Peer Teaching Lesson Plan #1 (Song and Body Percussion)

Name: Amanda Rogowski

Target Grade Level: 2nd grade
Teaching Materials: A poster with body percussion visuals added
Bold = clap
CAPS = stomp
Money Poem
Penny, penny, easy SPENT,
Copper brown and worth one CENT.
Nickel, nickel, thick and FAT,
Youre worth 5. I know THAT.
Dime, dime, little and THIN,
I rememberyoure worth 10. (capitalized)
Quarter, quarter, big and BOLD,
Youre worth 25, I am TOLD.
Dollar, dollar, green and LONG,
With 100 cents you cant go WRONG.

Slideshow with the following images:

Objective: Students will learn to chant the Money Poem with 2 levels
of body percussion.
Teaching/Learning Sequence:

Introduction: (Grab students attention and establish learning

expectations. Make connection to curricular content.
T: Introduce the poem during Math lesson about money.
T: Ask students if they know how much each coin/dollar is worth.
Ask students if they get allowances, what they do to get their
allowance, and what they like to buy with it.

T: Use slideshow showing the different coins/dollar to help them

picture what they look like.
T: Read the Money Poem

Body: (Primary teaching/learning activities that address the

objective.)
1. Use the echo strategy on the first line of the poem. Repeat
twice or until students feel comfortable.
T: Penny, penny, easy spent
S: Penny, penny, easy spent
2. Use the echo strategy for the second line of the poem.
Repeat twice or until students feel comfortable.
T: Copper brown and worth one cent
S: Copper brown and worth one cent
3. Use the echo strategy for the third line of the poem.
Repeat twice or until students feel comfortable.
T: Nickel, nickel, thick and fat
S: Nickel, nickel, thick and fat
4. Use the echo strategy for the fourth line of the poem.
Repeat twice or until students feel comfortable.
T: Youre worth 5. I know that
S: Youre worth 5. I know that
5. Use the echo strategy for the fifth line of the poem. Repeat
twice or until students feel comfortable.
T: Dime, dime, little and thin
S: Dime, dime, little and thin
6. Use the echo strategy for the sixth line of the poem.
Repeat twice or until students feel comfortable.
T: I remember youre worth 10
S: I remember youre worth 10
7. Use the echo strategy for the seventh line of the poem.
Repeat twice or until students feel comfortable.
T: Quarter, quarter, big and bold
S: Quarter, quarter, big and bold
8. Use the echo strategy for the eighth line of the poem.
Repeat twice or until students feel comfortable.
T: Youre worth 25, I am told
S: Youre worth 25, I am told

9. Use the echo strategy for the ninth line of the poem.
Repeat twice or until students feel comfortable.
T: Dollar, dollar, green and long
S: Dollar, dollar, green and long
10.
Use the echo strategy for the tenth line of the poem.
Repeat twice or until students feel comfortable.
T: With 100 cents you cant go wrong
S: With 100 cents you cant go wrong
11.
Use the echo strategy for the 1st and 2nd lines, then
3rd and 4th lines, then the 5th and 6th line, then the 7th and
8th lines, and then the 9th and 10th lines.
T: Penny, penny, easy spent. Copper brown and worth one
cent.
S: Penny, penny, easy spent. Copper brown and worth one
cent.
T: Nickel, nickel, thick and fat. Youre worth 5. I know that.
S: Nickel, nickel, thick and fat. Youre worth 5. I know that.
T: Dime, dime, little and thin. I remember youre worth
10.
S: Dime, dime, little and thin. I remember youre worth
10.
T: Quarter, quarter, big and bold. Youre worth 25, I am
told.
S: Quarter, quarter, big and bold. Youre worth 25, I am
told.
T: Dollar, dollar, green and long. With 100 cents you cant
go wrong.
S: Dollar, dollar, green and long. With 100 cents you cant
go wrong.
12.
Use fill in the blank for all lines.
T: Penny, penny, easy ________. Copper brown and worth
one _________.
Nickel, nickel, thick and ________. Youre
worth 5. I know ___________. Dime, dime, little and ________.
I remember youre worth ________. Quarter, quarter, big
and __________. Youre worth 25, I am ____________. Dollar,
dollar, green and _________. With 100 cents you cant go
________.
S: Students will fill in spent, cent, fat, that, thin, 10, bold,
told, long, wrong.
13.
Students should now recite entire poem. Repeat
twice or until students feel comfortable.

14.
BODY PERCUSSION: Introduce JUST the clap with the
poem
T: Begins clap pattern, invite students to join when they
feel comfortable.
T: When everyone has joined in, T says poem.
T: Continue to clap, invite students to join T when
comfortable.
Bold = clap

CAPS = stomp

Penny, penny, easy SPENT,

Copper brown and worth one CENT.
Nickel, nickel, thick and FAT,
Youre worth 5. I know THAT.
Dime, dime, little and THIN,
I rememberyoure worth 10. (capitalized)
Quarter, quarter, big and BOLD,
Youre worth 25, I am TOLD.
Dollar, dollar, green and LONG,
With cents you cant go WRONG.
Note: If students are having a hard time, break into only the first two
lines.
*Introduce poster with body percussion visuals here*
15.
Introduce the stomp at the end of each line.
T: Does the body percussion and says poem once.
S: Students join in on the second time (they can sing along
if they feel comfortable enough).
(clap, clap, clap, stomp)
16.
Students chant the entire poem with body percussion
along with the Teacher.
*If needed, invite students to try the body percussion on
their own, at their own tempo.

Closure: (Concluding student activity to wrap up and assess

student learning).
- Students sing entire song with body percussion without
teacher.
- Discuss:
*What hand gestures the teacher could use to help students
remember what comes next.
*Which lines/words were the hardest to remember?

*What is the value of each coin/dollar after learning this

poem?