Working for What You Want

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Students will formulate the relationship between working and having what they want.

Primary Learning Outcomes

How can I get what I want? What could I do to earn money?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 2

Guidance

A. Self Knowledge

Topic: Knowledge of the importance of self-concept.
Standard: Describe positive characteristics about self as seen by self and others. Identify how behaviors affect school and family situations. Describe how behavior influences the feelings and actions of others. Demonstrate a positive attitude about self. Identify personal interests, abilities, strengths, and weaknesses. Describe ways to meet personal needs through work.

Procedures/Activities

Step: 1 Duration: 5 min.

Tell the class a make-believe story about someone their age who wanted something but didn’t have the money (e.g., Tasha wanted a skateboard, and her mother told her she could buy one with money she earned).

Step: 2 Duration: 15 min.

Ask students to finish the story about how Tasha could earn the money. Instruct students to write the ending of the story on the writing or construction paper and illustrate it.

Step: 3 Duration: 10 min.

Have students share their experiences of earning money and their ending to the story.

Materials and Equipment

Construction or writing paper

Standards (Local and/or National)

Total Duration

30 min.

Technology Connection

Assessment

Students' story ending will be evaluated.

Extension

Have students write about a time that they worked to earn something. Allow students to share these stories with the class.

Remediation

Have the class work to earn a treat. Explain that they will be given points, markers, stickers or some other token for good behavior and other positive behaviors during the school day. Establish an incentive for the class when they have reached their goal.

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.