Table 2.2.2 Unit Design Narrative (limited to 2 pages) Why are the objectives appropriate?

The objectives are appropriate because they correspond to state standards. They answer the essential questions associated with the identification of monetary coins and their values and give students a beginning understanding of how to count coins. Why are the lessons sequenced in this manner? The lessons are sequenced in the manner they are to build upon each other. The first lesson is an introduction to monetary coins and to gage students prior knowledge of them. Lessons 2 through 5 each identify a coin and its value and provide opportunities for the students to work with and explore the coin. Lesson 6 is a recap of lessons 2, 3, 4, and 5 with an emphasis on counting coins. Lesson 7 provides the students with an opportunity to independently count coins based on an amount they self-select. Lesson 8 is the wrap-up to the unit where the students will demonstrate everything they have learned in the unit in a role-playing activity. Why were these instructional strategies/activities I have chosen a variety of instructional strategies and activities to appeal to all selected? learning styles and stages of readiness. I chose to use direct instruction to introduce each coin and provided a variety of activities (worksheets, coloring sheets, exploration time, hands-on activities) to reinforce the concept. Each lesson provides a visual, auditory, and kinesthetic component. When creating my instructional strategies and activities, I had each students best interests in mind as well as their academic potential. How do the instructional strategies/activities I introduce each coin and its value through direct instruction and allow the students address the learning objectives for this unit? time to explore the coin and learn about it (student-centered). The daily reinforcement activities provide the students with hands-on opportunities to work with the coin and apply that knowledge to real world situations. The role-playing activity allows the students to demonstrate everything they have learned in a mock real world situation. How will a variety of levels of thinking skills be Level 1 Remembering The students will need to remember what each coin is addressed (e.g., Blooms Taxonomy)? Give specific and what its value is. examples of use. Level 2 Understanding The students will understand the exchange of money for goods. Level 3 Applying The students will apply their knowledge of coins/values to mock real world situations. Level 4 Analyzing The students will need to analyze the price of an item and determine what coin(s) they need to purchase the item. Level 5 Evaluating The students will be able to evaluate the reason for using money to purchase items. Level 6 Creating The students will create a consumer persona during their mock

Explain the reading strategies that will be used throughout the unit. Give specific examples. (Remember that using text is not a reading strategy) What resources will be needed for this unit (include school and community resources)? How will technology be integrated within the unit? Explain both teacher use and student use. How does the unit demonstrate integration of content across and within content fields?

school store role-playing activity. A story is read in lessons 1 5 and comprehension skills are reviewed. School librarian, school store volunteer staff Technology is limited in the school I student teach in. I will use the promethium board in lesson 6 to display heads and tails of coins. The unit primarily focuses on math skills, but does incorporate reading (comprehension, fluency - rhymes), social studies (presidents, monetary exchange, consumer actions), art (coloring) and music content areas (listening to a song for meaning). The coins and their values are introduced through teacher-centered direct instruction. The reinforcement activities are student-centered in that the student is responsible for their work. Lessons 7 and 8 are completely student centered giving the students the opportunity to apply what they have learned to real world situations they lead.

How does the unit demonstrate both teachercentered and student-centered instructional strategies?