Lesson Plan

Name of Teacher Candidate: Karla Hernandez Dates of Lessons: December 2 – December 6, 2019
Grade Level:
9th – 12th
Lesson Title:
Personal Decision Making
Curriculum Areas Addressed:
Economics – Personal Finance
Time Required: Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous?
5 days, 45 minutes per day  Whole group
 Homogenous (similar post-secondary goals)
 Partners
 Heterogeneous Quads (introverts/extroverts, different social circles)
 Large group

Standards: List the GSE that are key to this lesson. Include the number and the text of each of the GSE that is being addressed. If only a portion of a standard is addressed, include only the part or
parts that are relevant.

SSEPF1 Apply rational decision making to personal spending and saving choices. a. Use a rational decision making model to evaluate the costs and benefits
of post-high school life choices (i.e., college, technical school, military enlistment, workforce participation, or other option). b. Create a budget that includes
a savings or financial investment plan for a future goal.

As a result of this lesson students will know… and/or be able to do…

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline. These represent the skills that will be assessed.)

 TLW know steps in making rational decisions  TLW understand benefits to each post-high school life choice
 TLW demonstrate spending and saving wisely  TLW create a budget
 TLW calculate costs for a future plan  TLW explore financial investment plan options

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area. These may be derived from the standards.)

 Finance – the management of money  Retirement – cease to work, at an age set by legislature
 Budget – an estimate of income and spending over a given time  Income – money received regularly, through work or investment
 Save – keep and store for future use, especially money  Benefits – an advantage gained from employment
 Invest – spend money with the expectation of gaining profit/assets  Compensation – wages or benefits received from an employer

Assessment (Each learning objective must be assessed. How will students demonstrate the targeted skill and/or understanding of the lesson’s objectives? How will you provide feedback for the

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College
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students? What type of assessment will be used? What evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the
students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective should be assessed. DO NOT
restate the learning objective.)
Formative assessments will be given during lessons 2 and 4, and a Summative assessment at the end of the unit, spanning 2 additional days.

Formative assessments:
Lesson 2: “3-2-1 Countdown” strategy – I will give students notecards to write down 3 new things they learned, 2 things they found interesting or surprising
about the lesson, and 1 way they want to start using what they learned in the lesson.
Lesson 4 – Students will create a 5-7 slide PowerPoint on savings and investment plans. They will include what they are, when they are needed, how much
money you need to open a savings/investment account and keep the account, and their benefits/risks. They will research 3 banks to include their savings
interest, and which one is most beneficial for the growth of their income. The information will be based on a life goal of their choosing.

Summative Assessment (2 - 45 minute classes):

Students will be assessed using a project-based method. They will complete a budget using a post-high school life choice. Students will be given a list of
items or activities in which they will have to decide whether they should spend on it or not, depending on their budget. Students will defend their chosen life
choice with a short essay on the benefits associated with that choice. They will include an investment plan and a savings plan in their portfolio.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including strategies/planned supports for whole‐class, small group, and
individual instructions; and differentiated activities.)

LESSON 1
Opening:

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College
 Lesson Plan

 Do Now,
 Activating strategy or hook.
 Introduction (communicate the purpose of the lesson to the learners. It should be directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and
develop student interest.)

Activating Strategy: (7 minutes) “Seat Scramble” – Seats in the classroom will be labeled with a different career and corresponding salary. As students enter
the classroom, they will choose their seat. They will have 5 minutes to write a list of what they think life with that salary will be like (wealthy, lots of
vacations, struggling, enough for bills but nothing extra, etc…).
 This assignment will be collected and returned during lesson 5.

Work Session Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as well as what the student will do.
Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should
be evident.)

Focus 1: (23 minutes) Vocabulary – Graphic organizer; Using a Frayer Model, students will define the vocabulary words, think of examples, and visually
represent the word. Students will be allowed to work together, if desired. They will have 20 minutes to complete the assignment, and I will use 3 minutes to
give the definition of the words and explain their relevance to the unit.
 Vocabulary words: Finance, Budget, Save, and Income

Focus 2: (10 minutes) Video: A Minimalist Approach to Personal Finance (https://www.youtube.com/watch?v=zVcwvCL2C2c) – Students will watch a video
as an introduction to personal finance. They will be required to write down 5 things they learned from the video. Students will be encouraged to write their
5 items as they are watching the video, but will be given 2 minutes after the video to finalize their list. This will be an independent assignment and will be
taken up for a grade.
 Video explains why personal finance is important
 Narrated by a young professional, which makes the material relevant to the students, as they will be in that position in the near future.

Closure: Strategies for students to summarize, process or report their learning

“Elevator Pitch” (5 minutes) – Students will have 10 seconds to “pitch” their opinion on the lesson as it relates to the content (“It was great because it will
actually be used in life”; “It was boring because I already know this stuff”; “I didn’t like it because I’m going to have money and won’t have to worry about
anything”; etc…). Students will automatically know who goes next because we start going down the first row and then back up the next, and so on, like an
elevator.

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College
 Lesson Plan

LESSON 2
Opening:
 Do Now,
 Activating strategy or hook.
 Introduction (communicate the purpose of the lesson to the learners.. It should be directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and
develop student interest.)

Introduction: (5 minutes) Explain how personal finance is dependent on the post-high school option that is chosen (income should determine expenses, and
the budget relies on that income). A rational decision making model is necessary in making the best decision. Explain that every high school course is
selected in preparation of a future goal. That future goal is what we will be discussing. Ask students if they have any questions about the first lesson before
continuing with the unit.

Work Session Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as well as what the student will do.
Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should
be evident.)

Focus 1: (15 minutes) Give each student a copy of the “7 steps to effective decision making” and instruct them to use a highlighter to pinpoint key words or
short phrases that will help them remember these steps, especially when they choose which post-secondary option is best for them. As a class, I will choose
students to read each step and its description, with a pause in between each step, allowing time to highlight what is important. Students will keep this
worksheet as a reference in their binders.

Focus 2: (20 minutes) PowerPoint Presentation Instruction – Use the “Life After High School” presentation to visually represent different options for
students once they graduate high school. Explain the workforce, military, and college, both 2 and 4 year, options. Students will be given guided notes to fill
in during the presentation. Notes will be collected for a classwork grade.

Closure: Strategies for students to summarize, process or report their learning

“3-2-1 Countdown” (5 minutes) – Students will be given index cards to write down 3 things they didn’t know before, 2 things that surprised them about the
topic, and 1 thing they want to start doing with what they have learned. The notecards will be taken up and used as a formative assessment. I will provide
feedback by writing comments on each card and returning them to the students at the beginning of the next class.

LESSON 3
Opening:

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College
 Lesson Plan

 Do Now,
 Activating strategy or hook.
 Introduction (communicate the purpose of the lesson to the learners.. It should be directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and
develop student interest.)

Do Now: (10 minutes) Give each student a “My Post-High School Life” worksheet. Students will fill out which path they want to choose after high school,
how long they have to prepare for that choice (graduation date, or maybe after a gap year), and a paragraph describing what a typical day will look like.

Work Session Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as well as what the student will do.
Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should
be evident.)

Homogenous group activity: (30 minutes) Students will be divided into groups according to their post-secondary life choice. Groups will use their decision
making model to evaluate what the costs and benefits are for their chosen path. Each student will have their own calculations, but the process will be
completed as a group. For example, for the students evaluating costs of college, one student might be likely to earn scholarships, while another may need to
rely more heavily on loans. Students will self-assess which situations are more likely for their future. These decisions are part of the decision making model.
This assignment will be collected as a classwork grade.

Closure: Strategies for students to summarize, process or report their learning

“Exit Ticket” (5 minutes) – Write 3-5 sentences explaining why it’s important to use a rational decision making model for figuring out costs and benefits of
life choices.

LESSON 4
Opening:
 Do Now,

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College
 Lesson Plan

 Activating strategy or hook.

 Introduction (communicate the purpose of the lesson to the learners.. It should be directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and
develop student interest.)

Activating Strategy: “Think-Pair-Share” (5 minutes) – Have students think: “How will your post-secondary choice affect your budget or personal finance for
the rest of your life?” Students will pair up with the student next to them and share what they think.

Work Session Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as well as what the student will do.
Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should
be evident.)

Task 1: (8 minutes) Vocabulary – Students will use a dictionary to record the definitions of the 4 vocabulary words. I will use 3 minutes to give the definition
of the words and explain their relevance to the unit.
 Vocabulary words: Invest, Retirement, Benefits, Compensation

Formative Assessment: (30 minutes) PowerPoint Presentation - Students will create a 5-7 slide PowerPoint on savings and investment plans. They will
include what they are, when they are needed, how much money you need to open a savings/investment account and keep the account, and their
benefits/risks. They will research 3 banks to include their savings interest, and which one is most beneficial for the growth of their income. The information
will be based on a life goal of their choosing. Students will upload their presentations to the Google Classroom for an assessment grade.

Closure: Strategies for students to summarize, process or report their learning

“What’s Inside” (2 minutes) – I will give each student an envelope with a vocabulary word inside. Students will have to define/describe the word without
using any resources. They will seal the envelope and turn it in before leaving the class.

LESSON 5
Opening:
 Do Now,
 Activating strategy or hook.

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College
 Lesson Plan

 Introduction (communicate the purpose of the lesson to the learners.. It should be directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and
develop student interest.)

Hook: (5 minutes) Debate – The class will be divided in half. One side will argue for investment in stocks, while the other side will argue for the investment in
property. I will be the mediator, directing each side as they take turns arguing their points.

Work Session Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as well as what the student will do.
Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should
be evident.)

Focus 1: (15 minutes) Cooperative Group Activity - Students will be placed in groups of 4. Introvert personalities will be mixed with extroverts. Each student
will be assigned a post-secondary option: college/technical school, military enlistment, workforce participation, or traveling for a year. Students will be given
a list of assumptions about their post-secondary paths. The group will have a list of events in which each student will have to decide if that event applies to
them or not. If so, the student will either pick positive money or negative money, depending on the situation. Once all events have been read, the group will
discuss which option gave the most money, which cost the most, and which will provide more opportunities for career growth. One member will briefly
record the group’s findings, and another will be chosen to present those findings to the class.

Focus 2: (20 minutes) Budgeting Activity – Students will be handed their “Seat Scramble” assignment back to use for this activity. They will use the career
and salary from Lesson 1. They will write a budget for 1 week imagining that they have the life of someone in that career. Students may need to ask peers,
or briefly look up what the typical costs of certain things might be. I will walk around the classroom observing and helping as needed. Once their budgets are
complete, they will place either a checkmark or an X next to each of the descriptions they listed on their paper in Lesson 1, depending on whether their
opinion of that career was correct or not. Students will turn in their “Seat Scramble” assignment for a participation grade, and the budget for a classwork
grade.

Closure: Strategies for students to summarize, process or report their learning

Brief Instructor-led review and feedback (5 minutes) – I will go over the main ideas of the unit and communicate my expectations for the summative
assessment. I will provide feedback as a whole classroom on how well I feel they grasped the concepts. Students will have the opportunity to ask questions
through email or the Google Classroom.

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any websites and sources of materials and background
information that you will need or use as the teacher to engage the students.)

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College
 Lesson Plan

Decision Making Model: https://www.umassd.edu/fycm/decision-making/process/

Life After High School PPT: https://www.edsouth.org/studentoutreachservices/presentations/life_after_high_school.aspx
Mapping Your Future’s Budgeting Basics video: https://www.youtube.com/watch?v=_eVj6Cj3dJk
Steps for Budgeting: https://mappingyourfuture.org/money/budget.cfm

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

Throughout the unit, cognitivism learning theory plays a large role as many activities rely on previously acquired knowledge through personal experiences.
Constructivism is evident as new knowledge on future experiences is built upon what students want their own life to be like. Those decisions are rooted in
what their upbringing has been like. The lessons are, for the most part, student-driven, and there are many opportunities to work in groups. The unit starts
with the more general decision making model and moves to more specific topics in which important life decisions are made.

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College