Dakota State University
College of Education
LESSON PLAN
FOR PERSONAL FINANCE PERIOD 6
Grade Level: 11th – 12th
School: Roosevelt
High School, Sioux Falls School District
Date: 12/5/12
Time: 1:20 pm –
2:10 pm
Reflection
from prior lesson:
Yesterday we went over chapter 15 “Planning Your
Retirement Income” (Section 2). I used
SmartSync to broadcast the PowerPoint, and students were attentive and asked
questions. Some students even gave ideas
and participated when I asked them for questions or ideas on how to pay for
retirement. The video we watched really
gave some excitement for the class, when they realized that if they started
saving at a young age they could possibly make a million dollars by retirement
age. It went well, although yesterday we
had a technical difficulty after I presented the lesson. Since students could not access the shared
folder yesterday (on the RHS server) we ended up doing the retirement budget in
class, so that students could finish their retirement dreams poster after the
Chapter 15 Section 2 lesson.
Lesson
Goal(s) / Standards:
Indicator #4: Evaluate
savings and investment options to meet short- and long-term goals.
PF 4.1 Explain
how saving contributes to financial security.
PF 4.2 Explain how investing
builds wealth and helps meet financial goals.
Lesson
Objectives:
After completing this section, students will have
learned to: identify various types of wills, discuss several types of trusts, and
describe common characteristics of estates.
Students must complete the worksheet, Decoding and
Understanding a Will with 85% accuracy.
Materials
Needed:
Students will need to use their individual desktop
PCs, have an Internet connection, and use Microsoft Word in order to complete
the assignment. I will need to use the
Smart-Board for the lesson and have an Internet connection for the assignment
demonstration, and also use PowerPoint to present the lesson. Students will
also have their own personal finance book to use.
Contextual
Factors/ Learner Characteristics:
The classroom is made up of 23 students. 14 are female, and 9 are male. Of the 23 students, 20 are white (and
non-Hispanic), 1 is American Indian or Alaska Native, and 2 are
Hispanic/Latino. There have been a total
of 5 dropouts since the year has started, 2 are white (and non-Hispanic), 2 of
them are Hispanic/Latino, and 1 is Black, or African American. Period 6 does
not have any freshman or sophomores, and is made up of juniors and seniors. There
is an okay mix between boys and girls, but it is a smaller class compared to
the other personal finance classes, making the room quiet at times. 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 (3 minutes)
a. I will get the students’ attention by asking the class
what their definition of a will is.
b. We will have a class discussion about a will, and I
will explain to the class that we will actually de-code a will today, after we
learn all about a will and protecting your financial interests.
2.
Content Delivery (approximately 25 minutes)
a. Using SmartSync technology, I will broadcast the
PowerPoint onto each student’s computers.
b. We will go through slides 24 to 39 and I will present
it on the SmartBoard.
c.
Students will be
exposed to different types of wills and trusts, and also how to protect your
financial interests.
d. Once all the main points are discussed, I will
introduce the assignment for the day.
e.
For the
assignment, students will decode a will.
Students will be given the will on hardcopy – and the document with
questions to the will is located on the Personal Finance student shared folder.
3.
Closure (22 minutes)
a. The class will be given the rest of the period to work
on the worksheet given for de-coding a will.
If they do not finish before class ends, students must do it outside of
class and have it done by the next class period.
b. I will be available for questions, and I will also be
willing to check answers to make sure students are on the right track.
B. Assessments Used
After
completing this section, students will have learned to: identify various types
of wills, discuss several types of trusts, and describe common characteristics
of estates. Students must complete the
worksheet, Decoding and Understanding a Will with 85% accuracy.
C. Differentiated Instruction
Students will
be exposed to differentiated instruction.
The first being Microsoft PowerPoint to serve as a
visual aid, and the next will be direct lecture to supplement the material.
Once the section is completed, and students had a chance to ask question and
provide some class discussion, I will explain the assignment. This will be hands-on, and they also have the
opportunity to ask questions, as I will explain in detail, and repeat steps
frequently.
D. Resources
Standards: http://www.nbea.org/newsite/curriculum/standards/economics.html
Textbook: McGraw
Hill Glencoe Personal Finance In Partnership with
Standard & Poor’s Businesses Week
Copyright ©
2007
E. Reflection from Lesson
Students
really got into this section of wills, trusts, and estates. I was pleasantly surprised to see the class’s
interest level spark up. Many questions
were asked, students really thought outside the box. Some of the questions were so deep that I did
not know the answer to. Luckily, after
we were done going over the material, I had time to research the questions
asked. I explained the concept better
once I knew what the actual answer was to certain questions. Students liked the fact that I was honest
about not knowing the answer, and then researching to find the answer. Most
of the class finished the “decoding a will” assignment with some time to spare,
and attitudes were relatively positive about the activity. It is so fun when the class gets interested
in the subject - this class flew by today, and those are probably the most
gratifying days of teaching.