SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Caps for Sale- Math Lesson

Miss Swiger
Math/English Language Arts
2nd grade
1 class, 1 hours long

Essential
Questions

PA/Common
Core/Standards

Money is important because it helps us understand

value.
Graphs help to organize and interpret data from a
source.
Ability to organize mathematical data in graphs to
provide a visual representation
Comprehend use and purpose of money in coins
How can we organize and keep track of how many
times something appears?
How can we use this information to determine price of a
product?

Standard - CC.1.2.2.J
Acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases.

Standard - CC.2.4.2.A.3
Solve problems and make change using coins and paper currency with
appropriate symbols.

Standard - CC.2.4.2.A.4
Represent and interpret data using line plots, picture graphs, and bar graphs.

Objective

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)

After demonstration, students will be able to use data

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

CK

Formative &
Summative
Assessment
Evidence

Formative- completed graph using example given in

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

Summative- Students will use word bank to complete

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

Summative- After the lesson, students will discuss with

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

For ELLs

BICS- While in group work, students will utilize social

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

CALP- Students will evaluate, summarize, analyze,

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

Writing- will complete graphic organizer of vocabulary

words while given a word bank of key terms. Students
will also write short sentences describing their findings
after completing the graph and money sequences.
Listening- students will actively listen to the story at the
beginning of the lesson and follow along in their own
book. Students will highlight key vocabulary words that
are on their graphic organizer
Speaking- students will identify American coins, as well
as data that they have documented in their graph with

ISTE Standards
for Students
Framework for
21st Century
Learning

the rest of the class. While counting , students may use

native language and English.
Reading- ability to recognize trends in a graph, which
one is less, more, equal too. Also, students will
recognize vocabulary words as well as key terms when
asked to point to a dime, nickel, penny, etc.
Family- What types of hats do your family members
where? When do we wear hats? Are these hats
expensive?
Culture- What are the names of these hats? What type
of currency is used in your other culture?

ISTE:
Creativity and Innovation- use models and simulations
to explore complex systems and issues. Identify trends
and forecast possibilities
Research and information fluency- process data and
report results. Locatem organize, analyze, evaluate,
synthesize, and ethically use information from a variety
of sources and media.
FW21C:
Financial, Economic, and Entrepreneurial Literacy
Information Literacy
Social and Cross-cultural skills
Productivity and Accountability
Students will organize and learn about the different
types of coins and their amounts
nd
2 grade Coins- http://www.abcya.com/learning_coins.htm
2nd grade Graphinghttp://www.abcya.com/fuzz_bugs_graphing.htm
ELL students can also use 1st grade level graphing game
(which is by color and reinforces names and sorting). For
the coins, the students will first go over the Learn
section of the game with the teacher to practice viewing,
listening, and speaking each coin name. There are also
number chart games as well to assist students in counting
to 100. Students can start by counting by 5s, then
translating that information to coins.

Accommodation
s, Modifications

ELL student is in Stage 2 of language development:

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

between both languages.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Students will work to understand coin values and making

change.

Explicit
Instructions

Big Idea Statement

How do graphs help us? What is the point of money?
Teacher will point to each word slowly.
SIOP- using slow speech and touching each word,
teacher will go through bid ideas, essential questions,
and objective statements written on the board with the
whole class, and furthering instruction with the ELL
students.

Activating Prior Knowledge

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

CK

Lesson
Procedure

Essential Questions Statement

Using our graphs, how much money do we need to
purchase these caps from the peddler?
Objective Statement
Students will create a graph organizing data to
determine the number of hats the main character has.
With this information, students will be given the price of
the hats, but must use coins to determine the correct
change in 2 out of 3 trials.
Transition
Students will review terminology from story using their
worksheets they filled out while listening
Key Vocabulary
Peddler, wares, cap, checked, cents, mischievous
Also for ELLs-Penny, Nickel, Dime, Dollar, Coins, Cents
Spanish versions of the words will also be provided.
PreAssessment of Students
Students will be asked if they have seen any of these
coins before? When did they see them? Have you ever
used money to buy something? Is this the only type of
coin people in the world use?
Diagnostic Assessment- teacher will asses students
prior knowledge of money, the types of American coins,
and the types of native currency, their ability to count,
will adapt course material for the need of the student
Modeling of the Concept
The teacher will review students the coin values,
referring back to the interactive game from the
beginning of class. Teacher will model multiple
ways to get to a certain dollar or coin amount.
Then, teacher will use visuals of the story and
students will fill out how many times they see a
certain number of a hat
Ells worksheet will have pictures of what they are
counting as well (certain color or design of hat)
and coin visuals
ELL will also answer yes/no questions throughout
lesson, as well as How many type questions.
Guiding the Practice
Students will then use the number of hats and the colors
of the hats to create a graph. The teacher will have a
large graph on the board and students will help fill out
this graph. After students have organized the data,
students will the figure out the price of the amount of
red caps, checkered caps, etc.
SIOP-Ell students can use a number board to assist them
in counting. They may also have small same colored
manipulatives (such as mini hats or buttons to
represent the number of hats) to help count

Providing the Independent Practice

Students will be given different scenarios and have to
figure out the price of the caps using coins.
ELL will have an adapted version of the work sheet,
utilizing more visuals instead of numbers
SEI- teacher wil scaffold questions for students about
money. What is money used for? Is it important? What
can we buy with money? Should we save or spend?
What happens when we do both? How do we earn
money? How does the peddler earn his money? Students
will reflect on these questions and discuss with peers
and whole class.
Transition
After independent work, students will discuss which caps
they would need the most money for and the least
money for.

Reading
Materials
Technology
Equipment
Supplies

Adaptations/Accomodations for an ELL student from Mexico

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

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

Closure

Teacher
Self-reflection

with change for their answers

ELL students will use manipulative coins to show their
understanding, as well as complete modified worksheets
based on comprehension.

Informal Evaluation
After group discussions, make note of any personal
connections that students make to the content. Observe
if students are able to independently make connections
between first and last activity. Also observe how
students work while completing the tasks and take note
of any behaviors.
Teacher will observe ELL interaction with other students,
as well as their interaction with the content material that
they will work on.
Summary & Review of the Learning
Review why money is important and what all can we do
with money
Does it help to graph information? Does this help make
information easier to see? Why else would we make a
graph?
Homework/Assignments
To complete work sheets not finished in class.
ELL might have more supplemental information and
modified homework to help them understand what
money is as well as simpler graphs.
Were students able to successfully complete each task?
Were ELL students able to understand and comprehend
information and key vocabulary terms?
What could have been explained or broken down for
students?