Intern Name: Delaney Estes

Lesson Title (Subject/Topic): Pennies

Grade: Kindergarten
Length of Lesson: 45-60 minutes
Date Taught: 03-17-22
LESSON PLAN TEMPLATE
In this lesson…
Students will listen to the book, “The Worthless Penny,” by Greyson Masters,
Overview and then will demonstrate comprehension of a penny by completing three
activities on counting pennies.

MA.K.3.1 - The student will recognize the attributes of a penny, nickel, dime,
Standards of and quarter and identify the number of pennies equivalent to a nickel, dime and
Learning quarter. (SOL K.7; Measurement)
How much is a penny worth?
What is a penny made of?
Essential Questions How many pennies make up a nickel, dime, and quarter?
What does the word “worthless” mean?
Students will be able to…
describe a penny and identify how many pennies go into a nickel, dime, and
Objectives quarter. Students will also be able to count and add pennies together.

I can describe a penny based on its characteristics.

Learning Target I can identify the number of pennies that are equal to a nickel, dime, and
quarter.
Necessary Prior Knowledge on how to count and write numbers.
Some prior knowledge on information about the penny.
Knowledge
Materials 3 worksheets, a pencil, and a brown crayon
The students will sit around the carpet while listening to the teacher read, “The
Introduction/Hook Worthless Penny,” by Greyson Masters. Students will then have a class
conversation about the story.
After listening to “The Worthless Penny,” students will complete three
activities…
Instructional - “Pennies” → Students will count the amount of pennies in each line and
write the number.
Activities & - “Counting Pennies” → Students will color in the number of
Strategies cents/pennies the piggy bank says with a crayon.
- “Penny Addition” → Students will add together the amount of pennies
in each section.
- Pennies
- Cents
Key Vocabulary or - Counting
Concepts - Value
- Money
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Students will be assessed at the end of the unit. Students earn an AP on the
objective if they can consistently identify the penny, nickel, dime, and quarter,
Assessments by heads and tails with limited assistance and can tell how many pennies are
equal to a nickel, dime, and quarter.
The last worksheet will be the “Penny Addition” worksheet. This will combine
Closure Activity everything they have been learning so far in order to challenge their thinking.
I have printed out extra worksheets in case a student finishes faster than the
other.
Accommodations Some specific students will need a little more time than everyone else and more
help, so I will make sure to be there for assistance.
- The story: “The Worthless Penny,” by Greyson Masters
3 Worksheets:
Resources - “Pennies”
- “Counting Pennies”
- “Penny Addition”

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Delaney Estes
Lesson Title (Subject/Topic): Pennies
Date of Lesson Taught: 03-17-22
Cooperating Teacher & School: Mrs. Houlihan at Linkhorn Park Elementary
Grade: Kindergarten
Time of Day: 1:00 pm

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

I first discussed with my cooperating teacher, Mrs. Houlihan, to see what the students most need help with
at the moment. After finding out that they are currently learning about coins, I started researching
different books I could read to start off the lesson. I then went to tell my VTFT 2 teacher, Mrs. Nardelli,
about my idea and how I wanted to go about the lesson. After finding a book, I researched some activities
my class could complete that revolved around pennies. I then shared my final idea with my cooperating
teacher and put the plan together.

2. How did the SOLs and Objectives help focus your instruction?

The SOLs and Objectives were a perfect guide in helping me see what I needed to mostly focus on. I also
made sure my worksheets and activities corresponded with the objectives so that it would help them when
the assessment came around at the end of the unit.

3. What parts of the instructional plan worked as you anticipated?

The story I read worked perfectly as planned. All of the questions I asked during the story were great for the
students to challenge themselves and fit well with what they would be working on in class.

4. What, if any, adjustments needed to be made once you began?

When I began, all I needed to do was figure out how to pull up my story online.

5. How well did you anticipate the materials needed?

I think that I did a great job with anticipating the materials the students needed. I was prepared to let them
know that they would need a brown crayon and a pencil. I also had all three worksheets ready and multiple
extras in case a student messed up.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
The future assessment will be a worksheet given that would test their knowledge on what a penny, nickel,
dime, and quarter look like. It will also test their knowledge on the value of each coin.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)

I felt that this lesson was a great success because the students were able to use practice, with the
worksheets I gave them, in order to perfect and enhance their knowledge on pennies. I saw this success
after reviewing the completed worksheets because by the final worksheet, they were able to get almost all
of the questions correct.

8. How did the time spent preparing for your lesson contribute to it’s success?

It played an immense role in my lesson’s success because the time I spent helped prepare me for any
unexpected situations. For instance, I made sure I did some extra research on more activities for some of
my students who work faster than others.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

If anything, I would say that next I would create an activity that had pennies, nickels, dimes, and quarters.

10. Any last comments/reflections about your lesson?

I had such an amazing time reading the story to the class. All of my students were so well behaved and had
their eyes on me the entire time.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)