LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:________Michael
Martinez___________Date:___________02/23/14______________
Unit Essential Question:
institutions?
Lesson Topic:

Why are there multiple types of financial

Introduction to Financial Institutions_

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 protecting your
personal information. This is something they will have to do in their lives.

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 the ways their identity and personal

information can be stolen. The lesson shows students how they prevent this from
happening. It also teaches them what to do if their information is actually stolen.
This is important because whether they know it or not, there are a high number of
identity thefts and the fact that so many people now have personal information on
the internet makes identity theft even more prominent and hard to fight. By
learning about how to protect themselves, students will be more likely avoid the
hardships that come with identity theft. Identity theft can affect their credit and that
can affect many aspects of their lives. 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 various lending
sources, services, and
financial institutions by
completing group
research.

Literacy and
Numeracy:

SWBAT Employ standard

English language properly
and fluently in reading,
writing, listening, and
speaking by completing
group research and
engaging in a class
discussion.

Democracy and
21st Century Skills:

SWBAT collaborate for a

common purpose by
completing their group
research and engaging in
group and class
discussions 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:

During the lesson students

will be separated into
groups of three and work
collaboratively. Each group
of students will be
assigned a different
reading assignment. Each
member has to read their
section and come up with
two questions that could
be answered from their
reading. Then each group
will choose two of the six
questions from their group
to share with the class.
Those two questions will
be recorded and at the
end of class revealed to
students as potential quiz
questions for the next
class. Each student is
required to turn in their
own questions and that
will serve as their ticketout-the-door/formative
assessment.
In the second class of this
lesson, students will also
complete a quiz
comprised of the
questions they create.

Literacy and
Numeracy:

Students will use their

reading, writing, speaking,
and listening skills during
the entire lesson.
Students will be required
to read their assigned
reading, write their
questions, listen to their
group members and other
classmates, and speak
during group and class
discussions.

Democracy and
21st Century Skills:

Students will demonstrate

their ability to collaborate
by participating in the
class activity.

KEY VOCABULARY
Content

Financial institution, bank,

credit union, checking
account, savings account,
payday loan, interest rate,
rate of return

Literacy and
Numeracy
Reading, writing,
speaking, listening

Democracy and
21st Century Skills
Collaboration

HIGHER ORDER QUESTIONS for this lesson

Content

What kinds of different

financial institutions are
there?
How can you find what
services a financial
institutions offers?

Literacy and
Numeracy

Why do you think I want

you to read, write, speak,
and listen?

Democracy and
21st Century Skills

Why is working in groups

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

What is your opinion on

payday loans?
How will you decide what
kind of financial institution
and services you should
use?

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 video about payday

loans. Payday Loans Video After the video we will discuss how they feel
about payday loans.

Time Pre-Assessment

The pre-assessment for this lesson will be a class discussion about what
financial institutions are, what kinds there are, and what services they
offer.

Time Building Background

Link to Experience: I will share personal stories about my experience
with financial institutions. I will ask students about their experiences with
banks, credit unions, or other financial institutions.

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

at different financial institutions and the services they offer. Depending on

where you are in life, you might need different types of accounts or
services. A high schooler might want a simple checking account for
everyday purchases. Someone else might need to work with a financial
institution that offers retirement management.

Time Activity Name

Finding Out About Financial Institutions Its About More
Than Just Banks!
Students will participate in the activity described in the assessment
section.

Anticipatory Set
Hook The youtube video described in the warm-up section will be used
as the hook for the lesson.

Time Instructional Input Includes: input, modeling and checking

for understanding
Models of Teaching:

Presentation A powerpoint presentation will be given about problematic

financial institutions and students will take notes.
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.
Collaborative learning Students will engage in the collaborative learning
activity described in the assessments section.

SIOP Techniques: Questioning Throughout the lesson, students

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

Guided Practice: By circulating through the room during the group

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 notes and read, write, listen, and speak during the
group activity.

Checking for Understanding: During notes and each discussion

there will be checks for understanding. Questioning will be utilized.

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).
What is a financial institution?
Why is it important to look at different institutions and services?
How do you feel about payday loans?
Why are problematic financial institutions considerd problematic?
How will you decide what kind of financial institution and services to use?

Time Accommodations, Modifications, and Student Adjustments

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
participating in the group activity and turning in their two questions.

Literacy and Numeracy: Students will know they achieved this

objective by participating in the group activity and turning in their two

questions.

Democracy and 21st Century Skills: Students will know they

achieved this objective by participating in the group activity and turning

in their two questions.

Time Closure

At the end of class, students will be told that the questions they just
created and discussed will be used to create a quiz that they will take in
the next class. Students will be provided with list of the questions via
email.

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 institutions.

Time Resources

See attached Group Activity Outline and Powerpoint Presentation.

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?