Jennifer Engo 4/9/13 ELD 375 Money Madness by David Adler Book Lesson Plan RATIONALE This lesson

n is teaching children that money wasnt always something that has been around. They get a brief history of what people in the past did to pay for things, and how money they have today came to be. CORE standards: o 2.MD.8: Work with time and money. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. o 2.RL.7: Use information gained form illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. o 2.RIT.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. o 2.SL.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. This lesson is important because students need to understand how the money they have today came to be. Everything has a history to it, especially money. Also, students will begin to learn, if they havent already, the different types of money that is used throughout the world, perhaps by people in their own family. OBJECTIVE My mathematical goal is to broaden the knowledge of students in the subject area of money. My hope is to strengthen what they have already learned about money in our own country and begin them in understanding that each country has their own set of money with different values to them. Students will be able to know what bartering is and how it relates to moneys history. Also, students will be able to recognize currency from their own country, and begin to be introduced to currency from other countries.

LESSON PROGRESSION I will start the lesson by asking the children a question that is on the first page of the book stating, Why do people want money?. I will then talk about the money we have here in America and that the money we have now hasnt always been a part of life.

 The lesson fits into the larger picture because the students will need to be fluent with how much each piece of U.S currency is worth and start to be familiar with other countries having different currencies. The students will not only learn about money, but also its history and how what we have today came to be. The lesson is appropriate for the second grade students. This is the year that money and time is a big factor. The students will have to be confortable with money so they can learn to add and subtract it in the upcoming units. After I have introduced the lesson I will proceed to start reading the book. I will stop after the third page and ask the students if they can turn and talk with a partner and think of something theyd have to do a lot to make if they didnt have money. I will stop again on the bartering page, and ask the student the built in question on the page of, Have you ever traded one toy for another? and follow that with the ending of the page of how trading toys is like bartering. I will stop again on the following page of how bartering sometimes didnt work and ask the students if they can guess how these people fixed that problem. On page 19 I will show the students the page and allow each of them to come closer if needed to view the first coins that were made with copper and bronze. Next on page 22 I will stop and have a quick discussion with the students about the different money around the world, and if anyone in their family has any at home that they used on a trip or have from living in another country. On page 27 I will stop once again to talk ask the students to raise their hands if they have ever seen an adult use a credit card, check or buy something online. Next the students will turn and talk about one time they had when they saw one of these forms of money be used. I will conclude the book by showing the children the back cover and reading them what presidents are on what paper money in the U.S. Next my specific goal is to hand the children each a worksheet and clipboard so they can complete it as a class on the carpet where the book was read. The first worksheet is based upon pages 22 and 23. The sheet will have just six different types of money with their labels attached to them. Together as a class the students will have to math the money to the country name on the right hand side of the paper. This sheet will be able to go home and may be used as a reference for future travel or study of money. The second worksheet is a quick activity that the students based upon returning to their seats. The worksheet is four questions asking the students to identify how much each item of money is. The last two questions on the page are just two simple yes or no questions. The only things I see to happen in the lesson that will deter proceeding are the students going off on tangents on the different types of money, or the knowledge they already know about money. I will make sure to address all questions, but only at the end of the book if the student hasnt already answered their question for themselves. Going over the second worksheet together will close the lesson. We will have a short discussion of other types of U.S money and how many different types they know.

OTHER CONSIDERATIONS For this lesson I will need the book, Money Madness by David Adler and the two worksheets that I have created. If possible, I will have different types of U.S and other countries currency. I have made the lesson from scratch. I have made it the easiest level and it can be adjusted to be more difficult pending on the students abilities in the class. I have some built in questions already into the lesson, but those questions can be added to or omitted based on what is happening during the reading of the book. During the worksheet portion I might ask students to think of other coins or bills they know in order to remember what each coin is worth. Based upon previous experience the transitions from the carpet to the students desks will be based upon random birthday month or a color of clothing. I expect there to be more questions on some areas such as the different currency in other countries. The students might have a difficult time understanding the barter system that is in the story, but that can be addressed by adding more realistic examples that apply to them. DIFFERENTIATION There of course will be both extremes of learners in every classroom. There are the students who are ahead of their classmates and get bored of a task if it is not challenging enough, and there are the students who might give up because they just cant seem to grasp the task. For this assignment To appeal to the quicker learners, pending on the technology in the room, go to a computer and play some more challenging games with money. If technology is not available, I could have on hand an activity (not a worksheet) on hand of a third grade level work dealing with the topic. It can foreshadow to those students what is coming in the proceeding units, and also keep them from being bored with tasks that are to easy for them on their grade level. For the students who may be having a more difficult time I will have the quicker learners go off and complete their tasks and ask a few students to stay behind with me to complete the activities. The students can work in stations or with partners to disguise who is a quicker learner and who may be having more difficult time. ASSESSMENT My assessment will be based mainly off of students answers. I will make sure I have a random system way to pick students to get a variety of feedback. The students who arent able to talk during the discussion will be approached individually in a mini conference session to gage whether or not they thought the activity was easy or hard in reference to them only. In my assessment I will be looking for students to use specific vocabulary pertaining to the math language in the book. An example of this would be the use of bartering or what a check is. Also, I will be looking to see if the students understand the history of money and if they can fluently identify current U.S currency.

Reflection: The read aloud of the book went very well. I was unfortunately not told when the lesson of money was being taught so by the time I read the book to the children it was towards the end of their money lesson. The book in a way ended up being a review mostly of things they children learned in their money unit and they were ready and willing to respond to all questions asked during the read aloud. Again since I wasnt told when the money unit was being taught despite asking my worksheets proved to be a bit to easy for the children. What I can learn form this is to have harder worksheets available as a back up in case the students respond just as they did with this lesson.