Lesson Plans for Sean Tate for the week of 2/18/2013 (Page 1)

Subject/Course

GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor. Bell Work:Explain how planning is important to making goals. Objectives: (at least 2) Evaluate the difference in types of goals for the purpose of setting realistic and obtainable goals. Compare and Contrast strong obtainable and weak goals.

Activities: should focus on Priority Skill(s) of the Day Anticipatory Identify the group of people in the United States Set that are most likely to experience bankruptcy. Explain that effective financial planning and budgeting are essential tools that prevent bankruptcy and help build a familys wealth. Prior to making a budget, the development of Teacher Instruction/Input financial goals and plans are important steps to becoming financially stable and building wealth. Goals are something to achieve or reach, such as buying a car or owning a home. Explain the difference between shortterm, intermediate, and long-term goals. Activity 3: Financial Goals and Planning Divide the class into groups of four and distribute chart paper and markers to each group. Instruct each group to use text chains (view literacy strategy descriptions) to create goal statements. Demonstrate the process by having the groups write this statement on the board or a sheet of chart paper displayed on the wall: Within the next year, I will buy a new boat, save $1000 for Christmas, and find a parttime job for the summer.

Guided Practice & Model

Independent Practice

Have each member of the group write a portion of the text chain,with the fourth members writing a concluding statement. Have a member of each group read their goal statement aloud and post it on the board or wall. Have students create their own set of personal goals and record them in their learning log.

Closure

Have students share their financial goals and plans with the class and display them in the classroom.

Materials/Resources/Technology: PowerPoint, Projector, Textbooks Literacy Strategies: Chain Links

Assessment: Formal: Completion of Group Project Informal: Class Participation Modifications/Accommodations: (link from tab) GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor. Bell Work: Which is better putting your money in a savings account or in a piggy bank, explain your answer. Objectives: (at least 2) TSWBT explore the concept of earning compounded interest TSWBT discuss different ways to save money TSWBT make a plan to save for items they do not have enough money for now

Activities: should focus on Priority Skill(s) of the Day Anticipatory Which would you rather have: a $100 bill or a Set penny that double every day for 30 days? Teacher Savings, what is it, how do I do it and why is it Instruction/Input important. Divide class into pairs. Tell students how to calculate how much one penny doubled every day for 30 days amounts to. Guided Practice & Model Record this data on whiteboard. Have students determine that one cent doubled for 30 days is $5.4 million. Inform students that most savings accounts earn between 3 and 5% interest. Distribute Handout 1: How Your Money C an Grow worksheets to students. Explain how to use the table.

$100 in a savings account earning 5% compounded for one year -$100 x 1.05 (factor from table under 5% for 1 year) = $105 $100 in a savings account earning 5% compounded for five years -$100 x 1.2763 (factor from table under 5% for 5 years) = $127.63 Distribute an envelope and sheet of paper to each student. Have students draw a picture of an item they would like to save for. Tell students to write the approximate cost of the item on the picture. Independent Practice Tell students to experiment with calculating how much they would need to save each week or month, and the total number of weeks or months to reach the goal. When students have a reasonable plan, tell them to write it on the back of the envelope. Is the item you wanted worth the sacrifice of saving for it, explain your answer. Materials/Resources/Technology: http://www.citigroup.com/citigroup/financialeducation/curriculum/kids.htm and click on Which is Better - Piggy Bank or Savings Account? Closure

Literacy Strategies None

Assessment: Formal: Students will complete the savings activity. Informal: Class Participation Modifications/Accommodations: (link from tab) GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor. Bell Work:What is the difference between a bank and a credit union? Objectives: (at least 2) Create an analysis comparing and contrasting different forms of financial institutions.

Activities: should focus on Priority Skill(s) of the Day Anticipatory Read excerpts from Poor Dad Rich Dad and

Set

answer a given question regarding investing.

Teacher Activity 5: Financial Institutions and Services. Instruction/Input Using the Internet or teacher-provided resources, have each team research an example of each financial institution that provides the service it is assigned. Have each group evaluate which type of institution would be the best to use for their assigned action based on the cost, convenience, and considerations (perks, bonus, and stability) of each institution. Have each group prepare a short presentation that describes the service their group is seeking, compares the various institutions that offer it, and explains which institution best provides that service including a real-world example. Each group should create a visual aide using chart paper and markers to compare and contrast the different institutions providing their assigned service. Display each groups visual on the wall or board. Continuation of Group Project. After all groups have presented, allow students to review each visual while responding to the following prompt in their learning log Closure Describe the service that is best provided by each of the different types of financial institutions. Materials/Resources/Technology: http://answers.yourdictionary.com/answers/invest/what-are-the-differenttypes-of-financial-institutions.html http://www.g-w.com/PDF/SampChap/60525_0892_CH08.pdf http://wwwdev.cuna.org/download/23398_ch4.pdf

Guided Practice & Model

Independent Practice

Literacy Strategies: Split Page Notes

Assessment: Formal: Completion of Group Project Informal: Participation in Group. Modifications/Accommodations: (link from tab)

GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor. Bell Work: What is a credit card? Explain one reason that it is a good thing and one reason that is is a bad thing to have. Objectives: (at least 2) Identify the similarities and differences between a debit and a credit card. Explain the advantages and disadvantages of using cash and consumer credit to purchase goods and services. Classify purchase scenarios as credit or debit transactions.

Activities: should focus on Priority Skill(s) of the Day Tell the students that you are going to the store to buy the latest video game. Ask the students for examples of different ways in which you could Anticipatory pay for your new purchase. Write their answers Set on the board Explain that with all examples except the credit card, people have money before they buy the item. Teacher Discuss the following: Instruction/Input Banks, ATMS, Credit Card, Debit Card Guided Practice & Model Students will work in groups to complete a chart on advantages and disadvantages for Debit Cards and Credit Cards Students will create their own credit card. They will compre and contrast debit and credit cards. (The Physical makeup) They will make sure that the add and list all of the information that is on the front of the card as well as the back of the card. Exit Question: How are bank cards, similar and different than credit cards?

Independent Practice

Closure

Materials/Resources/Technology: Handout 1: Glossary Student Worksheet. Make one copy for each student. Handout 2: Design a Card Student Worksheet. Make one copy for each student. Handout 3: Advantage and Disadvantage Student Worksheet. Make one copy for each student or group of students and a transparency copy for use during discussion.

Handout 4: Debit or Credit You Decide Student Worksheet. Make one copy for each student or group of students. Visual 1: Whats on Your Card? Make one copy as transparency or use PowerPoint slides.

Literacy Strategies:

Assessment: Modifications/Accommodations: (link from tab) GLE/Comprehensive Curriculum: *The GLE's and/or Comprehensive Curriculum are required to be linked from the tabs in the editor. Bell Work: Take 5 minutes to study for Quiz Objectives: (at least 2) Analyze knowledge on the US Forieng Policy as it has transitioned over time. Evaluate a reading selection to answer questions in an ACT Format. Activities: should focus on Priority Skill(s) of the Day Students will be given five minutes to review for Anticipatory quiz and then time to ask teacher questions on Set information the studens do not understand. Answers Questions Posted by Students on Information Covered. Teacher Distributes quiz to students. Instruction/Input Explains the ACT assignment for students that complete quiz early. Guided Practice & Model Independent Practice Closure ACT assignment- students will be given a reading where they will need to analyze the reading to answer questions in ACT format. Students will complete Quiz as well as ACT Exercise Review answers to questions from quiz and ACT exercise.

Materials/Resources/Technology: Quiz and ACT Exercise

Literacy Strategies: ACT Exercise

Assessment: Formal: ACT Exercise and Quiz Informal: Participation in Reviewing Answers. Modifications/Accommodations: (link from tab)