on modality, text type, purpose, prompting and support when asking and answering detailed
questions. After watching the video the students will describe
ideas and different elements.
Content Standard:

79
economy.

work in the home.
skills to identify information about specific types of American Money During this lesson, students in Grade 1 will practice the English Language
within the United States. Students will collaborate orally with peers and during oral communication in a group of his/her peers. Students will
use a variety of resources to gather information. engage with various texts, pictures, and multimedia during their inquiry.

general.
all money.
80
Learning Focus
Students in grade 2 will use both listening and talking within the classroom to recall background knowledge about money and apply it to
the new content learned today.
Language Demand Statement:

Students will use academic language while listening and talking during the K-W-L chart, the activity, and writing in their
journal as a reflection.
Language Function Statement:

Students will identify main ideas and details within the text and will use those to complete the activity and participate in
listening and talking activities in the classroom.
Materials Vocabulary: Research Based Learning Strategies:

Social Studies Journals  Exchange – the act of changing one Strategy 1: Think-Pair-Share (SDAI
Pencils, crayons, colored pencils thing for another thing. Strategies)
Money Handouts  Purchase – obtain by purchase; Strategy 2: K-W-L Chart (50 Literacy
acquire by means of a financial Strategies p.56)
transaction. Strategy 3: Group Discussions (SDAI
 Manufacture – the organized action Strategies)
of making of goods and services for Strategy 4: Working in small cooperative
sale. groups (SDAI- Positive affective domain)
 Market – a marketplace where Strategy 5: Using resources (SDAI- teach
groceries are sold. study skills)
 Coin - Flat piece of metal issued by Strategy 6: Small Group Conversations
the government as money. (Language Arts Patterns of Practice p244-
 President - the head of the 246)
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government
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Real World Connection:
prior knowledge? attention of students and focus their minds Students need to understand where they
K-W-L Chart to gather all of the information we have and attention on the learning goals? can keep their money. This lesson will
learned about money and how it help us in our I will ask the question, “Where do we keep give them an understanding of where they
everyday lives.
We will discuss this as a class, complete the K-W-L
our money?” to the students. The students can do that.
chart and identify things that we still want to learn will talk with their table groups about what
about money. that might mean. We will talk about the
different types of money that we have seen
and how it helps us. We will talk about how
we can store our money in different places
and how that helps us. I will tell the
students to keep this in mind while we are
completing our K-W-L chart.
Lesson Learning Strategies and Activities

Introduction: 1. Teacher will present the anticipatory set to the class by asking the question, “Where can you keep your
money?”
Before  Teacher will lead a discussion answering this question.
Teaching -  Teacher will draw the attention of the students to all of the different types of money we have
Setting the learned about and how that can help us find a place to store it all.
stage. 2. Teacher uses a K-W-L chart to activate the background knowledge of the students.
Lesson Body  As a class complete the K-W-L Chart making notes of what we already know about money which
& Closure will summarize all of the previous lessons and make note of what we still would like to learn.
 Ask students to think-pair-share with their partner one thing they already know about money. Call
on students to share to complete the chart.
 Talk with students about what they would still like to learn about money.
3. Teacher will introduce the Instructional Strategy.
 Teacher will show a video. Students should pay close attention to the different places that are
mentioned in the video. https://www.youtube.com/watch?v=CqD3hnjZBTM
4. Excuse the students back to their desks and introduce the activity to the students.
 Pass out the Money Handout
 Walk through each step of the activity asking students to share what they would put in each place.
 Model for the students exactly how they would complete each part projecting it on the board for
students to see.
 Provide a sample of the completed activity at the front of the class for students to reference if
needed.
10. Teacher will have the student turn in their activity and take out their social studies journal.
11. Teacher will revisit the K-W-L chart with the students and ask the students what we have learned today that we can
add to the chart.
 Teacher will have the students share with their table groups what they learned today.
 Teacher will ask questions to the students about what they learned today and have them share with the
class.
 Teacher will encourage the students to ask questions to clarify what they have learned today.
12. Teacher will have the student write a paragraph in their journal reflecting on what they learned today.
 Students can include interesting information they learned for the day about money, any questions that they
82
still have, or what they would still like to learn.
 Teacher will project the journal topic on the board and direct the attention of the students to it.
Academic Language Development: (How will this happen in the following three areas?)
 Teacher will facilitate a whole class discussion while completing a K-W-L chart and activating background knowledge.
 Teacher will have students participate in group discussions and with partners to share what they have learned and what they
know.
Interpretative (comprehension and analysis of written and spoken texts)

 During the video the teacher will check for understanding and will stop to discuss how it applies to the students.
 Teacher will have the students recall events of the video when it is completed.
 Teacher will have the students apply what they have learned from the text and from their discussions by completing the money
activity.

 Teacher will have the student illustrate pictures of where they can keep their money.
Teacher will assign a journal prompt where the students will reflect on the activity and what they learned today.
Formal Assessment: Student Reflection:

A rubric will be used to assess the student’s money activity. After the lesson and activity is complete the students will have an
opportunity to share with a partner what they have learned.
Informal Assessment:
Throughout the discussions to complete the K-W-L chart to activate The students will be asked to write in their social studies journal and
background knowledge, the teacher will assess the students’ knowledge reflect on what they have learned. Students can include any interesting
and understanding on the topic of money. information, questions they have, or anything they would still like to
During the interactive read-aloud the teacher will assess the students’ learn.
understanding to see if any additional instruction is needed or if any more
examples need to be given.
Through the students’ journal entry, the teacher will assess what the
students learned and will determine if any additional instruction is needed
for the next lesson.
Teacher Reflection
Impact: (Analysis of Student Achievement from this lesson)
How many students met performance criteria for objectives? How many did not meet the performance criteria for objectives?
Next Steps: How will you change the lesson to increase student achievement?
1. What did your analysis tell you about how your students learn?
2. What did your analysis tell you about the success of the strategies you used?
3. How useful were the assessments in terms of student learning?
4. What resources and/or personnel might assist you in improving student achievement?
5. How will you differentiate instruction so that all students achieve?
6. How will you differentiate instruction for students who easily achieved the performance criteria and need to move forward?
83
Tales of American Money
MINI LESSON PLAN

84
prompting and support when asking and answering
or reasons depending on modality, text type, purpose,
audience, topic, and content area. will describe ideas and different elements.
Content Standard:

economy.

work in the home.
their inquiry.
85
general.
all money.
Learning Focus
Students will create a short tall tale that incorporates two exaggerated details about an incident and their knowledge of money and how
it helps them. Students will use the correct vocabulary and sentence structure to produce a successful tall tale.

Language Demand Statement: edTPA
Students will use correct academic language while writing their tall tale.
Language Function Statement: edTPA

During this writing assignments students will identify an incident and three details to include in their tall tale and will use
the characteristics of a tall tale to compile a well created writing.
Materials Vocabulary: Research Based Learning Strategies:

Writing journals  Exchange – the act of changing Strategy 1: Think-Pair-Share (SDAI
Social Studies Journal one thing for another thing. Strategies)
Pencils, crayons, colored pencils  Purchase – obtain by purchase; Strategy 2: K-W-L Chart (50 Literacy
Document Camera acquire by means of a financial Strategies p.56)
White board transaction. Strategy 3: Group Discussions (SDAI
86
Video on Tall Tales  Manufacture – the organized Strategies)
https://www.youtube.com/watch?v=3w3z_jS4kbU action of making of goods and Strategy 4: Working in small
services for sale. cooperative groups (SDAI- Positive
 Market – a marketplace where affective domain)
groceries are sold. Strategy 5: Using resources (SDAI-
 Coin - Flat piece of metal issued teach study skills)
by the government as money. Strategy 6: Small Group Conversations
 President - the head of the (Language Arts Patterns of Practice
government p244-246)
Pre-Assessment: Motivation Strategy: Real World Connection

Introduce the vocabulary words tall tale and As we watch the video the students will A tall tale is a type of essay that they need
exaggerate. Tell the students the definition and learn what a tall tale sounds like. We will to know how to write. They also will come
write it in their writing journals. point out the exaggerations and reinforce across these tall tales when they are
those characteristics of the tall tale. reading and being able to distinguish them
After, students will be able to write their as a tall tale rather than a factual
own tall tale. essay/book is important. By watching the
video, the students will understand the
characteristics of a tall tale.
Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
1.6 Students understand basic economic concepts and the role of individual choice in a
Before
Teaching - free-market economy.
Setting the
stage. 5. Understand the concept of exchange and the use of money to purchase goods and services.
6. Identify the specialized work that people do to manufacture, transport, and market goods
and services and the contributions of those who work in the home.
13. Ask students if they know what a tall tale is? Have them think pair-share about what they think it means, then share
out in whole group.
14. Help students understand that there are more than just fiction and non-fiction writings out there, and that by knowing
these will help them become better writers and that they can write anything.
Lesson Body: Explain Strategies/Lesson steps:
Teacher: Presentation/ Learning Activities (Strategy Steps)
During/active 1. Teacher will present the anticipatory set to the class by discussing the vocabulary words tall tale and exaggeration.
engagement  Teacher will display the vocabulary words on the board and will discuss them.
in learning  Teacher will list the characteristics of a tall tale.
o Written in first person
Closure o Involves a hero who can do outrageous things – super human
o Includes a lot of exaggeration
o There is a problem and solution in the tall tale.
o Is about an incident that really happened, but the facts are exaggerated.
 Teacher will ask the students for examples of exaggeration.
 Show the short clip on exaggerations found in Disney movies. https://www.youtube.com/watch?v=vMSLgxj2dxk
 Teacher will tell the students to pay close attention to the exaggerations that we hear about in this video.
87
2. Teacher discusses the exaggerations we see in the video.
3. Teacher uses the handout, writing a Tall Tale, to practice writing exaggerations.
 Teacher models this practice.
 Students each have a hand out and the teacher is writing on hers while it is under the document camera and projected on
the white board.
 Teacher asks the students to think-pair-share with their shoulder partner a fact about money.
 Teacher collects ideas from the students and writes them on the handout. Teacher tells the students to copy these down
on their paper as well.
 Teacher comes up with an exaggeration for the first fact.
o Fact 1: There is a president on each piece of American money.
o Exaggeration: The presidents had to do something that was extremely important in order to get on the coin or
bill.
 Teacher has the students work with their partners to come up with exaggerations for the other fact.
 Teacher asks the students to share with the class. Teacher writes them on their handout.
4. Teacher has the students use the handout and write an incident that they would like to write a tall tale about. Remind the
students that they need to incorporate the use of money in the tall tale. Teacher asks the students to give her some ideas/examples
of incidents that involve a map.
 Vacation/Road Trip/New City
 Disneyland/Theme Park
 Moving to new city, state, country
 Your weekend
5. Teacher has the students write one incident and two facts and exaggerations.
6. After the students are done writing their facts the teacher has the students share their exaggerations with their table group.
7. Teacher has the student write their rough draft, and then work in Writing Groups (50 Literacy Strategies, p. 143-145) to revise and
edit their tall tale.
 Student get into their writing groups (pre-selected).
 One student reads their rough draft aloud while other students offer compliments and effective feedback.
 Writers ask any questions for help with areas in their writing where they are having trouble and students offer
suggestions.
 The process is repeated with all of the members of the group.
 Students individually make a plan for revision.
10. Once the students have written their rough draft, revised and edited their tall tale, they meet with the teacher and the teacher
gives them their final draft paper.
11.Once students are done, the teacher will choose a couple students to share their writing in the Author’s Chair (50 Literacy
Strategies p.10)
 Teacher identifies a special chair for the students to sit in
 Teacher explains that the student who is sharing their writing will sit in the chair and the other students will sit on the
floor in front of them.
 Teachers choose one student for the author’s chair and they read their tall tale.
 Teacher invites the student-author to call on other students to share compliments, ask questions or make comments
about the tall tale.
 Repeat with two other students.
12. Reflection/Closure: Teacher has the student all stand up at the front of the room and mix and mingle to find a partner.
 Once the music stops the students high five a classmate next to them and they are their partner.
 Teacher asks the students to share one things they have learned about writing a tall tale.
 Teacher asks a couple students to share.
 The music plays again, and the students mix and mingle again to find another partner.
 The teacher instructs the students to tell their partner one thing they have questions about.
 Teacher asks a couple of the students to share.
Academic Language Development: (How will this happen in the following three areas?)
 Teacher will facilitate a whole group discussion while teaching the characteristics of a tall tale. Teacher will engage the students
by asking them to share exaggerations.
 Teacher will have students participate in group discussions and with partners to share what they have learned and what they
know.
88
Interpretative (comprehension and analysis of written and spoken texts)
 During the read aloud the teacher will stop to check for understanding of the text, highlighting the characteristics of a tall tale,
specifically exaggeration.
 Teacher will have the students recall exaggerations within the story.
 Teacher will have the students apply what they have learned from the text and from their discussions by writing their own tall
tale.
 Teacher will connect the new information of a tall tale with their prior knowledge of American money to incorporate into their
tall tale.

 Teacher will have the student participate in writing groups while they are revising and editing their tall tale.
 Teacher will have the selected students participate in the author’s chair activity and share their tall tale with the class.
Monitoring Student Learning - Review and Assessment: What Student Reflection:

specific assessment tools are being used for at least two types of After the lesson and activity is complete the students will have the
assessment? opportunity to share their thoughts and ideas with a partner what
they had learned from this lesson. Students will then have the
Informal: Throughout the discussions of the new vocabulary and opportunity to share their thoughts and ideas with the entire class.
characteristics of a tall tale, the teacher will assess the students’
knowledge and understanding on the topic of tall tales. During the
read-aloud teacher will assess their students’ understanding of
exaggeration to see if there needs to be any additional instruction or
clarification.
Formal: I will use a rubric that will not only assess whether they
have complete understanding of exaggeration and tall tale, but also
will assess their punctuation, spelling, and grammar.
0 (Below Basic) 3 (Basic) 5 (Proficient)

Writing  The paragraph  The paragraph contains  The paragraph contains
does/does not contain a a topic sentence, at a topic sentence, at
topic sentence, has little least one idea with little least two ideas with
to no ideas or details, to no details and a details and a conclusion.
and does/does not conclusion.
contain a conclusion.
Character  The paragraph does not  The paragraph  The paragraph contains
contain a human incorporates some kind a human character with
character with human of character other than super human abilities.
abilities. a human.
Exaggeration  The paragraph doesn’t  The paragraph contains  The paragraph contains
contain one at least two at least two
exaggeration. exaggerations. exaggerations.
Grammar, Spelling, and  The paragraph contains  The paragraph contains  The paragraph contains
Sentence Structure many grammatical and some grammar and no grammar or spelling
spelling errors. spelling errors. errors and correct
sentence structure.
Problem and Solution  There is no evidence of  The paragraph contains  The paragraph contains
a problem and solution some information about a well thought out
within the paragraph. a problem and solution. problem that the
character solves.
89
90
Professional Reflection
Provide a thorough answer for each question.
1. 1. Community – 50 SS Strategies p. 71
Select one Social  This strategy can extend social studies knowledge by students learning more
Studies Strategy
from your text and about the communities which will enforce their knowledge of economic
explain how it can skills. This aligns with the standards used in this unit about money. As the
be used to: students extend their knowledge of money, they begin to learn about how
money is used in their community as well.
 Extend social  Literacy learning is extended as students discuss with students, teacher,
studies
knowledge, parents, family members, community members as they understand different
elements of American money. They are building their oral language,
 Extend listening and talk skills by being a part of these conversations.
literacy In this strategy they suggest the students learn about money by using programs on the
learning internet such as Google images, and the provided videos from each lesson. Students
 Engage
can look outside of their own community they can use Google images to look more
students at a into the details on each coin or bill. In the inquiry lesson plan students examine other
deeper level details that are on each coin and the differences between them.
of learning
2. 2. Interactive Read-Aloud 50 Literacy Strategies p. 50
Select one  Teachers can choose books (non-fiction and fiction) that align with social
Literacy Strategy
from your text and studies themes such as money, families, government, or trade. Students can
explain how it can extend their social studies knowledge through this interactive read-aloud as
be used to: teachers incorporate and teach new vocabulary and teach comprehension
skills on the knowledge they are learning.
 Extend social  Literacy learning is extended when teachers demonstrate fluent reading,
studies
knowledge, comprehension strategies, and provide the students an opportunity to respond
91
to what they read. Teachers can incorporate the use of graphic organizers if
 Extend they are gathering information from the book to use for a writing, or for
literacy
listing facts.
learning
Students can be engaged in a deeper level of learning through an interactive read-
 Engage aloud through the questions that the teachers ask the students. As the students are
students at a engaged in the reading and the content they are learning teacher can take this
deeper level opportunity to get students to participate in higher level thinking. The teacher can
of learning. use Depth of Knowledge (DOK) questions to engage students at a deeper level of
learning.
3. 1. K-W-L Chart – 50 Literacy Strategies p. 57-59

Feedback: Select  Students work together with the teacher to identify what they know, what
2 strategies for
providing they want to know, and then at the end of the lesson or unit, what they
immediate learned. Teachers can give immediate feedback on the students’ learning
feedback on because they are discussing what they have learned. The teacher is helping
learning from any guide and organize the information which helps give feedback to the students.
of your texts. This is research based and found in the book, 50 Literacy Strategies by Gail
Provide evidence
that it is research E. Tompkins.
based. 2. Interactive Writing – 50 Literacy Strategies p. 53-55
 During Interactive Writing students work with the teacher either whole class
or in a small group. This helps provide immediate feedback to the student
because the teacher is working with the student(s) and can offer feedback on
their writing, their handwriting, space between words, capital letters and
punctuation. If any changes need to be made or instruction needs to take place
it can happen immediately by the teacher or other students. This strategy is
research based and found in the book, 50 Literacy Strategies by Gail E.
Tompkins.
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American Money

Objectives and Standards…………………………………………………………………... 3

Direct Instruction Lesson Plan………………………………………………………………... 22

Concept Attainment Lesson Plan...…………………………………………………………... 37

Generalization Lesson Plan…………………………………………………………………… 49

Inquiry Lesson Plan…………………………………………………………………………... 61

Vocabulary Lesson Plan……………………………………………………………………… 70

Listening/Talk Lesson Plan…………………………………………………………………... 79

Writing Lesson Plan………………………………………………………………………….. 85

 CCSS ELA Standard

 CCSS ELD Standard

Connecting and Condensing Ideas

Research to Build and Present Knowledge

Concept Attainment Lesson

 Hist. Social Science Standard

 State Bloom’s Level: Remembering, Understanding, applying.

Bloom’s Taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating, and

 CCSS ELA Standard

Cog. Taxonomy/DOK Levels

Vocabulary & Handwriting Lesson

Cog. Taxonomy/DOK Levels

ELD Language Objective for Grade Level

SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective

Gender General SES General Ethnic Describe

15 Boys Unknown 4 high average, 4 4 Hispanic, 8 7 average students

15 Girls Unknown 4 high average, 4 2 Hispanic, 10 7 students at grade

Lesson 2: Concept Attainment

Lesson 5: Vocabulary & Handwriting

It tastes like paper and metal.

It sounds like a flag.

It smells like my Grandparents.

It looks like it’s very important.

edTPA LANGUAGE FUNCTIONS & DEMANDS

Language Demands: Specific ways that academic language (vocabulary, discourse,

Three Language Demand areas:

2. General academic vocabulary used across disciplines (e.g., compare, analyze,

3. Subject-specific words defined for use in the discipline.

Discipline-specific discourse has distinctive features or ways of structuring oral or

 CCSS ELA Standard

 CCSS ELD Standard

Related skills for the essential literacy strategy:

Academic vocabulary/symbols: ex. List/use vocabulary in sentence

Syntax: (Use language frames in Language of … section in Toolkit)

3. ASSESSMENT STRATEGY (10 points)

4. LESSON OPENING/PURPOSE (5 points)

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

 RESTATE OBJECTIVE IN STUDENT TERMS

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

(Ideas…select several of these or add your own ideas.)

 MODELING SDAIE: Demonstrations and modeling

 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

7. CLOSURE EL/SDAIE: Questioning for review

 Ask students to share what they wrote for their facts.

Learning facts about money.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION

 With Individualized Education Programs (IEPs) or 504 plans

Students with IEP and 504 plans

Students with Specific Language Needs

IEPs/504 Plans: Number of Supports, Accommodations,

 I will use K-W-L charts (page 60, 50 Literacy Strategies) to

Students with Other Learning Needs