THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Claflin UniversitySchool of Education - - - EDUC 450

Reflective Lesson Plan Model

Name: Hillary Tindall Date: 3/25/2014

PART I: PLANNING

Title of Lesson Counting Coins

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

This lesson was created by Ms. Wade, one of the team teachers in second grade at Whittaker Elementary School. However, certain activities throughout the lesson are original.

Subject Area (s) MathematicsGrade Level 2nd

Curriculum Standard(s)2.MD.8 Solve word problems involving bills, quarters, dimes, nickels, and pennies using $ and ₵ symbols appropriately

Description and Background Information

What will students experience during the lesson? What is the agenda for the lesson? What is the content to be taught?

The lesson will begin with students watching the BrainPopJr.com video about counting coins. They will then engage in the interactive digital path created by EnVision Math. After instruction, students will complete a few problems with my guidance from a worksheet. Students will then complete the rest of the worksheet independently. The class will go over the answers for the worksheet. The students will then be given a worksheet to be completed as an assessment. Once the assessment is complete the students will participate in the closure activity which includes students participating in an online activity on BrainPopJr.com.

Materials

What will I need to teach this lesson? What do students need to participate?

I will need a laptop, smartboard, lumens lamp, BrainPopJr.com, worksheets, dry erase markers and Envision workbook teacher edition.Students will need pencils.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Write measurable objective(s).

Students will be able to count various coins to find the total amount. 95% of the students will be able to identify each coin and its value. 95% of the students will also be able to count different coins and find the total amount.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?

For students who do not understand the material, I will form a small group while the others are working to assist them with the activity. I will also review the information while in the small group. For students who have already mastered the concept, I will give them math problems that will allow for them to count coins in larger amounts. For students who are presently learning English, I will provide visual aids throughout the lesson and partner them with a student who will be able to help them.

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this topic?

I will ask the students questions related to the lesson.

Questions:1) What are some coins used for money?2) What are the values of those coins?3) Which coin has the greatest value?4) Which coin has the least value?

Motivation(Hook)What will I do to make a connection between students and this lesson?

Students will watch a video on BrainPopJr.com related to counting coins.

Statement of Purpose

What will I say to explain the importance of learning this lesson?

I will explain to students the purpose of counting coins correctly. I will also have the class give me example of places where coins can be used. Lastly, I will explain that the sole purpose of coins is to be used as money.

Teacher Modeling Or

Demonstration

What will I do to show students what is expected?

For instruction, I will use the interactive digital path created by EnVision Math. The interactive digital path will introduce key terms and the mathematical processes that will be used throughout the lesson. During the interactive digital path, I will give students the chance to ask and answer questions regarding the content.

Guided Practice

What will we do together as they learn how to succeed at the new task?

With my guidance, students will complete three problems from the worksheet. The worksheet was created by EnVision Math.

Checking for Understanding

What will I ask to know if students understand so far? List questions. What will I do throughout the lesson to determine if students understand the information? List activities/techniques or describe the strategies that you plan to use. I will check for understanding throughout the guided practice and instructional time.

Questions I will ask include:1) How much is a quarter, dime, nickel, and penny worth?2) How many nickels equal a dime?3) How many nickels equal a quarter?4) How much does two quarters and three pennies equal?

Independent Practice

What will students do to internalize the knowledge?

Students will complete the worksheet given to them. The class will then discuss the problems and the mathematical processes used to solve the questions. The worksheet is made by EnVision Math.

Assessment

What will students do to demonstrate what they learned during the lesson? If an assessment is used, attach a copy. If using an authentic assessment, attach a copy of the scoring rubric.

Students will complete a worksheet. The worksheet requires students to count the coins and find the total amount. Students will also be given a test on Friday based on the standard.

Closure

How will I conclude the lesson and relate it to future experiences?

Students will complete an interactive activity on BrainPopJr.com. The activity will allow students to count coins and use them to purchase items in the virtual store.

Extension Activities

What can students do at home or in the classroom to apply the knowledge or skills? What will you do to connect the lesson with the home, community and community agencies?

Students will be given a worksheet to complete at home with problems related to the lesson. To connect the lesson with the home, students will be instructed to choose one item at home to guess how much it would cost. They will then write the coins that would be used to buy the item. To connect the lesson with the community and community agencies, students will be instructed to choose three stores in the community. Students will then think of an item from each store and price the item

Technology

How is technology meaningful to this lesson? How do you plan to use implement student used technology during the lesson?

Technology is meaningful to the lesson because it will allow for students to engage in mathematics activities related to counting coins. Students will also engage in the Interactive digital path during instructional time. The activity is provided through EnVision Math. The smartboard will be used so that students can watch the Brain Pop Jr. video at the beginning of the class. Technology will also be used in the closure activity of the lesson.

Connections Across the Curriculum

What activities do you plan to implement to connect your lesson across the curriculum to all 6 content areas?

English- Students will have to write the name of the coins as well as it worth in word form. For example, students will write: A quarter is worth twenty-five cents.Social Studies- Students will discuss the presidents and symbols or buildings on the back of the coins. Science- Students will discuss the different materials used for the coins. For example some coins are cooper and nickel. Art- Students will look at coins and compare the similarities and differences in size and color. They will also discuss they different artwork on each coin.P.E.- Students will do jumping jacks for the corresponding value of each coin. For example, students will do 5 jumping jacks to represent a nickel. Music- Students will compare the different sounds the coins make when they are dropped on the desk and floor. Health- Students will read a passage about eating healthy. The passage will include prices of healthy snacks. They will have to identify what coins could be used to purchase the snacks.

PART III – IMPLEMENTATION

Reflections

What worked for you during the lesson? What did not work? What changes would you make when you teach this lesson again to make it more effective?

During the lesson, the students seemed to grasp the concept of counting coins. They were able to identify the coins and the value of the coins. The interactive digital path worked in helping the students grasp the concept of the overall lesson. However, several students had difficulty completing the independent practice worksheet. The independent practice became more over a guided practice activity. If I had to do the lesson again, I would use fake coins for students to use when counting and identifying coins. Some of the students would get confused with certain coins. The manipulatives might have helped the students to grasp certain concepts easier.