Internship Literacy Lesson Internship Literacy Lesson Robert C. Bope Arizona State University RDG 507: Content Area LiteracyIntemship Literacy Lesson 2 The literacy lesson | chose involved students reading and writing to help them 4) Ze. ‘ understand the content by learning the vocabulary. My internship is at Mt. View High School in the Mesa Public School District. This lesson was presented to high school This ts seniors in the Financial Algebra course. There are twenty-seven students in the class. a erfet Lesson Por The lesson involved presenting content to the whole class and groups consisting of | Gamaone- Ihe your three to four students. bedegronel fo preach! The focus of this lesson was the use of a checking account. The goal of this @® lesson was ensuring the students would be able to post transaction to a checking account and determine the daily balance of the account for one month. | used the book Financial Algebra: Advanced Algebra with Financial Applications by R. Gerver and R Sgroi. This is one of the books we use in the class. There is a lot of literacy content in a4/! this book considering it is a math book and the vocabulary is presented in an easy to understand format. | started the lesson with a quick write. The students were somewhat familiar with Ah ree é ae ae Strefy/ the quick write format since they had used it earlier in the month in a lesson involving 2 foe the honor code. | asked them to write everything they knew about checking accounts in ‘two minutes. | was hoping they would be familiar enough with checking accounts to have some idea of what they were and how they were used. Then | could build on that basic knowledge. | noticed they were having a hard time getting started on the writing and realized 4 Comey the prompt was too broad. | added to the prompt by asking them if they knew anyone oye that used a checking account. If they didn't know anyone that had a checking account |Internship Literacy Lesson 3 asked if they had ever seen anyone using a checking account and ifso why did they gil) think that person might be writing a check? | continued by suggesting there might be add/rlmet preys times carrying a lot of cash would be inconvenient and how could a check help with this. The additional prompts helped them to get started. | learned from this that the mA prompts for a quick write need to be specific. This helps the students get the writing “5 started. It was apparent that getting started was a big hurdle. | will have three or four additional prompts ready next time. | was able to think up additional prompts quickly in the case, but | would want to be better prepared when using a quick write strategy in the future. The quick write was helpful when we moved to the pair and share portion. The Ag2eof Maes students seemed better able to discuss what they knew since they had already written it ies kb down. | think this also helped when they shared their ideas by increasing their Fie te confidence. Since they had something to read from some of the anxiety of talking in“ wr'2- front of the class was reduced. The main literacy aspect of this lesson was the vocabulary. Finance and math both have a large amount of vocabulary that is unique to the content and not used by the student on an everyday basis. | had the students write out the vocabulary words i using Comell Notes. They split into groups of three and four to work out the definition of ee the words as they knew them. After they determined their definitions | had them take turns reading the definition from the book. We then discussed how the meaning of the words in a financial setting might TZtv's differ from normal use. | found this to be a good way to tie prior vocabulary to new ls feqct her ArelyInternship Literacy Lesson 4 vocabulary. | had them read the vocabulary word and then read the financial or math definition and the everyday definition. This way they could read and speak the word. They had previously written each word, so they now had experienced the vocabulary through reading, writing, speaking and hearing. While the Corel note system is a good way of helping students structure their Ban) note taking, | think in the future | would add some type of graphie organizer. This lesson yx, 2-9 oe oeneS had a large amount of new vocabulary and seeing how the words relate to the checking account in a more visual manner could have improved the lesson. Graphically Mes representing debits and credits with withdrawals and deposits then tying them to the account would lend itself to a web type of graphic organizer. Overall | think this lesson was well received, but in the future I will be ready with Gack ts is additional prompts for the quick writes, since getting started with writing seems to be the ei hardest part of writing even a small paper. | will also be trying to add more content Pi 3 papi rying ae writing strategies to every lesson. In this case the graphic organizer would have pr fhe improved the lesson. In the future after finishing a lesson plan, | will go over itto see if = there is anyplace | could add an additional writing or reading strategy, especially when dealing with vocabulary in mathematics. Students do not mind writing j if they have some support with getting started and / Baye! G help with the structure. By providing these supports it will be easier to add writing to my content area and improve students reading and writing skills. Bb, Roetly nce jeb with your fesson, (ft ¢ pvered both paty Ovel tle content we/l Lot of geed sprtyles ler erp loyeot Phreuphoud + ba hassex. Keep Phot Positive Te energy gy stony! StatZ Enh Gens) Enkin(5E) Lesson Plan Template Teachers: ‘Subject: Grad Robert Bope Financial Algebra 12th Standard: * HS.A-SSE.A.1_ Interpret expressions that represent a quantity in terms of its context * HS.A-SSE.B.3, Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. ‘Objective (Explicit): © Students will be able to complete a check register © Students will understand the function of a checking account ‘© Students will be able to analyze the impact of transactions on a checking account | Evidence of Mastery (Measurable): ‘Students will do a handout in class in groups and discuss the results and write a summary using 80% of the | vocabulary words. ‘Students will have an assignment handout for class/homework and achieve 80% correct. | Sub-objectives, SWBAT (knowledge, skill, purpose): | SWBAT post transactions and determine ongoing balance in a checkbook for one month | SWBAT differentiate between depositing and withdrawing cash. | SWBAT asse how transactions affect current and future balance of checking account by determining daily balance for one month. Key vocabulary: Materials: check, checking account, handouts, Comell notes sheets, | Elctronic funds transfer, payee, drawer, check clearing, | Calculators, check book | deposit slip, directi deposit, hold, endorse, canceled, | ATM, PIN, maintenance fee, interest. Engage: Students Wilk Teacher Will: Teacher will introduce the quick write | Students will do a quick write for two minutes and have students write about the question: What do | about what they know about checking accounts you know about checking accounts? After the quick write students will do a think-pair-share | Answer and discuss their experiences with about their knowledge of checking accounts. checking accounts and debit cards in groups of Ask if anyone has a checking account? two or three. if yes ask how they use it? Why do they have one? How do they get money into or out of their account? If no student has one ask about parents or if anyone has seen a check used. Ask if they can think of any time they might need a checking account. ‘Ask what might be used in place of checking accounts. For example debit cards Teacher can discuss their use of checking account ‘Ask why checking accounts might be falling out of favor? i E Explore: ‘Students will do a quick write for two minutes Teacher Will: Have students break in to groups of about what they know about checking accounts. three or four and discuss the vocabulary words. After they come up with a definition they will check with the | Students Will: After they come up with a definition book and write them in Cornell Notes. they will check with the book and write them in Cornell Notes. A different student from each group will share their definition with the class. Co-Teaching Strategy Teachers will facilitate understanding of words from group to group. | Differentiation Strategy | Groups that get done fast will help other groups.Explain: Teacher Will: Teacher will have one person from each group share a definition of each vocabualry word with the class. | Students Wilt” A different student from each | group will share their definition with the class. Elaborate: Teacher Will: Discuss different types of checking accounts; basic, interest bearing, joint, NOW accounts Teacher will ask what happens if you right a check and don't have the money? What might the bank do? Why should they be able to charge you for an overdraught? Teacher will pass out in class worksheet. Teacher will be sure everyone in every group is participating Students Will Use Comell notes during lecture Students will form groups to do in class worksheet, Students will discuss the pros and cons of bank fees, overdraft fees and writing "bad checks’, ‘Differentiation Strategy Be sure the ADHD student is structuring her notes correctly Evaluate: Students Wil: ‘Teacher Will: After 15 mins have one member from | As a group determine their answer and present it to each group answer one questions. the class. Ask if students think checking accounts and brick and morter banks may be going out of style and why? Direct students to summarize the high points of lesson in Cornell notes using complete sentences. Teacher will pass out assignment/homework handout. ‘Summarize the High Points of the lesson in their Cornell notes, using complete sentences. 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