LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:________Michael
Martinez___________Date:___________02/27/14______________
Unit Essential Question:
finance?

What role does responsibility play in personal

Lesson Topic:
Managing Personal Finances So You Have a Bank
Account, Now What?_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for
All
of the Mission
What are you and your students doing today to advance the 4-Part
Mission? Connections: Enculturation In a Democratic Society
Students will complete an activity to show the importance of keeping detailed
records. This is something that will help them in their lives. Keeping good records
helps people stick to budgets and catch any discrepancies between their records
and a bank statement.

With which part(s) of the Agenda does this lesson connect most
clearly? This lesson connects with the Enculturation part of the agenda. And
how? This lesson teaches students about how to balance a checkbook and

reconcile a bank statement. The lesson shows students the importance of

maintaining detailed financial records. This is important because many of the
students will maintain their own finances in a few years. By learning about the
importance of record keeping, students will be more likely to stick to a budget. Bad
record keeping can lead to people losing money. I want my students to be proactive
in their personal finances. The more information they have on the subject, the
better prepared they will be to make informed decisions as a citizen .

STANDARDS
Content:

(http://coctestandards.cccs.edu/)

Standard 3.4.b - Analyze

financial information for
accuracy, relevance, and
steps for identity
protection

Literacy and
Numeracy:

Employ standard English

language properly and
fluently in reading,
writing, listening, and
speaking

Democracy and
21st Century Skills:

Collaborate for a common

purpose.

OBJECTIVES
Content:
Students will be able to
analyze financial
information for accuracy,
relevance, and steps for
identity protection by
completing an activity in
which they balance a
checkbook and reconcile a
bank statement.

Literacy and
Numeracy:

SWBAT Employ standard

English language properly
and fluently in reading,
writing, listening, and
speaking by reading and
writing during the
checkbook balancing and
bank reconciliation
activity. Students will
speak and listen during
class discussion.

Democracy and
21st Century Skills:

SWBAT collaborate for a

common purpose by
completing their activity
while discussing it with
friends for the purpose of
building collaboration
skills.

ASSESSMENTS What is your evidence of achieving each objective?

How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content:

For this activity students

have to balance a
checkbook and reconcile a
bank statement. For many
students it will be their
first time doing such work.
I will teach the lesson
utilizing guided practice.
The assignment requires
attention to detail and
multiple mathematic
calculations. The activity
assesses the students
mathematical ability as
well as their ability to
maintain accurate records.

Literacy and
Numeracy:

Democracy and
21st Century Skills:

Literacy and
Numeracy
Reading, writing,
speaking, listening

Democracy and
21st Century Skills
Collaboration

Students will use their

reading, writing, speaking,
and listening skills during
the entire lesson. Students
will read and write during
the checkbook balancing
and bank reconciliation
activity. They will speak
and listen during the
activity.

Students will demonstrate

their ability to collaborate
by having meaningful
class discusions for the
purpose of building their
collaboration skills.

KEY VOCABULARY
Content

Balance, checking
account, void,
discrepancy, bank
statement, checkbook

HIGHER ORDER QUESTIONS for this lesson

Content

Why is it important to

Literacy and
Numeracy

Democracy and
21st Century Skills

keep accurate and

detailed financial records?

Why do you think I want

you to read, write, speak,
and listen?

How should you go about

reporting a discrepancy
you find in a bank
statement or on a bill?

Why is working in groups

important?
What can you do to be an
effective team member?

Do you think it is
important to maintain
detailed records? Why or
why not?

LESSON FLOW
This is the actual planning of the lesson activities.
Time Anticipatory Set Purpose and Relevance
Warm-up may include any of the following: hook, preassessment, introduction to topic, motivation, etc.
Warm-up As a warm-up I will show students a card from the board

game Monopoly. The card says, Bank error in your favor, collect $10. Ill
ask students if they know what that means. We will then discuss bank and
billing errors and why it is important to maintain detail financial records.

Time Pre-Assessment

The pre-assessment will be the conversation had at the beginning of

class.

Time Building Background

Link to Experience: I will ask students if they have experiences with

balancing checkbooks or reconciling statements. Ill also ask if they have

ever had to dispute a bill that was incorrect.

Link to Learning: Ill talk to students about why it is important to keep

detailed records. Ill explain to students that balancing checkbooks and
reconciling bank statements are real-world practical skills that they can
use as soon as they get a bank or credit union account.

Time Activity Name

So You Have a Checking Account, Now What?

Students will complete an activity in which they balance a checkbook and

reconcile a bank statement.

Anticipatory Set
Hook The warm-up described in the warm-up section will serve as the
hook for the lesson.

Time Instructional Input Includes: input, modeling and checking

for understanding
Models of Teaching:
Group discussion Students will engage in numerous class discussions
about financial institutions, financial services, and how their own
individual situations will dictate what institutions and services they
choose.
Direct instruction In front of the entire class, I will demonstrate how to
record a transaction when balancing a checkbook and when reconciling a
bank statement.

SIOP Techniques: Questioning Throughout the lesson, students

will be asked questions and encouraged to elaborate on answers they
give.

I do, We do, You do: I will demonstrate how to record a transaction

when balancing a checkbook and when reconciling a bank statement.
Then I will have a student or students help me do another transaction.
Then students will be responsible for completing the rest of the
transactions individually.

Guided Practice: By circulating through the room during the activity, I

will guide students by answering any questions they have. (Praise,
Prompt, and Leave)
Reading , Writing, Listening, Speaking: Students will read and

write during their activity and will listen and speak during the discussion.

Checking for Understanding: During the course of the class I will

check on students and ask if they are encountering any trouble. I will
answer any questions they have. If there are common problem areas I will
address the topic with the entire class.

Questioning Strategies: Utilizing Blooms Taxonomy

questions should progress from the lowest to the highest of
the levels of the cognitive domain (knowledge,
comprehension, application, analysis, synthesis, evaluation
and creativity).
Do you think it is important to keep detailed financial records? Why or
why not?
How would you handle a bank error that shorted you money?
How would you hand a bank error that gave you more money?

Do you think you will balance your checkbook and reconcile bank
statements when you are older? Why or why not?

Time Accommodations, Modifications, and Student Adjustments

If necessary, students will be allowed to work with one partner. This
is to help the students bounce ideas off on another. Each student
will still have to turn their own completed work in. Students will also
have the choice of completing the activity on their laptop or in
handwriting.
What accommodations will be needed and for whom? (IEP,
504, Special Needs)In this class, I do not have any students with IEPs,
504s, or special needs.

Time Review and Assessments of All Objectives How will you

and how will the students know they have achieved the
objectives of the lesson?
Content: Students will know they achieved the content objectives by

completing their checkbook balancing and bank statement reconciliation

activity.

Literacy and Numeracy: Students will know they achieved this

objective by completing their checkbook balancing and bank statement

reconciliation activity and engaging in meaningful dialogue with their
classmates and myself.

Democracy and 21st Century Skills: Students will know they

achieved this objective by completing their checkbook balancing and

bank statement reconciliation activity and engaging in meaningful
dialogue with their classmates and myself

Time Closure

At the end of class, students will be asked to turn in their completed work
or it will be homework. They will be informed that in the next class they
will be provided with the study guide for the unit 2 exam. Students will be
encouraged to ask any questions about topics covered in this unit.

What will you and the students do at the end of the lesson
or after a chunk of learning to synthesize, organize and
connect the learning to the essential question(s)?

At the end of class, we will review the objectives and questions created
during the activity. Students should now have a deeper understanding of
financial record keeping.

Time Resources

See attached Checkbook Balancing and Bank Statement Reconciliation

Worksheet.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?

2. What changes would you make if you teach the lesson
again?
3. What do you envision for the next lesson?
4. To what extent does this lesson achieve the Mission of the

Agenda for Education in a Democracy? To what extent does

this lesson achieve the 21st Century Skills?