Académique Documents
Professionnel Documents
Culture Documents
2.
Statement
of
Objective
For
Student
3. Teacher Input
Time
Have
the
class
participate
in
a
game
that
uses
vocab
such
as:
transaction,
deposit,
withdrawal,
balance,
check,
deposit
ticket,
and
check
number.
Vocabulary
words
and
their
definitions
will
be
printed
out
and
each
table
group
will
have
to
unscramble
the
definitions
and
match
them
to
their
appropriate
word.
I
will
come
10
min.
by
and
check
each
table
group.
This
will
activate
the
prior
knowledge
because
students
should
be
familiar
with
these
terms
and
these
terms
will
be
used
today
as
we
go
over
how
to
properly
manage
money.
Today
you
are
going
to
learn
how
to
fill
out
a
check
and
a
balance
book,
which
demonstrates
spending
and
saving
money.
1
min.
First
write
on
the
board
the
initial
amount
that
students
are
getting
paid
($200).
This
way
the
teacher
can
demonstrate
how
to
fill
out
a
deposit
ticket
for
students
to
see,
and
this
also
gives
students
an
amount
of
money
that
they
have
to
spend
later
on
in
the
lesson
when
they
are
learning
how
to
write
checks.
Students
will
also
record
this
deposit
on
to
their
balance
sheets
when
they
learn
how
to
fill
these
out.
Pull
up
on
the
SmartBoard
a
blank
deposit
ticket
and
demonstrate
to
students
how
the
information
from
the
$200
10
min.
that
they
got
paid,
fits
into
the
information
on
the
deposit
ticket.
Show
students
how
to
deposit
this
$200
using
the
deposit
ticket.
Make
sure
to
show
students
how
you
can
also
make
multiple
deposits
if
you
had
a
cash
payment
in
addition
to
a
check
to
deposit.
Add
up
the
subtotal
and
then
the
net
deposit.
Make
sure
to
tell
students
that
the
date
and
signature
also
needs
to
be
included
onto
the
deposit
ticket.
Students
will
record
the
deposit
ticket
deposit
onto
their
own
balance
sheets,
during
the
guided
practice.
Pull
up
the
balance
sheet
on
the
SmartBoard
and
show
students
some
of
the
things
that
it
lists.
Then,
pull
up
a
check
on
the
SmartBoard
and
practice
writing
it
for
the
class
to
see.
Use
one
of
the
payments
from
the
balance
sheet
so
that
students
can
make
the
connection
between
the
checks
and
the
balance
sheet
Next,
show
students
a
different
check
than
the
one
just
filled
out
in
teacher
input
that
has
already
been
filled
out
(and
also
correlates
to
the
balance
sheet).
Pull
up
an
empty
balance
sheet
and
ask
students
if
they
can
help
you
to
fill
in
the
new
check
along
with
the
check
that
the
teacher
just
wrote
during
the
teacher
input,
into
the
balance
sheet.
Call
on
students
for
each
part
of
the
balance
sheet
and
let
them
tell
you
what
information
goes
where,
so
that
they
can
4.
Guided
Practice
see
the
relationship
between
the
information
on
the
check
and
7
min.
where
it
fits
into
the
information
on
the
balance
sheet.
You
may
need
to
help
students
or
point
out
the
difference
between
a
payment
and
a
deposit.
A
payment
is
like
writing
a
check
or
taking
money
out
of
your
account
where
a
deposit
is
very
important
to
remember
that
you
are
putting
more
money
into
your
account.
You
can
also
point
out
that
the
check
number
needs
to
be
included
into
the
balance
sheet.
Students
will
explore
filling
out
their
own
checkbooks
by
receiving
a
check,
balance
sheet,
and
deposit
ticket
template
that
they
must
fill
out
with
accurate
information.
Students
should
make
sure
that
5.
Independent
what
they
write
their
check
for,
is
also
what
they
fill
into
their
15
min.
Practice
balance
book.
Their
deposit
ticket
should
include
the
initial
amount
that
they
got
paid
to
their
accounts
to
even
be
able
to
write
a
check.
Students
will
need
to
show
that
they
understand
what
the
information
is
for
each
the
check,
balance
sheet,
and
deposit
slip.
Students
will
demonstrate
this
concept
when
they
successfully
complete
filling
out
their
check,
balance
sheet
and
deposit
ticket,
with
accuracy.
They
must
put
6.
Assessment
Methods
the
correct
information
into
each
section
of
the
check,
balance
sheet
or
deposit
of
ticket.
This
will
show
they
can
identify
what
each
function
as
and
how
to
all
objectives/skills:
properly
manage
money
through
each
of
these
means.
Out
of
the
3
documents,
at
least
2
need
to
be
correctly
filled
out
with
minor
mistakes
to
prove
understanding.
End
by
asking
students
what
type
of
things
they
chose
to
spend
their
money
on
when
they
wrote
checks.
Pass
out
a
sticky
note
to
each
student
to
serve
as
an
exit
ticket.
Ask
students
what
are
some
7.
Closure
things
that
you
have
to
spend
money
on
and
what
are
things
that
5-7
min.
you
might
just
want
to
buy
for
fun.
(They
should
answer
both
of
those
questions
on
their
sticky
note)
Briefly
talk
about
how
even
though
we
have
learned
how
to
write
checks
and
fill
out
our
Materials/Technology:
SmartBoard
that
contains
example
images
of
a
check,
deposit
ticket
and
balance
sheet.
JA
BizTown
workbook
has
these
examples.
Example
balance
sheet,
to
show
students
how
to
write
their
checks
Reflection
on
lesson:
This
lesson
was
one
of
my
easiest
lessons
to
do
because
for
the
most
part
my
teacher
already
had
what
she
wanted
to
be
taught
to
the
students.
In
my
school,
Junior
Achievement
is
used
for
the
4th
graders
and
after
they
complete
this
they
exercise
what
they
know
with
a
program
called
JBizTown,
in
which
students
are
assigned
a
job.
I
tried
to
incorporate
some
original
ideas
but
for
the
most
part,
at
this
school,
if
social
studies
is
taught,
it
is
taught
by
a
book
from
a
program
(Junior
Achievement).
I
was
still
happy
to
see
that
my
clinical
teacher
was
willing
to
let
me
teach
a
social
studies
lesson.
The
kids
had
prior
knowledge
of
wants
and
needs,
and
they
had
been
given
a
blank
check
to
play
around
with.
Some
of
them
had
gone
home
and
asked
their
parents
about
it
and
those
students
were
very
familiar
with
the
activity
from
my
lesson.
Unfortunately
due
to
groups
of
students
being
pulled
out
of
the
classroom
for
modified
learning,
we
only
had
12
of
the
23
students
within
the
class,
that
were
present
for
the
entirety
of
the
lesson.
Before
I
began
teaching
my
lesson
my
clinical
teacher
let
me
know
that
we
were
running
behind
and
asked
that
I
omit
writing
deposit
tickets
for
another
time.
This
made
me
nervous
because
I
was
nervous
about
sticking
to
my
lesson
plans
but
only
using
specific
pieces
of
it.
Nonetheless
I
was
easily
about
to
complete
the
lesson
plan
and
I
was
impressed
with
how
engaged
students
were.
The
concept
of
money
seemed
to
be
a
huge
question
mark
to
them
and
I
made
sure
to
explain
to
my
students
that
when
you
write
a
check,
this
money
is
coming
out
of
your
account.
Something
that
I
felt
went
really
well,
is
explaining
these
kinds
of
questions
and
concepts
to
my
students.
My
clinical
teacher
told
me
after
the
lesson
that
she
thought
I
was
able
to
explain
these
difficult
ideas
about
money
in
the
bank
account,
exceptionally
well,
as
she
says
that
these
questions
are
often
times
really
difficult
to
answer.
Something
that
I
would
have
done
differently
if
I
could
would
be
to
allow
more
time
for
my
lesson
to
have
unfolded.
I
feel
that
the
students
really
found
interest
in
the
subject
and
they
were
really
unfolding
their
thinking
about
spending
money,
which
I
would
have
loved
to,
taken
some
extra
time
to
be
able
to
facilitate.
Fortunately,
the
JBizTown
field
trip
was
in
two
days,
so
students
got
the
chance
to
apply
this
newly
learnt
knowledge.
Im
not
surprised
that
time
was
the
biggest
constraint
of
the
lesson
because
it
seems
to
be
a
common
trend
that
social
studies
is
often
times
completely
taken
out
of
the
elementary
school
classroom.
Overall
my
social
studies
lesson
was
one
of
my
least
favorite
but
at
the
same
time
one
of
my
easiest.
It
was
not
one
of
my
favorites
because
I
didnt
feel
like
I
really
had
much
of
a
creative
aspect
of
creating
the
lesson.
However
it
was
one
of
my
easiest
lessons
because
the
kids
loved
the
subject
of
money
and
the
program
actually
provided
me
with
a
lot
of
structure
as
well.
If
I
had
the
chance
to
do
it
again
I
would
wait
until
the
whole
class
was
back,
so
that
they
could
all
be
included
into
the
conversation,
which
again,
was
the
best
part
of
the
lesson!