Lesson #1

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Emily Gabur
Grade Level: High School
Subject: Consumer Math
Date: 4/4/2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
PF 2.2 Differentiate among various money management tools.
Compare and contrast money management tools (Certificates of Deposit, bonds, money market account
s, checking accounts)
List the Rationale (cite theories or theorists):
 I will be utilizing Anita Archer’s theory of proving examples and non-examples. I will also be
utilizing her multiple opportunities to practice. These methods are important in assisting the
students in comprehending the material being presented throughout the lesson. Lastly, I will be
utilizing her principle of effective wait time. This will allow my students to complete what they
are asked, and it will help them feel comfortable in asking questions if they have any.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
 Students will be able to locate and comprehend the different parts of a check register
 Students will be able to understand what goes where in each section of the check register
including: the check number, the date, the transaction description, the payment or deposit, and
balance
 Students will be able to understand a check register, and how to correctly write in deposits and
deductions
 Students will be able to understand how to balance the checkbook correctly
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

 These learning objectives are appropriate for the developmental level of the students because
the students are learning how to manage money to prepare for independent living. These
learning objectives will allow them to understand the parts of a check so they know how to
write, and read checks. The students need to understand how to use a check register correctly
as well, so they can properly budget when they living independently.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics). X
 The classroom is a 7-12 Resource Room. There is a total of 22 students on IEP’s or 504 plans that
come in and out of the room on a daily basis. The special needs present throughout the
classroom include: Specific Learning Disability, Autism, English as a Second Language, Other
Health Impaired, and ADHD
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 Student A is an 19 year old girl who is a Senior at Warner High School. She is on a 504 plan, and
in the Resource Room for 4 out of the 7 class periods throughout the school day. The classes
instructed to her in the Resource Room include First Aid, Community Living, and Consumer
Math. She is enrolled in Government and Photography through the general education
classroom. On her 504 plan, it is recorded that the team feels her writing is improving, and her
comprehension of material is still a concern. It is also recorded that she has made good progress
this year, and her teachers feel that the current accommodations are working well for her, and
that they should continue. She has needed extra time for tests and sometimes for assignments.
Her accommodations include alternate setting (tests and study hall), extended time for
assignments and tests (all State, District, and Classroom tests), modified grading of written work,
oral test upon request of student A, and for a Transition accommodation she attended “Catch
The Wave”. She made the B Honor Roll last quarter and works hard to get her assignments done
for class. Her areas of interests include Government and Community living; and she also enjoys
being on the Yearbook Staff.
 Student B is a 17-year-old Male who is a Junior at Warner High School. He is on an IEP for
Specific Learning Disability Category 525. He comes to the Resource Room to receive instruction
in English III, and Consumer Math. He is enrolled in Environmental Science, Band, US History,
Computer Programming, and Tech in the general education classroom. Student B’s
accommodations on his IEP include modified quizzes and tests, repeating and or/simplifying
directions, use of notes and/or other resources on tests/quizzes, extended time for assignments,
extended time for tests, and alternative setting for English, Math, and study hall. Student B
through enjoys building projects in Tech and works on his assignments when directed to.
List the materials/resources you will need to teach the lesson.

 InFocus Smartboard
 Markers
 Pencils
 Worksheets-Checkbook register document, blank checks
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
 I will be using the InFocus smartboard throughout this lesson. It will enhance the instruction of
the lesson because the smartboard is very engaging, and it serves as a visual aid for when we
will be talking about the check register. I will also be playing a Kahoot! game to engage the
students and get them excited about the upcoming lesson of learning to use a check register.
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of
all learners and accommodate differences in students’ learning, culture, language, etc. *
 I will provide the appropriate accommodations each student needs that is stated on their 504 or
IEP. These accommodations include:
 Extended time for assignments
 Repeating instructions for assignments
  Simplifying instructions for assignments
 Provide an alternative setting (resource room) for the Consumer Math class
 Orally read directions, instructions, and problems presented on the worksheets
 A modified grading scale
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 For the Pre-Assessment, I will give the students a check register and ask them to label the parts
of the check register. I will also give them a sample transaction and see how and where they
enter it on the check register.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
 The results from the preassessment will give me insight on where the student are at in
understanding the check register. This will also allow me to alter my future instruction
for our lesson, and provide individual supplemental instruction where it is needed.
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
 I will use the interactive smartboard to engage my students in the lesson
 Check for understanding by asking them questions pertaining to the information we are
covering
 Provide examples and non-examples
 Utilize effective wait time
 Use proximity to keep my students on task
 I will work at a brisk pace to keep the students engaged

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
 Explain what a check register is: (Display a copy of the check register) “Check registers
are used to record all of the deposits and withdrawals people make” “Deposits refer to
money that people put INTO their bank account, and withdrawals are referred to the
amount of money people take OUT of their bank account”.
 I will then provide more detail about why maintaining a check register is important:
“Banks provide a free check register in each box of checks a person orders. Most
banking transactions should be entered in a check register as they are made.” I would
like to point out that “some transactions are entered when reviewing the monthly bank
statement and matching it to the check register.”
 I will then provide another reason why using a check register is important when it comes
to managing money “Using a check register is the only way to know how much money is
 available in your account. Check registers can also be helpful when figuring out your
budget”
 Some transactions you can expect to include in a check register include: (write these on
the smartboard) deposits made with deposit slips, auto deposits (paychecks), checks
written out, debits made with a debit card, ATM withdrawals and fees, and bank
account fees.
 I will also explain that when recording a transaction, student should completely and
neatly fill in the appropriate information in each of the columns listed below.
 Next, I will go over the following definitions useful when learning about the check
register, and show the students where they are located on the check register:
 Check number: Record the check number when a check has been written
 Date: Record the date the transaction was made. Since transactions do not always clear
on the same day they were made, this date might not match the date on the bank
statement.
 Transaction Description: Using the “double line” entry method, write a description o the
transaction. On each white line, write the name of the person, organization, or financial
institution the transaction is made with. On each gray line, write a brief description of
the transaction to remind you what you purchased or where the deposit came from.
 Payment or Withdrawal: Record the amount of the check or withdrawal from the
account
 Check mark: Mark a “checkmark” in this column next to an entry when it has cleared the
bank. Make sure the amount in the check register matches the amount on the bank
statement.
 Fee: Record the amount of fees when they are charged. For example: another bank’s
noncustomer fee for an ATM withdrawal) or when they appear on the bank statement
for example, a bank account fee
 Deposit: Record the amount of the deposit made or credit applied to the account
 Balance: After each transaction is recorded, the students should add or subtract to find
the current balance. I will explain that if an accurate running balance is calculated after
ever transaction, that they will always know exactly how much money is available in
their accounts.
 I will provide examples and non-examples on my check register for my students to view,
and to better understand what should go in each section.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
 We will then go and look at the check register and I will explain how important it is to
work from left to right when working with check registers.
 We will locate where the following parts, so we know where each part is, and what to
put in each section.
 We will find the check number column
 We will find the date column
  We will find the white line in the transaction description and talk about what goes in
that first part; then we will find the “gray” part of the transaction and talk about what
goes in this part.
 We will then find the subtraction column, and we will talk about this is where your
payment or withdrawal’s go (where you are TAKING SOMETHING OUT of your bank
account)
 Next is the checkmark section, and we will talk about that this is where you put that
checkmark when it has cleared (or went through) the bank account.
 Next we will find the addition column, and understand that this is where you put your
deposits (where you are ADDING something to your bank account)
 Lastly, we will discuss the balance column. We will understand that this is where the
ending balance should go.
 I will provide examples and non-examples on my sheet for my students to view, and to
better understand what should go in each section.
 Together, we will complete a few practice examples on my sheet so the students can
see and use it as a visual aid to refer back to as they are completing their independent
practice.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives?
 The students will engage in independent work to gain knowledge in the skill of using a
check register.
 Students will locate and comprehend the different parts of a check register
 Students will place what goes where in each section of the check register including: the check
number, the date, the transaction description, the payment or deposit, and balance
 Students will be able to understand a check register, and how to correctly write in deposits and
deductions
 Students will then balance the checkbook correctly
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
 I will reemphasize the lesson objectives by asking them why they think a checkbook
register is useful, and how they could use one in their own lives someday. I will then
provide an exit slip for them to write down any questions they may have as we are
wrapping the lesson up.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments,
and/or video.
If applicable, insert a table/chart/graph before your explanation.
The post assessment was the same as the pre assessment. After the lesson was delivered,
the students were able to show me correctly where the check number is supposed to go,
where the date is supposed to go, what you put on the first line in the transaction
description, what you put on the second line of the transaction, where to write a
withdrawal from your checking account at, and lastly how much your ending balance would
be, and where to write it. The students were able to comprehend these objectives and
prove their knowledge through their post assessment.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
This lesson went well. Understanding my students, I knew I had to give them direct instruction, as well
as effective wait time for them to learn best. The areas that went well especially well was when I went
over the vocabulary and discussed what each part of the check register is, and the function of it. The
students were unaware what each section was for, so in providing direction instruction of these words
and their meanings, the student were able all the parts of the check register. One revision I would make
if I were to deliver this lesson in the future would be to make it more real life for the students. For the
examples, I would provide ones that are more relevant to their own lives. EX: if they work at McDonalds,
make their paychecks from “McDonalds”, if they buy their clothes at a certain store, if they make a
payment to a certain bank, etc. I think that these real life scenarios would be beneficial, and more
engaging.