References

Data Profile (2010-2011). Sioux Falls School District, n.d. Web. 5 Nov. 2012. http://www.sf.k12.sd.us/index.php?option=com_flexicontent&view=items&cid=70&id=27&Itemid=535

District Overview. Sioux Falls School District, n.d. Web. 5 Nov. 2012. http://www.sf.k12.sd.us/index.php?option=com_flexicontent&view=items&cid=70&id=388&Itemid=530

State & County QuickFacts. United States Census Bureau, n.d. Web. 5 Nov. 2012. http://quickfacts.census.gov/qfd/states/46/4659020.html

Goals and objectives

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GOALS:

VII. Using Credit

Students will be able to analyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using credit.

I. Personal Decision Making

Students will use a rational decision-making process as it applies to the roles of citizens, workers, and consumers involved with the finances of housing.

UNIT OBJECTIVES:

After completing this unit, students will have learned to explain the meaning of consumer credit, name the 5 C’s of credit, and discuss how to protect yourself from fraud/identity theft with 85% accuracy.

After completing this unit, students will have learned to assess the advantages and disadvantages of both renting and owning a residence, and discuss the financing involved in both purchasing and renting a residence with 85% accuracy.

LESSON OBJECTIVES:

Lesson 1: With the computer monitors shut off, the students must complete the Credit Notes worksheet in class, with 95% accuracy. By the end of class, students must each turn in their worksheet.

Lesson 2: Students must complete the Credit Score Everfi Module with 85% accuracy. Students will understand what a credit score is, how it is calculated, and what the implications of good or bad credit are.

Lesson 3: Each student must complete a notecard with what they have learned about identity theft (in class), and this must be done with 100% accuracy. Students are suggested to write down what really stood out to them or surprised them during this lesson as well, and the notecards will be picked up before the bell rings.

Lesson 4: Students must complete the Identity Theft (Deter, Detect, Defend) worksheet with 90% accuracy. Students may work in partners or independently after watching the Identity Theft video and participating in the class discussion. Students have until the end of class to turn in the Identity Theft worksheets.

Lesson 5: Students must participate in our review jeopardy game with 95% accuracy and do the Consumer Fraud Everfi Module with 85% accuracy.

Lesson 6: Students must complete the Chapter 6 post-assessment (quiz) with 80% accuracy.

Students must complete a short, 5-question pre-test over chapter 7 with 50% accuracy.

Students must research online and find three different properties available to rent in Sioux Falls, and compare them. They must list as much information about the property for rent that the worksheet calls for. This renting activity worksheet must be completed with 85% accuracy.

Lesson 7: In class, students must complete the mortgage payment calculations for different levels of home buying with 95% accuracy. Students must identify the advantages and disadvantages of owning a residence.

Lesson 8: Students must participate in the true/false question about the definition of equity that I will have posted at the beginning of class. This must be done with 85% accuracy. Students must also start their home-buying project (with partners or individually), with at least 40% of the project completed by the end of class.

Lesson 9: Students must finish their House Buying Project and present it to the class with 95% accuracy, and also explain which house of the three they especially suggest for the client to buy. An example of a student’s client’s requirements is this: The Johnson’s are looking for a single family home for their family of 3. They need a house with at least 4 bedrooms, 2 baths, and have an $180,000 limit.

Lesson 10: Students must complete the Renting vs. Owning Module on Everfi Financial Literacy in class with 90% accuracy. Students must also take the Chapter 7 Quiz (post-assessment) with 85% accuracy.

Time line and lesson plans

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Timeline

Date of 10/1/12	Lesson 1
Objective	With the computer monitors shut off, the students must complete the Credit Notes worksheet in class, with 95% accuracy. By the end of class, students must each turn in their worksheet.
Introduction	The lesson will begin with a short, 18 second Discover Card video on cash-back bonuses, to introduce credit.
Content Delivery	By using PowerPoint, I will broadcast the PowerPoint using the SmartBoard, and present slides 1 - 47. The lesson will prompt class discussion and participation.
Closure	I will end the lesson with a class discussion on positive and negative credit card use. Then students will be given the chance to fill in more of their worksheet, because they need to know the positive and negative uses of credit.
Teaching Strategy	Lecture, Guided-Discovery
Form of Assessment	Pre-assessment, credit card worksheet
Approximately length of time for lesson	35 minutes
Date of 10/2/12	Lesson 2
Objective	Students must complete the Credit Score Everfi Module with 85% accuracy. Students will understand what a credit score is, how it is calculated, and what the implications of good or bad credit are.
Introduction	I will get the students’ attention by explaining that today; we are completing the Credit Score Module on Everfi Financial Literacy. I will also announce that it needs to be done by the end of class, and that they have the whole class period to work on this module.
Content Delivery	This Everfi Module is extremely valuable for students because this information can be related to their future, and how they are responsible for their credit score. They participate in activities that focus on the financial decisions most detrimental to a credit score and highlight how easily one’s credit can be ruined.
Closure	Students have to opportunity to work on the module up until the bell rings, and if they do not finish, they are able to access the module online, right where they left off.
Teaching Strategy	Direct
Form of Assessment	Pre and Post Test; homework if incomplete by the end of class
Approximately length of time for lesson	45 minutes
Date of 10/3/12	Lesson 3
Objective	Each student must complete a notecard with what they have learned about identity theft (in class), and this must be done with 100% accuracy. Students are suggested to write down what really stood out to them or surprised them during this lesson as well, and the notecards will be picked up before the bell rings.
Introduction	I will get the class’s attention by starting a video called The Hustle: Good Samaritan Swindle on identity theft.
Content Delivery	I will finish the Credit PowerPoint, slides 47-76. Within the PowerPoint, we will watch one more video titled What is CCCS and How Could They Help (5 minute clip from Suze Orman).
Closure	On the last PowerPoint slide, I will stress making full payments on time when using credit, and remind them to finish up with what they wrote on their notecards, and pass them forward.
Teaching Strategy	Lecture, class discussion
Form of Assessment	In-class participation; completion of note card
Approximately length of time for lesson	45 minutes
Date of 10/4/12	Lesson 4
Objective	Students must complete the Identity Theft (Deter, Detect, Defend) worksheet with 90% accuracy. Students may work in partners or independently after watching the Identity Theft video and participating in the class discussion.
Introduction	Brief review of what we learned yesterday about identity theft/consumer fraud and protecting yourself.
Content Delivery	By using video software on the Smart-Board, I will present the Federal Trade Commission (FTC) video: Deter, Detect, And Defend.
Closure	Students have the rest of class to work on the worksheet, and if they are completed early – then those students may begin the Consumer Fraud Module on Everfi Financial Literacy. If worksheet is not completed – homework.
Teaching Strategy	Collaborative/cooperating learning; lecture
Form of Assessment	Identity Theft/Consumer Fraud Worksheet
Approximately length of time for lesson	20 minutes
Date of 10/5/12	Lesson 5
Objective	Students must participate in our review jeopardy game with 95% accuracy and complete the Consumer Fraud Everfi Module with 85% accuracy.
Introduction	I will explain the rules and how we are going to play the Jeopardy Review Game.
Content Delivery	During the review game, We will keep score and I will keep repeating important concepts and digging even deeper than the review game, by expanding on each concept and question asked.
Closure	After the review game the rest of the class period is to work on the Everfi Consumer Fraud Module (they should have started the module yesterday).
Teaching Strategy	Game/Active Learning
Form of Assessment	Performance and Participation for the review; Pre and Post Test within Everfi
Approximately length of time for lesson	30 minutes
Date of 10/8/12	Lesson 6
Objective	Students must complete the Chapter 6 post-assessment (quiz) with 80% accuracy. Students must complete a short, 5-question pre-test over chapter 7 with 50% accuracy. Students must research online and find three different properties available to rent in Sioux Falls, and compare them. They must list as much information about the property for rent that the worksheet calls for. This renting activity worksheet must be completed with 85% accuracy.
Introduction	I will give the agenda for the day, and tell students to clear their desk, and open the quiz on their computers.
Content Delivery	First, a 5 question pre-test to measure what the students already know about the finances of housing and will be compared to what they have learned by the end of the chapter. I will present the lesson using Microsoft PowerPoint (and broadcast with the SmartBoard and SmartSync). I will encourage and facilitate class discussion.
Closure	The last slide introduces the assignment, and I will explain the assignment that students will work on until the end of class. This will be homework if not completed by the end of class.
Teaching Strategy	Lecture; class-discussion
Form of Assessment	Chapter 6 Quiz; Chapter 7 Pre-Test; Renting Activity (Homework)
Approximately length of time for lesson	25 minutes
Date of 10/9/12	Lesson 7
Objective	In class, students must complete the mortgage payment calculations for different levels of home buying with 95% accuracy. Students must identify the advantages and disadvantages of owning a residence.
Introduction	We will review yesterday’s lesson about renting so that the students understand that the topic of finances of housing is continuing – but explain to them that today we are talking about owning a home.
Content Delivery	I will present the PowerPoint using the Smart-Board, and the PowerPoint is approximately 25 slides. Throughout the video, I will play a total of 3 short videos.
Closure	The class will have the rest of the time to work on the mortgage payment calculation worksheet, and I will be available for questions.
Teaching Strategy	Direct Lecture
Form of Assessment	Homework Project (Mortgage Payment)
Approximately length of time for lesson	30 minutes
Date of 10/10/12	Lesson 8
Objective	Students must participate in the true/false question about the definition of equity that I will have posted at the beginning of class. This must be done with 85% accuracy. Students must also start their home-buying project (with partners or individually), with at least 60% of the project completed by the end of class.
Introduction	I give a preview for the rest of the day, and tell them that they will be given a client, they are the real estate agents, and must find a home for these clients.
Content Delivery	I will go over slides 17-23 with the class, and explain the importance of understanding and applying this information into the project we are about to start.
Closure	After the PowerPoint presentation, I will then go around to each student and give them or their group (of two students, max) their client’s needs. We will have a total of 25 different clients, each with their own individual requirements. Students will have the rest of the time to complete their House Buying project, and I will announce that we will be presenting their top three housing options for their client to the class tomorrow.
Teaching Strategy	Direct Lecture; Collaborative/Cooperative Learning with Partners
Form of Assessment	1 Question True/False Pop Quiz; Work Time
Approximately length of time for lesson	15 minutes
Date of 10/11/12	Lesson 9
Objective	Students must finish their House Buying Project and present it to the class with 95% accuracy, and also explain which house of the three they especially suggest for the client to buy.
Introduction	Students will have the first 15 minutes to make final touches to their House Buying Project, and then they will start their presentations.
Content Delivery	The presentations of the House Buying Project (using Microsoft PowerPoint) will be conducted one group at a time, and I will be grading each one as we go along.
Closure	After the PowerPoint presentations are completed, students are given the rest of the class period to finish their chapter 7 notes and terms - otherwise it is homework.
Teaching Strategy	Indirect, Active Learning
Form of Assessment	House Buying Project Presentations
Approximately length of time for lesson	30 minutes
Date of 10/12/12	Lesson 10
Objective	Students must complete the Renting vs. Owning Module on Everfi Financial Literacy in class with 90% accuracy. Students must also take the Chapter 7 Quiz with 85% accuracy.
Introduction	I will announce that students have the first 30 minutes of class to complete the Renting vs. Owning Module on Everfi Financial Literacy.
Content Delivery	Students will complete the Everfi Module as a review before the quiz. The Renting vs. Owning Module is a great assessment before the quiz, because it reviews many of the concepts we have already covered in class.
Closure	Regardless of where students are at on the Everfi Module, students must take Chapter 7 Quiz when there is approximately 20 minutes left of class.
Teaching Strategy	Indirect
Form of Assessment	Pre and Post Test with Everfi; Chapter 7 Quiz
Approximately length of time for lesson	30 minutes

Lesson Plans

LESSON 1 – CREDIT CARDS

Name: Jayne Peterson Leusink

Grade Level: 11 - 12

School: Roosevelt High School

Date: 10.1.12

Time: 11:25 am – 12:18 pm

Reflection from prior lesson:

The last class period went well. Students were very attentive and did what was asked. The SmartSync technology was down, so we were unable to broadcast anything on the students’ computers, like we normally do when we teach the lesson or watch a video. This has been one of the biggest barriers - technology not functioning correctly.

Lesson Goal(s) / Standards:

VII. Using Credit Achievement Standard: Analyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using credit.

P3.3 Students will be able to analyze the sources, benefits and costs of consumer credit.

P3.4 Students will be able to assess the positive and negative consequences of using credit.

Lesson Objectives:

With the computer monitors shut off, the students must complete the Credit Notes worksheet in class, with 95% accuracy. By the end of class, students must each turn in their worksheet.

Materials Needed:

Students will need to use their individual desktop PCs, and be logged on so that I can use SmartSync technology to broadcast to each screen. Students will each need either a pen or pencil to complete the worksheet. I will need to use the SmartBoard for the lesson, and also have an Internet connection for the assignment demonstration.

Contextual Factors/ Learner Characteristics:

The classroom consists of 13 females and 14 males, equaling 27 students total. Of the 27 students, 23 are white (non-Hispanic), 1 is Hispanic/Latino, 1 is Asian, and 2 are Black, or African American. Period 4 does not have any freshman or sophomores, and is mostly made up of juniors and seniors. There is a nice mix between boys and girls, but it is a large class, making the room crowded and loud 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 (approximately 5 minutes)

a. I will get the students’ attention by explaining that we have a “pop-quiz”. Once students settle down, I will announce that the quiz is not graded; we just want to know everything that the student’s already know.

b. After the pre-assessment, I will start the lesson.

c. The lesson will begin with a short, 18 second Discover Card video on cash-back bonuses, to introduce credit.

2. Content Delivery (approximately 35 minutes)

a. By using PowerPoint, I will broadcast the PowerPoint using the SmartBoard, and present slides 1 - 47.

b. The lesson will prompt class discussion and participation.

c. Students will be taking notes on their Credit Notes Worksheet throughout the lesson.

3. Closure (approximately 10 minutes)

a. I will end the lesson with a class discussion on positive and negative credit card use. This will take about 4-5 minutes, and students will be given the chance to fill in more of their worksheet, because they need to know the positive and negative uses of credit.

b. The rest of the class is work time, and they must turn in the worksheet before the bell

B. Assessments Used

The Credit Card Notes worksheet is due by the end of class. With computer monitors shut off, the students must complete the Credit Notes worksheet in class, with 95% accuracy. By the end of class, students must each turn in their worksheet.

C. Differentiated Instruction

I will use Microsoft PowerPoint for the lesson; partake in the use of video, class discussion, and student participation. We will use real-life examples, class lecture, and class discussion to facilitate learning. Students will also be taking notes and completing their worksheet as we go along in class, allowing them to analyze and compare different reasons for using or not using credit cards, and allowing them to understand credit at a higher level.

D. Resources

Standards: http://www.nbea.org/newsite/curriculum/standards/economics.html

http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

Video From Discover: Discover Commercial

LESSON 2 – CREDIT SCORE

Name: Jayne Peterson Leusink

Grade Level: 11 - 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.2.12

Time: 11:25 am – 12:18 pm

Reflection from prior lesson: The students did very well on the Credit Lesson yesterday. They participated, everyone finished their Credit Card Notes worksheet, and they asked great questions. It was hard for some students to read the Smart-Board, because of the learning barriers (sitting in the back, crowded room, etc.). I tried hard to move around in the classroom, but I was more restricted to the front because of the crowded rows. When students had questions, we would go through some of the questions in class, so that we could learn the answers as a class. The objective was met, and everyone turned in his or her worksheets on time.

Lesson Goal(s) / Standards:

VII. Using Credit Achievement Standard: Analyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using credit.

P3.3 Students will be able to analyze the sources, benefits and costs of consumer credit.

P3.4 Students will be able to assess the positive and negative consequences of using credit.

Lesson Objectives:

Students must complete the Credit Score Everfi Module with 85% accuracy.

Students will understand what a credit score is, how it is calculated, and what the implications of good or bad credit are.

Materials Needed:

Each student will need to use his or her individual PCs, and have Internet connection to complete the Everfi Credit Score Module after we complete the review as a class. In order to do the Everfi Module, students will need to use headphones, either their own from home or use the headsets provided from the school.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (5 minutes)

a. I will get the students’ attention by explaining that today; we are completing the Credit Score Module on Everfi Financial Literacy. I will also announce that it needs to be done by the end of class, and that they have the whole class period to work on this module.

b. I will also announce that I am available for questions if you come across a part that students are not sure about.

2. Content Delivery (approximately 42 minutes)

a. This Everfi Module is extremely valuable for students because this information can be related to their future, and how they are responsible for their credit score and they can control it.

b. They participate in activities that focus on the financial decisions most detrimental to a credit score and highlight how easily one’s credit can be ruined. The module also includes: agencies that calculate credit scores, what impacts credit scores and how to manage a credit score, FICO, the major credit bureaus, credit checks, and purchases typically requiring good credit.

3. Closure (approximately 3 minutes)

a. Once students are finished, they can begin chapter 6 notes and terms (located on the shared folder).

b. Most students will take at least 40 minutes to complete the Credit Score Module on Everfi.

c. Students have to opportunity to work on the module up until the bell rings, and if they do not finish, they are able to access the module online, right where they left off.

B. Assessments Used

Students must complete the Credit Score Everfi Module with 85% accuracy. Students will understand what a credit score is, how it is calculated, and what the implications of good or bad credit are.

C. Differentiated Instruction

Students will be visually and auditory stimulated. The computer simulation program is audio enabled, and will supplement the information being presented. The visual instruction is very colorful and animated, even providing real-life scenarios and examples, allowing the students to really grasp and understand the concepts.

D. Resources

Standards: http://www.nbea.org/newsite/curriculum/standards/economics.html

http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

Everfi Financial Literacy:

www.finlit.everfi.net

LESSON 3 – Identity Theft

Name: Jayne Peterson Leusink

Grade Level: 11- 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.3.12

Time: 11:25 am – 12:18 pm

Reflection from prior lesson:

The Credit Score Module on Everfi Financial Literacy went well. Plenty of students did not listen to directions, and they went out of order (started the wrong module) kept asking me to repeat the directions. Class average on the Credit Score Everfi Module 2 was an 88.85%. This is a great indicator of understanding; because we didn’t go in depth into credit score itself during class. This module was very in detail and covered almost every aspect of credit score. The only part students did not like (and myself) was the activity in which students were directed to lower Rufus’s (the main character) credit score. The simulation’s goal in this activity was to show how easily a credit score can be lowered, but we felt as though it was a little counter active in teaching students how to achieve and keep a decent credit score.

Lesson Goal(s) / Standards:

P3.5 Students will be able to explain the rights and responsibilities of buyers and sellers under consumer protection laws.

Lesson Objectives:

Each student must complete a notecard with what they have learned about identity theft (in class), and this must be done with 100% accuracy. Students are suggested to write down what really stood out to them or surprised them during this lesson as well, and the notecards will be picked up before the bell rings.

Materials Needed:

Each student will need to use his or her individual PCs, and be logged on so they are connected to the server. I will need the SmartBoard to present the PowerPoint, and also use video software and audio hookup from the computer for the videos. I will use SmartSync technology to broadcast the PowerPoint and the videos to each desktop PC.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (approximately 10 minutes)

a. I will pass out notecards when students are getting seated, and when the bell rings – announce that they must write their name, and take notes on information they find important from today’s lesson. I also will tell them that the notecards are picked up at the end of class, so they must get them done today.

b. I will get the class’s attention by starting a video called The Hustle: Good Samaritan Swindle on identity theft.

c. After the first video, I will facilitate a class discussion about the video, what surprised them, interested them, etc.

2. Content Delivery (approximately 30 minutes)

a. I will finish the Credit PowerPoint, slides 47-76

b. Within the PowerPoint, we will watch one more video titled What is CCCS and How Could They Help (5 minute clip from Suze Orman).

c. We will have some class discussion within the PowerPoint based upon real-life experiences or ideas about how to deal with credit mishaps.

3. Closure (approximately 10 minutes)

a. On the last PowerPoint slide, I will stress making full payments on time when using credit, and remind them to finish up with what they wrote on their notecards, and pass them forward.

b. I will then pick up the notecards from the first student in each row before the bell rings.

B. Assessments Used

C. Differentiated Instruction

Students will be visually and auditory stimulated. My PowerPoint serves as a great visual, and the lecture will encourage class interaction and peer influence to supplement my instruction. The videos are audio enabled, and will supplement the information being presented allowing for an even greater understanding.

D. Resources

Suze Orman Video Link: http://www.youtube.com/watch?v=yOoOFeDtZss

The Hustle: Good Samaritan Swindle Link: http://www.youtube.com/watch?v=9iPtgOeq92I

Lesson Standards: http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

LESSON 4 – CONSUMER FRAUD

Name: Jayne Peterson Leusink

Grade Level: 11 – 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.4.12

Time: 11:25 pm – 12:18 pm

Reflection from prior lesson:

The last lesson was over how to protect yourself from fraud and identity theft, and over ways to manage debt problems. There were 2 students using their cell phones, and I had to ask them to put the phones away. There were two talkative girls, but I went over there a couple times and continued with the lesson – and they were more attentive. I was extremely surprised when not even half of the students knew their own social security number. Much of the class discussion was about how important it is to take care of important documents and not give away any personal information unless it is completely valid and trustworthy reason.

Lesson Goal(s) / Standards:

P3.5 Students will be able to explain the rights and responsibilities of buyers and sellers under consumer protection laws.

Lesson Objectives:

Students must complete the Identity Theft (Deter, Detect, Defend) worksheet with 90% accuracy. Students may work in partners or independently after watching the Identity Theft video and participating in the class discussion. Students have until the end of class to turn in the Identity Theft worksheets.

Materials Needed:

Each student will need to use his or her individual PCs, be logged on so they are connected to the server, and have an Internet connection to conduct research. I will need the SmartBoard to present the worksheet and video, and also use video software and audio hookup from the computer for the videos. I will use SmartSync technology to broadcast the worksheet and the videos to each desktop PC.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (approximately 5 minutes)

a. I will introduce the lesson by reviewing briefly what we learned yesterday about identity theft/consumer fraud and protecting yourself.

b. I will then start the video, and broadcast it on each student’s desktop PC using SmartSync.

2. Content Delivery (approximately 20 minutes)

a. By using video software on the Smart-Board, I will present the Federal Trade Commission (FTC) video: Deter, Detect, And Defend.

b. We will have a brief discussion on main points of the video, what surprised students the most, and what they learned that they didn’t know before the video.

c. I will then pass out the Deter, Detect, Defend worksheet, and explain the directions.

d. Students will use the FTC website to research the answers to the questions on the worksheet.

e. We will go through the first page of the worksheet question as a class, and discuss the possible answers with students’ ideas and thoughts. I will use the SmartBoard to record possible answers as they are conveyed in class.

3. Closure (approximately 25 minutes)

a. I will then announce that worksheets are due at the end of class, and I will make myself available for questions.

b. Students have the rest of class to work on the worksheet, and if they are completed early – then those students may begin the Consumer Fraud Module on Everfi Financial Literacy.

B. Assessments Used

C. Differentiated Instruction

Students will be stimulated in many different ways. By broadcasting the worksheet on the SmartBoard, this serves as a great visual, and the topic will encourage class interaction and discussion to supplement the video. The video is audio enabled, and will supplement the information being presented allowing for an even greater understanding. The video will be broadcasted on each student’s PC, so that they are able to view it with no visual barriers. By working together on the worksheet, students are able to participate in team setting, and are encouraged to work together and help each other by bringing ideas and research tactics to the assignment.

D. Resources

FTC Deter, Detect, and Defend website for research: http://www.ftc.gov/bcp/edu/microsites/idtheft/consumers/defend.html

Lesson standards: http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

LESSON 5 – CHAPTER 6 REVIEW

Name: Jayne Peterson Leusink

Grade Level: 11 – 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.5.12

Time: 11:25 pm – 12:18 pm

Reflection from prior lesson:

The last lesson was over the FTC video and consumer fraud. The students were very interested in the facts and opinions from victims and spokespeople of identity theft. When completing the worksheets, many students had questions, when the answer wasn’t completely laid out in order on the FTC website. Other than that, the class did a great job of researching and finding answers to the worksheet. Most of the students worked in partners and in groups of no more than 3 students. Having soft music in the background helped the productivity today, allowing some students to settle into a working atmosphere and quiet themselves.

Lesson Goal(s) / Standards:

VII. Using Credit Achievement Standard: Analyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using credit.

P3.3 Students will be able to analyze the sources, benefits and costs of consumer credit.

P3.4 Students will be able to assess the positive and negative consequences of using credit.

P3.5 Students will be able to explain the rights and responsibilities of buyers and sellers under consumer protection laws.

Lesson Objectives:

Students must participate in our review jeopardy game with 95% accuracy and complete the Consumer Fraud Everfi Module with 85% accuracy.

Materials Needed:

Each student will need to use his or her individual PCs, and have Internet connection to complete the Everfi Consumer Fraud Module after we complete the review as a class. I will need the SmartBoard to present the Jeopardy game, SmartSync to broadcast it on each computer, and also the audio software from the computer to project the Jeopardy sound. To complete the Everfi Module, students will need to use headphones, either their own from home or use the headsets provided from the school.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (approximately 5 minutes)

a. I will introduce the lesson by explaining the jeopardy game. Each team has the chance to answer each question by a raise of a hand. If a team gets the answer right, then they have the chance to choose the next category.

b. There are 5 categories: Credit Terms, All About Credit, Chapter Vocabulary, Consumer Protection, and 5 C’s of Credit. Each category has 100, 200, 300, 400, and 500-point questions. There is also a final jeopardy question that each team gets to wager their points, but no more than the amount of points they have earned during the game.

2. Content Delivery (approximately 30 minutes)

a. By using the video software on the Smart-Board, I will present the Jeopardy Game using Microsoft PowerPoint. Students will be divided into three teams, and the team that raises their hand first is the team that gets to answer the question first. If they get it wrong, the question will then be opened up to the rest of the class to answer. In the event of a hand-raising tie, one member from each team will compete in a rock-paper-scissors challenge, and the winner will get to answer the question.

b. We will keep score and keep repeating important concepts and digging even deeper than the review game, by expanding on each concept and question asked.

c. The game is usually decided based upon the winner of the final jeopardy question – and in this game, the question is “what are the 5 C’s of Credit?” After the final jeopardy question, the winning team will be announced.

3. Closure (approximately 15 minutes)

a. When we finish the review game I will then announce that the rest of the class period is to work on the Everfi Consumer Fraud Module (they should have started the module yesterday).

b. Students will have the rest of the class period to work on the module, and get as far as they can in class. This is a supplement to the two Consumer Fraud sections, as we have spent a substantial amount of time discussing consumer fraud.

c. Students have to opportunity to work on the module up until the bell rings, and if they do not finish, they are able to access the module online, right where they left off.

B. Assessments Used

Students must participate in our review jeopardy game with 95% accuracy and do the Consumer Fraud Everfi Module with 85% accuracy.

C. Differentiated Instruction

Students will be visually and auditory stimulated. Class interaction and peer influence will really supplement instruction, because the students will need to put their heads together, add ideas, work together, and use teamwork to succeed in the review game. The computer simulation program is audio enabled, and will supplement the information being presented. The visual instruction is very colorful and animated, even providing real-life scenarios and examples.

D. Resources

Standards: http://www.nbea.org/newsite/curriculum/standards/economics.html

http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

Everfi Financial Literacy:

www.finlit.everfi.net

LESSON 6 – CHAPTER 6 TEST & CHAPTER 7 RENTING A RESIDENCE

Name: Jayne Peterson Leusink

Grade Level: 11 – 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.8.12

Time: 11:25 pm – 12:18 pm

Reflection from prior lesson:

We completed chapter 6 jeopardy review the last class period. It went surprisingly well. The class was divided into 3 teams, and they actually got really competitive and worked extremely hard to make sure they answered correctly. Some teams got so into it, that it was hard for me to decide what team raised their hand first. We had to revert back to the rock-paper-scissors game a couple times between team one and two. Team three did not participate as much as the other two teams, but one student in team 3 was really great and was competing with the other two teams. The biggest challenge was the 5 C’s of Credit, and it was great how they worked together to remember what they all were and what they meant. I am glad that I used the 5 C’s of Credit for the final jeopardy question, because students will need to remember them for the semester test at the end of the semester.

Lesson Goal(s) / Standards:

Chapter 6 Standards for Quiz:

VII. Using Credit Achievement Standard: Analyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using credit.

P3.3 Students will be able to analyze the sources, benefits and costs of consumer credit.

P3.4 Students will be able to assess the positive and negative consequences of using credit.

P3.5 Students will be able to explain the rights and responsibilities of buyers and sellers under consumer protection laws.

Chapter 7 Standards for Lesson:

P2.1 Students will be able to explain the importance of taking responsibility for personal financial decisions.

Indicator #4: Evaluate savings and investment options to meet short- and long-term goals.

I. Personal Decision Making
Achievement Standard: Use a rational decision-making process as it applies to the roles of citizens, workers, and consumers.

P2.1 Students will be able to explain the importance of taking responsibility for personal financial decisions.

Lesson Objectives:

Students must complete the Chapter 6 post-assessment (quiz) with 80% accuracy.

Students must complete a short, 5-question pre-test over chapter 7 with 50% accuracy.

1.) Evaluate various housing alternatives.

2.) Assess the advantages and disadvantages of renting.

3.) Identify the costs of renting.

The whole class will have the renting activity worksheet available in the shared folder, and they must each work on their own individual worksheet, although findings and comparisons with peers are encouraged. Students must research online and find three different properties available to rent in Sioux Falls, and compare them. They must list as much information about the property for rent that the worksheet calls for. They must give a valid reason whether or not each certain property is worth the set rental amount, or if it were something they would consider. This renting activity worksheet must be completed with 85% accuracy.

Materials Needed:

Each student will need to use his or her individual PCs, be logged on so they are connected to the server, and have an Internet connection to take the quiz. I will need the SmartSync technology to monitor each student’s screens to make sure that nothing is open but the quiz. I will also walk around the classroom to monitor each screen as well.

After the quiz and lesson, students will need to use Microsoft Word on their individual desktop PCs, and have an Internet connection to conduct research on different renting options. I will need to use the Smart-Board for the lesson, and have an Internet connection for the assignment demonstration.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (approximately 15 minutes)

a. I will begin class by explaining the agenda for the day, and tell students to clear their desk, and open the quiz on their computers.

b. I will monitor each student by using SmartSync, and also walk around the room periodically to check progress.

c. The students will have started the quiz, and it usually takes no more than 15 minutes to complete.

d. Quiz grades are automatically emailed to me, so there is no need for me to check each score on each student’s computer.

2. Content Delivery (approximately 25 minutes)

a. I will get student’s attention by announcing that the students will take a 5 question pre-test on their individual PC. This is to measure what the students already know about the finances of housing and will be compared to what they have learned by the end of the chapter.

b. After the pre-assessment, I will explain why we all need to know the many aspects of renting a home, and how there are many important things to consider before you move into your new place.

c. I will present the lesson using Microsoft PowerPoint (and broadcast with the SmartBoard and SmartSync).

d. At times, with certain slides, I will encourage and facilitate class discussion.

3. Closure (approximately 10 minutes)

a. The last slide introduces the assignment, and I will explain the assignment that students will work on until the end of class.

b. I will use the SmartBoard to demonstrate the steps and show each website and document the students will need to use to complete the assignment.

c. Students have time to work at the end of class, and I will be available for questions until the end of class.

d. If students do not complete the assignment in class, they are required to finish it at home or in a study hall. Students are always welcome to work in our classroom before or after school as well.

B. Assessments Used

Students must complete the Chapter 6 post-assessment (quiz) with 80% accuracy. Students must complete a short, 5-question pre-test over chapter 7 with 50% accuracy. Students will then work on Renting Activity worksheet from the Chapter 7 shared folder. Students must do online research and find three places to rent. They must complete the renting activity worksheet individually with 85% accuracy.

C. Differentiated Instruction

Students will be stimulated in a couple ways. Each student will work on their own quiz, allowing them to showcase what they have learned for Chapter 6. Students can take their time on the quiz, so they are not rushed.

We will use Microsoft PowerPoint, real-life examples, class lecture, and class discussion to facilitate learning. Students will also learn hands-on by doing online research to analyze and compare different renting options in Sioux Falls.

D. Resources

Standards: http://www.nbea.org/newsite/curriculum/standards/economics.html

http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

Assignment example website:

http://www.siouxfallsrental.com/listings.htm

LESSON 7 – OWNING A RESIDENCE

Name: Jayne Peterson Leusink

Grade Level: 11 - 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.9.12

Time: 11:25 pm – 12:18 pm

Reflection from prior lesson:

Students took the chapter 6 quiz and it went well. The class average was an 83%, thus meeting the objective. There were a couple kids that I had a feeling don’t study for our quizzes – and I was right on, because two students that I was curious about told me that they never take the time to study. For the most part, the attitude about this quiz was very positive, students felt more confident with the review we facilitated on Friday.

Students responded well to the renting section of Chapter 7. The class was attentive and responsive – especially when we would have examples or group discussions. The interest in renting is noticeable, especially since students will probably need to start looking at renting options in their future. The pre-test from Chapter 7 went well also; the average was 69% (which was much higher than the chapter 6 pre-test). There were some students missing from previous class periods, so much of the class work time was spent getting those students caught up.

Lesson Goal(s) / Standards:

Indicator #4: Evaluate savings and investment options to meet short- and long-term goals.

I. Personal Decision Making

Achievement Standard: Use a rational decision-making process as it applies to the roles of citizens, workers, and consumers.

Lesson Objectives:

In class, students must complete the mortgage payment calculations for different levels of home buying with 95% accuracy. Students must identify the advantages and disadvantages of owning a residence.

Materials Needed:

Students will need to use Microsoft Word on their individual desktop PCs, and have an Internet Connection 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 video software from the computer for the videos.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (approximately 5 minutes)

a. Students will log onto their computers, so we will sync them to the network. We will then ask for students to shut their monitors off.

b. I will refer to yesterday’s lesson about renting so that the students understand that the topic of finances of housing is continuing – but explain to them that today we are talking about owning a home.

c. I will then point out the objectives and explain which ones we will cover today.

2. Content Delivery (30 minutes)

a. I will present the PowerPoint using the Smart-Board, and the PowerPoint is approximately 25 slides. Throughout the video, I will play a total of 3 short videos.

i. The first two videos compare and contrast buying vs. renting a home. The first video is biased towards owning a home, and the second video is a neutral comparison between buying and renting a home. Both contain valuable points and information.

ii. The third video is about home inspections. The video describes each area of a home that needs to be inspected thoroughly, and also describes why it is so important to have homes inspected whether you are a buyer or a seller.

b. On the last slide, I will explain how to do the assessment (mortgage payment calculation worksheet) – and we will do the first question as a group.

3. Closure (15 minutes)

a. I will give the students the directions (where the assignment is, explain the website itself is linked to the document) before I allow them to turn their monitors back on.

b. The class will have the rest of the time to work on the mortgage payment calculation worksheet, and I will be available for questions.

B. Assessments Used

In class, students must complete the mortgage payment calculation worksheet for different levels of home buying with 95% accuracy. The worksheet contains 5 problems, and the first one together as a class.

C. Differentiated Instruction

We will use Microsoft PowerPoint, real-life examples, class lecture, and class discussion to facilitate learning. Students will also learn hands-on by doing online calculations to analyze and compare different mortgage payment options.

D. Resources

Standards:

http://www.nbea.org/newsite/curriculum/standards/economics.html

http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

Supplemental Videos:

http://www.youtube.com/watch?v=Pm0BS0bbXTo

http://www.youtube.com/watch?v=ORzUkbkLIbU&feature=fvwrel

http://www.youtube.com/watch?v=zdZw57gBUqY&feature=related

Assignment Website:

http://www.mortgagecalculator.org/

LESSON 8 – FINANCING A RESIDENCE

Name: Jayne Peterson Leusink

Grade Level: 11 - 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.10.12

Time: 11:25 pm – 12:18 pm

Reflection from prior lesson:

Students did well with the first part of Chapter 7 yesterday. The mortgage payment calculation worksheet went well, although much time was spent repeating the steps on how to complete the process. When we discussed the assignment in class, I was pleased to see that students really noticed how much interest adds up over a certain time period (length of a mortgage). We had a great classroom discussion on how interest rates are so low, and that now is a great time to buy a home. We went back and forth, and discussed more about the renting vs. owning question that fuel much of the conversation.

Lesson Goal(s) / Standards:

Indicator #4: Evaluate savings and investment options to meet short- and long-term goals.

I. Personal Decision Making

Achievement Standard: Use a rational decision-making process as it applies to the roles of citizens, workers, and consumers.

Lesson Objectives:

Students must participate in the true/false question about the definition of equity that I will have posted at the beginning of class. This must be done with 85% accuracy. Students must also start their home-buying project (with partners or individually), with at least 40% of the project completed by the end of class.

1) Identify the advantages and disadvantages of owning a residence.

2) Explain how to evaluate a property.

3) Discuss the financing involved in purchasing a home.

Materials Needed:

Students will need to use their individual desktop PCs, have an Internet Connection, and use Microsoft PowerPoint in order to complete the project. 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.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (approximately 2 minutes)

a. I will introduce the section by explaining this is the last few slides we will go over.

b. I will then give a preview for the rest of the day, and tell them that they will be given a client, you are the real estate agent, and you must find a home for these clients.

c. Students will then be directed to log on, so I may broadcast to the class using SmartSync technology.

2. Content Delivery (approximately 13 minutes)

a. I will go over slides 17-23 with the class, and explain the importance of understanding and applying this information into the project we are about to start.

i. We will review an example of an actual home purchase, complete with relator expenses, closing costs, etc.

b. We will have the opportunity to discuss any questions that arise over the rest of Chapter 7.

3. Closure (35 minutes)

a. After the PowerPoint presentation, I will then go around to each student and give them or their group (of two students, max) their client’s needs. We will have a total of 25 different clients, each with their own individual requirements.

b. Students will have the rest of the time to complete their House Buying project, and I will announce that we will be presenting their top three housing options for their client to the class tomorrow.

c. The House Buying Project is worth 55 points, the minimum number of slides included on the PowerPoint needs to be 5. The client’s requirements, the top 3 home suggestions, the mortgage payments, and pictures of each house are all necessary to include in the project. Students will also be able to earn points on creativity. Rubrics are made, and each student has access to the project requirements.

B. Assessments Used

C. Differentiated Instruction

We will use Microsoft PowerPoint, real-life examples, class lecture, and class discussion to facilitate learning. Students will also learn hands-on by doing online research and mortgage calculations to analyze and compare different housing options for their client that they are assigned to.

D. Resources

Standards: http://www.nbea.org/newsite/curriculum/standards/economics.html

http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

Mortgage Calculation Website:

http://www.mortgagecalculator.org/

House Buying Project Research Website: http://rase-inc.org/find-a-property

LESSON 9 – HOUSE PROJECT PRESENTATIONS

Name: Jayne Peterson Leusink

Grade Level: 11 - 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.11.12

Time: 11:25 pm – 12:18 pm

Reflection from prior lesson:

The question posted yesterday as students entered class was a great way to start off the end of the Chapter. The students exceeded the objective of 85% accuracy, by earning 95% accuracy on the definition of equity. I was happy that they could justify the answer too, because they showed an understanding of content from yesterday’s lesson. Students found the end of Chapter 7 interesting and some were even looking even further into the home buying process, and claimed of having some discussion with their parents. The students expressed that they were worried about presenting their PowerPoint to the class, and that they were having some trouble finding houses that will fit their client’s requirements. The class worked attentively on the project the rest of the class period yesterday, and they also appeared to be having some fun along the way. The students like working with partners, and the ones that decided to work individually seemed to be just as successful.

Lesson Goal(s) / Standards:

Indicator #4: Evaluate savings and investment options to meet short- and long-term goals.

I. Personal Decision Making

Achievement Standard: Use a rational decision-making process as it applies to the roles of citizens, workers, and consumers.

Lesson Objectives:

Students must finish their House Buying Project and present it to the class with 95% accuracy, and also explain which house of the three they especially suggest for the client to buy. An example of a student’s client’s requirements is this: The Johnson’s are looking for a single family home for their family of 3. They need a house with at least 4 bedrooms, 2 baths, and have an $180,000 limit.

4) Identify the advantages and disadvantages of owning a residence.

5) Explain how to evaluate a property.

6) Discuss the financing involved in purchasing a home.

Materials Needed:

Students will need to use their individual desktop PCs, have an Internet Connection, and use Microsoft PowerPoint in order to complete the project. I will need to use the Smart-Board to present each group’s project, and also use SmartSync technology to broadcast each project to everyone’s screens one at a time.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (approximately 15 minutes)

a. I will announce that students have the first 15 minutes to make final touches to their House Buying Project, and then they need to be prepared to conduct our presentations.

2. Content Delivery (approximately 30 minutes)

a. We will present the House Buying Project (using Microsoft PowerPoint) one at a time, and I will be grading each one as we go along.

b. The PowerPoint’s will be projected onto the SmartBoard, and I will also use SmartSync technology to broadcast each presentation onto each student’s computer screens.

c. The class is able to ask the presenters questions, and I will ask them questions based upon what they learned the most, which house they would suggest for the client, etc.

3. Closure (approximately 5 minutes)

a. After the PowerPoint presentations are completed, students are given the rest of the class period to finish their chapter 7 notes and terms - otherwise it is homework.

b. I will remind the class that the Chapter 7 Quiz is next class period, and that the review for the quiz will be the Renting vs. Owning Module from Everfi Financial Literacy.

B. Assessments Used

C. Differentiated Instruction

Students will be engaged in Microsoft PowerPoint, real-life examples, class presentations, and class discussion to facilitate learning. Students will also learn hands-on by doing online research and working as a team to figure out and analyze their house buying options, to provide the best selection for their clients.

D. Resources

Standards: http://www.nbea.org/newsite/curriculum/standards/economics.html

http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

Mortgage Calculation Website:

http://www.mortgagecalculator.org/

House Buying Project Research Website: http://rase-inc.org/find-a-property

LESSON 10 – CHAPTER 7 REVIEW AND QUIZ

Name: Jayne Peterson Leusink

Grade Level: 11 - 12

School: Roosevelt High School, Sioux Falls School District

Date: 10.12.12

Time: 11:25 pm – 12:18 pm

Reflection from prior lesson:

Last class period, we finished Chapter 7, and students were attentive because I only presented 7 slides – which was just enough to keep their attention on a Friday. They really enjoyed the example of a real-life buying a house purchase. They could see the closing costs, realtor fees, marketing fees, sales tax, etc. Also last Friday, the students did great on their House Buying Project presentations. I was pleasantly surprised that some groups put in extra time and effort to add special effects, provide more pictures, and add more details than what was required. So many groups went above and beyond. There really wasn’t a poorly done PowerPoint. I could tell that everyone in the class put forth their best effort, and pushed themselves. Every group really analyzed the best housing option for their client, because each group had a valid reason for the client to purchase the house they suggested.

Lesson Goal(s) / Standards:

Indicator #4: Evaluate savings and investment options to meet short- and long-term goals.

I. Personal Decision Making

Achievement Standard: Use a rational decision-making process as it applies to the roles of citizens, workers, and consumers.

Lesson Objectives:

Students must complete the Renting vs. Owning Module on Everfi Financial Literacy in class with 90% accuracy. Students must also take the Chapter 7 Quiz with 85% accuracy.

7) Identify the advantages and disadvantages of owning a residence.

8) Explain how to evaluate a property.

9) Discuss the financing involved in purchasing a home.

Materials Needed:

Students will need to use their individual desktop PCs, have an Internet Connection, and use Microsoft PowerPoint in order to complete the project. I will need to use the Smart-Board to present each group’s project, and also use SmartSync technology to broadcast each project to everyone’s screens one at a time.

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (approximately 1 minute)

a. I will announce that students have the first 30 minutes of class to complete the Renting vs. Owning Module on Everfi Financial Literacy.

b. I will be monitoring screens using SmartSync technology to make sure students are staying on task.

2. Content Delivery (approximately 30 minutes)

a. Students will have these 30 minutes to complete the Everfi Module, and they can ask me if they have any questions or need to clarify something.

b. The Renting vs. Owning Module is a great assessment before the quiz, because it reviews many of the concepts we have already covered in class.

c. Students will utilize a cost benefit analyses framework in order to evaluate whether to buy, lease or rent a home. The module covers mortgages, appreciation, depreciation, tax incentives, fixed and adjustable rate mortgages, liens and foreclosures. Students will also be asked to think strategically by using their problem-solving skills to provide solutions to complex, real-life, renting vs. owning scenarios.

3. Closure (approximately 20 minutes)

a. We will begin Chapter 7 Quiz when there is approximately 20 minutes left of class.

b. Most students will be finished with the Renting vs. Owning Module with time to spare.

i. Students that are finished early have extra time to review or study for the Quiz.

c. Everyone must start the quiz at the same time, regardless of where they are at on the Everfi Module.

d. Usually everyone does really well with Everfi, and the Renting vs. Owning Module is a very straightforward module, so I’m sure the students will do very well with the information presented.

i. I will tell the class they did a great job with the Credit Unit, and that we will start the next Unit tomorrow in class.

B. Assessments Used

Students must complete the Renting vs. Owning Module on Everfi Financial Literacy in class with 90% accuracy. Students must also take the Chapter 7 Quiz with 85% accuracy.

C. Differentiated Instruction

Students will be learning learn hands-on by completing the Renting vs. Owning Everfi Module. The module provides excellent visually stimulating pictures and videos. The module is also audio-enabled, allowing students to listen and see what is happening at the same time. Students are able to interact directly with the module, and explore different options and scenarios.

D. Resources

Standards: http://www.nbea.org/newsite/curriculum/standards/economics.html

http://essentialsguides.sfinstructionalresources.wikispaces.net/file/detail/Personal+finance+July+2008.pdf

Everfi Financial Literacy Website:

http://finlit.everfi.net/login

Reflection Log

Lesson 1: The last class period went well. Students were very attentive and did what was asked. The SmartSync technology was down, so we were unable to broadcast anything on the students’ computers, like we normally do when we teach the lesson or watch a video. This has been one of the biggest barriers - technology not functioning correctly.

The students did very well on the Credit Lesson today. They participated, everyone finished their Credit Card Notes worksheet, and they asked great questions. It was hard for some students to read the Smart-Board, because of the learning barriers (sitting in the back, crowded room, etc.). I tried hard to move around in the classroom, but I was more restricted to the front because of the crowded rows. When students had questions, we would go through some of the questions in class, so that we could learn the answers as a class. The objective was met, and everyone turned in his or her worksheets on time.

Summary of student progress (data analysis, what went well)

Last class period, students took their chapter 5 quiz, and the class average was an 80.25%. The class participated and was attentive for the first lesson on credit.

Were lesson objectives met?

Yes, the lesson objective was met. The class average for the credit card note taking worksheet was a 96%, and the objective was 95% accuracy.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

The students were engaged the best they could be. If I could fix a problem, it would be to diminish the problem of technology not working. It gets very frustrating when something is planned for the day, and cannot be carried through because of technology barriers.

Include in tomorrow’s lesson:

I will make sure to introduce the concept of credit score by emphasizing the importance of credit, and how it can really determine (in the long run) what kind of house you live in or car you drive.

Lesson 2: The Credit Score Module on Everfi Financial Literacy went well. Plenty of students did not listen to directions, and they went out of order (started the wrong module) kept asking me to repeat the directions. Class average on the Credit Score Everfi Module was an 88.85%. This is a great indicator of understanding; because we didn’t go in depth into credit score itself during class yet. This module was very in detail and covered almost every aspect of credit score. The only part I did not like (and some students) was the activity in which students were directed to lower Rufus’s (the main character) credit score. The simulation’s goal in this activity was to show how easily a credit score can be lowered, but we felt as though it was a little counter active in teaching students how to achieve and keep a decent credit score.

Summary of student progress (data analysis, what went well)

Students did well on the Everfi Credit Score Module; although there were plenty of questions and misconceptions as to what module the students needed to do. The average was an 88.85%.

Were lesson objectives met?

Yes, the lesson objective was met. The class average for the Everfi Credit Score Module was an 88.85%, and the objective was to reach 85% accuracy.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

Next time we do an Everfi Module in class, I will be sure to explain the directions more clearly and concisely, and tell the class to shut of computer monitors and give me their full attention.

Include in tomorrow’s lesson:

I will be sure to expand on a couple of activities that were demonstrated during the Everfi Credit Score Module – because the textbook doesn’t go as into detail than I would like. The two topics are FICO and how easy it is to lower one’s credit score.

Lesson 3: This lesson was over how to protect yourself from fraud and identity theft, and over ways to manage debt problems. There were 2 students using their cell phones, and I had to ask them to put the phones away. There were two talkative girls, but I went over there a couple times and continued with the lesson – and they were more attentive. I was extremely surprised when not even half of the students knew their own social security number. Much of the class discussion was about how important it is to take care of important documents and not give away any personal information unless it is completely valid and trustworthy reason.

Summary of student progress (data analysis, what went well)

Students did very well on the first lesson of identity theft. The class was attentive and interested in the subject material, and especially liked the video we watched to introduce the lesson. The whole class got a completion grade, and the notecards went above my expectations.

Were lesson objectives met?

Yes, the lesson objective was met. The class average for the notecards was a 100%, and the objective was to reach 100% accuracy. This was a completion grade, and the notecards were very well written and went into great detail.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

The students were very engaged, and I am really glad that I had them watch the introduction video. I quieted the talkative girls by simply walking in their direction but yet continuing with the lesson. They were not a problem the rest of the period, and actually participated a little more too.

Include in tomorrow’s lesson:

I will be sure to review some important concepts tomorrow – like asking the students “What number is the key to a person’s identity?” This is a question on the chapter 6 quiz, and it is good for students to review and know all about social security numbers and how to protect themselves.

Lesson 4: This lesson was over the FTC video and consumer fraud. The students were very interested in the facts and opinions from victims and spokespeople of identity theft. When completing the worksheets, many students had questions, especially when the answer wasn’t completely laid out in order on the FTC website. Other than that, the class did a great job of researching and finding answers to the worksheet. Most of the students worked in partners and in groups of no more than 3 students. Having soft music in the background helped the productivity today, allowing some students to settle into a working atmosphere and quiet themselves.

Summary of student progress (data analysis, what went well)

The class did well with the FTC video and worksheet over consumer fraud/identify theft. The class average was a 100%, and they liked getting online to do research. Working with partners appeared to make it more fun for the class too.

Were lesson objectives met?

Yes, the lesson objective was met. The class average for the FTC worksheet was a 100%, and the objective was to reach 100% accuracy. This was a completion grade, and two of the charts we did together as a class to prompt more class discussion.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

The students were engaged, but the video was a little bit too long for them to hold high attention to it the whole time. Students were already exposed to Identity theft yesterday (a lot of time spent on the topic), so some felt that we spend too much time on one topic.

Include in tomorrow’s lesson:

I will be sure to remind the class that tomorrow is the review day (there will be a fun game), and that the quiz is the following Monday – so start studying!

Lesson 5: We completed Chapter 6 Jeopardy review today. It went surprisingly well. The class was divided into 3 teams, and they actually got really competitive and worked extremely hard to make sure they answered correctly. Some teams got so into it, that it was hard for me to decide what team raised their hand first. We had to revert back to the rock-paper-scissors game a couple times between team one and two. Team three did not participate as much as the other two teams, but one student in team 3 was really great and was competing with the other two teams. The biggest challenge was the 5 C’s of Credit, and it was great how they worked together to remember what they all were and what they meant. I am glad that I used the 5 C’s of Credit for the final jeopardy question, because students will need to remember them for the semester test at the end of the semester.

The students took advantage and used the rest of the class time to its fullest, and most everyone finished the Everfi Consumer Fraud Module before the bell rang.

Summary of student progress (data analysis, what went well)

Students all did very well with the Jeopardy Chapter 6 Review Game. Team 1 ended up winning (had the most points) and Team 2 was just a couple hundred points away. Team 3 held their own, and the whole class had fun.

Were lesson objectives met?

Yes, the lesson objective was met. The class average for the Everfi Consumer Fraud Module was a 99.20%, and the objective was to reach 85% accuracy. I was impressed with the average score; I think the students felt confident with the material for this module.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

Students were extremely engaged with the game review; they enjoyed the competition with each other, and really put forth effort to do well. I had some difficulties with the SmartBoard (writing on the board) but students were quick to help keep score and keep track of questions we have already seen.

Include in tomorrow’s lesson:

I was sure to remind the students about the quiz, and during the next lesson I want to really emphasize the importance of credit in their lives now and in the future, and how they did a great job on this chapter before we start the next lesson.

Lesson 6: Today, students took the chapter 6 quiz and it went well. The class average was an 83.17%, thus meeting the objective. There were a couple kids that I had a feeling don’t study for our quizzes – and I was right on, because two students that I was curious about told me that they never take the time to study. For the most part, the attitude about this quiz was very positive, students felt more confident with the review we facilitated on Friday.

The chapter 7 pre-test went exceptionally well, and I was very surprised to realize that a good amount of students have previous knowledge and are already somewhat familiar in the topic of “The Finances of Housing”. Students responded well to the renting section of Chapter 7. The class was attentive and responsive – especially when we would have examples or group discussions. The interest in renting is noticeable, especially since students will probably need to start looking at renting options in their future. The class got a start on the renting activity worksheet, but most everyone will have to finish it outside of class. There were some students missing from previous class periods, so all of the class work time was spent getting those students caught up.

Summary of student progress (data analysis, what went well)

Students did a great job on chapter 7 pre-test, and the renting section of chapter 7. I was anticipating better scores from chapter 6 quiz; because the students seemed to be so confident during the chapter 6 review. I also gave students permission to the PowerPoint review – and some students printed them off to study.

Were lesson objectives met?

Yes, the lesson objectives were met. The class average for the Chapter 6 Quiz was an 83.17%, and the objective was to reach 80% accuracy. The second objective was to reach 50% accuracy on the Chapter 7 Pre-Test, and the class average was a 68.70%. The last objective was also met, the class average for the Renting Activity Worksheet was a 91.15%, and the goal was to reach 85% accuracy.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

I wish we had more time to do the renting activity in class, but the students rarely have homework in our Personal Finance class, so it is more than fine for the class to finish the activity at home or in a study hall.

Include in tomorrow’s lesson:

Tomorrow, I will review the advantages and disadvantages of renting a residence, because they will be given more advantages and disadvantages next lesson – but in owning a residence. It is important for the students to review and differentiate the two.

Lesson 7: Students did well with the first part of Chapter 7 yesterday. Today, the students were attentive, but didn’t seem as interested in the idea of purchasing a home as they were with renting. The mortgage payment calculation worksheet went well, although much time was spent repeating the steps on how to complete the process. When we discussed the assignment in class, I was pleased to see that students really noticed how much interest adds up over a certain time period (length of a mortgage). We had a great classroom discussion on how interest rates are so low, and that now is a great time to buy a home. We went back and forth, and discussed more about the renting vs. owning question that fueled much of the conversation.

Summary of student progress (data analysis, what went well)

Students did a great job differentiating the advantages and disadvantages or owning a residence and renting a residence during the quick review at the end of the lesson. Students were interested in the videos, and it appeared that they enjoyed the mortgage calculation – seeing how fast interest adds up.

Were lesson objectives met?

Yes, the lesson objective was met. The class average for the Mortgage Payment Worksheet was a 92.31%, and the objective was to reach 85% accuracy. There was only a couple problems the students had to complete individually, a couple problems were done together in class.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

The only problem I had with some students today was getting the students to understand the project and follow the directions. Some students just don’t have the confidence to try, and it seems like they need someone to help them with every step. I will try to be more concise next time I do a project like this.

Include in tomorrow’s lesson:

I will announce that students will be using this same website they are using now, (to find home mortgage calculations) tomorrow. Tomorrow, I will be sure to tie in that we have already done calculations like this, and that every student should know how to find a monthly payment (we did two in class together today).

Lesson 8: The question posted today as students entered class was a great way to start off the end of the Chapter. The students exceeded the objective of 85% accuracy, by earning 95% accuracy on the definition of equity. I was happy that they could justify the answer too, because they showed an understanding of content from yesterday’s lesson. Students found the end of Chapter 7 interesting and some were even looking even further into the home buying process, and claimed of having some discussion with their parents. We finished Chapter 7 today, and students were attentive because I only presented 7 slides – which were just enough to keep their attention on a Friday. They really enjoyed the example of a real-life buying a house purchase. They could see the closing costs, realtor fees, marketing fees, sales tax, etc. The students expressed that they were worried about presenting their PowerPoint to the class, and that they were having some trouble finding houses that will fit their client’s requirements. The class worked attentively on the house buying projects the rest of the class period today, and they also appeared to be having some fun along the way. The students like working with partners, and the ones that decided to work individually seemed to be just as successful.

Summary of student progress (data analysis, what went well)

Students did a great job with the “pop question” posted at the beginning of class. The reasoning behind the answer was very intriguing to listen to. I was impressed that the class remembered the difference between equity and interest. The groups got almost most of their projects completed, and they had fun researching and finding homes for their clients.

Were lesson objectives met?

Yes, the lesson objectives were met. The class answered a true/false question – and 95% of the class got the answer correct; the objective was to reach 85% accuracy. The student groups also got a great amount of work done on their House Buying Projects – at least 70% of their project was complete.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

I am happy that I let students work with partners; it really helped to motivate each other and get ideas going. The students were engaged the whole class period, and had fun using the internet for research.

Include in tomorrow’s lesson:

Tomorrow, I will be sure to ask the students which house they would suggest for their client to buy, and what they liked most about each house they choose to present.

Lesson 9: The students did great on their House Buying Project presentations today. I was pleasantly surprised that some groups put in extra time and effort to add special effects, provide more pictures, and add more details than what was required. So many groups went above and beyond - there really wasn’t a poorly done PowerPoint. I could tell that everyone in the class put forth their best effort, and pushed themselves. Every group really analyzed the best housing option for their client, because each group had a valid reason for the client to purchase the house they suggested. I think the great scores really reflect the students’ excitement to this project.

Summary of student progress (data analysis, what went well)

Students did very well with the House Buying Project Presentations. They spoke loud and clear, had great pictures, and also answered each question very well. I was very impressed with the amount of effort students put in to these presentations.

Were lesson objectives met?

No, the lesson objective was not met. The class average on the House Buying Presentations was a 94.27%, and the objective was to reach 95% accuracy. I wouldn’t say this was a setback – a 93% or higher is an A, so if the class average was an A, that is a pretty high achievement.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

I allowed students to present from their desks, while I broadcasted each presentation using SmartSync onto everyone’s computer. Students were afraid to present in front of the class, so this way – they actually showed up for class (knowing they could do their presentation in the comfort of being in their own desk). They did a nice job.

Include in tomorrow’s lesson:

After the presentations, I need to remind the students that the Chapter 7 Quiz is tomorrow. Tomorrow, when students are logging onto their computers, I will do a quick review on some key terms for Chapter 7 before they start the Everfi Module.

Lesson 10: The students took the Everfi Renting vs. Owning Module today as a review before the Chapter 7 quiz. The class average on the module was a 90.38%. The students were given the chance to review many important concepts about the finances of housing. The module allowed students to utilize a cost benefit analyses framework in order to evaluate whether to buy, lease or rent a home. Students were also asked to think strategically by using their problem-solving skills to provide solutions to complex, real-life, renting vs. owning scenarios. After the students completed the module, they were to take the quiz. We started the quiz when there was twenty minutes left of class. If students were finished with the module before everyone else, they had extra time to study and review. The chapter 7 quiz class average was an 87.71%, thus meeting the objective. Some students said that one question was tricky – but it was a question that I specifically went over in class that students should have gotten quite easily, so I did not reward any extra points.

Summary of student progress (data analysis, what went well)

The class did very well with the Everfi Renting vs. Owning Module and exceeded the goal set for them. The quiz went well, students had plenty of time to take the quiz when there was 20 minutes left in class.

Were lesson objectives met?

Yes, the lesson objectives were met. The class average for the Everfi Renting vs. Owning Module was a 90.38%; the objective was to reach 90% accuracy. The class average for the Chapter 7 quiz was an 87.71%, meeting the objective of 85% accuracy.

Instructional decisions (were students engaged; how will you remediate difficulties or problems from this lesson?)

Students were engaged during the Everfi Renting vs. Owning Module – because the module constantly is asking questions and asking you to do a certain activity.

Include in tomorrow’s lesson:

If everyone has the Chapter 7 quiz done by class time (for students who were absent today), we will have a quick review on the quiz questions, especially the ones that were frequently missed.

assessment

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Pre-Assessment

Students will be pre-assessed about 5 times over the course of this Credit unit. Students will be given a pre-test to determine where they are standing in the subject manner, and what they already know about the topic. Students will not be told anything before taking the pre-assessment tests. The pre-tests on each Everfi Module will not be graded, but it gets the students to start thinking of the content they are about to be taught. We will use the Test Generator software to develop the pre-assessments; the scores will be automatically graded and emailed to me.

Ongoing Assessment

Lesson 1: Students are able to complete the Credit Notes worksheet in class, because we will go through each concept and question during the lesson as a class. Students are able to work with partners after the lesson to finish anything they might have missed. The Credit Card Notes worksheet is due before the bell rings.

(Average was a 96%) = met objective (95% accuracy)

Lesson 2: Students will be given the opportunity to complete the Credit Score Everfi Module on the Everfi Financial Literacy website. Students will understand what a credit score is, how it is calculated, and what the implications of good or bad credit are.

(Average was a 88.85%) = met objective (85% accuracy)

Lesson 3: Each student will complete a notecard with what they have learned about identity theft (in class). Students are suggested to write down what really stood out to them or surprised them during this lesson as well, and the notecards will be picked up before the bell rings. This is a completion grade, and I will check each one – and give them back to the students the next day for study material.

(Average was a 100%) = met objective (100% accuracy)

Lesson 4: Students must complete the Identity Theft (Deter, Detect, Defend) worksheet after watching the video in class. Students may work in partners or independently after watching the Identity Theft video and participating in the class discussion. They will use the FTC website to do online research to find the answers. Students have until the end of class to turn in the Identity Theft worksheets.

(Average was a 100%) = met objective (100% accuracy)

Lesson 5: Students will participate in our review jeopardy game within a total of 3 teams (2 rows per team). Students will also finish the Consumer Fraud Everfi Module on the Everfi Financial Literacy website.

(Everfi Consumer Fraud Module Average was a 99.20%) = met objective (85% accuracy)

Point wagers for Jeopardy Game.

Lesson 6: Students must complete the Chapter 6 post-assessment (quiz) in class. Students will work on Renting Activity worksheet from the Chapter 7 shared folder. Students must do online research and find three places to rent. They must complete the renting activity worksheet individually, and they will probably need to finish the activity at home or in a study hall.

(Ch. 6 Quiz Average was a 83.17%) = met objective (80% accuracy)

(Ch. 7 Pre-Test Average was a 68.70%) = met objective (50% accuracy)

(Renting Activity Worksheet Average was a 91.15%) = met objective (85% accuracy)

Lesson 7: In class, students must complete the mortgage payment calculation worksheet for different levels of home buying. The worksheet contains 5 problems, and the first one together as a class.

(Mortgage Payment Worksheet Average was a 92.31%) = met objective (85% accuracy)

Lesson 8: Students will participate in the true/false question about the definition of equity that I will have posted at the beginning of class. Students must also start and get a good amount completed of their home-buying project (with partners or individually); each group will be presenting tomorrow in class.

(True/False question Average was a 95%) = met objective (85% accuracy)

Lesson 9: Students must finish their House Buying Project, present it to the class, and also explain which house of the three they especially suggest for the client to buy. An example of a student’s client’s requirements is this: The Johnson’s are looking for a single family home for their family of 3. They need a house with at least 4 bedrooms, 2 baths, and have an $180,000 limit.

(House Buying Project Presentations Average was a 94.27%) = DID NOT meet objective (95% accuracy)

Lesson 10: Students must complete the Renting vs. Owning Module on Everfi Financial Literacy in class using the Everfi Financial Literacy website. Students must also take the Chapter 7 Quiz in class when there is approximately 20 minutes left of class.

(Everfi Average was a 90.38%) = met objective (90% accuracy)

(Ch. 7 Quiz Average was a 87.71%) = met objective (85% accuracy)

Post Assessment

Students will take post-assessment quizzes to determine the information they retained during the two chapters within the unit. The tests will be automatically graded (on Everfi and the Test Generator Software), and results will be emailed to me.

table of contents

CONTEXTUAL FACTORS

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Community

District/School

Classroom

Implications for Instruction

Goals and objectives

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GOALS:

UNIT OBJECTIVES:

LESSON OBJECTIVES:

Time line and lesson plans

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Timeline

Lesson Plans

Reflection Log

assessment

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Pre-Assessment

Ongoing Assessment

Post Assessment

Link to Student Work Folder

data analysis and recommendations

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Individual students

Whole Class

summary of student progress

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Example: Letter to parents

Example: Website posting regarding unit