Kierra Arsiga
Stephanie Blair
Andrea Balanzar
Stephanie Bylina
Amanda Bowser
Sheltered Lesson Plan Template
Topic: Class: Date:
1st grade- Money (Coins) TESL 474 4/11/18
Preparation
Standards:
E10.1.1 Explain what money is and how it is used.
E10.1.1A Explain the form and function of money and how it is used.
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.
Content Objectives: Language Objectives (identify language
● SWBAT identify/name coins: pennies, levels here):
nickels, dimes, and quarters. ● SWBAT discuss the identity/name of
● SWBAT name the value of pennies, coins: pennies, nickels, dimes, and
nickels, dimes, and quarters. quarters.
● SWBAT develop the understand of ● SWBAT discuss with a partner their
the concept of money as a method of observations of coins.
exchange. ● SWBAT write about the different US
coins in a worksheet
Learning Strategies Materials (supplemental and adapted)
● Teacher led discussion ● Book: Monster Money, by Grace
● Eye to Eye Knee to Knee Discussion Maccarone (Hello Reader! Math
● Large group activity Books, Scholastic, Inc., 1998)
● Individual work ● Chart Paper
● Hands on Activities ● Vocabulary Chart
● Crayons (0ptional colors: brown,
copper, gray, and silver crayons)
● Play money
● Hand lenses
● Handouts:
● Coin Posters (penny, nickel, dime,
quarter)
● U.S. Coins worksheet
● Pictures of items for sale
Key Vocabulary (student-friendly definitions)
Money - something (such as coins or bills) used to buy goods and services and to pay people
for their work
Value - How much something is worth or costs
Trade - to give in exchange for something else
Currency - The type of money used within a country
Bills - Paper money
Coin - Metal money
Dollar - Paper money worth 100 cents
Penny - Small copper coin worth 1 cent
Nickel - Medium silver coin worth 5 cents
Dime - Smallest silver coin worth 10 cents
Quarter - Largest silver coin worth 25 cents
Spend - To purchase a good or service
Time: 10 Motivation (explicitly describe) INPUT
minutes
Building Background Knowledge:
● TW gather students to carpet for story and discussion.
● TW begin discussion by saying “What is money? What do people
use money for? What types of money/coins do you know?”
● TW will pause between questions to give students a chance to
share their experiences. SW use thumbs up to show agreement
with friends.
Links to Experience:
● TW ask students about a time they got to spend their own money
in a store.
● SW share their experiences with the class.
Links to Learning:
● TW explain that today we will be learning the names, value, and
purpose of money and how we use it. And we will start by reading
this book about monsters buying monster pets.
● TW show students the front of the book, Monster Money, and ask
them what they think the book will be about
● TW explain that the monsters need to use money to buy the pet.
All of the pets at the store cost the same amount of money, but the
monsters all have different coins to use to buy them, so watch to
see what they are using to buy their monster pets.
Key Vocabulary:
Money - something (such as coins or bills) used to buy goods and services
and to pay people for their work
Value - How much something is worth or costs
Trade - to give in exchange for something else
Currency - The type of money used within a country
Bills - Paper money
Coin - Metal money
Dollar - Paper money worth 100 cents
Penny - Small copper coin worth 1 cent
Nickel - Medium silver coin worth 5 cents
Dime - Smallest silver coin worth 10 cents
Quarter - Largest silver coin worth 25 cents
Spend - To purchase a good or service
Time: 15 Presentation (explicitly describe) MODELING/I Do
minutes * Thinking with the end in mind, what content and language do you need to model?
● TW read the book aloud to the class, while stopping to show
students the pictures.
● SW discuss and share their ideas.
○ TW explain that the monsters all have their own money to
spend.
● TW introduce todays concept of the role of money and coin
identification and values.
The Role of Money
● T – As we saw in the book, money is something we use to buy
things. In the old days, before money was invented, people used
to trade for everything they wanted. If a farmer needed a hammer,
he might trade a basket of eggs for the hammer. Can you think of
reasons that trading didn’t always work well?
● SW sit eye to eye, knee to knee while teacher guides them with
ideas – people might not agree that a basket of eggs is worth a
hammer, it might be hard to carry around the things you had to
trade, it might be hard to find someone that wanted what you had.
● T – After a while, people realized that they needed a better way to
exchange, or trade, for things they needed. They needed to have
something that everyone wanted. It had to be worth the same
amount to everyone, and it had to be easy to carry. Different
groups of people tried lots of different things, but finally money was
invented.
● T – Money is used all over the world to buy things. Lots of
countries have their own money that looks different from ours, but
we’re going to look more closely at the currency we use in the
United States.
Coin Identification
● T – Money can be made of two different materials; do you know
what money is made of?
● SW answer, TW let them know that some money is made of paper
and some is made of metal.
● T – Paper money is called bills and metal money is called coins.
Bills are in dollar amounts, but most coins are worth less than a
dollar.
● T – Today, we are going to talk about coins that are less than a
dollar. We will start with this coin (TW pass out a penny and hand
lenses, SW pass around to one another)
Time: 15 Practice (explicitly describe) GUIDED PRACTICE /We Do
minutes * Thinking with the end in mind, what content and language do students need to
practice here to receive feedback from the teacher before they work independently?
Am I gradually releasing students toward what they are expected to do
independently?
● T – Does anyone know whose picture is on the penny? TW be
holding up larger picture of the front of the penny)
● SW – turn and talk to discuss with partner before offering answers.
● T – This is a picture of Abraham Lincoln, he was the 16th president
of the United States, take a look with your hand lens and discuss
with your partner what else you notice about the penny.
● TW start a bubble map with “penny” in the center.
● TW call on students with their hands raised to share something
they noticed.
● TW record student’s response in the bubble map, making sure to
point out the penny is worth 1 cent, the color is copper, and
pointing out the size.
● TW discuss the back of the penny, as well. (teacher will show
larger picture of the back of the penny - Lincoln Memorial, in
Washington DC, built to honor President Lincoln)
● TW repeat same process with other coins.
● TW continue on with same pattern with the nickel (Thomas
Jefferson, 3rd president of U.S., Monticello – Jefferson’s home,
gray), dime (Franklin D. Roosevelt, 32nd president of U.S., a torch,
an olive branch, and an oak branch, silver), and quarter (George
Washington, 1st president of U.S., an Eagle holding a branch or a
state-based design, silver)
● TW have a print out of the front and backs to show students, as
well as the play money to pass out
● TW then ask students if they have any questions about money.
● TW hang chart paper around the room so students can see their
work.
Time: 10 Application (explicitly describe) INDEPENDENT
minutes PRACTICE/ASSESSMENT/You do
* Does this opportunity give students the opportunity to demonstrate language and
content mastery?
● TW read the directions to the worksheet: U.S. Coins.
● TW ask students thumbs up if they are clear on the directions,
thumbs down if they are confused.
● TW direct students to turn their attention the coin chart paper or
vocabulary chart that is hung up around the room, and tell S that
they may refer back to them at any time for assistance.
● SW be asked to return to their desks to work on the worksheets
independently.
● TW walk around room to ensure S are working.
Time: 5 minutes Review (explicitly describe)
TW recap the coins asking the students if they can name 3 things about
each one.
SW volunteer answers as teacher calls on them.
TW then show a picture of a piece of candy with a price tag of 1 cent. TW
tell students that she has a nickel and ask if she has enough money.
SW volunteer answers.
TW show 3 more pictures and ask if she has enough.
Key Vocabulary:
Money - something (such as coins or bills) used to buy goods and services
and to pay people for their work
Value - How much something is worth or costs
Trade - to give in exchange for something else
Currency - The type of money used within a country
Bills - Paper money
Coin - Metal money
Dollar - Paper money worth 100 cents
Penny - Small copper coin worth 1 cent
Nickel - Medium silver coin worth 5 cents
Dime - Smallest silver coin worth 10 cents
Quarter - Largest silver coin worth 25 cents
Spend - To purchase a good or service
Key Concepts:
SW name and know the value of coins.
SW identify a coin by looking at it.
SW understand that money is a method of exchange.
