SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Rachel Satira
Subject Mathematics
Grade Level 2nd grade
Date/Duration 45 minutes, 3/30/17
Big Ideas  Mathematical relationships can be represented as expressions,
equations, and inequalities in mathematical situations.
 Solving problems using money is a necessary skill to succeed in
the real world.
 Subtraction and addition are in daily life situations.
Essential Questions  How can expressions, equations, and inequalities be used to
quantify, solve, model and/or analyze mathematical situations?
 What are common foods people eat for lunch?
 What is the difference between 25 dollars and 25 cents?
 What is the difference between addition and subtraction?
 ELL will point to key words of the essential questions.
 Teacher will read questions in the ELL’s native language to
the entire class (SEI).
PA/Common  CC.2.2.2.A.1: Represent and solve problems involving addition and
Core/Standards subtraction within 100.
 CC.2.4.2.A.3: Solve problems and make change using coins and
paper currency with appropriate symbols.

Objectives  While shopping for grocery store advertisements to buy food for
lunch, second grade students will have a dollar amount and a
Bloom's Taxonomy native currency amount to make change from $10 to $20 and $1
to $10, 4 out of 5 times.
Webb's Depth of  Students will analyze advertisements, organize data, and solve
Knowledge (DOK) money subtraction and addition problems during class activity
correctly, 3/3 times.
Formative & General Education Students
Summative  Teacher observation and documentation of peer interaction and
Assessment counting of money.
Evidence  Assessment of students with correctly buying needed food items,
with list of items and their prices.
For ELLS: (TESOL Standards)
 Speaking: ELL will record voice and listen to themselves and their
peers as they pronounce words. They will have a buddy as well.
 Writing: ELL will write out number amount ($25) and solve
addition and subtraction problems. ELL will write a list of items
they want to “buy” for lunch, using real food advertisements.
 Reading: ELL will point to pictures of food they want to buy and
share their list with a partner. ELL will read words and point to
the picture as they read.
 Listening: ELL and partner will enter a group discussion of
sharing lunch ideas. ELL will take notes on what they hear.
 The entire class will be asked these questions:
  Family: What does your family like to buy? What does the family
like to eat? Choose a favorite a meal to buy at the store.
 Culture: How much money are the items in a local store compared
to a store in the United States? Compare another store to the
advertisement we are using. What is your favorite store? What
food items are different? What is the amount difference of $25?
 Senses: What do certain food items smell like, look like, feel like,
and taste like?
 Use of self-assessment chart to determine if they
comprehend partner work and whole class discussion.
 Allow more time for ELL to complete assignment.
 Have student record activity in class and share with parents
at home.
ISTE Standards for Students are digital citizens by using:
Students  Technology apps for money counting
 Pictures on the iPad of food
Framework for 21st  Advertisements on the iPad.
Century Learning  At the Supermarket on the iPad.
 http://www.aaamath.com/mny45bx2.htm
game will help students solve money subtraction
 https://www.mathsisfun.com/money/money-master.html
game for ELL dealing with Peso subtraction and addition
Life and Career Skills by:
 Adding and subtracting decimal numbers to buy food
Accommodations,  Students that need support can be guided to choose simple food
Modifications item choices.
 Create sentence frames for I want… Can I buy… How much…, etc.
 Videotape student speaking to partner.
 Provide visuals on iPad, real life examples, and pictures in class.
 Provide times for open ended responses and one on one
responses.
 Graphic organizer of vocabulary of lesson.
SUPERVISING
TEACHER’S
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
 Ask students to give expanded money form of $25.
 Ask how many ways can someone have $25 (ones, fives, tens,
twenties)
 ELLs will compare $25 dollars to 25 Pesos.
 Provide U.S. Currency chart for ELL so understand difference in
converting. (Dollars and pesos do not translate evenly).
 Subtraction and addition will have been pre-taught
  Reviewing basic subtraction ad addition problems will be
addressed prior to beginning lesson.
Hook/Lead-In/Anticipatory Set
 Review dollar amount and worth.
 Review Peso amount and worth.
 Let students create list of food items they will buy for lunch.
 Create two lists for individual and partner.
 ELL will use native currency and culturally relevant food options.
Explicit Big Idea Statement
Instructions  Student will read the written Big Idea on the board.
 ELL will point to the words of the Big Idea after teacher reads it
aloud.

 Write language objective clearly on board allowing ELL to

decide if the objective has been met at the end of the lesson.

Essential Questions Statement

 What are common foods people eat for lunch?
 What is your favorite food?
 How much do you spend on food?
 Teacher will ask essential questions to class.
 Teacher will point to each word as they read it.
 Teacher will talk slowly and repeat themselves.
 Teacher will give student opportunity to read questions and
respond.
 Teacher will read big idea and essential questions in the ELL’s
native language to entire class (SEI).
Objective Statement
 Second grade students will create a list of food and subtract the
costs from $25 during a whole class activity and worksheet.
 Teacher will tell all students that they will be shopping at a grocery
store (classroom) for lunch and will have $25 to spend.
 Teacher will explain importance dollar amount, advertisements,
and change.
 ELL will be given list with sentence frames to fill in.
Transition
 Read At the Supermarket by Anne Rockwell to excite children.
 During reading, ask ALL students about what is happening in the
story.
 Review important vocabulary and check for understanding by
having all students write down definitions or pictures. (English
words hold many meanings, make sure to explain the correct
term).
 Ask students to connect what they are hearing to their personal life
throughout the reading to keep their attention.

 Allow ELL to have enough time to comprehend story and what

was asked.
  Let students act out scenes of shopping in a grocery store
(SIOP).
 Read story to entire class using the ELLs native language after
reading it in English (SEI).
Key Vocabulary
 Grocery store: Where people go to buy food.
 Sale: When an item’s price decreases in amount.
 Advertisement: Pictures and visuals that promote something.
 Change: The money a customer receives back from a purchase.
 Lunch: Meal typically eaten around noon (12).
 Dollar: Paper U.S Currency.
 Cent: Coin of U.S Currency, use of decimal needed.
 Currency: Money system that every country has.
 Addition: Putting two or more things together.
 Subtraction: Taking things away from an amount.
 ELL will have native language translation for all terms.
 Ell will have graphic organizer for terms.

 Keeping new vocabulary items limited (under 10).

Lesson Procedure PreAssessment of Students
Must include  Ask students if they ever went food shopping with a parent or
adaptations & guardian. Have many lunch food items on the board and in class to
accommodations get students’ attention.
for students with  Give all students simple decimal math problems.
special needs  Provide ELL with familiar food objects and money.
 Use hand gestures and pictures to enhance key vocabulary words.
Modeling of the Concept
 Write out example list on board for ALL students. “I want to buy a
chicken sandwich and salad. I will buy lettuce, tomatoes, cheese,
olives, and dressing. I will also have to buy chicken and bread” As I
search through advertisements, I will find the items I want and
write down prices next to them on my grocery list. I will walk
around the room to find the advertisements suited for my list. I will
find out if I have enough by subtracting each food amount form my
total; $25.
 ELL will work with partner (SIOP).
 ELL will record their voice and their partner’s voice. (SIOP).
 ELL will be given sentence frames to help organize thoughts of
food choices and amount of money.
 Have student recite food items aloud and write them down.
Guiding the Practice
 Shifting from teacher directed to student reflective by letting
students solve their own unique money situation. Each student’s
list will be different. Sharing examples of lists to help further
understanding of subtracting money to get food items. Students
can share their grocery lists with partners.
 Let students combine ideas and have students buy food for other
peers if wanted.
  Talk one on one with ELL about list and choices they made.
 Have student verbally record food choices with iPad.
 Have student problem solve in Spanish and English.
Providing the Independent Practice
 Let students talk with partner in solving money subtraction
problems.
 Students will be pretending/acting to buy lunch.
 Students recite monetary amount, and food items on their list.
 Model and assist ELL in organizing list.
 Let option for all students to use the ELL’s native currency and
native food advertisements (SEI).
 Provide scratch paper, graph paper, and lined paper to solve
money subtraction and addition.
 Teach and master knowledge of use of decimal point and comma.
(It is used differently in every culture).
 Provide advertisements and real boxes, wrappers, and bags of food
for hands on learners.
 ELL will use native food advertisements but write food items
in English on grocery list (SEI).
 Provide native currency for ELL.
 Provide culturally enticing food for ELL.
 Provide iPad for recordings.
 Have student repeat amount needed for food with partner.
Transition
 Let students get up and walk around the room, talking wit a
partner, with grocery lists in hand. Students begin solving how
much money they will need for lunch.
 All students can play the web 2.0 tool games.
Adaptations/Accommodations for Students with Special Needs
 All red font in lesson plan provides assistance for ELL from Mexico.
 All red font in lesson plan provides assessments for ELLs.
 All purple font in lesson plan provides SEI and SIOP techniques.
 All green font in lesson plan provides challenges of ELL.
 All blue font in lesson plan provides challenge changes for ELL.
 Highlighted font is the accommodation materials for ELL.
Evaluation of the Formal Evaluation
Learning/Mastery  Collection of subtraction problems and grocery lists in class.
of the Concept  What’s for Lunch worksheet (translations to help ELL)
 Grocery List
 Web 2.0 tool games
 ELL Graphic organizer
Informal Evaluation
 Teacher asking ALL students questions about spent money, food
choices, and how the students are recording their data.
 Compare knowledge to pre and post lesson with questions.
 Teacher will use checklist and rubric.
Closure Summary & Review of the Learning
 Just so the lesson is fifteen to twenty minutes and other activities
are five to ten minutes, the objectives will be met and the extra
 worksheets can be given for homework rather than before leaving
the class.
 Students must be engaged 90-100% of the class time (SIOP).
 Some students might have difficulty keep subtraction and addition
amounts in value place order. The use of graph paper can help with
organization.
Homework/Assignments
 Finish What’s for Lunch worksheet at home if not enough time to
complete in class
 Allow use of native language at home during completion of
worksheet.
Reading Materials  Food advertisement from various sources: newspapers, magazines,
Technology online, book, etc.
Equipment  Scissors
Supplies  Lined paper for shopping list
 Sentence frames
 Scratch paper
 Graph paper
 Fake currency
 Other monetary values from around the world
 Food choices of Mexico
 Food advertisements from around the world
 Pencils
 Markers
 At the Supermarket by Anne Rockwell
 Real food containers, boxes, wrappers, etc.
 Video/audio recording device
 White board or smart board to write out examples and instructions
ALL students can see visually what to do
 What’s for Lunch worksheet
 iPad
Teacher  Ideas taken from Standards Aligned System site under 2nd grade
Self-reflection mathematics lessons:
http://www.pdesas.org/ContentWeb/Content/Content/26284/Le
sson%20Plan
 TESOL Standards found at:
http://www.tesol.org/docs/books/bk_prek-
12elpstandards_framework_318.pdf?sfvrsn=2
 Research-based teaching strategies found at:
www.teachingchannel.org, Getting Started with English-Language
Learners by Judie Haynes, and Teaching English-Language Learners
by Judie Haynes