Dakota State University
College of Education
LESSON PLAN
FORMAT
Name: __Jayne Peterson_________
Grade Level: __10th-12th______
Date: __12/7/11_________
Time: _10:42 a.m.-11:26
a.m.____
Reflection
from prior lesson:
The lesson continued on “Buying A Car”, and students
were given a worksheet to complete by the end of class. The worksheet included questions over key
terms, and about insuring and financing a car.
Lesson
Goal(s) / Standards:
NBEA (National Business
Education Association)
V. Buying Goods and Services
Achievement Standard: Apply a decision-making model to maximize consumer
satisfaction when buying goods and services.
Lesson
Objectives:
Students will be given a rubric to follow and will
have time ask questions and complete the assignment in class.
Students must follow the rubric correctly, which
involves picking out a realistic car to buy, finding the trade-in value for a
car already owned, and a calculating the monthly loan according to their
information. This must be competed in class,
and will be a participation grade.
The final assignment (a Word document) must be
completed, printed off before the end of class, and turned in with the
student’s name on it. This must be
completed with 80% accuracy and according to the rubric.
Materials
Needed:
Rubric and Computer
Contextual
Factors/ Learner Characteristics:
Period 4 does not have any freshman, and is mostly
made up of juniors and seniors. There is
a nice mix between boys and girls, but it is a large class, usually about 24 or
25 students. There are a few students
who have trouble staying on task, and some that will give up right away. It usually takes the class a few minutes to
settle down and pay attention, but once they are on-task, they do quite well
with lessons.
A. The Lesson
1.
Introduction
(6 minutes)
·
I will receive
the students’ attention by having them log out of the computers and look at
me. I then will introduce myself, and
let the class know what we are doing today.
·
I will ask
students how many actually own their own car, drive, and pay gas for their car.
·
I will explain
that we will actually be buying a car today, and tell them that they need to
choose a realistic car to buy.
·
I will show them
my final document on the projected screen, and tell them to use a table and
insert pictures of their cars.
·
I will tell them
to follow the rubric and ask either Mrs. Quail or me if they have any
questions.
2.
Content
Delivery (40 minutes)
a.
Students will be
given the majority of the class period to work on their assignment, and to
follow the rubric.
b. During the work time, I will be walking around the
classroom to make sure students are staying on track and answer any questions
or add comments to discussion.
c.
I will
demonstrate with the projection screen to show students how to use the trade-in
value website if there are questions or concerns on the website.
d. I will make any necessary adjustments as needed
throughout the work time.
3.
Closure (2
minutes)
a.
Remind students
to turn in their final word document by the end of class
b. Explain the importance of making a realistic car
purchase, because it is rather difficult to make a high car payment every month
when you are out of school, paying for rent, gas, groceries, bills, etc.
c.
Ask students what
the most surprising thing they learned after finding out how much a car costs
each month.
B. Assessments Used
Students must follow the rubric correctly, which
involves picking out a realistic car to buy, finding the trade-in value for a
car already owned, and a calculating the monthly loan according to their
information. This must be competed in
class, and will be a participation grade.
The final assignment (a Word document) must be
completed, printed off before the end of class, and turned in with the
student’s name on it. This must be
completed with 80% accuracy and according to the rubric.
C. Differentiated
Instruction
I will use the projector to
project an image of what the final assignment should relatively look like, and
I will verbally explain how to do the assignment. Students will have directions on their
rubric, so they can follow the steps according to their own speed and ability
level.
D. Resources
Standards:
http://www.nbea.org/newsite/curriculum/standards/economics.html
Websites
for students to utilize:
http://www.carloancalculator.me/