| Lesson Plan ID: |
5626 |
| Title: |
Pat Brisson's Benny's Pennies |
| Overview/Annotation: |
Students will listen to the book Benny's Pennies and demonstrate their ability to count pennies, understand proper sequence and rewrite a story. |
| Content Standard(s): |
| MA(1) | 1. Demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number. | | MA(1) | 2. Demonstrate conceptual understanding of addition and subtraction by telling number stories; joining, separating, and comparing sets of objects; and applying signs (+ and -) to the actions of joining and separating sets. | | ELA(1) | 4. Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. | | ELA(1) | 8. Use complete sentences to address a topic or tell a story. | | ELA(1) | 9. Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I. | | ELA(1) | 12. Collect information from print and nonprint resources to investigate a teacher- or
student-selected topic. |
|
| Local/National Standards: |
|
| Primary Learning Objective(s): |
1. Students will be able to rewrite the story "Benny's Pennies" using different characters.
2. Students will be able to count up to five pennies.
3. Students will be able to retell story events in the proper sequence.
|
| Additional Learning Objective(s): |
|
| Approximate Duration of the Lesson: |
31 to 60 Minutes |
| Materials and Equipment: |
The book, Benny's Pennies, by Pat Brisson, five pennies in a ziploc bag for each student, journal paper, sentence strips, felt tip markers, overhead money (pennies), overhead projector |
| Technology Resources Needed: |
|
| Background/Preparation: |
Students should be able to recognize a penny and know its value. The teacher should prepare sentence strips for sequencing activity by writing the events of the story on the strips. Staple journal paper togother in booklet form. |
| Procedures/Activities: |
1.)Students will listen to the story of Benny's Pennies.
2.)Students will identify the characters and items purchased for each character.
3.)The teacher will ask comprehension questions about the story. Who is Benny? How much money did Benny have? What did Benny buy? For whom did he buy these items? How much money did he have at the end of the story? How did he feel about spending all of his pennies? Why do you think he felt that way? What would you buy if you had five pennies?
4.)The teacher will have the students retell the story in the proper sequence
by giving students sentence strips with the events of the story written on them.
5.)The students will place the strips in a pocket chart or on a magnetic board in the proper sequence.
6.)The teacher will reread the story. The students will take a penny from their bags as Benny makes each purchase. The teacher can also demonstrate this on the overhead projector using transparent coins.
7.)After each purchase, the teacher will ask the students how much money Benny has spent and how much he has left.
8.)The students will rewrite the story, Benny's Pennies, in their journals. Each student should replace Benny's name with his own. The students will write about the items they would purchase with five pennies and include names of friends or family as characters in the story.
9.)Students will then share their stories with the class.
|
| Attachments:**Some files will display in a new window. Others will prompt you to download. |
|
| Assessment Strategies: |
The student journals will be checked for comprehension and proper sequencing.
Observe the students counting pennies. |
| Extension: |
|
| Remediation: |
|
|
|
Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|
| Presentation of Material
|
Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
|
Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
|
