LESSON PLAN TEMPLATE

Teacher:
Rebekah Hall
2016
Lesson Title: Top Secret Coins

Date: April 10,

Content Area(s)/Grade Level: Math/1st

Grade
Materials/Resources: Consider how they are appropriate for ELLs at various proficiency
levels

Beginning level ELL students can be given a chart with new vocabulary words and their native
language translation
Each table will have an evidence bag of a sample of 10 coins (consisting of at least one penny,
nickel, dime, and quarter). These bags will be numbered so I can check if they identified all of the
correct coins.
o These materials will allow English language learning and native English speaking students of
all proficiencies to better understand the properties of coins by allowing them to use props
to role play as detectives.
o Differentiated instruction by allowing the students to have visual, verbal, and physical
interaction with the subject matter
Recording sheet with pictures of the different coins. The students will write the value of the coin,
along with how many of that specific coin they found in their evidence bag.
o The recording sheet contains labeled pictures of each coin, which will help the ELL students
with more limited vocabulary in identifying the various coins
o The recording sheet is set up as a chart, which will help the ELL students organize their
thoughts and demonstrate more relationships between the new words and concepts (ie:
names of coins vs. properties of coins)
Labeled magnifying glasses
o Further role playing as detectives
o Labeling actual objects helps students of all English and cognitive abilities (ie: ELL students,
students with special needs, and the general population of students) solidify new vocabulary
words by physically interacting with an object while simultaneously seeing the written form
of the word.
Elaboration worksheet
o Kindergarten Money Worksheets 1st Grade. (n.d.). Retrieved November 20, 2014, from
http://www.math-salamanders.com/kindergarten-money-worksheets.html
Extension worksheet
o Counting Money Worksheets up to $1. (n.d.). Retrieved November 20, 2014, from
http://www.2nd-grade-math-salamanders.com/counting-money-worksheets.html

Prerequisite Skills: What prior knowledge do you expect students to have? E.g.
vocabulary word

Students should be able to identify differences between objects (size, etc.)

Students know/have heard vocabulary words that describe differences between objects (ie: bigger,
smaller, colors, etc.)
Students should understand numerical value and be able to count to at least 100

Rationale: Why is it important for students to learn what you are teaching?

Students will need to become familiar with the properties and values of each coin so that they can give
accurate change when they pay in coins in real life.

TEKS Standards:
First Grade Math
1.4 A
(4) Number and operations. The student applies
mathematical process standards to identify coins, their
values, and the relationships among them in order to
recognize the need for monetary transactions. The
student is expected to:
(A) Identify U.S. coins, including pennies, nickels

Revised 1/2016 K. Bryan

English Lang. Proficiency Standards

(ELPS):

Listening:
o c2G: understand general meaning, main points,
and details
Speaking:
o c3D: speak using grade level content area
vocabulary in context
o c3E: share in cooperative groups
o c3F: ask and give information using high-

Content Objective:
Given a bag full of 10 coins and a recording sheet, the
student will identify the number of each type of coin
and their monetary value with one hundred percent
accuracy (8/8 answers filled in correctly).

Students will identify the differences between

pennies, nickels, dimes, and quarters
Students will understand the monetary value (in
cents) of pennies, nickels, dimes, and quarters.

frequency and content area vocabulary

Reading
o c4C: develop sight vocabulary and language
structures
o c4F: use visual and contextual supports to read
text
o c4I: show comprehension through basic reading
skills

Language Objective:

Students will be able to discuss the differences between

the various coins with their peers.
Students will apply, orally and visually, new vocabulary
terms that are related to coins.
Students will comprehend the instructions on the
recording sheet using basic reading skills and context
and visual clues.

Teaching Procedures: This is where you teach the students what you want them to know

through demonstration, explanation, and interaction. It should be scripted and written step-bystep. It is best to do this by beginning each step with Teacher will
REMEMBER!!!

Motivation/Hook How will you get your students excited about the topic?
Tell students why it is important to learn this, how it will help them in the future (as stated
above in your rationale).
Relate the lesson to background knowledge and students life experiences. Remember to
make it culturally relevant.
Consider the instructional strategies that are useful for ELLs at the varying proficiency
levels (differentiating instruction).
Model examples and demonstrate to the students what they are to do.
Use questions throughout to check for understanding. Write these questions into your
steps.

Teacher will pass out evidence bags, labeled magnifying glasses, and recording sheets
R: Good morning, special agents! I have very top secret and important mission for you today.
Last night, the US Mint (the place where all of Americas money is made) was robbed of all of its pennies,
nickels, dimes, and quarters. We searched through the night and finally found where the robbers took
them, but we need you to make sure we have gotten every single coin back. I have split up the evidence
among you all. Each table should have an evidence bag full of ten coins. I need you to work with your table
and use the magnifying glasses to identify what each coin is and record how many of each are in your bag,
along with how much each coin is worth. Use your observations skills to find differences in each piece of
evidence, and your knowledge of numbers to find the value in money. You will work with your group mates
and talk to them about the coins while you are looking at the coins. Why is it important for us to be able to
identify these coins in real life? (application) It is important that we know the differences between coins
and what their values are so that we can always pay the right amount when were paying with coins.
Today, we will be looking at the American coins of the penny, nickel, dime, and quarter, which are all only
worth part of a dollar. Similar coins in Mexico would be the 5 (cinco), 10 (diez), 20 (viente), and 50
(cincuenta) centavo pieces. (other currencies can be used as examples here to provide cultural relevancy)
If your table is having trouble identifying a coin, raise your hands and I will come help you.
Teacher will guide students through how to observe each coin.
1. We need to become familiar with each piece of evidence so we can make sure that we got all of
the coins back. Lets start with the penny (pulls up large labeled picture of the front and back of a
penny). Everyone find a coin in your evidence bag that looks like this and pass it around your table
for everyone to see. I will show you how you are supposed to examine the coin and the questions
you should ask yourselves and your table mates.
Revised 1/2016 K. Bryan

a. What is on the front of the penny? (knowledge)

b. Who is the man on the front of the penny? (knowledge)
i. That man is Abraham Lincoln. He was our 16th president, and a lot of people called
him Honest Abe.
c. What is on the back of the penny? (knowledge)
i. That is Abraham Lincolns monument in Washington DC. A monument is a building
or statue that is built for someone special. There is a monument in Washington DC to
help people remember all of the good things he did for our country, like making
slavery illegal in the south in 1863. show large, detailed picture of Abraham
Lincolns monument
d. What are some other observations of this coin? (analysis)
i. This coin is small and copper/brown colored. It has ridges around the edge. It is
pretty thin.
ii. Give students a sheet that gives visual examples of comparisons (smaller, bigger,
thinner, etc.) and superlatives (smallest, biggest).

1. example:
e. What is the value of this penny? How many cents is it worth? (knowledge) Is that a big
part of a dollar or a little part of a dollar? If there are 100 cents in a dollar, would 1 cent be a
lot of that or not? (application)
i. One cent
ii. It is a small part of a dollar because only 1 out of 100 is not a lot

Guided Practice: This is where your students practice what you have taught them in the
teaching procedures. It should be scripted and written step-by-step. It is best to do this by
beginning each step with Students will
REMEMBER!!!
Now you will go through the rest of your coins with your group. I will guide you in which you should look at
and by showing an example. I will then ask a question that you will discuss among your table mates.
Beginning ELL students can follow along by referring to the flow chart with labeled pictures of the coins
and translations into their native language. The recording sheet for all students has labeled pictures of the
coins.
1.

Now lets look at the nickel. (pulls up large labeled picture of front and back of a nickel)
a. What is on the front of the nickel? (knowledge)
b. Who is the man on the front of the nickel? (knowledge)
i. That is Thomas Jefferson. He wrote the Declaration of Independence and was our 3 rd
president.
c. What is on the back of the nickel? (knowledge)
i. That is Thomas Jeffersons house, Monticello. Monticello was a large tobacco
plantation, or a big farm that only raised one type of crop, in Virginia. show large,
detailed picture of Monticello
d. What are some other things you notice about this coin? (analysis)
e. What is the value of this penny? How many cents is it worth? (knowledge) Is that a big
part of a dollar or a little part of a dollar? If there are 100 cents in a dollar, would 1 cent be a
lot of that or not? (application)
i. Take your magnifying glass and look on the back underneath Jeffersons house and
you will see that it says five cents
2. Time to look at the dime.
a. What is on the front of the dime? (knowledge)
b. Who is the man on the front of the dime? (knowledge)
i. Students may not know this one on their own
ii. Franklin Delano Roosevelt. He was our 32nd president. Show picture
c. What is on the back? (knowledge)
i. A torch. It stands for liberty, just like how Lady Liberty holds up a torch. (show picture
of Lady Liberty and point out the torch she is holding)
d. What is the value of this penny? How many cents is it worth? (knowledge) Is that a big
Revised 1/2016 K. Bryan

part of a dollar or a little part of a dollar? If there are 100 cents in a dollar, would 1 cent be a
lot of that or not? (application)
i. 10 cents
3. Quarter
a. Whats on the front?
b. Who is that?
i. George Washington. He was our first president.
c. Whats on the back?
i. A bald eagle
d. What are some other things you notice? (analysis)
e. What is the value of this penny? How many cents is it worth? (knowledge) Is that a big
part of a dollar or a little part of a dollar? If there are 100 cents in a dollar, would 1 cent be a
lot of that or not? (application)
i. 25 cents
4. Describe differences you notice between these coins. (analysis) You can answer in whole sentences
or just list characteristics. As you talk about the differences between coins, the recorder of each
group will write down the differences that each group member pointed out. (measures content and
language objective by seeing how students described the coin and making sure they are interacting
in discussion)
a. Answers may vary
b. The penny is a different color because it is made of copper.
c. The dime is the smallest, then the penny, then the nickel, then the quarter is the largest.
This is where the comparison and superlative visual chart is incredibly important.
d. There are ridges, or little raised bumps, around the dime and quarter, whereas the penny
and nickel are smooth around the edges. We can look at this as a hint that the dime and
quarter are worth more. (Have visual or 3D object to show students the differences between
ridged and smooth.)

Assessment: This is where you assess your students knowledge of what you have taught
them in the teaching procedures. Have they mastered the skills indicated in the content and
language objectives?
* Be sure to indicated what your targeted levels of language proficiency are: you should MODIFY
your assessments for each of the 4 levels included in the ELPS: Beginning, Intermediate,
Advanced, Advanced High
It should be scripted and written step-by-step. You may begin each step with Students/teachers
will
Your table will sort all of the coins in your evidence bags according to what type of coin it is (is it a penny,
nickel, dime, or quarter?). Discuss with each other why you think the coin belongs in that category.
Teacher will walk around and assess student conversation among groups. Make sure that students are
participating in conversation so they can appropriately voice their knowledge of coins (pay attention to
both delivery and content in order to assess both language and content objectives). Most importantly,
make sure that the students have correctly identified/sorted coins and described their differences in
whatever way is most appropriate for their language proficiency.

Listening
o Beginning
Student is able to point to the coin that is being talked about by using context, visual,
and native language clues
o Intermediate
Student is able to identify the coin being discussed based on high-frequency word
usage and will contribute to sorting based on the conversation; student will ask for
classmate to clarify if they do not understand something
o Advanced
Student will listen to their classmates suggestions and will consider them when
sorting coins; student will ask for clarification if needed
o Advanced High
Student will demonstrate comprehension of classmates lengthier rationale for
sorting coins and will take them into consideration when sorting; student will rarely
ask for clarification

Revised 1/2016 K. Bryan

Speaking
o Beginning
Student will communicate with table mates using short, simple, high-frequency words
and statements; recognition of new vocabulary words might be singular or mostly
visual; pronunciation may greatly hinder other student understanding; may remain
quiet for most of the group conversation
o Intermediate
Student will communicate in simple sentences, may take a while to formulate what
they want to say; will be able to use academic vocabulary; pronunciation should be
mostly understandable; may remain quiet for longer periods of time, but will
eventually contribute to conversation
o Advanced
Student will communicate in longer sentences using academic vocabulary fluidly;
overall pronunciation and syntax/grammar is clear; will contribute fairly equally to
conversation
o Advanced High
Student will communicate equally in conversation using longer, syntactically and
grammatically correct sentences with clear pronunciation and using academic
vocabulary correctly

Now you will independently read the instructions on your recording sheet. You will then fill the recording
sheet out independently. I will do the first one to show you what is expected. Once you have filled it out on
your own, you can check your work with your table.
In addition to the recording sheet, beginner ELLs will have a sheet that translates key words needed for
completing the worksheet. The words with translations will be: count, coins, value/worth, bag.
Teacher will circle the key words in the instructions for beginner and intermediate ELLs.

Recording Sheet: (main content objective assessment)

Name_______________________
_____

Evidence Bag #

Look in your evidence bag and count how many of each

coin you have. Write down how much each coin is worth.
Good luck, agents.
Coin
Value
Number in
Evidence Bag
Revised 1/2016 K. Bryan

Penny

1 cent or
$0.01

Nickel

Dime

Quarter

Reading
Beginning
o Student will understand general idea of directions after key words have been circled and
using translated scaffolding sheet; may need teacher guidance to complete activity
Intermediate
o Student will understand general idea of directions after key words have been circled;
may need some clarification or elaboration from classmate
Advanced
o Student will be able to decode and comprehend most of the instructions with little need
for clarification or elaboration from classmate; can mostly independently complete
activity
Advanced High
o Student will be able to decode and comprehend all of the instructions; student can
independently complete activity

REMEMBER!!!

Go back to the content AND language objectives and design an assessment tool to
determine whether or not the students have mastered the skills and content OR language
being taught.
Remember that the assessment should match your instructional objective. This does not
have to be a formal assessment!!! However you do need to indicate how you will collect
data.
Assessment may be made through teacher observation, paper pencil activities, projects,
presentations, discussions, group interactions, games, etc.
Make sure your assessment is appropriate for proficient English speakers AND ELL

Revised 1/2016 K. Bryan

students at all FOUR LEVELS of language proficiency included in the ELPS: Beginning,
Intermediate, Advanced, Advanced High

Extension or Reinforcement Activity: How will I provide opportunities for the students to
use the language, skills and knowledge gained?

Students will grab a handful of coins at random. They will then each take turns discussing with their table
the coins that they have, how they know it is that type of coin, how much it is worth, and if they have
enough money to buy a 25 cent piece of gum.

REMEMBER!!!
The extension is made up of activities that occur after the initial lesson for the purpose of
reinforcing and extending the learning that occurred during the actual teaching of the
lesson.
Activities may include center activities, cooperative group work, homework, games, art
experiences, projects, research, guest speaker, fieldtrip, etc.

REFLECTIONS

Directions: Reread your lesson plan critically and answer the following questions. For
questions 3-6, provide evidence by highlighting this is your lesson plan using the colors
indicated.
1. How do I know that my content and language objectives are appropriate and formatted
properly?1point
I know that my content and language objectives are appropriate and formatted properly because
the objectives contain measurable student academic and language outcomes related to the
content and ELPS. Both the content and language objectives match the formats of content and
language objectives used in past example lesson plans. The language objectives aid in the
student completing the content objectives, as each language objective has to do with correctly
identifying coins through listening, describing coins through oral communication, and completing
a coin identification worksheet through reading and writing.
2. Do I have TEKS and ELPS listed and are they appropriate for the lesson plan? How do I
know this?1point
Yes. The TEKS listed are appropriate for the lesson plan because it is an important, grade
appropriate topic for the students daily lives that can be modified according to student language
proficiency. The ELPS used are appropriate because they cover the language skills needed for
each component of the lesson (teaching procedures, guided instruction, and assessment).
3. In what ways did I make my lesson comprehensible for ELLs at the various levels of
proficiency (i.e. instruction strategies used)? 2points
4. How did I increase higher order thinking skills (i.e. kinds of questions asked based on
Blooms Taxonomy)? 2points
5. How do I increase interaction so that ELLs are learning from their peers (i.e.
grouping/cooperative learning considerations)?2points
6. In what ways did I assess the content and language objectives for students at varying
proficiency levels? 2points
Revised 1/2016 K. Bryan

Revised 1/2016 K. Bryan