OBJECTIVES:
The student should be able to:
• Identify pennies, nickels, and dimes and their values using the cent sign.
• Add and subtract monetary amounts to purchase items.
• Act out the story “Benny’s Pennies,” to solve monetary problems.
TIME: 60 minutes
MATERIALS
“The Money Song” by Dr. Jean
Benny’s Pennies
Props: Five new penny costumes, morning sun, high heels (mom), cat costume, dog costume, rose, rolling pin, cookie, stack of newspapers, paper hat, pretend cutting utensil, bone, fishing pole, fish
10 pennies per student
Priced objects to buy (cookies, paper hats, bones, fish toys)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will sing “The Money Song,” by Dr. Jean with the children. As the song is sung the teacher will show the students the coins that are being described in the song.
ACTIVITY:
Teach/Model: The teacher will discuss the concept of money with the students. She will ask the children how money is used daily, and how much they believe certain items cost. She will show the children a quarter, dime, nickel, and penny. The teacher will group the children to show the amounts of each coin. She will tell the children that they will read and act out a story entitled, “Benny’s Pennies.” She will ask the students to indicate what coin they believe the story will be about.
Guided practice: The teacher will read and assist the children as they act out the story “Benny’s Pennies” using props and costumes. She will assign roles to all the children. Roles will include: Benny, five pennies, mom, brother, sister, cat, dog, Mrs. Hill, Mrs. Hill’s helper, Lucy May and her helper, Michael Bess and his helper, Mr. Hopper and his helper, Mr. Beal and other fishermen. The children will be placed in a circular shape in order of how they appear in the story. The main character and his pennies will walk around the circle acting out the story as the teacher reads the plot. As the story is read, the teacher will ask the children to determine how much money Benny has left.
Independent practice: Each child will receive 10 pennies, and will be allowed to buy items like Benny did. They will visit the “store” of their choice and buy various items (rose, cookie, paper hat, bone, fish toy). The items will be marked with various prices, and the children will have to count their pennies to be sure that they have enough money to buy their items.
Closure: The teacher will have the children count out pennies to purchase their item. The students will compare price of the items bought, and determine if they have any money left. The children who have money remaining will get to keep what they have saved.
EVALUATION/ASSESSMENT:
The teacher will assess the students’ performance of objectives 1-3 through observation, questioning, and redirection throughout the lesson. The teacher will observe and record observations throughout the lesson with pictures and anecdotal notes. She will scaffold student learning as they act out the story and purchase items with their money.
ART CONTENT/CONCEPTS:
Music and Movement
D-CE-E1 Use kinesthetic awareness, proper use of space, and the ability to
move safely.
D-CE-E2 Explore and demonstrate basic movements and the elements of
dance (space, time, and energy)
D-CE-E3 Recognize and explore dance as a way to create and communicate
ideas and feelings
D-CA-E4 Identify the main theme or story idea presented in a dance
M-CE-E5 Participate in organized musical activities including singing, playing, and
movement
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 6 Identify pennies, nickels, and dimes and their values using the cent sign (¢)
(N-1-E) (N-2-E) (N-6-E) (M-1-E)
GLE 9 Use concrete objects to model simple real-life addition and subtraction problems (N-4-E)
GLE 12 Model and act out story problems, physically or with objects, to solve whole number sentences with sums less than or equal to 6 (A-2-E)
MODIFICATIONS | ACCOMODATIONS:
Developmentally delayed children will receive additional scaffolding and guidance from teacher especially with respect to counting money. Advanced learners will be encouraged to assist with delayed children during the lesson. They will be encouraged to count various types of coins. The teacher will relate the diversity and uniqueness of each child by emphasizing how special it is to belong to different cultures, and how some countries use different types of money.
TEACHER'S REFLECTION:
This lesson was a wonderful way to teach the children about spending money. When I taught this lesson I felt that the students in my class had mastered how to count pennies, so I gave each child five nickels and priced the items so that it required them to use the pennies and nickels to make their purchases. This produced a slightly chaotic classroom when 20 students attempted to purchase the various items. I should have stuck with counting pennies. It was very hard to accommodate all of the children as they “shopped.” I ended up placing the children who could count nickels and pennies at different tables, so they could assist their peers who were purchasing the items. In the mean time, the children who were waiting to shop were very talkative and active as they waited. In the future I will complete the lesson using only pennies, like I had originally planned. I believe that incorporating other coins would be a great lesson to teach in a small group setting.
I didn’t expect the lesson to cost very much, but it became a little pricey when I began purchasing the items in bulk to use in our pretend grocery store. To save on the costs, you may want to make, or have some of the items donated from your students instead of buying them. The kids really enjoyed having the real objects from the story.
The only other obstacle to overcome was finding enough parts in the story for all of the children involved. In order to be fair when determining who would play each part in the story, I pulled names. This worked wonderful until one of the students decided that he disliked being a penny, and began to throw a temper tantrum. Prepare yourself for the temperamental students reaction to the part he/she is given!
RESOURCES:
Brisson, Pat. Benny’s Pennies. Random House Inc.: NY (1993).
Louisiana Department of Education. (2003). Louisiana English language arts content standards K-4: Bulletin 1965. Baton Rouge, LA: Division of Student Standards and Assessments.
Louisiana Department of Education. (2004). Grade-level expectations (GLE) handbook: Prekindergarten and Kindergarten. Baton Rouge, LA: Division of Student Standards and Assessments.
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