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The Stock

Market
Bailey
Hinshaw

The
University of
Mississippi School of

Education
Written Unit Plan

Understanding by Design (UBD)

Unit Cover Page

Unit Title: The Stock Market Grade Level 12 Grade


th
Subject/Topic Areas: Economics

Key Words: _Stock Exchange, Stock Broker, Financial Advisor, Bull and Bear
Market

Designed By: Bailey Hinshaw Length of Unit: __10_days_____

School District: Lafayette County School: Lafayette High School

Brief Summary of Unit:


The Stock Market can be difficult to understand. This unit clarifies the Stock Market. We will
learn about how to invest in the stock market and learn some of the history behind the stock
market. There are a couple of videos that will further student understanding of the content.
One video shows how people of different social rankings were affected by the Great Stock
Market Crash. We will also be keeping portfolios for a week. The students will also learn how
to do some math in order to figure out how well their stocks are doing. The unit starts out with
a pre-test with vocabulary words. On the fifth day, the students will take a quiz on the
vocabulary. On the final day, students will finish the unit with a test over the material.

List and attach Print Materials/Resources


List and attach Internet Resources/Links
Cover Photo: http://images.wisegeek.com/wall-street-nyse-with-flags.jpg
Some closure ideas: https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
Resource links will be in the materials themselves.

Contextual Information
1. Knowledge of characteristics of students
Use the spaces provided below to address indicated characteristics of your students.

Age-Range, Gender, Total number of students


In Mrs. Smiths class, most students are between 16 and 18 and there is a fairly even mix
of female and male students. The entire school is around 54% males and 46% females.
Mrs. Smith teaches around 105 students every day.

Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in


percentiles or grade-equivalent)
Most of the students in the classes I observe are average students. There are a few
students in Mrs. Smiths classes that could be considered advanced, though. There are
also a very few students who have IEPs who may need a little more time to do
assignments.

Socio-Economic Description
A majority of students come from lower to middle class backgrounds. Most of the
students who have higher class backgrounds go to private schools within the county. 48%
of the students are not eligible for free or reduced-price lunch. 43% of the students are
eligible for free lunch, and 10% of them are eligible for reduced-price lunch. Their
textbooks are in good condition which is indicative of the school getting adequate
funding, though there is only a classroom set of books.

Typical Demeanor of Students


All of the students seem to get along well, without certain groups looking down on others
for what they do and do not have. There is one student who has begun to fall asleep in
class some; his home situation has changed, and he may not be getting the rest he needs
where he is living now. The students do respect Mrs. Smith, and they put their phones in
pockets on the back of the door during class time.

Typical Interest and Involvement of Students


A lot of the students are interested in sports, and many are involved in different sports.
Some play football, are cheerleaders, are in band, and are involved in power lifting. I
have also observed that some of the students take part in the ROTC program at Lafayette
High School. Most of the students enjoy music from country to rap and rhythm and blues.
The students seem to get more involved in class when it comes to activities that allow
them to interact, not simply writing notes and listening to lecture. As soon as the class is
over, students get their cell phones to text and check social media. Also, many students
enjoy reading and have read many books, but there are several who do not like reading.
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory)
There is a mix of learning styles in the classroom. Some students learn better using their
hands, listening to lecture, or reading the chapter and/or their notes. I try to build on
many different learning styles when preparing a lesson. There are some students with
IEPs in a few of the classes that I may have to reach in slightly different ways.

3. Knowledge of students skills and prior learning

Most, if not all, of the students are in the correct grade. They can all comprehend the material
that is being given to them, but some of the students choose not to pay attention at times. When
they are paying attention, they can tell you what you have been talking about. They have the skill
set that it takes to understand the information if they will pay attention.

4. Knowledge of community and school district (Include a description of the community


and school district)
There is a mix of privilege in the community. Almost half of the students are not eligible for free
or reduced-price lunch, while the other half is eligible for the lunches. Most of the seniors have
their own vehicles; even though many are used vehicles, they are all in good condition. The
school is made up of buildings that have at least been partially renovated since it was build. I can
tell this by comparing my clinical instructors classroom with the office where I check in. The
office looks a lot newer than the classroom. Their textbooks are also in good condition which
indicates proper school funding. I also sent home a letter with my students in order to let parents
know why I was in their students classroom.
Stage 1 Identify Desired Results
(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the Mississippi Curriculum
Frameworks or Common Core Standards.

Economics MS-Frameworks
6. Understand the personal economic consequences of spending and investment
decisions made by individuals, businesses, and governments.

b. Demonstrate why it is important to take responsibility for personal financial decisions.


(DOK 3)

c. Analyze the effects of advertising, marketing, and American popular culture on


peoples economic choices (consumerism, charitable giving, entertainment spending,
etc.). (DOK 3)

4. Understand that resources are limited and therefore choices must be made.

b. Describe how effective decision-making requires comparing the additional costs of


alternatives with the additional benefits of alternatives. (DOK 2)

NCSS Thematic Standards

2. TIME, CONTINUITY, AND CHANGE

5. INDIVIDUALS, GROUPS, AND INSTITUTIONS

7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION

9. GLOBAL CONNECTIONS

Common Core English

CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization,
and analysis of content.

Common Core Mathematics

CCSS.Math.Content.7.NS.A.3
Solve real-world and mathematical problems involving the four operations with
rational numbers.
What understandings are desired?
Understand that the Stock Market is part of the financial system.
Understand why the Stock Market exists.
Understand how to calculate how well investments are doing in the Stock Market.
Understand that the history of the Stock Market has not all been pretty.
Daily objectives: What key knowledge and skills will students acquire as a result of this
unit? What should learners be able to do as a result of such knowledge? Include
integrated content areas from the Mississippi Curriculum Frameworks. Label objectives
with the DOK level of learning.
The students will:
Match terms with their correct definition. (DOK 1)
Define terms associated with the Stock Market. (DOK 1)
Investigate how the Stock Market works. (DOK 3)
Hypothesize which stocks would be best to invest in. (DOK 3)
Develop a logical argument as to whether or not you would invest and which stocks to
invest in. (DOK 3)
Investigate the history of the Stock Market. (DOK 3)
Create hypotheses about how the stock market picked back up after the crash in 1929.
(DOK 4)
List facts about the Stock Market Crash from the video. (DOK 1)
Assess which facts from the video are important enough to write down. (DOK 3)
Name the factors that are needed to do a Stock Market word problem. (DOK 1).
Distinguish which parts of a word problem are needed to solve a Stock Market
problem (such as percent change). (DOK 2)
Analyze the parts of problems they are having trouble with. (DOK 4)
Interpret what they have learned from the math and analyze how well their stocks are
performing. (DOK 3)
Critique how their stocks performed and create a summary of stock performance and
other stocks they wish they would have invested in and why. (DOK 4)
Analyze how well they know the concepts of the lesson with a review game. (DOK 4)
Prove they understand the concepts taught over the unit on a unit test. (DOK 4)

Stage 2 Planning Assessment


(Stage 2 completed once for the unit)

Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
A. Students will choose stocks they would invest in with no more than $10,000 and no
less than $9,000. They can choose up to four different stocks with as many shares of
the stock as they see fit and will follow their stocks for a week. At the end of the one
week period, the students will calculate and write a summary of how well their stocks
did and how it would have affected someone if they had truly invested in those stocks.
Also, students will evaluate which stocks would have been a better choice to invest in
over the week.
Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
Stock Market pre-test to see how much students already know.
Vocabulary quiz.
Stock market test- with the information from the pre-test included.
Informal Check(s): List ways you will check for understanding throughout your unit.
Day 1 The pre-test will show how much they already know.

Day 2 Exit ticket explaining why they would or would not invest.

Day 3 Students deciding which stocks to follow.

Day 4 They will turn in a sheet with their hypothesis of factors that could have caused the
Stock Market Crash.

Day 5 Video with notes on video. (Make sure they are paying attention.)

Day 6 They will turn in a problem they finish at the end of class to see where they are on the
concept for use on day 7.

Day 7 Worksheet for participation grade to see how good they have the material.

Day 8 Discuss stocks that students have followed for a week and how they performed.

Day 9 review game.

Day 10 test.

Academic Prompt(s): List higher level thinking questions used throughout the unit.
Im not sure exactly when I will ask these during the days.
What do you already know about the Stock Market? (Day 2)
Would you invest in the stock market? Why or why not? (Day 3)
What risks and returns come from the stock market? (Day 2)
Why do people buy stocks? (Day 4)
How is the performance of stocks measured? (Day 6 or 7)
What would a complete crash in the stock market cause today? (Day 5)
Would you be more involved in the stock market more than Herbert Hoover was if you
were President? (Day 5)
Would you prefer to keep your money in a bank, in a safe, or invest in the stock
market? Why?(Day 2)
If you were guaranteed to get a small profit, would you choose that stock over one that
could give you a higher profit but also had the same potential to make a large loss?
(Day 8)
Would you rather be a stock broker or the customer using a stock broker? Why? (Day
6)
Would you rather use a stock broker or a financial advisor? Why? (Day 6)
Would you be more likely to invest if you had a lot of money? Why? (Day 7)
Do you have a budget plan already in place? What percentage of your income do you
think you should hold back in savings of some sort? (Day 6 or 7)
Have you thought about your retirement? How will you have money after you retire?
Will you depend on the stock market? (Day 8)
Stage 3 Daily Lesson Plans
( Stage 3- attach lesson plans)

Make a calendar to outline the objectives taught each day, the activities/strategies used
and the assessments used. Next, attach a separate lesson plan for each day of your unit
using the format on the following page.

STAGE 3: Daily Plans


Monday Tuesday Wednesday Thursday Friday
-Match terms with -Investigate how -Hypothesize which -Investigate the -List facts about
their correct the Stock Market stocks would be best to history of the the Stock Market
definition. (DOK 1) works. (DOK 3) invest in.(DOK 3) Stock Market. Crash from the
-Define terms -Develop a logical (DOK 3) video. (DOK 1)
associated with the -Investing notes argument as to whether -Create -Assess which
Stock Market. (DOK -History of the or not you would invest hypotheses about facts from the
1) Stock Market and which stocks to how the stock video are
notes. invest in. (DOK 3) market picked important
-Pre-Test back up after the enough to write
-Introduce the Stock -Stock Market activity crash in 1929. down. (DOK 3)
Market and terms introduction with (DOK 4)
concerning it. choosing stocks to -Vocabulary
follow. -Introduce the quiz. Counts as
Stock Market post-test.
crash. -Stock Market
Crash video with
Off the top of notes.
your head, has the
stock market
crashed more than
once? When was
the last time?

-Name the factors -Analyze the parts -Critique how their -Analyze how -Prove they
that are needed to do of problems they stocks performed and well they know understand the
a Stock Market word are having trouble create a summary of the concepts of concepts taught
problem. (DOK 1). with. (DOK 4) stock performance and the lesson with a over the unit on a
-Distinguish which -Interpret what they other stocks they wish review game. unit test. (DOK
parts of a word have learned from they would have (DOK 4) 4)
problem are needed the math and invested in and why.
to solve a Stock analyze how well (DOK 4) -Review with the -Give the Stock
Market problem their stocks are review game and Market test.
(such as percent performing. (DOK -See how everyones clarify anything
change). (DOK 2) 3) stocks did over the that is confusing
course of the week and before the test.
-More Stock Market -More Stock clarify what they. -Remind about
notes. Market notes. the test the next
day.
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 1)
Objectives:
Match terms with their correct definition. (DOK 1)
Define terms associated with the Stock Market. (DOK 1)

Materials:
Stock Market Vocabulary pre-test
Stock Market Vocabulary Word Document

Bell Ringer: (optional)


Give them the vocabulary Pre-test in place of a bell ringer.

Opening (Set): (~5 min)


Ask students to share what they already know about the Stock Market. Tell them that they will be starting to study
the Stock Market, but first they have to take a pre-test. The test will not count as an actual grade; it is to judge how
much they know already through vocabulary.

Learning Tasks (Procedures):


A. Pass out Stock Market pre-test.
B. Do this pre-test to the best of your ability because it helps me judge how well you already know about the
material. Once you are done with the pre-test, turn it in on my desk and start copying down the vocabulary
on the projector.
C. Pull up the Stock Market vocabulary for them to copy down.
D. Tell them that they will have a vocabulary quiz on Friday.
E. After they have turned in their pre-test, make sure they are copying the vocabulary.
F. Once they get down to bull and bear market explain how the bull in the picture is on Wall Street in New
York. There are 25 words, so this should take them the whole class period after the pre-test.
G. Make sure to scroll down when students are finished with sections of the vocabulary.
Closure:
Most people who invest in the stock market, or other forms of investing, use stock brokers or financial advisors to
manage their investments. Why do you think this is?
Would you want to pull your money out during a bull or bear market? Why did you choose that one?

Differentiated Instruction:
Enrichment: What will you do to challenge students? I will ask them if they know anyone who has
invested in the stock market. I will then ask them to talk about experiences they have witnessed with the
stock market.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? I will provide them with a printed copy of the definitions.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
will provide them with a printed copy of the definitions.
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 2)
Objectives:
Investigate how the Stock Market works. (DOK 3)
Materials:
Investing PowerPoint

Bell Ringer: (optional)


What risks and returns come from the stock market?

Opening (Set): (~5 min)


Have them talk about their answers to the bell ringer. Some of the major risks and returns should be the potential
gain or loss of money.

Learning Tasks (Procedures):


A. Pull up the Investing PowerPoint.
B. Explain that no one is really too young to start looking into investing.
C. Flip to the second slide and explain that they will need to write down all of the information on the slide show.
D. Your time and income both play major roles in how you invest and which investments work best for you. If
you do not have enough extra money, you would not want to buy expensive shares of stock because you cannot be
sure you will get a good return.
E. Always make sure you still have enough money to pay bills and buy necessities before investing.
F. The government does back up some investments, such as insured savings accounts, certificates of deposit, and
bonds; so those are more risk free than others.
G. The main risk for safer investments is that the interest rate may not keep up with inflation. Why would that be
a bad thing? Your money would be worth less in the future because inflation drives prices up.
H. Stocks and corporate bonds depend on companies and how well they are doing, so you stand more chance of
losing your investment money when dealing with them.
I. Flip to the next slide once they have finished the notes.
J. The two reasons investors buy stocks: to earn dividend payments, you do not have to write out the definition of
dividend payments, and to earn capital gains by selling the stock at a price greater than the purchase price. If a stock
is sold for lower than the buying price, the seller takes a capital loss.
K. The whole point of investing is to try and earn money.
L. Investors who want to earn income would rather have dividends and investors who want to see their
investments grow over time should consider potential capital gain. Would you rather have investments that could
pay your income or investments that just go along with your regular income?
M. Flip to the next slide when they are done with the notes.
N. If you own common stock, you get a share of ownership of the company, you are eligible for dividends, you
have voting rights in company decisions, but you do not have guaranteed dividends.
O. If you own preferred stock, you get a share of business ownership, you are eligible for dividends, you get
guaranteed dividends, but you do not get voting rights in company decisions.
P. Flip to the next slide when they are done writing the notes.
Q. There are some factors that affect stock prices such as: company profits or losses, technological advances that
may affect a companys business or a whole industry, and the overall state of the economy.
R. Bull and bear markets usually last only about a year or so, but there was a longer bull market in the 1990s and
a long bear market between 2000 and 2002. This is because the stock market was correcting itself after a bubble in
stock prices for technology stocks burst.
S. Flip to the next slide when they are done writing the notes
T. There are some different ways to invest including Certificates of Deposit (CDs), Money Market Accounts, US
bonds, Mutual Funds, and Collectibles.
U. CDs can be bought in banks, and you usually have to keep your money in them a certain period of time before
you can collect your money.
V. Brokerage companies and banks offer money market accounts, and they pay higher interest than regular
savings accounts.
W. Flip to the next slide when they have finished the notes.
X. US bonds require lending money to the federal government. They were used to raise money for fighting in
WWI and WWII. They can also be purchased at banks.
Y. Mutual funds combine the money of many investors to buy many kinds of investments. Its like you are
investing in order to invest in something bigger. Your investment is invested.
Z. Stocks are not protected against losses by the FDIC. SO, you can either gain a lot of money quickly or lose it
very rapidly.
AA. Collectibles like old toys and baseball cards are also types of investments. We hang on to those items
because we believe they will be worth money someday. That is what makes them an investment. They may be worth
more or less in the future. We cannot be sure.
BB. What are some things you collect?
CC. Write down on a sheet of paper to turn in whether you would invest or not and why. This is the exit ticket.
Closure:
Have students write down a paragraph, at least 5 sentences, about parts of the lesson they learned best from and
parts they are confused on and facts they learned from the day. Have the students turn them in so you can see what
you need to work on with them.

Differentiated Instruction:
Enrichment: What will you do to challenge students? I will ask them about some things they collect. I will
then ask why they choose to collect those items, whether it is because they have sentimental value or if they
plan to make money on them later.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? I will provide them with a printed copy of notes from the day.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
will provide them with a printed copy of the notes from the day because the main accommodation for my
students with IEPs only need extra time on assignments.

Daily Lesson Plan


Your daily plans should include the following:
Day: (Day 3)
Objectives:
Develop a logical argument as to whether or not you would invest and which stocks to invest in.
(DOK 3)

Hypothesize which stocks would be best to invest in. (DOK 3)

Materials:
Investing PowerPoint
Activity instructions
History of the Stock Market PowerPoint
List of stocks

Bell Ringer: (optional)


Would you invest in the stock market? Why or why not?

Opening (Set): (~5 min)


Get them to share their answers. Explain to students how much easier it is to learn about the stock market by getting
involved than it is just reading about it.

Learning Tasks (Procedures):


A. Pull up the Investing PowerPoint.
B. Go over any slides you did not get over the day before.
C. When they have finished those notes, bring up the performance task.
D. Read the instructions to them and pass the rubric out so students will remember what the assignment is:
Students will choose stocks they would invest in with no more than $10,000 and no less than $9,000. They can
choose up to four different stocks with as many shares of the stock as they see fit and will follow their stocks for a
week. At the end of the one week period, the students will calculate and write a summary of how well their stocks
did and how it would have affected someone if they had truly invested in those stocks. Also, students will evaluate
which stocks would have been a better choice to invest in over the week.
E. Clarify the rules and show a model portfolio you are keeping.
F. Help students decide which stocks to buy from the list of 25 stocks that is prepared and follow by bringing up
a website with stock information. This is the website: http://money.cnn.com/data/us_markets/ Pass out copies of the
list of 25 stocks they can choose from; they will pass this back in.
G. Make sure students understand that they can only buy up to four different stocks, but they can buy as many
shares of that stock as they would like.
H. Tell students that we will look up in a week how their stocks have done and calculate how much money they
would have lost or gained.
J. The start of the performance task should take the rest of the class period after finishing the Investing
PowerPoint, but if there is time at the end, start the History of the Stock Market PowerPoint.
K. Make sure the students turn in a copy of their stocks with current prices just in case they lose their copy of their
portfolios.
Closure:
Explain to the students how important it is to keep up with their stocks during the week because it will be go into
their portfolio. Also, it is very important to keep up with your portfolio because it shows how responsible you are
with your real finances. It teaches you responsibility with money. This is a competition to try to earn the most
money, so it is important to make a wise decision. Then, ask students to write down why they should make a wise
decision with this practice portfolio. This will be turned in.

Differentiated Instruction:
Enrichment: What will you do to challenge students? I will provide them with a range of about 25 stocks
to choose from for their portfolio once they understand the assignment.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? I will let them look more closely at my portfolio as they are choosing their four
stocks and multiple shares for their portfolio.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
will let them look closely at my portfolio, and I will make sure I walk around and help them whether they
are asking questions or not.
Title of 1 2 3 4
Graded
Section
Money Spent The student The student The student The student
has spent has spent has spent spent
below $4,000 between between between
or above $10,000 and $4,000 and $9,000 and
$15,000 on $15,000 on $9,000 on $10,000 on
their entire their portfolio. their portfolio. their portfolio.
portfolio.

Number of The student The student The student The student


Stocks chose only chose only chose only invested in
Invested in one stock to two stocks to three stocks four stocks.
invest all of invest all of to invest all of
their money in their money their money
by buying in. in.
multiple
shares.
Summary The student The student The student The student
gives an gives only one only explains explains how
explanation or two how their their stocks
not dealing sentences stocks performed
with their that show a performed or and how it
portfolio at all. little how it would would have
understanding have affected affected
. someone who someone who
invested real would have
money in invested real
paragraph money in
form, meaning paragraph
a minimum of form, meaning
five a minimum of
sentences. five
sentences,
showing that
they
understand
what they are
saying.
Evaluation of The student The student The student The student
Stocks says that only says only compares compares all
other stocks which of their their worst of their stocks
would have stocks did stock with with others
been better, best. other stocks and says
but gives no that did which stocks
examples of better. would have
better stocks. given them a
bigger return.

This grade will be taken as a percentage. I will take your total number of
points and divide by the total number of points and multiply that by 100. The
percentage will be your grade.
Grade: ___/16 = ______%
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 4)
Objectives:
Investigate the history of the Stock Market. (DOK 3)
Create hypotheses about how the stock market picked back up after the crash in 1929. (DOK 4)

Materials:
History of the Stock Market PowerPoint
Guided Questions

Bell Ringer: (optional)


Why was the stock exchange started?

Opening (Set): (~5 min)


Get them to express their opinions on the bell ringer. Explain to students that you have to know the history behind
the stock market in order to understand more about how it works before considering investing.

Learning Tasks (Procedures):


A. Pull up History of the Stock Market PowerPoint.
B. Have someone turn on the projector and turn off the lights.
C. Explain that you will be delving into some of the history of the Stock Market.
D. Flip to the second slide.
E. In 1602, the Dutch West India Company issued the first paper shares for businesses. This made it easier to
trade. Click on the link to the map to show where DWIC was based and where it was in the world and compare it to
where we are in the world.
F. Companies needed a better way to trade with the New World colonies, so they created stocks in order to have
enough funds as a collective to pay for trade.
G. So, countries pooled their resources in order to develop the New World.
H. Flip to the next slide.
I. After stockholders started trading, they decided they needed to have an organized marketplace for exchanging
shares. They started to meet in a London coffeehouse. They took over the coffeehouse in 1773, and the coffeehouse
became the London Stock Exchange, which was the very first stock exchange.
J. When the idea of the stock exchange reached the colonies, an exchange started up in Philadelphia. This was the
first American stock exchange.
K. Flip to the next slide.
L. Wall Street is the nickname of the most famous American Stock Exchange.
M. Wall Street is the New York Stock Exchange, NYSE, and is the oldest and largest of the organized stock
exchanges in the United States.
N. The group that created the NYSE named themselves the New York Stock and Exchange Board.
O. Flip to the next slide.
P. Most successful United States corporations list their stock in the NYSE. Brokerage firms then pay to become
members of the NYSE in order to invest.
Q. Stocks are sold in an auction setting. The stock auctions go through the day, so prices change by the minute.
R. The NYSE has merged with other companies over the last several years. Most of the merged exchanges deal
with stock from smaller companies than the original NYSE.
S. Most, if not all, trading is done electronically. Hand-held computers have been used by traders in the NYSE
since 1996.
T. Flip to the next slide.
U. Many stock exchanges exist worldwide now. Many countries have their own stock exchanges.
V. The Stock Market allows improvements in many products by giving companies more funds. The Stock Market
also allows people to fund their retirement and other ventures.
W. Do you think the stock market was a good idea? Why or Why not?
X. Here is a short video reiterating some of the things we have gone over today. You can answer the guided
questions in order to attempt 2 extra credit points on their unit test. Pass out guided questions to the students who
want the extra credit.
Y. Click the video link and click play.
Closure:
Tell them, Tomorrow, we will be taking the vocabulary quiz and watching a video on the Great Stock Market
Crash. Then, ask them to hypothesize aloud what a complete stock market crash today would look like.

Differentiated Instruction:
Enrichment: What will you do to challenge students? There will be guided questions for the short video I
will have them watching. There will be higher order thinking questions on this.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? Two points of extra credit will be offered during the video with guided
questions.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
will allow them extra time to answer the analytical higher order thinking questions from the video.
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 5)
Objectives:
List facts about the Stock Market Crash from the video. (DOK 1)
Assess which facts from the video are important enough to write down. (DOK 3)

Materials:
Stock Market Vocabulary Quiz
Stock Market Crash video
Guided Questions

Bell Ringer: (optional)


What can cause the Stock Market to Crash?

Opening (Set): (~5 min)


Ask students to explain their theories on what can cause the Stock Market to crash and why they believe what they
believe about it. Then tell them to put everything up in order to take the vocabulary quiz.

Learning Tasks (Procedures):


A. Pass out the vocabulary quiz.
B. When the quiz is over, they will turn it in.
C. Get a student to pass out the guided questions while you pull up the Stock Market Crash video on the following
link: https://www.youtube.com/watch?v=POMhTJqw1d4 by this name: 1929 The Great Crash. - a video about the
stock market crash in 1929
D. Tell the students that the guided questions will be turned in for a grade.
E. Even if they do not finish the video, they will turn in their facts for a participation grade. We will not be
returning to the video to finish it. The video is mainly for them to have a visual and auditory aid for understanding
about the Stock Market Crash. Make sure you get to 23 minutes on the video.

Closure:
Go over some of the guided questions with the students and let them discuss their answers as a class.

Differentiated Instruction:
Enrichment: What will you do to challenge students? I will make sure they take part in the discussion in
the closure. If they do not understand, the rest of the class most likely does not.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? I will make sure some of them take part in the class discussion.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
can offer them a longer amount of time for their vocabulary quiz.
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 6)
Objectives:
Name the factors that are needed to do a Stock Market word problem. (DOK 1).
Distinguish which parts of a word problem are needed to solve a Stock Market problem (such as
percent change). (DOK 2)

Materials:
Stock Market Word Problem PowerPoint
Recorded Interview

Bell Ringer: (optional)


How is the performance of stocks measured?

Opening (Set): (~5 min)


Discuss the Bell Ringer. Today we will be learning about math problems that will be on your test on Friday.
Also, play the recorded interview with Susan Proaps to the students to tie up loose ends from the week before.

Learning Tasks (Procedures):


A. Pull up the Stock Market Word Problem PowerPoint.
B. Get a student to turn on the projector and turn off the light.
C. Flip to the second slide.
D. You do not have to write this down. Math is essential to understanding how the stock market works because
you need to be able to keep up with your finances, and not being completely dependent on your stock broker or
financial advisor. You should be informed about percentages and money amounts if you plan to invest in the Stock
Market.
E. Flip to the next slide.
F. Write this down because you will need examples in your notes. You have bought 10 shares of a companys
stock. The stock price went up from $50 to $60 per share. In order to get the percentage change, you divide 60 by
50, subtract 1, and multiply by 100. This equals 20% for this problem.
G. Your shares of stock went up $10, from $50 to $60, and you bought 10 shares. $10 times 10 shares equals
$100 that you have made from all of your shares all together.
H. Flip to the next slide.
I. This is what the equations look like from the previous word problem. There will be other examples for you to
write down.
J. Flip to the next slide.
K. Write this down. If you have 8 shares of Company Ys stock and the price of that stock has gone up by $20,
how much total money have you earned from that stock? Try this. I will go over the answer with you.
L. Flip to the next slide.
M. Write this. You have 8 shares of stock. Each share has earned you $20. Multiply those two and you get $160.
You have earned $160 from your shares of stock in total.
N. Flip to the next slide.
O. Write this. You have bought 15 shares of stock from Company X. You bought the stock at $100 per share, and
the price has increased to $125 per share. What percentage did the stock change? What amount of money did your
15 shares of the stock earn collectively? Can anyone figure out how to do this before I show the solution?
P. Flip to the next slide.
Q. Write this. For the first part of the problem, you will use the first formula: Final price divided by beginning
price equals a, a minus 1 equals y, and y times 100 equals your percent. This is only used if the stock went up in
price.
R. To find the amount of money you earned with your shares of stock, subtract the beginning price from the final
price and multiply your answer by the number of stocks you have bought. This equals the total amount of money
you have earned from all your shares of stock.
S. Flip to the next slide.
T. Write this. If the prices of your 20 shares of stock dropped by 30% and they started out at $70, what is the
current price of the stock? How much money have you gained or lost on stock?
U. Flip to the next slide.
V. For this problem, you would take the beginning price and multiply it by the percentage to get the money
change. You have to first take the percentage and divided it by 100 in order to get the decimal form of the
percentage. After this, you subtract the change in money from the beginning price in order to get the current price.
W. 70 times 30% divided by 100 equals $2.10. Remember the parentheses around the percent divided b 100. You
would then subtract $2.10 from $70. This gives you $67.90, which is the current price.
X. For the amount of money you lost, you would multiply $2.10 by 20. The final amount, $42, is the amount of
money you lost on all of your stocks altogether.
Y. Do I need to explain anything else right now? What do you not understand?
Z. Flip to the exit ticket and prompt them to do it and turn it in so you can assess how well they are doing on the
math so far.

Closure:
Ask students to answer a few questions prompted by what you observed them having issues with during the class
period. Make sure different students have a chance to answer. When they have answered, ask the other students to
agree with a thumbs up or disagree with a thumbs down. Then, explain the answer.

Differentiated Instruction:
Enrichment: What will you do to challenge students? I will ask them to help other students who are
struggling with the material as well as explain the problems a different way than I have explained them if
they have a different way of doing them.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? I will provide them extra time to do the questions in the closure.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
will provide them with extra time to work on the problems during class time and the closure, including
coming in and finishing later in the day.
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 7)
Objectives:
Analyze the parts of problems they are having trouble with. (DOK 4)
Interpret what they have learned from the math and analyze how well their stocks are
performing. (DOK 3)

Materials:
Word problem worksheet to make sure they understand

Bell Ringer: (optional)


Make a word problem like any of the ones we went over yesterday.

Opening (Set): (~5 min)


Explain to students that it is important that they be able to do the math because it can affect their finances, especially
if they have anything to do with the stock market. Ask students who among them

Learning Tasks (Procedures):


A. Go over the parts of the word problems the classes seemed to be having the most trouble with.
B. Ask students if they still need more of an explanation.
C. Get them to use the word problems to assess how well their stocks are doing by percentage to reinforce the
concept.
D. Pass out the worksheet with the problems for them to work and go over the instructions.
E. They must turn the worksheet in so I can analyze and see who may need a little more help before the test.
F. The worksheet will count as a participation grade, not as a grade for correctness.

Closure:
Ask the students to take a scrap of paper and write stop if they are totally confused with the lesson, go if they are
ready to move on with the lesson, or proceed with caution if they need clarification on something. Make sure they
write down what they need clarification on. Make sure they turn the paper in to you.

Differentiated Instruction:
Enrichment: What will you do to challenge students? I will choose them to explain how they did problems
to other students.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? I will allow them extra time to complete the worksheet.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
will allow them extra time to complete the worksheet, including coming in later in the day to finish.
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 8)
Objectives:
Critique how their stocks performed and create a summary of stock performance and other stocks
they wish they would have invested in and why. (DOK 4)

Materials:
Stock Portfolio model I have done for the week as the students have followed their own stocks
Calculator

Bell Ringer: (optional)

Opening (Set): (~5 min)


Ask students to get their stock market portfolios out so they can see how well their stocks did.

Learning Tasks (Procedures):


A. Bring up the stock page online to make sure students are current on their stocks.
B. Show students your model of a Stock Market portfolio.
C. The students should add up how much money they made or lost on their stocks if they were to sell their stocks
today.
D. The one who made the highest amount in each class will get a payday candy bar. The overall winner gets a
hundred grand candy bar.
E. The students will write a summary of how their stocks did and what they would have done differently, including
buying different stocks.

Closure:
Students will break into pairs to give each other a 60 second spill on their stocks and what they learned by following
them. Each student in a pair will get 60 seconds. All groups will go at the same time. Each pair of students will then
say one thing they learned about stocks by following them to the class.

Differentiated Instruction:
Enrichment: What will you do to challenge students? I will get them to help other students with their
calculations once they have finished.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? They will be able to ask me or other students for help.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
will let them chip in where they are comfortable, and I will be walking around the classroom checking on
student progress.
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 9)
Objectives:
Analyze how well they know the concepts of the lesson with a review game. (DOK 4)

Materials:
Review game board and pieces
Review sheet/test
Review game rule sheet

Bell Ringer: (optional)

Opening (Set): (~5 min)


Explain the rules of the review game to students.

Learning Tasks (Procedures):


A. The teacher will divide students into four groups. Higher level students will be paired with lower level learners
to even the playing field.
B. Let each team decide which color they will be.
C. Have a representative from each team stand in front of the class and play rock, paper, and scissors in order to
decide which group goes first.
D. Start with the team who won in step C.
F. Follow the rules on the rule sheet.
G. The winner just gets bragging rights.

Closure:
Give students a fourth of an index card and allow them to write as much as they can cram on it before the bell rings
from their notes to use on the test the next day. Make sure they turn their cards in with their names on them so they
will not have a chance to write more at home. The students who are not there will not have a cheat sheet for the test.

Differentiated Instruction:
Enrichment: What will you do to challenge students? They can be paired with lower performing students
so all of the groups will stand more of an equal chance of winning.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? They will be paired with higher performing students to have a chance of
winning.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students?
These students can be some of the smartest in the class, so they will be grouped accordingly.
Daily Lesson Plan
Your daily plans should include the following:
Day: (Day 10)
Objectives:
Prove they understand the concepts taught over the unit on a unit test. (DOK 4)

Materials:
Stock Market test

Bell Ringer: (optional)

Opening (Set): (~5 min)


Ok, guys and gals, today we have our test on the stock market. Are there any questions you would like clarified
before I pass out your test? If there are no questions, pass the test out.

Learning Tasks (Procedures):


A. Take roll.
B. Make sure all students put their phones in the pockets on the back of the door.
C. Pass out the cheat sheets from the day before.
D. Pass out the test.
E. Write the formula for the word problems on the board.
F. Be watchful for possible cheating or questions.
G. Answer any questions you can without giving an answer to the student.
H. When the students are done with the test have them turn it in.

Closure:
Have a good weekend! The test is the end of the unit and is nothing new, so a closure like other days cannot be
performed.

Differentiated Instruction:
Enrichment: What will you do to challenge students? I will have the question that was most missed in the
Stock Market Crash Guided Questions as a bonus question worth 2 points.
Intervention (students struggling or in the tier process/response to intervention): What will you do to
support/remediate learners? I will allow them extra time on the test.
Accommodation (Students in Special Education with IEP): What will you do to accommodate students? I
will allow them extra time to finish their test, including coming in later this day or during an open period
for them the next day.