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The Madeline Hunter Model EDTPA Expanded

Students understand the concept of taxes and can apply them to their lives
Lesson 1-What Are Taxes

Teacher Name: Ewell Bryant


Lesson Date and Time: October 12, 2015 Period 6 (12:20pm-1:10pm)
Number of Students: 18
Miscellaneous Information (special considerations for instruction): Rochester Public Schools has adopted
a formal instruction assessment titled Dimensions Guide. This assessment is broken up in three
domains-Emotional Support; Classroom Organization and Instructional Support. School administrators
are trained to assess teachers on how well they are following the domains of the Dimensions Guide
which a requirement of the school and district.
Instructional Context:
What do I know about my students that will inform this lesson?
Students in this course have selected it as an elective. Students have different academic and social skill
levels. Student grade levels very from 9-12 grade. Classroom has English learner exchange student, has
a struggling reader and also has students listed has Gifted. The students have spent several previous
lessons doing small group work
How does this lesson connect with and build on previous lesson(s) or learning?
During previous lessons students have participated in to this lesson have given students the opportunity
to learn more about themselves in respect to choosing a career goal and creating a career plan. The
students have also participated in personality assessments.

How do you expect to build on this lesson in subsequent lessons?


Students will first learn general information about taxes
Second will learn about tax forms and increase knowledge depth
Thirdly students will complete federal tax return form
Will learn about state taxes and complete state tax form

Materials and Resources:


Classroom Text (Managing Your Personal Finances 5th Edition Joan S. Ryan
Moodle
Smart Board
PowerPoint

What is the lesson objective?


(What will the students learn and/or demonstrate?) Students will learn about what is the tax system
Learn vocabulary, Assess prior knowledge, Build Community.
This segment will cover the following
-Kinds of Government Revenue
-Ability to pay Principle
-Kinds of Taxes
-Income Tax Brackets

-Benefits of Taxes
-Components of Tax System
-Functions of IRS

Standards addressed and expectations of students:


(MN State or National Standards)
II. Earning and Reporting Income
Achievement Standard: Identify various forms of income and analyze factors that affect income as a part
of the career decision-making process

Anticipatory Set:
(The hook - something to excite the students about the subject matter) In previous lesson students
have completed Career Plan and have learned to calculate payroll taxes.
Class will start with a question smart board stating
What do you know about Taxes?
Students will participate in large group discussion/lecture
Teacher will use smart board to copy down student responses and let it guide open discussion

Academic Language/Language Function Objectives:


(Vocabulary that essential for you as a teacher to include in this lesson and for the students to
understand and use)
-Progressive Tax
-Regressive Tax
-Income Tax
-Social Security Tax
-Unemployment Insurance Tax
-Unemployment Insurance Tax
-Inheritance and estate tax
-Excise Tax
-Import Duties
-Personal Property Tax
-Sales Tax
-Consumption Tax
-Proportional Taxes
-Internal Revenue Service
-Income Tax Brackets
-Graduated Tax System
-Deficit
-Voluntary Compliance

Teaching/Instructional Strategies and Learning Tasks (procedures and timelines):


(Teacher talk/Input, modeling, and checking for understanding)
Time
5 min

Instructional Strategies and Learning Tasks


Introduction/Statement of Learning Target

5 min

Large Group discussion What do you already know about taxes?

5 min

Group Lecture/Power Point-First 15 slides Chapter 7

5 min

Tax Bracket Video

5 min

Tax Bracket Video Discussion

20

Class Small group assignment (Student Income Tax Return Guide )


Students will present work next lesson
Assign homework(student will respond to one of the following two
questions assigned randomly in a single paragraph
Will help stimulate conversation for the next lesson
Should everyone legally have to pay taxes?
Are you ok with the government using tax revenue to support
individuals who need financial support?

Review of learning targets , restate homework assignment, Ask for


questions or concerns relating to lesson

Purpose
Students
understand what
they should be
learn or
demonstrate
Asses prior
knowledge,
stimulate
discussion
Recall and
Reproduction of
information
about Federal Tax
Students will
learn how tax
brackets work
Students will
affirm their
understanding of
tax brackets and
ask any
concerning
questions
Student will
complete study
guide that will
help them apply
tax concepts to
themselves
particularly as a
student
Students will
present the
findings
Students can self
asses their
learning and ask
clarifying
questions

Guided practice and monitoring and assessments:


(Monitor orally individually or together; monitor via written language or via a task performance; monitor
via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the
lesson and the objectives are being met)
-During the learning segment teacher will pose the questions
Does any would need me to clarify?
When students report answers, teacher will ask - do students agree or disagree with the answer?
During instruction teacher continually states that it is ok to be wrong because thats how we learn
Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or pairs. The
aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.)
Students are assigned a critical thinking question to stimulate discussion in the next lesson
Will help stimulate conversation for the next lesson

Should everyone legally have to pay taxes?

Are you ok with the government using tax revenue to support individuals who need financial
support?
Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
IEP/504 Accommodations and/or Modifications:
During this lesson I had two students labeled as English Learners, two students who are labeled as gifted
and 1 student on a 504 plan. The lesson was adapted by using small groups to complete the learning
activity for the day. Lecture was shortened to 5 minutes and students also were able to follow along
online during lecture. Students also can review video used during lecture through their online Moodle
site to view at their own pace. Lecture notes are on Moodle early if students need to review before the
lesson starts. During lecture teacher allows opportunity for students to pose questions or ask clarifying
questions
Cultural Responsive Teaching: Personal Philosophy
Good teaching and opportunistic learning is cooperative, collaborative, and community-oriented

Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?) During my lesson, I tried to explain the homework after I had assigned the
classroom activity which made it confusing to the students. I will have the students end the classroom
assignment earlier in the period so the homework assignment can be thoroughly explained and
questions can be posed by students

The Madeline Hunter Model EDTPA Expanded


Lesson 2-What do we think about Taxes?

Teacher Name: Ewell Bryant


Lesson Date and Time: October 14, 2015 Period 6 (12:20pm-1:10pm)
Number of Students: 18
Miscellaneous Information (special considerations for instruction): Rochester Public Schools has adopted
a formal instruction assessment titled Dimensions Guide. This assessment is broken up in three
domains-Emotional Support; Classroom Organization and Instructional Support. School administrators
are trained to assess teachers on how well they are following the domains of the Dimensions Guide
which a requirement of the school and district.
Instructional Context:
What do I know about my students that will inform this lesson?
Students in this course have selected it as an elective. Students have different academic and social skill
levels. Student grade levels very from 9-12 grade. Classroom has English learner exchange student, has
a struggling reader and also has students listed has Gifted. The students have spent several previous
lessons doing small group work
How does this lesson connect with and build on previous lesson(s) or learning?
During previous lessons students have participated in to this lesson have given students the opportunity
to learn more about themselves in respect to choosing a career goal and creating a career plan. The
students have also participated in personality assessments. In previous lesson during this segment
students were introduced to the tax system during large group lecture.
Students have learned first lesson (What Are Taxes?)

How do you expect to build on this lesson in subsequent lessons?


Students will learn about tax forms and increase knowledge depth
Students will complete federal tax return form
Students will learn about state taxes and complete state tax form

Materials and Resources:


Classroom Text (Managing Your Personal Finances 5th Edition Joan S. Ryan
Moodle

Smart Board
PowerPoint
What is the lesson objective?
(What will the students learn and/or demonstrate?) Students will be able to identify how taxes
specifically affect them as a student. Students will be able to identify taxable and nontaxable wages.
Students will be able apply the tax system to their lives. Students will be able to create, and defend
personal feeling about taxes

Standards addressed and expectations of students:


(MN State or National Standards)
II. Earning and Reporting Income
Achievement Standard: Identify various forms of income and analyze factors that affect income as a part
of the career decision-making process

Anticipatory Set:
Teacher will greet the students (ask for volunteer to start presentations) If no volunteers students
groups will be selected through name out of a hat
Previous lessons students were assigned small group work, students will now present and teach the
class about the topic their group researched.

Academic Language/Language Function Objectives:


(Vocabulary that essential for you as a teacher to include in this lesson and for the students to
understand and use)
-Progressive Tax
-Regressive Tax
-Income Tax
-Social Security Tax
-Unemployment Insurance Tax
-Unemployment Insurance Tax
-Inheritance and estate tax
-Excise Tax
-Import Duties
-Personal Property Tax
-Sales Tax
-Consumption Tax
-Proportional Taxes
-Internal Revenue Service
-Tax Brackets
-Graduated Tax System
-Deficit
-Income Tax Brackets
-Voluntary Compliance
-Tax Return
-Taxable Income
-Non-Taxable Income
-Financial Aid
-1040A
-1040 EZ
-1040
-Minimum Income requirement
-Federal Income tax return

Teaching/Instructional Strategies and Learning Tasks (procedures and timelines):


(Teacher talk/Input, modeling, and checking for understanding)
Time
2 min

Instructional Strategies and Learning Tasks


Introduction/Statement of Learning Target

20

Small Group Presentations and Discussion

6
2 min

Teachers Lectures on Slides 16-31


Students discuss homework writing assignment in small groups

18 min

Agree, Strongly Agree, Disagree , strongly disagree activity


Teacher reminds students that everyone is coming from a different
place in their lives and its ok to disagree respectfully

2 min

Teacher collects homework, discusses what is next in the learning


segment and collects homework

Purpose
Students
understand what
they should be
learn or
demonstrate
Students teach
peers about
researched
topics.
Stimulate
conversation for
next classroom
activity
Students will be
able to create,
and defend
personal feeling
about taxes
Students can self
asses their
learning and ask
clarifying
questions. Also
begin
preparation for
next class day

Guided practice and monitoring and assessments:


(Monitor orally individually or together; monitor via written language or via a task performance; monitor
via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the
lesson and the objectives are being met)
-During the learning lesson teacher will pose the question would anyone like me to clarify?

-During Agree Lesson teacher will continually monitor students for agitation or aggressiveness

When students report answers, teacher will ask - do students agree or disagree with the answer?
During instruction teacher continually states that there is no wrong answers in this activity, only
opinions and feelings
Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or pairs. The
aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.)
In previous lesson Students are assigned a critical thinking question to stimulate discussion in the next
lesson
Will help stimulate conversation for the next lesson

Should everyone legally have to pay taxes?

Are you ok with the government using tax revenue to support individuals who need financial
support?
After activity teacher will challenge students to analyze peer thoughts and ideas on the subject
Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
During instruction teacher continually states that there is no wrong answers in this activity, only
opinions and feelings

IEP/504 Accommodations and/or Modifications:


During this lesson I had two students labeled as English Learners, two students who are labeled as gifted
and 1 student on a 504 plan. The lesson was adapted by using small groups to complete the learning
activity for the day. Only a 6 minute teacher lecture was used. Students present student related tax
information which they had previously worked on together in small groups which allowed them to work
and present at their own level and pace.
Cultural Responsive Teaching: Personal Philosophy
Good teaching and opportunistic learning is cooperative, collaborative, and community-oriented

Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?) The students seem too enjoyed to be challenged in the tax debate. The
homework was a good stimulation assignment for the classroom activity. Should allotted more time
for that part of the lesson

The Madeline Hunter Model EDTPA Expanded


Lesson 3-Completeing Federal Tax Form
Teacher Name: Ewell Bryant
Lesson Date and Time: October 19, 2015 Period 6 (12:20pm-1:10pm)
Number of Students: 18
Miscellaneous Information (special considerations for instruction): Rochester Public Schools has adopted
a formal instruction assessment titled Dimensions Guide. This assessment is broken up in three
domains-Emotional Support; Classroom Organization and Instructional Support. School administrators
are trained to assess teachers on how well they are following the domains of the Dimensions Guide
which a requirement of the school and district.
Instructional Context:
What do I know about my students that will inform this lesson?
Students in this course have selected it as an elective. Students have different academic and social skill
levels. Student grade levels very from 9-12 grade. Classroom has English learner exchange student, has
a struggling reader and also has students listed has Gifted. The students have spent several previous
lessons doing small group work.
How does this lesson connect with and build on previous lesson(s) or learning?
During previous lessons students have participated in to this lesson have given students the opportunity
to learn more about themselves in respect to choosing a career goal and creating a career plan. The
students have also participated in personality assessments.
Students have learned first lesson (What Are Taxes?)
Students have learned lesson 2 (What do we think about Taxes?)

How do you expect to build on this lesson in subsequent lessons?


Students will complete federal tax return form
Students will learn about state taxes and complete state tax form

Materials and Resources:


Classroom Text (Managing Your Personal Finances 5th Edition Joan S. Ryan
Moodle
Smart Board
PowerPoint

Federal Tax Form


Federal Tax Table
example W2

What is the lesson objective?


(What will the students learn and/or demonstrate?)
Students will apply skills learned in previous lessons about the Tax System to read and complete a
federal income tax return

Standards addressed and expectations of students:


(MN State or National Standards)
II. Earning and Reporting Income
Achievement Standard: Identify various forms of income and analyze factors that affect income as a part
of the career decision-making process

Anticipatory Set:
(The hook - something to excite the students about the subject matter)
We have learned about taxes, now lets apply what we learned

Academic Language/Language Function Objectives:


(Vocabulary that essential for you as a teacher to include in this lesson and for the students to
understand and use)
-Progressive Tax
-Income Tax
-Unemployment Insurance Tax
-Inheritance and estate tax
-Import Duties
-Sales Tax
-Proportional Taxes
-Tax Brackets
-Deficit
-Voluntary Compliance
-Taxable Income
-Financial Aid
-1040 EZ
-Minimum Income requirement
-Exemptions
-EIC

-Regressive Tax
-Social Security Tax
-Unemployment Insurance Tax
-Excise Tax
-Personal Property Tax
-Consumption Tax
-Internal Revenue Service
-Graduated Tax System
-Income Tax Brackets
-Tax Return
-Non-Taxable Income
-1040A
-1040
-Federal Income tax return
-Salaries

Teaching/Instructional Strategies and Learning Tasks (procedures and timelines):


(Teacher talk/Input, modeling, and checking for understanding)
Time
2 min

Instructional Strategies and Learning Tasks


Introduction/Statement of Learning Target

Large Group Lecture/ lectures slides 32-50

20 min

Students break up in small groups via random selection and complete


tax form using a sample W2- Teacher lets them work on assignment at
their own pace. Teacher walks around room and answers questions as
they come, lecturing when there is a common question

5 min

Large group lecture-reviewing the tax form and completing it as a large


group.

15 min

Students complete a second income tax form on their own and submit
for grading

Teacher discusses what is next in the learning segment

Purpose
Students
understand what
they should be
learn or
demonstrate
Teacher explains
difficult pieces on
the Federal Tax
Forms
Students get a
chance to apply
skills and
concepts learned
to action
Students will be
able to create,
and defend
logical arguments
about taxes
Students will use
skills learned to
complete
assignment
Students can self
asses their
learning and ask
clarifying
questions. Also
begin
preparation for
next class day

Guided practice and monitoring and assessments:


(Monitor orally individually or together; monitor via written language or via a task performance; monitor
via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the
lesson and the objectives are being met)
Teacher continually ask for student feedback during lecture and classroom activities
Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or pairs. The
aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.)
Students complete federal tax return on their own
Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
Teacher recaps the learning target and asks if students feel like they can complete a tax return
Differentiation (Accommodations/Modifications):
Students:
During this lesson I had two students labeled as English Learners, two students who are labeled as gifted
and 1 student on a 504 plan. The lesson was adapted by using small groups to complete the learning
activity for the day. No teacher lecture was used and students presented main ideas which they had
previously worked on together in small groups which allowed them to work and present at their own
level and pace.

Cultural Responsive Teaching: Personal Philosophy


Good teaching and opportunistic learning is cooperative, collaborative, and community-oriented

Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?)
Students enjoyed being challenged to complete the form on their own. However during the lecture
piece I did not mention to the students not to use dollars signs and commas on the return. I corrected
the mistake in the next day lesson

The Madeline Hunter Model EDTPA Expanded


Lesson 4-State Tax form Assessment Review

Teacher Name: Ewell Bryant


Lesson Date and Time: October 20, 2015 Period 6 (12:20pm-1:10pm)
Number of Students: 18
Miscellaneous Information (special considerations for instruction): Rochester Public Schools has adopted
a formal instruction assessment titled Dimensions Guide. This assessment is broken up in three
domains-Emotional Support; Classroom Organization and Instructional Support. School administrators
are trained to assess teachers on how well they are following the domains of the Dimensions Guide
which a requirement of the school and district.
Instructional Context:
What do I know about my students that will inform this lesson?
Students in this course have selected it as an elective. Students have different academic and social skill
levels. Student grade levels very from 9-12 grade. Classroom has English learner exchange student, has
a struggling reader and also has students listed has Gifted. The students have spent several previous
lessons doing small group work
How does this lesson connect with and build on previous lesson(s) or learning?
During previous lessons students have participated in to this lesson have given students the opportunity
to learn more about themselves in respect to choosing a career goal and creating a career plan. The
students have also participated in personality assessments.
Students have acquired skills to complete federal tax form and should be able to use that knowledge to
complete state form
How do you expect to build on this lesson in subsequent lessons?
Students will complete federal tax return form
Students will learn about state taxes and complete state tax form
Students will use knowledge from previous chapters to take assessment
Students will use knowledge from previous chapters to start lessons on budgeting

Materials and Resources:


Classroom Text (Managing Your Personal Finances 5th Edition Joan S. Ryan
Moodle
Smart Board
PowerPoint

Federal Tax Form


Federal Tax Table
Example W2

What is the lesson objective?


(What will the students learn and/or demonstrate?) Students can apply information learned in previous
lessons to assessment review
This segment will cover the following
-Kinds of Government Revenue
-Ability to pay Principle
-Kinds of Taxes
-Income Tax Brackets

-Benefits of Taxes
-Components of Tax System
-Functions of IRS

Standards addressed and expectations of students:


(MN State or National Standards)
II. Earning and Reporting Income
Achievement Standard: Identify various forms of income and analyze factors that affect income as a part
of the career decision-making process

Anticipatory Set:
(The hook - something to excite the students about the subject matter) In previous lesson students
have completed Career Plan and have learned to calculate payroll taxes.
Students will be challenged to complete the state form on their own.

Academic Language/Language Function Objectives:


(Vocabulary that essential for you as a teacher to include in this lesson and for the students to
understand and use)
--Progressive Tax
-Regressive Tax
-Income Tax
-Social Security Tax
-Unemployment Insurance Tax
-Unemployment Insurance Tax
-Inheritance and estate tax
-Excise Tax
-Import Duties
-Personal Property Tax
-Sales Tax
-Consumption Tax
-Proportional Taxes
-Internal Revenue Service
-Tax Brackets
-Graduated Tax System
-Deficit
-Income Tax Brackets
-Voluntary Compliance
-Tax Return
-Taxable Income
-Non-Taxable Income
-Financial Aid
-1040A
-1040 EZ
-1040
-Minimum Income requirement
-Federal Income tax return

-Exemptions
-EIC

-Salaries

Teaching/Instructional Strategies and Learning Tasks (procedures and timelines):


(Teacher talk/Input, modeling, and checking for understanding)
Time
3 min

Instructional Strategies and Learning Tasks


Introduction/Statement of Learning Target

10

Group discussion/lecture state income taxes and tax table

35

Assessment Review Worksheet, students work in small groups to


complete assessment review

Some large group discussion for common questions


Teacher assigns unfinished review sheet questions for homework.
Teacher discusses what is next in the learning segment and collects
homework

Purpose
Students
understand what
they should be
learn or
demonstrate
Recall and
Reproduction of
information
about Federal
Tax to complete
state form
Students will
learn how tax
brackets work
Students can self
asses their
learning and ask
clarifying
questions. Also
begin
preparation for
next class day

Guided practice and monitoring and assessments:


(Monitor orally individually or together; monitor via written language or via a task performance; monitor
via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the
lesson and the objectives are being met)
-During the learning segment teacher will pose the questions
Does any would need me to clarify?
When students report answers, teacher will ask - do students agree or disagree with the answer?

During instruction teacher continually states that it is ok to be wrong because thats how we learn
Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or pairs. The
aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.)
Students will finish assessment review for classwork and homework, answers will be posted online.
Students will also complete federal income tax return with sample W2 for assessment review for
homework.

Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
Students will be reminded to use the review sheet to study for the assessment
IEP/504 Accommodations and/or Modifications:
During this lesson I had two students labeled as English Learners, two students who are labeled as gifted
and 1 student on a 504 plan. The lesson was adapted by letting students work at their own pace on the
classroom assignment. Lecture notes are on Moodle early if students need to review before the lesson
starts. During classwork time teacher allows opportunity for students to pose questions or ask clarifying
questions
Cultural Responsive Teaching: Personal Philosophy
Good teaching and opportunistic learning is cooperative, collaborative, and community-oriented

Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?)
Students continued to get practice on the technical pieces of learning segment
Next steps is for students to take assessment

The Madeline Hunter Model EDTPA Expanded

Lesson 5-Assessment on Tax Information

Teacher Name: Ewell Bryant


Lesson Date and Time: October 20, 2015 Period 6 (12:20pm-1:10pm)
Number of Students: 18
Miscellaneous Information (special considerations for instruction): Rochester Public Schools has adopted
a formal instruction assessment titled Dimensions Guide. This assessment is broken up in three
domains-Emotional Support; Classroom Organization and Instructional Support. School administrators
are trained to assess teachers on how well they are following the domains of the Dimensions Guide
which a requirement of the school and district.
Instructional Context:
What do I know about my students that will inform this lesson?
Students in this course have selected it as an elective. Students have different academic and social skill
levels. Student grade levels very from 9-12th grade. Classroom has students on 504 plans, IEPs and also
has students listed has Gifted participating in honors level courses. The students have spent several
previous lessons doing small group work. Students can complete Federal Tax Forms and have general
knowledge of tax information. Students have completed assessment review sheets.
How does this lesson connect with and build on previous lesson(s) or learning?
During previous lessons students have participated in to this lesson have given students the opportunity
to learn more about themselves in respect to choosing a career goal and creating a career plan. The
students have also participated in personality assessments.
Students have acquired skills to complete federal tax form and should be able to use that knowledge to
complete state form
Students have completed assessment review
How do you expect to build on this lesson in subsequent lessons?
Students will complete federal tax return form
Students will learn about state taxes and complete state tax form
Students will use knowledge from previous chapters to take assessment
Students will use knowledge from previous chapters to start lessons on budgeting

Materials and Resources:


Classroom Text (Managing Your Personal Finances 5th Edition Joan S. Ryan
Moodle
Smart Board
PowerPoint
Federal Tax Form
Federal Tax Table

Example W2
Assessment on taxes
What is the lesson objective?
(What will the students learn and/or demonstrate?) Students can complete IRS federal and state tax
return. Students can recognize and use tax terms and information.
This segment will cover the following
-Kinds of Government Revenue
-Ability to pay Principle
-Kinds of Taxes
-Income Tax Brackets

-Benefits of Taxes
-Components of Tax System
-Functions of IRS

Standards addressed and expectations of students:


(MN State or National Standards)
II. Earning and Reporting Income
Achievement Standard: Identify various forms of income and analyze factors that affect income as a part
of the career decision-making process

Anticipatory Set:
(The hook - something to excite the students about the subject matter) In previous lesson students
have completed Career Plan and have learned to calculate payroll taxes.
Students will be challenged to complete assessment on their own

Academic Language/Language Function Objectives:


(Vocabulary that essential for you as a teacher to include in this lesson and for the students to
understand and use)
--Progressive Tax
-Regressive Tax
-Income Tax
-Social Security Tax
-Unemployment Insurance Tax
-Unemployment Insurance Tax
-Inheritance and estate tax
-Excise Tax
-Import Duties
-Personal Property Tax
-Sales Tax
-Consumption Tax
-Proportional Taxes
-Internal Revenue Service
-Tax Brackets
-Graduated Tax System
-Deficit
-Income Tax Brackets
-Voluntary Compliance
-Tax Return
-Taxable Income
-Non-Taxable Income
-Financial Aid
-1040A
-1040 EZ
-1040
-Minimum Income requirement
-Federal Income tax return
-Exemptions
-Salaries
-EIC

Teaching/Instructional Strategies and Learning Tasks (procedures and timelines):


(Teacher talk/Input, modeling, and checking for understanding)
Time
5 min

Instructional Strategies and Learning Tasks


Introduction/Statement of Learning Target
Students have an opportunity to ask any clarifying questions on
assessment review sheet

40

Teacher will collect review sheets


Students will complete State Tax form on their own or with a partner

5 min

Students will finish assessment


Teacher will tell students about what the next segment will cover

Purpose
Students
understand what
they should be
learn or
demonstrate
Recall and
Reproduction of
information
about Federal Tax
to complete state
form
Begin
preparation for
next class day

Guided practice and monitoring and assessments:


(Monitor orally individually or together; monitor via written language or via a task performance; monitor
via group sampling or visual answers, e.g. thumbs. Monitor to know if the students are learning the
lesson and the objectives are being met)
Student will get an opportunity to ask questions before assessment

Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or pairs. The
aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.)
Take assessment

Closure:

(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
Students will be reminded that a assessment does not always assess accurately what they have learned
during the segment
IEP/504 Accommodations and/or Modifications:
During this lesson I had two students labeled as English Learners, two students who are labeled as gifted
and 1 student on a 504 plan. The lesson was adapted by letting students work at their own pace on the
classroom assessment. If students are allowed the opportunity to ask clarifying questions on text.
Cultural Responsive Teaching: Personal Philosophy
Good teaching and opportunistic learning is cooperative, collaborative, and community-oriented

Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?)
The assessment did not work for my struggling readers and for students who could verbalize learning
better than writing it down. Next steps will be to allow for student re-take and create a way for
assessment can have options other than all of the assessment being a written test