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Grade Level: 12
Time Frame: 2 weeks
SKILLS: S
Small Test
Basic multiple choice test testing their general
knowledge of the unit.
Public Service Announcement
Students will create a PSA about an issue that has
arisen during the personal finance unit. For example,
the danger of not paying their taxes. They will write,
film and edit it in class and present in on the last day
of the unit.
MONDAY
TUESDAY
4/18
4/19
WEDNESDAY
4/20
4/21
No class
THURSDAY
FRIDAY
1/9
No Class
Bell Quiz:
Short quiz right when class
starts to test them on the
most recent material we
covered in class.
PPT and discussion on
Student loans and taxes.
The idea is to prepare them
for college, as well as what
will happen when they start
to make money. These only
cover the basics of both
topics, but are still crucial
to their lives moving
forward.
NYT Jigsaw
The students will be broken
into 4 groups and become
experts on an article about
a specific aspect of Student
Loans or Taxes. They will
then present their newfound
knowledge to the class.
For Sped: this is group
work on short articles.
Their group acts as a
support for their
understanding. The
presentations each group
will give are short on
concise, with the notes and
main point from each being
posted on classroom for
review.
HW:
Study for bell quiz on
Thursday
MONDAY
4/25
Jigsaw
presentations for
all groups. 40
min class only!
TUESDAY
4/26
Bellquiz on Student
Loans and Taxes
PPT on Saving. Why
to save and how to
save.
Saving analysis
project: Differentiated
to Sped by, once
again, breaking each
question down into
manageable chunks
and allowing this to
be completed for HW
if not done in class.
HW:None if saving
analysis is completed.
THURSDAY
4/27
4/28
PSA assignment
Introduce the project
Set benchmarks
Set pairs
Allow work time in class.
MUST prove they have a script
before they are allowed to work
on their video outside.
MONDAY/TUESDAY
5/2 5/3
Review for summative test
and present PSAs
Summative test will take
place during the second half
of Tuesdays class. General
overview of all material
covered in the unit as well
as a short response question.
NONE
REFLECTIONS
Describe how you anticipate measuring the effectiveness of this lesson in helping students meet the learning
goals.
Pre Unit:
I_am extremely excited about this unit. Its something I have been looking forward to teaching all year because
it is something the kids can really sink their teeth into and apply to their own lives. The biggest complaint I get
from my students is I will never use this ever again, and for once I know I have no chance of hearing this.
This unit is built to turn a few heads and get kids really thinking about preparing for their future beyond high
school. These are only the basic tools, but if I can convey their importance I might just make their lives that
much better in the future. I know that it is very direct instruction heavy, but this class loves to argue and discuss
and really get into topics, so the direct instruction is really half discussion every time. All of the assignments are
geared towards getting them ready for real life. Should be fun!
Post Unit:
If I take anything away from this unit, its this: making something that the students will relate to will hook them
better than anything else. I had a student driving between banks looking for the right credit card for him after
our discussion about credit and credit cards, before this moment that student barely had a pulse in this class. I
know that moving forward, any time I can get the students personally involved in the content I will be much
better off. All of the students really bought in to what I had to say and how it could affect them. It was
incredible to see just how little they knew about their own finances, and their desire to ask questions and really
understand was awesome. I hope to create another unit that goes down half as well as this one did. Not bad for
my first