LESSON PLAN USING THE SIOP
MODEL: COUNTING MONEY
EDBE 5423
Jamie L. Embree
Texas Woman’s University
Statement of Purpose
I have often heard the phrase, “mathematics is a universal language.” Mistakenly, I believed
that because mathematics consists primarily of numbers this subject would be the easiest for
English language learners to learn. However, after having spent the past several weeks
researching the Sheltered Instruction Observation Protocol (SIOP) Model, I now realize
mathematics, as well as other disciplines, requires students to have a firm grasp of the English
language in order to successfully master academic content being taught.
My overall purpose is to design a math lesson that addresses both students’ academic and
linguistic needs by following one of the suggested SIOP lesson planning formats provided in
the text, Making Content Comprehensible for English Learners: The SIOP Model by
Echevarria, Vogt, and Short (2013). The ultimate goal of my lesson will be to incorporate
many of the components and features within the SIOP Model to ensure that challenging
mathematical concepts are made much more comprehensible and accessible for learners with
limited English proficiencies all while simultaneously and purposely promoting students’
language development.
SIOP
Features
Background
Both in and outside the classroom, students have had prior experiences learning
about money. Students can identify commonly used U.S. coins, including pennies,
nickels, dimes, and quarters, and are capable of describing the value of each coin.
Concepts Linked
to Students’
Backgrounds
Links Between
Past Learning
and New
Learning
Incorporate
Native Language
To explicitly link students’ prior knowledge of the U.S. monetary system to the new
concept of finding the value of a collection of coins using monetary transactions,
together as a class, students will discuss what they already know about money in
general, focusing on times when they have seen family members use coins and/or
have used coins themselves. To further help students recognize the need for
monetary transactions, the teacher will quickly jot down students’ responses on a
thinking map shown on the overhead projector. A sample concept map can be
found on PowerPoint slide 10.
During the class discussion, the teacher will make the content more meaningful for
ELLs by asking specific questions about money in their native country. Students
should be encouraged to bring a collection of coins from home to share with the
class.
Subject: Mathematics
Topic: Counting Coins
Content
Concepts
Appropriate for
English Proficiency Level: Intermediate
Grade Level: 2
Age and
Education of
Students
Texas Essensial Knowledge and Skills (TEKS)
5 Number and Operations. (A) Determine the value of a collection of coins up
to one dollar; and (B) Use the cent symbol, dollar sign, and the decimal point to
name the value of a collection of coins.
English Language Proficiency Standards (ELPS)
1A use prior knowledge and experiences; 1E internalize new basic/academic
language; 3E share information in cooperative learning groups; 4G demonstrate
comprehension through shared reading, retelling/responding/note taking
Preparation
Content
Objectives
Language
Objectives
Key Vocabulary
Emphasized
Supplementary
Materials
Content Objective: Students will be able to determine the value of coins in order to
solve monetary transactions.
Language Objectives: Students will read the poem, Smart, written by Shel Silverstein.
In small groups, students will act out the money transactions in the poem using play
money and write the value of each coin transaction using the cent symbol, and/or
dollar sign.
Content Vocabulary: Dollar, Quarter, Dime, Nickel, Penny, Monetary, Transaction
General Academic Vocabulary: Determine, Value
Supplementary Materials:
4 Large pieces of chart paper to be used to complete anchor charts; play U. S. coins for
each student to use as manipulatives; student copies of the poem, Smart, by Shel
Silverstein.
Motivation
Clear
Explanation of
Tasks
The teacher will discuss every aspect of the lesson with students. At the beginning
of the lesson, the teacher will introduce the learning objectives. Students will
already be accustom to this daily routine. Students will be asked to read both
content and language objectives aloud, paying special attention to key vocabulary
A Variety of
words.
Techniques
Used
Together as a class, students will be randomly called on to complete four large
charts which will be a review of previously taught vocabulary terms (dollar,
Key Vocabulary
Emphasized
quarter, dime, nickel, and penny) and introduce new terminology (monetary,
transaction, determine, and value). Coin charts will be left hanging in plain sight
for students to reference back to as needed during the group activity.
Supplementary
Materials
An example of a blank chart to be completed for each of the four coins can be
found on slide 11 of this presentation.
Supplementary
Materials
Presentation
Distribute a copy of the poem, Smart, by Shel Silverstein and collection of play
Comprehensible
coins to each student. Read the poem aloud to students, speaking slowly, with clear
Input
enunciation, and using expression. While reading the poem, also refer to students’
Scaffolding
coin charts as added visual support. Explain to students that they will be working in
Techniques
small groups, to find out how “smart” they are with money.
A Variety of
Techniques Used
Practice/Application
Students will be prearranged in heterogeneous groups of four. Students will reread
the poem together one stanza at a time. During this time, students will be asked to
determine the amount of money the boy in the poem has by acting out the
Opportunities
monetary transactions described in the poem, using the play coins as manipulatives.
for Interaction
To ensure equal participation during the group activity, students will be instructed to
take turns reading and swapping coins, making certain each member gets the
Integration of
opportunity to read and act out one stanza of the poem. The last stanza can be read
Each of the 4
together. As students read, they will record their findings on worksheet provided.
Language Skills
An example of worksheet can be found on slide 12/13 of this presentation.
Scaffolding
Techniques
Continuous
Assessment
Review/Assessment
While students are completing group activity, the teacher will circulate among the
groups, monitoring student comprehension. As needed, the teacher will offer support,
and/or correct any misunderstandings through the use of questioning strategies.
Higher-Order
Questioning
and Tasks
Grouping
Configurations
Support
Learning
Objectives
After students have completed reading and acting out the poem, they will be asked to
answer four comprehension questions. By establishing heterogeneous grouping
configurations, those students who require additional support will be provided extra
assistance from their peers. When all groups have finished answering questions, the
teacher will regain students’ attention, asking groups to share their answers in a wholeclass discussion. For each of the questions, the teacher will make certain to accept
responses from multiple groups and provide feedback. Examples of student questions
can be found on slide 12.
Feedback
Review of
Key Content
Concepts and
Vocabulary
To further check for understanding, the teacher will briefly review learning objectives
and key vocabulary by asking students, “Does the boy in the poem really understand the
different values of money?” and then follow up with the question, “What advice could
we give the boy about money values?”
Extension
Activities
for Students
to Apply
In order to master targeted skills, students must be given multiple opportunities to practice
and apply newly acquired content and language knowledge. To provide students with
more quality practice learning about money values and monetary transactions, the teacher
will introduce a fun classroom activity in which students will be participating in the near
future, called our classroom rummage sale.
Content and
Language
Knowledge
Interaction
The teacher will tell students that on a predetermined date, they will be allowed to bring in
a few personal items to sell to their classmates during our classroom rummage sale.
Selected items brought from home must be of little value and approved by an adult.
Examples may include, small trinkets, toys, books, and/or a student’s hand-made creation.
The teacher will tell students to assign a value of less than $1.00 to each of their items to
be sold. Important to note is that on the day of the classroom rummage sale, all students
will be included; if a circumstance arises where a student does not have any items, the
teacher will provide the student with items to sell.
All students will then be given a ziplock bag to hold coins for making purchases. The
teacher will explain to students that coins will be awarded over the next couple of weeks to
students who exhibit exemplary classroom behaviors.
Example Thinking Map
Rich
Different
Values
Have
A lot
Poor
Vary By
Country
Chinese
Yuan
Japanese
Yen
Worth
A Value
Have
A Little
European
Euro
Mexican
Peso
Quarters
Types
Money
Pets
Toys &
Fun
Earn
Bills
Food
Dimes
Nickels
Spend
Clothes
Dollar
Bills
Pennies
Save
Chores
Wallet
Purse
Bank
Work
EXAMPLE OF COIN CHART
Name of Coin
Picture of Coin
Value of Coin Using Words
Value of Coin Using Number and
Money Symbol
How many of these coins equals one dollar?
SMART POEM WORKSHEET (FRONT SIDE)
Directions:
Read the poem below with your group, each person reads and acts out one stanza using the coins.
As you read, show the amount of coins the character gets when he trades his money.
Use the coin charts we completed earlier as a class.
When you are finished answer the questions about the poem on the back of this worksheet.
“Smart” Poem by Shel Silversein
My dad gave me one dollar bill
‘Cause I’m his smartest son,
And I swapped it for two shiny quarters
‘Cause two is more than one!
And then I took the quarters
And traded them to Lou
For three dimes--I guess he don’t know
That three is more than two!
Just then, along came old blind Bates
And just’ cause he can’t see
He gave me four nickels for my three dimes,
And four is more than three!
And I took the nickels to Hiram Coombs,
Down at the seed-feed store,
And the fool gave me five pennies for them,
And five is more than four!
And then I went and showed my dad,
And he got red in the cheeks
And closed his eyes and shook his head—
Too proud of me to speak!
Show your work by draw coins and write amount with money symbol
SMART POEM WORKSHEET (BACK SIDE)
Directions:
With your group, answer the following questions about the poem.
1. Do you think the boy in poem got a good deal? Why or Why not?
2. How do think the dad feels about his son’s actions at the end of the poem?
3. Why do you think the author of this poem, Shel Silverstein named his poem, Smart?
Conclusion
While teachers may have little control over many factors that affect second language acquisition, such as the
students’ cultural and educational background, current level of English proficiencies, particular learning
styles and/or one’s motivations for learning, teachers do have control over the quality of instruction they
choose to implement in the classroom. Following the SIOP lesson plan format helps teachers to plan
meaningful classroom learning activities that integrate lesson concepts with opportunities to for students to
practice developing English language skills. Adhering to the SIOP Model, teachers are provided with a
comprehensive framework for becoming effective in designing and delivering high-quality lessons, ensuring
both students’ academic and linguistic learning needs are supported. More specifically, when using the
SIOP Model, lessons are guided by both content and language objectives, background knowledge is built
and linked to past learning, concepts are made comprehensible, explicit vocabulary instruction is provided,
assessment is an on-going process, higher levels of thinking are required, and student collaboration is
encouraged. When all of these effective principles of SIOP instruction are used to high degree, challenging
grade-level content becomes more accessible and meaningful for ELLs, thus allowing all learners to reach
higher levels of academic achievement.
Resources
The format used in designing this lesson plan can be found in the text, Making Content
Comprehensible for English Learners: The SIOP Model, by Echevarria, Vogt, and Short
(2013) on page 298.
The poem worksheet used in this lesson was adapted from the webpage,
http://www.busyteacherscafe.com/worksheets/smart.pdf
The idea for the extension activity was adapted from the following webpage,
http://lesson-plans.theteacherscorner.net/math/money/