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Students understand the concept of taxes and can apply them to their lives
Lesson 1-What Are Taxes
-Benefits of Taxes
-Components of Tax System
-Functions of IRS
Anticipatory Set:
(The hook - something to excite the students about the subject matter) In previous lesson students
have completed Career Plan and have learned to calculate payroll taxes.
Class will start with a question smart board stating
What do you know about Taxes?
Students will participate in large group discussion/lecture
Teacher will use smart board to copy down student responses and let it guide open discussion
5 min
5 min
5 min
5 min
20
Purpose
Students
understand what
they should be
learn or
demonstrate
Asses prior
knowledge,
stimulate
discussion
Recall and
Reproduction of
information
about Federal Tax
Students will
learn how tax
brackets work
Students will
affirm their
understanding of
tax brackets and
ask any
concerning
questions
Student will
complete study
guide that will
help them apply
tax concepts to
themselves
particularly as a
student
Students will
present the
findings
Students can self
asses their
learning and ask
clarifying
questions
Are you ok with the government using tax revenue to support individuals who need financial
support?
Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
IEP/504 Accommodations and/or Modifications:
During this lesson I had two students labeled as English Learners, two students who are labeled as gifted
and 1 student on a 504 plan. The lesson was adapted by using small groups to complete the learning
activity for the day. Lecture was shortened to 5 minutes and students also were able to follow along
online during lecture. Students also can review video used during lecture through their online Moodle
site to view at their own pace. Lecture notes are on Moodle early if students need to review before the
lesson starts. During lecture teacher allows opportunity for students to pose questions or ask clarifying
questions
Cultural Responsive Teaching: Personal Philosophy
Good teaching and opportunistic learning is cooperative, collaborative, and community-oriented
Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?) During my lesson, I tried to explain the homework after I had assigned the
classroom activity which made it confusing to the students. I will have the students end the classroom
assignment earlier in the period so the homework assignment can be thoroughly explained and
questions can be posed by students
Smart Board
PowerPoint
What is the lesson objective?
(What will the students learn and/or demonstrate?) Students will be able to identify how taxes
specifically affect them as a student. Students will be able to identify taxable and nontaxable wages.
Students will be able apply the tax system to their lives. Students will be able to create, and defend
personal feeling about taxes
Anticipatory Set:
Teacher will greet the students (ask for volunteer to start presentations) If no volunteers students
groups will be selected through name out of a hat
Previous lessons students were assigned small group work, students will now present and teach the
class about the topic their group researched.
20
6
2 min
18 min
2 min
Purpose
Students
understand what
they should be
learn or
demonstrate
Students teach
peers about
researched
topics.
Stimulate
conversation for
next classroom
activity
Students will be
able to create,
and defend
personal feeling
about taxes
Students can self
asses their
learning and ask
clarifying
questions. Also
begin
preparation for
next class day
-During Agree Lesson teacher will continually monitor students for agitation or aggressiveness
When students report answers, teacher will ask - do students agree or disagree with the answer?
During instruction teacher continually states that there is no wrong answers in this activity, only
opinions and feelings
Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or pairs. The
aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.)
In previous lesson Students are assigned a critical thinking question to stimulate discussion in the next
lesson
Will help stimulate conversation for the next lesson
Are you ok with the government using tax revenue to support individuals who need financial
support?
After activity teacher will challenge students to analyze peer thoughts and ideas on the subject
Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
During instruction teacher continually states that there is no wrong answers in this activity, only
opinions and feelings
Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?) The students seem too enjoyed to be challenged in the tax debate. The
homework was a good stimulation assignment for the classroom activity. Should allotted more time
for that part of the lesson
Anticipatory Set:
(The hook - something to excite the students about the subject matter)
We have learned about taxes, now lets apply what we learned
-Regressive Tax
-Social Security Tax
-Unemployment Insurance Tax
-Excise Tax
-Personal Property Tax
-Consumption Tax
-Internal Revenue Service
-Graduated Tax System
-Income Tax Brackets
-Tax Return
-Non-Taxable Income
-1040A
-1040
-Federal Income tax return
-Salaries
20 min
5 min
15 min
Students complete a second income tax form on their own and submit
for grading
Purpose
Students
understand what
they should be
learn or
demonstrate
Teacher explains
difficult pieces on
the Federal Tax
Forms
Students get a
chance to apply
skills and
concepts learned
to action
Students will be
able to create,
and defend
logical arguments
about taxes
Students will use
skills learned to
complete
assignment
Students can self
asses their
learning and ask
clarifying
questions. Also
begin
preparation for
next class day
Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?)
Students enjoyed being challenged to complete the form on their own. However during the lecture
piece I did not mention to the students not to use dollars signs and commas on the return. I corrected
the mistake in the next day lesson
-Benefits of Taxes
-Components of Tax System
-Functions of IRS
Anticipatory Set:
(The hook - something to excite the students about the subject matter) In previous lesson students
have completed Career Plan and have learned to calculate payroll taxes.
Students will be challenged to complete the state form on their own.
-Exemptions
-EIC
-Salaries
10
35
Purpose
Students
understand what
they should be
learn or
demonstrate
Recall and
Reproduction of
information
about Federal
Tax to complete
state form
Students will
learn how tax
brackets work
Students can self
asses their
learning and ask
clarifying
questions. Also
begin
preparation for
next class day
During instruction teacher continually states that it is ok to be wrong because thats how we learn
Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or pairs. The
aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.)
Students will finish assessment review for classwork and homework, answers will be posted online.
Students will also complete federal income tax return with sample W2 for assessment review for
homework.
Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
Students will be reminded to use the review sheet to study for the assessment
IEP/504 Accommodations and/or Modifications:
During this lesson I had two students labeled as English Learners, two students who are labeled as gifted
and 1 student on a 504 plan. The lesson was adapted by letting students work at their own pace on the
classroom assignment. Lecture notes are on Moodle early if students need to review before the lesson
starts. During classwork time teacher allows opportunity for students to pose questions or ask clarifying
questions
Cultural Responsive Teaching: Personal Philosophy
Good teaching and opportunistic learning is cooperative, collaborative, and community-oriented
Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?)
Students continued to get practice on the technical pieces of learning segment
Next steps is for students to take assessment
Example W2
Assessment on taxes
What is the lesson objective?
(What will the students learn and/or demonstrate?) Students can complete IRS federal and state tax
return. Students can recognize and use tax terms and information.
This segment will cover the following
-Kinds of Government Revenue
-Ability to pay Principle
-Kinds of Taxes
-Income Tax Brackets
-Benefits of Taxes
-Components of Tax System
-Functions of IRS
Anticipatory Set:
(The hook - something to excite the students about the subject matter) In previous lesson students
have completed Career Plan and have learned to calculate payroll taxes.
Students will be challenged to complete assessment on their own
40
5 min
Purpose
Students
understand what
they should be
learn or
demonstrate
Recall and
Reproduction of
information
about Federal Tax
to complete state
form
Begin
preparation for
next class day
Independent Practice/Assignment:
(This can be a question or problem for students to ponder on their own or in small groups or pairs. The
aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.)
Take assessment
Closure:
(Statements or actions by you that help students make sense out of what has just been taught, to help
form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be
learned)
Students will be reminded that a assessment does not always assess accurately what they have learned
during the segment
IEP/504 Accommodations and/or Modifications:
During this lesson I had two students labeled as English Learners, two students who are labeled as gifted
and 1 student on a 504 plan. The lesson was adapted by letting students work at their own pace on the
classroom assessment. If students are allowed the opportunity to ask clarifying questions on text.
Cultural Responsive Teaching: Personal Philosophy
Good teaching and opportunistic learning is cooperative, collaborative, and community-oriented
Reflection:
(What worked and didnt work for whom and why? What are instructional next steps abased on the
data from this plan?)
The assessment did not work for my struggling readers and for students who could verbalize learning
better than writing it down. Next steps will be to allow for student re-take and create a way for
assessment can have options other than all of the assessment being a written test