LESSON PLANNING FORM 3

Ivelisse Gonzalez Lozano

ED357
2 days
Unit Plan

Rationale
Understanding the value of money leads student in making more thoughtful and responsible choic-
es on how they spend their money. Learning how to manage their money will come in handy when
they reach their adult years, as they will learn how to have more control of their income and ex-
penses.

Standards
What relevant content and anchor standards connect to this learning experience?

Wisconsin State Standards for Social Studies: Economics

D.4.1. Describe and explain of the role of money, banking, and savings in everyday life.

Reading-Literature
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.

Math-Number and Operation in Base Ten

CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Learning Objective
 Students will define savings as the amount of money to put away for later use, as well as
understand the importance of it.
 Students will grasp the idea that money can be spent for things that we need and for things
that we want but don’t really need.
 Student will apply math skills to better understand their spending.

Assessment
What are the multiple ways you will know whether your students have learned, and how deeply
they have learned? What elements of choice in showing their learning can you provide to students?
Describe formative and summative assessment strategies. Provide examples of how you will keep
track of students' learning (chart, conversational notes, rubric for analyzing student work, etc.)

Formative: Students turn and talks, answers to my questions, and answers to questions pertaining
to the book, students conversations in groups.

Summative: The worksheet used for the shopping simulation, as well as the questions answered on
the back of the worksheet.
Academic Language Demands

Book Vocab:
 Discuss what it means to be tipped as a waitress
 Pumps: high heels
 Tulips
 Charcoal, ashes
 Reference to Goldilocks & Three Bears story
 Bargain

Ferrari
How to write things in the columns

Accommodations / Strategies for Differentiation

What are needed supports and/or additional challenges needed for individuals or subgroups to
demonstrate high learning outcomes? Describe connections to IEP goals if known.

Advanced: Advanced students could represent the shopping choices from all students and create a
graph.

Support: Students who struggle with money concepts, I will explain and work with during shop-
ping time.

Materials/ Resources
What materials and resources will your students and you need for this lesson?

 . A Chair for my Mother By Vera Williams

o This book is about a little girl whose mother works at diner and they save her tips in
a big glass jar in order to purchase a comfortable chair for the mother. This fami-
ly’s furniture was destroyed in a house fire. Every day the little girl counts the coins
and once the jar is full they take it to the bank for cash. Then, the family takes a
trip to the furniture store and purchases the beautiful chair they’ve desired. The sto-
ry ends with the little girl happily sitting with her mom on the chair and falls asleep.

Procedures w/Instructional strategies (Task Analysis, Scaffolding, Behavior Reflections, Paraphrase, Mod-
eling, Effective Praise, Telling, Explaining, Questioning, and Turn &Talk/Pair Share...) (anticipated duration)

 Introduction
How will you engage the students in the important and essential ideas at the beginning of
the learning experience? What open-ended questions might you ask to activate their curi-
osity and wonder? What connections can you make to their interests and strengths?

I will begin the lesson holding a jar full of coins, much like the one in the story… I will say

“I have on my lap a jar filled with coins. Can anyone guess why I have these coins in this jar?
(wait for answers) This is my savings. Can anyone explain what savings is/are and why in the
world would I want to save this money instead of spending it? (Encourage creative discus-
sion)
 Savings is the amount of money we set aside instead of spending it right away. We put it
away for later use. I am saving this money to buy a house.
_________ could you tell me what savings is? (do this to two students)?

Ok, Remember last week when we were learning about our needs and wants, and we also
learned about the different ways that the media uses advertising to get children to purchase
toys and things that they really don’t need? Someone refresh my memory and tell me the dif-
ference between a need and a want. (wait for answers) Someone else refresh my memory as
to what we learned about advertising to children. (wait for answers)

Today we will apply what we learned last week in order to better understand the importance
of saving our money for things that we need.

To get started, I want to read you a book about a girl your age who… (briefly summarize sto-
ry) She will teach us that saving money for later use is worthwhile.

 Demonstration / Modeling
How will you provide interactive/ demonstrative examples of the activities and expecta-
tions of the learning experience? (Modeling, scaffolding, questioning, reviewing norms for
group work, co-constructing a rubric for self assessment, other?)

Read book…

During reading, stop to comment and ask questions such as:

 What was the big thing the family wanted to buy?
 What happened to their old chairs and their other furniture?
 How did they get the money for the chair? (explain tips)
 What did they do when the jar was full?

At the end of the story ask:

So now we know that Mama, who worked as a waitress, put all the tips she got from
people at the restaurant into the jar. Did the little girl also put money in the jar? (If
necessary, reread the first page of the book to remind students that the little girl some-
times did chores at the restaurant where her mother worked. She put half the money
she earned in the jar)

The little girl too placed money in the jar! She saved half the money she earned at the
diner! Could she have used the money she saved to buy other things? What could
have she done with her money? Maybe buy cookies? What else could she have done
with her money instead of putting it in the jar? Turn and talk with your partner.

Of course! However, she knew that her family needed a chair, she wanted her mom to
rest on that chair when she got home from work; therefore, she decided to use half her
earning for something her family really needed. She helped out her family!

When you go to the store and see all the cool things in the toy aisle, you want to buy
all of them huh? Sometimes when I go to the shoe department, I want to buy all the
shoes because I love shoes! But we must stop and think: Do I really need it? Or could
 I save this money for something else I could need later on? We must think about the
choices we make when spending our money.

Maybe that toy you want to buy you won’t play with it after a few months. Like my
son Adriel, he likes to buy toys and then doesn’t play with them after a while. Instead,
he could’ve saved his money to purchase something better or that he needs. He has
learned, and is now saving his money to buy a soccer jersey.

We will work on an activity now to help put into practice what we learned about sav-
ing our money, needs and wants, and advertising to children.

I will explain the activity and give explicit directions on what I expect during the ac-
tivity.

 Individual or Group Exploration and Practice

How will your students work individually or collaboratively with the ideas of the lesson?
What will you do to support and probe their thinking as they engage with ideas?

I will set up a pretend classroom store similar to

the one to the right. I will display toys, balls, and
more items that are not necessary. I will also have
items such as clothes, shoes, water, and different
foods (I could also include picture of such items if
I don’t have physical ones) Each item will have a
price.

Students will be given $10.00 (in $5, 4-singles, 4-

quarters) to purchase at this store. They are to take
all knowledge gained last week and today to de-
termine how they will spend their money.

They will be given a sheet and on that there will be four columns:
Column 1: Item
Column 2: How many want to purchase
Column 3: Price
Column 4: Total

At the bottom of the worksheet will be two lines:

TOTAL OF PURCHASE: __________

AMOUNT FOR SAVINGS: _____________

I will make sure to tell students that the way they spend their money is completely up to
them. They don’t have to save any if they don’t want to. They could use what they learned
about needs and wants and about advertising to children as a guide as to how they could
spend their money; however, their choices depend on them.
Students are to apply their math skills in adding and subtracting money in order to accu-
rately total their shopping/savings.
 I will be the cashier and will check out their items and give them the money they have left
and chose to save.

On the back of the same worksheet will be questions for students to answer. The questions
would be as follows:
1. What did you decide to buy and why?
2. Did you decide to save money? If so why?
3. What do you think you might want to do with the money you saved? If you
are not sure, just give me an idea.
4. Do you think it’s important to consider your needs and wants when purchas-
ing items?
5. What is savings?

Then students are to get into groups of three and each student is to share about their shop-
ping experience and the answers to the questions.

I will roam around the room during store time and during discussion to assess the students.
I will listen in on their conversations to check their understanding on savings (or why they
didn’t want to save) and the importance of it.

 Sharing/ Celebrating Learning

How will students exchange and share their work? How will you select students for shar-
ing, and how do you anticipate that you will connect their individual or group work with
the learning objectives and assessment methods?

I will ask two students to share with the class what they share with the group. I will assess
what they spoke about and what the students wrote on their worksheets.

 Closure/ Transition
How will you adjourn the learning opportunity and make an effective transition, both to the
next time that students will engage with the ideas as well as to the next moment of the day?

Today we learned about savings and why it is important to save money. I would like for
you to leave with this information and to always remember it….

USE TIME

 Consideration
How can you flexibly adapt your plan if you run out of time or if things go more quickly
than you anticipate?