Direct instruction lesson plan template PDF

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Summary

Introduction to Curriculum, Instruction, and Assessment D091 TASK 2...

Description

TASK 2

Direct Instruction Lesson Plan Template

General Information Lesson Title: Counting Money Subject(s): Math Grade/Level/Setting: 1st grade/ classroom Prerequisite Skills/Prior Knowledge: Know how to count by 1’s, 5’s, and 10’s

Standards and Objectives State/National Academic Standard(s):

1.MD.B.4 Count the value of a set of like coins less than one dollar using the ¢ symbol only. https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf Learning Objective(s): Using quarters, dimes, nickels, and pennies students will be able to count money and solve a word problem assessment and score at least an 80%.

Materials

Technology

Assessment worksheet

SAMR Level: MODIFFICATION:

Pencil.

This technology, a short coin video, will assist students in increased learning because it will inform them of the different types of coins and their value.

4 quarters 5 dimes 5 nickels 5 pennies

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate

in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s): Students will be able to explain how to count multiple sums of money.

Vocabulary: Quarter, dime, nickel, penny

Discourse and/or Syntax: Discourse: Through counting coins students will use the learned vocabulary to discuss in small groups the process in counting multiple coins.

Planned Language Supports: Coin labeled vocabulary cards will be displayed to support the discourse between the students to help support all learning needs of the students.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

Student Actions

Whole group discussion connecting Students will partake in whole group students’ prior knowledge of participation of counting by 1’s, 5’s and counting by 1’s, 5’s, and 10’s. Then 10’s the class will watch the short coin video.

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher

Student Actions

Teacher will introduce new vocabulary words of coins and connect how counting by 1’s goes with the pennies, counting by 5’s goes with the nickels, and counting by 10’s goes with the dimes. And how 25 cents represent the quarters.

Students will have coins to be able to hold and connect visually each coin to its value.

Guided Practice: Activity Description/Teacher

Teacher will guide the class in holding up each representing coin and counting by its value. Quarters are 25’s, dimes are 10’s, nickels are 5’s, and pennies are 1’s.

Student Actions

Student will count their coins with the teacher while working together with their classmates at the tables as well.

Independent Student Practice: Activity Description/Teacher

Teacher will ask students to count out the sum of a purchase using real if scenarios such as purchasing a pack of gum or a bag of chips.

Student Actions

Students will count their coins and raise their hands if they think they have an accurate amount.

Culminating or Closing Procedure/Activity: Activity Description/Teacher

Teacher will bring students back together and review concept of coins.

Student Actions

Students will apply new vocabulary learned and students will offer examples of coins reviewed and their

value.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: Students will count 10 quarters, dimes, nickels, and pennies instead of 5 like the other students.

EL: Reiterate vocabulary words and read the word problems to that student.

Students with Other Special Needs: Students with low ability would be given extensive response time, have the student count less coins, and work in small group with them.

Assessment Formative *Whole group discussions about coins and their value. * Using the coin labeled vocabulary cards to support thinking. The formative assessments will assist the teacher in monitoring student learning because the educator will know what material needs to be reviewed and which students may need extra help learning the material.

Summative The word problem coin counting worksheet students will show their understanding of not only the value of the coins but counting them to apply it in real life purchases and exchanges. The mastery level on the worksheet is 80%. This will ensure students have achieve proficiency by confirming the students have comprehended the material taught.

PART B: The cross disciplinary lesson will combine the math content with an English lesson. One of those modifications would have been tasking the students to read aloud the word problems regarding

the coins, counting money, and their value. The modification would have been the students read the word problems and find the keywords in the sentences and find the most important information that would help solve the math problem. The modification to the content is that students will be using ELA for word problems. The modification to these skills is that students are working on this skill of reading aloud. The modification to the instructional strategies is that the activities are modified with reading aloud and finding the key information. B1: Standard for 1st grade math: 1.MD.B.4 Count the value of a set of like coins less than one dollar using the ¢ symbol only. Standard for 1st grade ELA. K.RL.KID.1 Read closely to determine what a text says explicitly and to make logical inferences from it. The cross disciplinary lesson aligns with the math standard because it is dealing with counting money. The lesson aligns with the English standard because it is reading word problems and finding key vocabulary words. B2: The modifications to the instruction will increase relevance because using math and reading makes it more relevant to real life situations. An example is of how the modification to this skill increases relevance is counting money to purchase a magazine that you're reading at a store. Also, modifications to the content increases relevance because reading is intertwined in each subject. Your read and use ELA whether it's in math, social studies, science, or any subject. The modifications to the instruction will increase engagement because the students have to actually read the material instead of just being able to look at the numbers to solve the problem. The modifications to the skills increased engagement because it is always a benefit to try to improve your reading skills and implementing that into assignments. A great way to improve reading fluency. The modifications to the content will increase engagement because the students would enjoy learning new vocabulary words and be motivated to find those words in answering the questions.

REFERENCES: COIN VIDEO: https://www.youtube.com/watch?v=MbtmucV-U2c

MATH STANDARD: https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf

ELA STANDARD: https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfolder/me etingfiles4/10-20-17_III_J_NonSubstantive_Changes_to_Math_ELA__Science_Standards_Attachment_2_-_ELA.pdf...