Running Head: TEL 311 SIGNATURE ASSIGNMENT 1

Running head: TEL 311 SIGNATURE ASSIGNMENT 1
TEL 311 Signature Assignment
A Financial Plan to Support Future Goals
Allissa Valenzuela
Arizona State University

TEL 311 SIGNATURE ASSIGNMENT 2
Abstract
This paper outlines a proposal for a project-based learning experience for high school
seniors in an economics class. This project-based learning experience requires students to learn
about personal finance and use what they learn to create a financial plan for themselves for after
high school that will help support their goals. This paper includes information about the applicant
and school environment, summary and project impact, project narrative, budget narrative,
references, and appendix.

TEL 311 Signature Assignment
A Financial Plan to Support Future Goals
Applicant and School Environment
I am a social studies teacher at Coronado High School in Scottsdale, Arizona. This project
will take place in my senior level economics course. Coronado High School is a school in the
Scottsdale Unified School District. The mission statement of Coronado High School is, “Utilizing an
Early College and Career program model, the CHS mission is to provide a rigorous academic
program that fosters critical thinking skills, develops learning strategies and mind sets, and offers
transition supports for success beyond high school” ("Coronado High School " p. 2). The vision
statement of Coronado High School is, “All Coronado High School students will be prepared for
success in postsecondary opportunities. All Coronado High School students will have supports and
the tools needed to define and achieve personal success”("Coronado High School " p. 2).
Coronado High School is a school that has been classified as title I schoolwide school by the
Arizona Department of Education ("Consolidated State Information") and 66% of the 1,072
students at Coronado High School are from low income families ("Explore Coronado High School
in Scottsdale, AZ"). The majority of students at Coronado High school are Hispanic (56%) and 25%
are white, 8% are American Indian/Alaska Native, 7% are black, 3% are Asian, and student who are
two or more races and Hawian and Pacific Islander students each make up less than 1% of the
student population. ("Explore Coronado High School in Scottsdale, AZ"). The graduation rate at
Coronado High School is 73% which is slightly below Arizona’s state average of 76%. ("Explore
Coronado High School in Scottsdale, AZ").

Coronado High School has a variety of initiatives to help support student success. One of
these is Rise Hour which gives students an opportunity during the school day to make up missing
work for a class or do test corrections so that they can raise their grade. Students can also get
additional tutoring from the teacher during this time if needed. If students do not need extra time
for their classes, then they get an extended lunch hour. Coronado High School also celebrates week
long perfect attendance with a certificate and a piece of candy on the following Monday. In addition,
to these initiatives, Coronado High School has also started paying for students’ AP tests this year.
This helps encourage students to take AP courses and tests which can promote student success both
during and beyond high school, especially for students coming from low-income backgrounds.
My name is Allissa Valenzuela and I have a Bachelor of Science degree in Economics from
the W.P. Carey School of Business at Arizona State University and a certificate in Secondary
Education from the Mary Lou Fulton Teachers College at Arizona State University. My economics
education from has given me a valuable archive of economics and business knowledge and the
economic tools and critical thinking to recognize and appreciate economic phenomena in everyday
life. In addition, my secondary education certificate has given me the pedagogical training to deliver
economic content to my students.
I believe that education should develop skills and critical thinking that will support students’
success in life. In order to facilitate this development, I aim to bring creativity and positivity to my
classroom everyday in order to shape a learning environment that encourages inquiry and
collaboration for all students.
I believe that project-based learning is an important and student-centered way for students
to explore a topic that interests them using subject area content. In my content area, economics,
students are often learning about topics they are not familiar with, especially when it comes to
viewing things from the point of view of a government or firm. Project-based learning can help
students get hands-on experience with these kinds of concepts.
My classes within my secondary education certificate have prepared me with a variety of
tools for technology integration in the areas of collaboration, presentation, portfolio, and
screencasting. Some of these tools include BaiBoard, Pear Deck, Seesaw, and ShowMe. When
technology is integrated into lessons thoughtfully and purposefully, technology can support student
success and engagement. Tools like these will help students use technology to organize and present
their research throughout this project.
Summary and Project Impact
Summary of Project
This project will support students in answer the driving question: How can I create a
financial plan that will support me in achieving my goals? This project is needed at Coronado High
School because many students come from disadvantaged backgrounds and do not have the tools to
be able to create this type of plan on their own. The project-based learning activities within this
project will help students learn the financial literacy standards within the state standards for
economics. The state standards require students to learn about how and why people make financial
decisions. This project will require students to learn about reasoning behind financial decisions and
then make these financial decisions for themselves.
One activity that students will participate in is an exploration of their skills and passions to
determine what their major overall goal for this plan should be or to evaluate if their existing goal is
a good goal for them. This connects to the state standard HS.E1.1, “ Evaluate how and why people
make choices to improve their economic well-being,” because students will be prompted to evaluate
whether their goal will improve their economic well-being during this activity. Another activity
students will do is learning about how to make a budget and creating a budget for themselves for at
least the first year they will be out of high school. This connects with the state standard HS.E1.2,
“Analyze the factors that influence how and why people make budgeting and saving choices.”
Students will also have an activity where they learn about the different types of insurance and why
people would buy insurance. This covers the state standard HS.E1.5, “Evaluate the ways insurance
may minimize personal financial risk.” Then students will decide what type of insurance they might
need to consider in their plan such as car or health insurance.
This project requires students to not just learn about financial literacy in the abstract but
apply financial concepts to a plan for their own life and their own goals. This project has a clear
answer to the classic student question, “When will I ever use this in real life?” FInancial decision
making is a critical skill for adults to have in order to be able to reach their goals and to be as
financially secure as possible. The students completing this project are high school seniors so they
will need to be able to have these skills to be as prepared as possible to achieve whatever goals they
want to achieve.
Project Impact
This project will impact about 75 students between three economics classes in the initial
semester that it is introduced. Since economics is a semester long class, in the two to three years
following, the project will impact around 300-450 students. In order for students to be successful in
achieving their goals after high school it is important that the have a financial plan and financial
decision making skills. This project prompts students to create this plan and to develop financial
decision making skills.
This project will impact me as an economics teacher because it will help students become
more excited and interested in learning about financial literacy because they will have an opportunity
to apply it to their own lives and goals. Financial literacy in an entire section of standards for
economics, so this excitement and interest will make it easier to teach these standards. This project
will also allow me to get to know students better by learning about their goals, what they are good at,
and what they are passionate about along with them. Learning these things about students is useful
for building relationships with students and being able to help students make connections between
the content and their interests.
This project could also be a good opportunity for teachers in other areas to create lessons
that are concurrent to the goals of this project. Math teachers could teach a lesson on the time value
of money in order to help students understand investments and interest rates. English teachers could
teach a lesson on how to write cover letters and resumes to help students be able to get jobs or
scholarships that will support their goals.
This project would be a good opportunity to bring in financial planners to help students
assess and improve their financial plans. Financial planners would bring in a lot of experience in
creating financial plans for a variety of people with different goals and would be able to help
students not make financial mistakes that their clients have made. Ideally, students would also be
able to present their completed plan to their family so that their family can help support them in
completing their plan and reaching their goals even after they have left high school.
Project Narrative
Standards and Activities Assessment Technology and
Objectives Support
Day 1 (see -HS.E1.1 -Topic: Career -Partner ISTE Student:
appendix B for -Anchor: R.7,10 and goal discussion: 1c,3a,3d,5b,6c
full lesson plan) W.2,7,9 exploration Student will ISTE Educator:
SL.2,4 -Students will discuss about 5a,5b,6a
-SWBAT take online career possible career
describe a goal assessment quiz fields and goals -Necessary
for their future -Students will -Short response technology:
that will improve free write about on Seesaw about
their economic interests, skills, what career and Laptops, The
well being. passions etc. goal student SUSD
-21st Century -Students will thinks would be Information
Skills: Critical compare of best for them Technology
Thinking, salary, job based on department will
Communication, growth, necessary research in assist with getting
Collaboration, education of at activities. laptops set up for
Creativity least two this project,

different career Seesaw
goals -https://www.bls
-Homework: .gov/ooh/
Start expense -https://money.u
tracking for later snews.com/caree
on in the project. r
-https://careerwi
se.minnstate.edu
/careers/cluster
Assessment
Day 2 -HS.E1.1 -Topic: What -Partner ISTE Student:
-Anchor: R.4,10 steps do I need discussion: Find 3a,3b,5b
W.7 to take to achieve someone who ISTE Educator:
SL.4 my goal? investigating a 3b,5a,5b,6a
-SWBAT explain -Students will similar goal to
what steps they’ll take their top 1-3 yours, if possible. -Necessary
need to take to possible career What are the technology:
achieve a goal paths to answer similarities Laptops
that will improve the questions: between the https://www.lear
their economic -What are the information you nhowtobecome.o
well-being. first steps to found? Is there rg/

-21st Century achieving my anything that
Skills: goal? your partner has
-If I need to go that you missed?
to school for my
goal what are my
best options for
school.
-What will I need
to be doing next
year?
-Students will
record notes on
this information.
Day 3 HS.E1.2 -Topic: Taxes -Jigsaw: Students ISTE Student:
Anchor: R.1,4, -Students will will complete a 3a
W.2 complete several few of the ISTE Educator:
SL.1 online IRS taxes activities and 5a,5b,6a
SWBAT explain activities. simulations on
how income -Students will the IRS website -Necessary
taxes are filed, complete a and take notes to technology:
why we pay couple of explain what they -Laptops

income taxes, taxpayer learned to https://apps.irs.g
and how taxes simulations. someone who ov/app/understa
will be part of completed ndingTaxes/stud
their financial different ent/index.jsp
plan. activities.
-21st Century -Short response
Skills: on Seesaw: Name
Collaboration, three things that
Critical thinking you learned
about taxes. How
will taxes be part
of your financial
plan?
Day 4 HS.E1.5 -Topic: Why do -Exit slip posted ISTE Student:
Anchor: R.1,4 people buy to Seesaw: What 1c,3a,6c
W.2 insurance? type of people ISTE Educator:
SL.1,6 -Health would buy 5a,5b,6a
-SWBAT Insurance Game. insurance: risk
describe why Students are in averse, risk
people buy groups. They sell neutral, or risk -Necessary
insurance and if insurance as loving? Why technology:

they think teams and would these Laptops, Seesaw,
insurance will be choose whether people buy health projector, screen
part of their or not to buy insurance? Name
financial plan. insurance as one thing that
-21st Century individuals. First you learned
Skills: critical round: everyone about insurance
thinking, has the same from this game.
collaboration, risks for all
communication diseases. Second
and third round:
everyone has
different risks
randomly
assigned.
Day 5 HS.E1.5 -Topic: Insurance -Response on ISTE Student:
Anchor: R.1,4 -Students will Seesaw: Students 1c,3a,6c
W.4,7,10 watch look at each type ISTE Educator:
SL.2 information of insurance on 3b,4b,5a,5b
-SWBAT explain about insurance. the personal
what kinds of -What kind of finance article -Necessary
insurance exist insurance do I and decide if they technology:

and which would need? How much need it or not. Laptops
be useful for do those cost? For at least one https://www.du
them personally. type of insurance mmies.com/pers
-21st Century student will onal-finance/insu
Skills: critical explain why they rance/what-kinds
thinking need it, how they -of-insurance-do-
will get it, and you-need/
how much they
expect it to cost.
Day 6 HS.E1.3 -Topic: -Partner quiz: ISTE Student:
Anchor: R.1,4 Investment Students in pairs 3a,3d
W.7 -Student will will be given ISTE Educator:
SL.1,2 watch screencast different 5a,5b,6a
-SWBAT video about time investment
describe why value of money scenarios and -Necessary
people make and comparing determine which technology:
investments and different stocks will give the Laptops
how investments and bonds. largest returns. -https://www.fr
make returns. -Student will -Response on batlanta.org/-/m
-SWBAT complete online Seesaw: Do you edia/documents/
describe why stock market think education/katrin

investments will simulation. investments will as-classroom/less
or will not be be part of your on-04/saving-an
part of their financial plan in d-investing-infog
financial plan in either the short raphic.pdf
the short or or long-term? -https://www.in
long-term. Why or why not? vestopedia.com/
-21st Century simulator/
Skills: critical
thinking,
communication,
collaboration
Day 7 HS.E1.2 -Topic: Savings -Exit Slip: ISTE Student:
HS.E1.4 -How much Students will 3a,3d
Anchor: R.1,4,7 income do I answer questions ISTE Educator:
W.7,10 expect to have? they have been 3b,4b,5a,5b
SL.2 -How much prompted to
-SWBAT explain income should I explore during -Necessary
how much ideally save? the activity on a technology:
income they What should I do digital exit slip on Laptops
expect to have with that savings? Seesaw.
Bank account?
and how much Investments? Say
they should save. that you save
-21st Century $100 how much
Skills: critical would you have
thinking if you put that in
a savings
account?
Compare that to
an investment
with a normal
rate of return.
Day 8 HS.E1.3 Topic: -The students ISTE Student:
Anchor: R.1,4 -Credit Cards will give a brief 3a,3d
W.4 -Students will overview of the ISTE Educator:
SL.1,2,3,4 “compete” in credit card they 3b,5a,5b
SWBAT explain credit card investigated to
what the costs exploration classmates. -Necessary
and benefits of bracket. Each -Seesaw technology:
credit cards are student looks at a response: Do you Laptops, screen
and if they plan credit card’s plan to apply for and projector to
to apply for a interest rate and a credit card as display bracket
credit card as rewards. Explain part of your
part of their plan. the credit card to plan? Why or
-21st Century the class. The why not?
Skills: critical class votes until
thinking, we get to the one
communication that the class
thinks is the best.
Day 9 HS.E1.3 -Topic: Loans -Partner ISTE Student:
Anchor: R.1,4 -How do loans discussion: 3a,3d
W.7,10 work? What Students pair up ISTE Educator:
SL.1 loans might I with someone 4b,5a,5b,6a
SWBAT to need? who picked the
describe what -Option 1: Car opposite option -Necessary
loans they might loans. Choose a as them, if technology:
need and car and calculate possible. Laptops
compare these what monthly Students will -https://www.kb
loans to other payments would teach each other b.com/new-cars/
means of paying be for that car. about the type of -https://colleges
for a car or How does that loan they corecard.ed.gov/
school. compare to investigated and

-21st Century leasing that car? students will
Skills: critical -Option 2: compare and
thinking Student loans. contrast the
How much am I information they
going to need to found.
pay for school? -Seesaw
What kind of response: Will
payment plans loans be part of
are available? your financial
How much plan? Why or
would monthly why not? If not,
payments be on but you plan to
these plans? go to college or
What other buy a car what
options exist alternatives to
besides loans. loans can you use
to pay for them?
Day 10 HS.E1.2 -Topic: -Student will put ISTE Student:
Anchor: R.4 Budgeting expenses into a 3a,5b
W.10 Expenses Google Sheets ISTE Educator:
SL.1 -Track daily spreadsheet and 3b, 5a,5b,6a

-SWBAT track expenses since peer review each
their current beginning of other’s expense -Necessary
spending to project sheet. technology:
estimate their -Which of these Laptops, google
future spending expenses to do sheets
and to categorize you expect to
their expected have next year?
future spending. -What are some
-21st Century other expenses
Skills: critical you expect to
thinking have? How much
would those
cost?
-Put all expected
spending starting
in June into
categories
Day 11 HS.E1.2 -Students will -Students will ISTE Student:
Anchor: R.1,7 compile all the share portfolios 1c,3c,6c
W.7,10 pieces of the plan with each other ISTE Educator:
SL.1 into a portfolio to check that all 5a,5b,6a

SWBAT compile on Seesaw. the pieces are
information from -Students will use present.
previous responses and -Necessary
activities into a artifacts from technology:
complete plan. activities to build Laptops, Seesaw,
-21st Century a portfolio to Google Slides
Skills: present to
communication financial
planners.
Students will take
information from
Seesaw and put it
into a word
document and
make any
necessary edits
before printing
and adding to
binder.
Day 12 HS.E1.1 -Students will -The financial ISTE Student:
HS.E1.2 present their planners will 3c,6c

HS.E1.3 portfolio to grade students ISTE Educator:
HS.E1.4 financial based on rubric. 5a,5b
HS.E1.5 planners.
Anchor: R.1,7
W.7,10
SL.1,4,6
SWBAT explain
their financial
plan to a financial
planner.
-21st Century
Skills:
communication
Sustaining the Project after the Proposal Period
As high school seniors, many students start to get bored of high school and only want to
think about what comes next. With this project, students will take the information they have
gathered to create a plan and actually apply it to their lives. The goal for this project is that students
will not leave this project having only learned the content standards for financially literacy, but will
also have learned how it can be applied to their lives to help them reach their goals. Hopefully in the
future, this project could become a collaborative effort among different content areas that teach
seniors. Math teachers could teach some of the information about time value of money and that
would make it easier to apply to loans, credit cards, investments, and savings in economics. English
teachers could teach students how to compose resumes, cover letters, and college admissions essays
which would further support students in achieving their goals.
Innovation
This will be an innovative project for the students and classroom for several reasons. The
financial literacy standards for economics require students do understand how a person would
hypothetically make a financial decision. This project requires students to not only understand how
someone might make financial decisions but requires them to think about how they are currently or
will be making them in the near future in order to help achieve their goals. This project will give
students tools and well as the resource of time to look into financial decisions they will need to
make. This is a task that students would likely either have to do on their own time or would not do
and experience consequences financially because of it.
Budget Narrative
Item name Individual cost of item Number needed Company/Company

URL for ordering
Chromebooks (see $179.99 30 https://www.bestbuy.

appendix A) com/site/dell-11-6-ch
romebook-intel-celero
n-4gb-memory-16gb-e
mmc-flash-memory-bl
ack/6293618.p?skuId
=6293618
Stipend for financial $150 3 Stipend given to

planners financial planners for
their time evaluating
students’ projects
Erasable bracket $19.99 1 https://www.amazon.

Poster com/Zieglerworld-Era
(see appendix A) sable-Elimination-Tou
rnament-Bracket/dp/
B06WP9VY9P/ref=sr
_1_10?keywords=brac
ket+poster&qid=1555
888489&s=gateway&s
r=8-10
Binders $29.99 per 12 pack 7 12-packs (84 total) https://www.amazon.

(see appendix A) com/Samsill-Econom
y-Binders-Round-Cust
omizable/dp/B00Z9
G5NIE/ref=sr_1_5?c
rid=3N0PIU3ABTX
HB&keywords=binde
rs&qid=1555893230&
s=gateway&sprefix=bi
nders%2Caps%2C180
&sr=8-5

The chromebooks will assist the students with their research for their financial plan and
compiling their research into a polished plan both in content and appearance. Since this project is so
open ended and lets students plan for any goal that will improve their economic well being, it would
be difficult to provide a single article printed out for every topic the students will want to explore.
Having chromebooks will allow students to go out on their own and find the resources that will be
most useful for their goals and financial planning. Financial planners will evaluate student’s final plan
portfolio which will be printed out and placed in a binder. This will allow students to interact with a
professional in the field and get advice from this professional. Both a stipend for each financial
planner’s time and a binder for each student are part of the budget. The last thing that is part of the
budget is an erasable bracket poster. This poster is for the credit card bracket comparison activity
students will do. Since this poster is erasable, it can be reused for each class period.
Two options to pay for all of these items include applying for grants and posting a project
on Donorschoose. One of the grants I will apply for is Voya Financial’s Voya Foundation grant.
This grant is for providing, “financial education curriculum to grade 9-12 students focused on
navigating major financial milestones including student debt, credit, home ownership, financial
products and services/financial capability, and family needs” (2019). This project will help support
many of those goals.

References
Consolidated State Information. (2014, November 26). Retrieved March 17, 2019, from
https://www2.ed.gov/admins/lead/account/consolidated/sy12-13part2/index.html
Coronado High School [Pamphlet]. (n.d.). Scottsdale, AZ: SUSD.
https://www.susd.org/application/files/3215/0179/9690/School_information-Coronado.p
df.
Explore Coronado High School in Scottsdale, AZ. (n.d.). Retrieved March 17, 2019, from
https://www.greatschools.org/arizona/scottsdale/552-Coronado-High-School/
ISTE Standards for Educators. (n.d.). Retrieved April 28, 2019, from
https://www.iste.org/standards/for-educators
ISTE Standards for Students. (n.d.). Retrieved April 28, 2019, from
https://www.iste.org/standards/for-students
Standards: English Language Arts. (2016, December). Retrieved April 28, 2019, from
https://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards/
Standards: Social Studies. (2018, October 22). Retrieved April 28, 2019, from
http://www.azed.gov/standards-practices/k-12standards/standards-social-studies/
Voya Foundation Grants. (2019, February 28). Retrieved from
https://corporate.voya.com/corporate-responsibility/investing-communities/voya-foundati
on-grants

Appendix A
Image 1:

Image 2:


Image 3:

Appendix B
INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Allissa Valenzuela Subject: Economics Grade: 12th Grade
Common Core State Standards:

● HS.E1.1 Evaluate how and why people make choices to improve their economic well-being.
ISTE-Students:
● 3a. Students plan and employ effective research strategies to locate information and other resources for
their intellectual or creative pursuits.
● 3c. Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
● 3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.
● 5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data
in various ways to facilitate problem-solving and decision-making.
ISTE-Educator:
● 5a. Use technology to create, adapt and personalize learning experiences that foster independent learning
and accommodate learner differences and needs.
● 5b. Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
● 7b. Use technology to design and implement a variety of formative and summative assessments that
accommodate learner needs, provide timely feedback to students and inform instruction.

Objective (Explicit):
● SWBAT identify a goal they have for their future that will improve their economic well-being.
Evidence of Mastery (Measurable):
◻ Include a copy of the lesson assessment.
◻ Provide exemplar student responses with the level of detail you expect to see.
◻ Assign value to each portion of the response
Mastery: Student identifies a goal for the future that will improve their economic well-being and can explain how
that goal will improve their economic well-being.
Proficient: Student identifies a goal for the future that will improve their economic well-being.
Novice: Student identifies a goal for the future.
Objectives, SWBAT (Sequenced from basic to complex)
◻ How will you review past learning and make connections to previous lessons?
◻ What skills and content are needed to ultimately master this lesson objective?
◻ How is this objective relative to students, their lives, and/or the real world?

● SWBAT explain what economic well-being is.
● SWBAT identify their own traits, passions, and skills and career paths that complement those attributes.
● SWBAT communicate to other students to explain why possible career paths would be good choices for

them.
● SWBAT compare different careers on the dimensions of salary, necessary education, growth in the job
field, and opportunities for advancement.
● SWBAT select the career path they believe would be a good choice and explain why using critical thinking
based on the information they have gathered.

Key vocabulary: Materials:
Goal, career, economic well-being, salary, human computers, paper, pencil/pen, PowerPoint,
capital, choices projector, career comparison chart, Padlet
Engage
◻ How will you activate prior knowledge?
◻ How will you hook student attention?
◻ What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
● Provide students with links to articles about the ● Read/skim articles provided by teacher to
cost of living and how it relates to economic pick out the information they find is the most
well-being, careers, college including shocking relevant or interesting to them.
statistics about how much the cost of living and ● Fill in chart provided by teache
college can cost. ● Start to consider what they want to do after
● Provide students with a chart to fill out with high school
information they find from provided links. One
column will be for information they knew, one
column will be for information that they didn’t
know, but was surprising to them, and one
column for questions they now have based on
the information from the website.
● Show students the number of days they have
until graduation and pose the question: What is
your plan for afterwards?

Explore
◻ How will you model your performance expectations? (Remember you are not modeling what you want
students to discover but need to model expected behavior or required procedures.)
◻ How will students take the lead and actively use materials to discover information that will help them
answer the question posed in the Engage?
◻ What questions or prompts will you be prepared to use with students while they are “exploring”?
● Teacher will provide students with a link to ● Take career assessment quiz to find out
online career assessment quiz what career clusters match their interests
○ https://careerwise.minnstate.edu/careers ● Independently complete a free write about
/clusterAssessment themselves using prompts and sentence
● Teacher will provide following questions as stems is necessary. Students will use
prompts for free write: prompts as a jumping off point for their free
○ What do you spend your free time doing? write but can focus on the questions they
○ Where do you volunteer? find most helpful and can elaborate the
○ Do you like your current job? If so, what most about.
do you like about it?
○ What are you passionate about?
○ What are you good at?
○ What do you want to be doing one year
from now? Five years? Ten years?

Co-Teaching Strategy
◻ What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ How will you anticipate students that need an additional challenge?

● Students can choose to complete free write on paper, on a word document on the computer, or on a
note on their phone based on what is easiest or more helpful for them.
● Sentence Stems for free write:
○ I am good at __________.
○ I like to volunteer at __________.
○ Outside of school I like to ___________.
○ I like/do not like my current job because _______.
○ In one/five/ten years I want to __________.
○ I am passionate about __________.
● Some students might have a goal set in mind already and not want to do this part. For these students I
will prompt them to think about why that goal is their goal (something they are passionate about?
something their parents want them to do? etc.), whether that goal is something they want to do
long-term, and whether that goal matches with what the career assessment quiz found.

Explain
◻ How will all students have an opportunity to share what they discovered?
◻ How will you connect student discoveries to correct content terms/explanations?
◻ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by
answering the question from the Engage before moving on?
● Instruct students to find a partner for the activity. ● Find a partner for the activity. (Ideally a
Encourage students to partner up with someone friend so they can discuss with someone
who knows them well. who knows them well.)
● Give each student within the groups of partners ● Talk to their partner about what they
3-5 minutes to talk uninterrupted about what discovered during the explore section.
they found out in explore. Students will take turns letting their partner
● Give each partnership 5 minutes to discuss about explain what they discovered.
the explore section so students can get a second ● Explain if they agree with what the quiz
opinion from another student. found and possible career paths and goals
both for themselves and their partner.


● Sentence Stems for partner discussion:
○ The career clusters the quiz suggested for me were _____.
○ I believe that I am good at ______ because _______.
○ I am passionate about _______.
○ I agree/do not agree with the quiz because ______.
○ I think that a good goal for me would be _______.

Elaborate
◻ How will students take the learning from Explore and Explain and apply it to a new circumstance or
explore a particular aspect of this learning at a deep level?
◻ How will students use higher order thinking at this stage (e.g. A common practice in this section is to
pose a What If? Question)?
◻ How will all students articulate how their understanding has changed or been solidified?
● Provide resources of where students can find ● Students will take a couple ideas of possible
data on different career paths and job fields career paths they have developed in the
(https://www.bls.gov/ooh/) previous steps and start looking at data
(https://money.usnews.com/careers) about those professions.
● Provide students with a chart to record data ● After gathering data about at least two
about different jobs. different professions, students will compare
the data they found on salary, necessary
education, growth in the job field, and
opportunities for advancement.

● The chart will be a helpful tool for all students to stay organized but will be especially helpful for
students who struggle with keeping information organized.

Evaluate
◻ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the
elaborate content)?
◻ How will students have an opportunity to summarize the big concepts they learned (separate from the
assessment)?

● Read responses of students to make sure that ● Post a short response to Padlet about what they
they are on the right track with developing a think their career goal should be and why based
goal for their future that will improve their on their skills, interest, peer discussion, and data
economic well being. about that job.

Running Head: TEL 311 SIGNATURE ASSIGNMENT 1

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Running head: TEL 311 SIGNATURE ASSIGNMENT 1

TEL 311 Signature Assignment

A Financial Plan to Support Future Goals

Arizona State University

references, and appendix.

TEL 311 Signature Assignment

A Financial Plan to Support Future Goals

Applicant and School Environment

Coronado High School in Scottsdale, AZ").

economic content to my students.

collaboration for all students.

students get hands-on experience with these kinds of concepts.

their research throughout this project.

Summary and Project Impact

then make these financial decisions for themselves.

need to consider in their plan such as car or health insurance.

decision making skills.

the content and their interests.

scholarships that will support their goals.

Standards and Activities Assessment Technology and

Day 1 (see -HS.E1.1 -Topic: Career -Partner ISTE Student:

appendix B for -Anchor: R.7,10 and goal discussion: 1c,3a,3d,5b,6c

full lesson plan) W.2,7,9 exploration Student will ISTE Educator:

SL.2,4 -Students will discuss about 5a,5b,6a

-SWBAT take online career possible career

describe a goal assessment quiz fields and goals -Necessary

for their future -Students will -Short response technology:

that will improve free write about on Seesaw about

their economic interests, skills, what career and Laptops, The

well being. passions etc. goal student SUSD

-21st Century -Students will thinks would be Information

Skills: Critical compare of best for them Technology

Thinking, salary, job based on department will

Communication, growth, necessary research in assist with getting

Collaboration, education of at activities. laptops set up for

Creativity least two this project,

different career Seesaw

Start expense -​https://money.u

tracking for later snews.com/caree

Day 2 -HS.E1.1 -Topic: What -Partner ISTE Student:

-Anchor: R.4,10 steps do I need discussion: Find 3a,3b,5b

W.7 to take to achieve someone who ISTE Educator:

SL.4 my goal? investigating a 3b,5a,5b,6a

-SWBAT explain -Students will similar goal to

need to take to possible career What are the technology:

achieve a goal paths to answer similarities Laptops

that will improve the questions: between the https://www.lear

their economic -What are the information you nhowtobecome.o

well-being. first steps to found? Is there rg/

-21st Century achieving my anything that

Skills: goal? your partner has

-If I need to go that you missed?

to school for my

goal what are my

best options for

-What will I need

record notes on

Day 3 HS.E1.2 -Topic: Taxes -Jigsaw: Students ISTE Student:

Anchor: R.1,4, -Students will will complete a 3a

W.2 complete several few of the ISTE Educator:

SL.1 online IRS taxes activities and 5a,5b,6a

SWBAT explain activities. simulations on

Start expense -https://money.u

how investments and bonds. largest returns. -https://www.fr

the short or or long-term? -https://www.in