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Unit Plan: Accounting 20 Todd S.

McLauchlin University of Regina - EBUS 285

Table of Contents
TableofContents..........................................................................................................................................2 Accounting20:PostingtoGeneralandSubsidiaryLedgers...................................................................... 4 LearningOutcomes/Intentions..................................................................................................................... 4 FormalUnitOutcomesandIndicators:..................................................................................................... 4 Understandings/BigIdeas:........................................................................................................................ 4 EssentialQuestions:..................................................................................................................................4 Knowledge:...............................................................................................................................................4 Skills:.........................................................................................................................................................4 Icanstatements:................................................................................................................................5 AssessmentEvidence....................................................................................................................................6 SummativeAssessments.......................................................................................................................... 6 Do:MasteryProblem[FromAplia]....................................................................................................... 6 Write:Chapter11Exam[FromAplia]................................................................................................... 6 Howaretheseauthentic?..................................................................................................................... 6 FormativeAssessments............................................................................................................................ 7 WhatandWhen?HowwillIadjustmyteachingbasedonthis?.........................................................7 Grading.....................................................................................................................................................9 StudentReflection....................................................................................................................................9 AssessmentasLearning............................................................................................................................ 9 Feedback.................................................................................................................................................10 LearningPlan..............................................................................................................................................11 Lesson1:.................................................................................................................................................11 Lesson3:.................................................................................................................................................12 Lesson4:.................................................................................................................................................12 Lesson5:.................................................................................................................................................12 Lesson6:.................................................................................................................................................13 Lesson7:.................................................................................................................................................14 Lesson8:.................................................................................................................................................14 Lesson9:.................................................................................................................................................14 Lesson10:...............................................................................................................................................15 SummativeAssessments............................................................................................................................. 16 AppendixA:MasteryProblem................................................................................................................ 16 AppendixB:UnitExam ............................................................................................................................ 17

FormativeAssessmentMaterials................................................................................................................ 18 AppendixC:VocabularyReferenceforChapter11................................................................................. 18 AppendixD:VideosonAccountingErrorsThinkPairShare................................................................... 19 AppendixE:DailyEmailQuestions......................................................................................................... 21 AppendixF:AllTogetherReviewQuestions&Answers......................................................................... 22

Accounting 20: Posting to General and Subsidiary Ledgers


ToddMcLauchlin

Learning Outcomes/Intentions

Formal Unit Outcomes and Indicators:

Century21Accounting9eChapter11PostingtoGeneralandSubsidiaryLedgers. Thefollowingobjectiveswillbecoveredthroughoutthisunit: 2.17Step1:OriginatingData:Tounderstandthatnoentryshouldbemadeunlessithasa supportingdocument. 2.18Step2:Journalizing:Toanalyzeeachsourcedocumentandenterthetransactionintothe appropriatebookoforiginalentryusedinamerchandisingfirm.(CCT) 2.19Step3:PostingtoLedgers:Topostfromthemultijournalsystemtothegeneralledgerand subsidiaryledgers(accountsreceivableandaccountspayable).(TL) 12.3TodeterminetheadvantageofintegratinganAccountsReceivablemoduleandan AccountsPayablemoduletotheGeneralLedgeraccountingsoftware.(CCT) 12.2Todemonstratetheproperhandlingofsoftwareandhardwareandtheabilitytoloadand operateGeneralLedgeraccountingsoftware.

Understandings/Big Ideas:
Postingfromthejournalstotheledgers Creatingascheduleofaccountspayableand receivable Postingthespecialcolumntotalsfromthe journals Recordingandpostingcorrectingentries

Essential Questions:
Howdoyouposttheseparateitemsfromsales, purchases,general,cashreceiptsandcash paymentsjournalstotheaccountspayable& receivableledgers? Howareschedulesofaccountsreceivableand accountspayablepreparedandusedtoprovethe accountsreceivableandpayableledgers? Howaretheseparateitemsfromjournalsposted tothegeneralledger? Howarethespecialcolumntotalsfromthesales, purchases,cashreceiptsandcashpayments journalsposted? Howarecorrectingentriesaffectingcustomer accountsjournalized? Howarecorrectingentriesaffectingcustomer accountsposted?

Knowledge:
LearnerswillKnow whatasupportingdocumentisandits importancetoindividualjournalentries whataccountspayableandreceivableledgersare andhowtopostentriestothem howtoprepareascheduleofaccountspayable andreceivable howtoprovethescheduleofaccountspayable andreceivabletotheircontrollingaccounts howtopostseparateitemsfromjournalstothe

Skills:
Learnerswillbeableto(orbeskilledat) explaintheimportanceofsupportingdocuments toindividualjournalentries postentriestoaccountspayableandreceivable ledgersandexplainthem prepareascheduleofaccountspayableand receivable provethescheduleofaccountspayableand receivabletotheircontrollingaccounts postseparateitemsfromjournalstothegeneral

generalledger howtopostspecialcolumntotalstothejournal howtojournalizeandpostcorrectingentries

ledger postspecialcolumntotalstothejournal journalizeandpostcorrectingentries

I can statements:
Icanexplaintheimportanceofsupportingdocumentstoindividualjournalentries. Icanpostentriestoaccountspayableandreceivableledgersandexplainthem. Icanprepareascheduleofaccountspayableandreceivable. Icanprovethescheduleofaccountspayableandreceivabletotheircontrollingaccounts. Icanpostseparateitemsfromjournalstothegeneralledger. Icanpostspecialcolumntotalstothejournal. Icanjournalizeandpostcorrectingentries.

Assessment Evidence Summative Assessments


Do: Mastery Problem [From Aplia] (FoundinAppendixA:) TheMasteryProblemisaculminationof everythinglearnedinthechapter.Thestudents willberequiredtopostfromthesales,purchases, general,cashreceiptsandcashpaymentsjournals totheaccountsreceivableledger,accounts payableledgerandgeneralledger.Thestudents willhavetopostthespecialcolumntotalsofthe sales,purchases,cashreceiptsandcashpayments journals.Finally,thestudentswillberequiredto prepareascheduleofaccountsreceivableand payable,andcomparethetotalswiththeamounts inthecontrollingaccountsofAccountsReceivable andPayable.Thisexercisewillbecompleted entirelyinthewebbasedsoftwareofAplia.The goaloftheMasteryProblemistohavethe studentsdemonstratetheirknowledgeofposting fromthejournalstotheledgers,postingthe specialcolumntotalsandpreparingschedulesof accountsreceivablesandpayables.Accuracyis neededinordertoensureacorrectanswer,and thestudentswillneedtopostthejournalsand specialcolumntotalsinthecorrectordertoget fullmarks.Thereasonistwofold;oneisbecauseit ishowthingswouldflowinapaperbasedsystem (Salesjournalitemswouldbepostedbeforethe specialcolumntotalofsalesorcashreceipts)and two,becauseApliaisdesignedtolookforthe correctanswerinthecorrectline. How are these authentic? TheMasteryProblemisauthenticbecauseit includesthecompletionofactualentriesand postingactualitemsandtotals,justasitwouldbe doneintherealworld. Theunitexamisauthenticbecause,likeinthe MasteryProblem,itrequiresthecompletionof actualentriesandpostingactualitemsandtotals, justasitwouldbedoneintherealworld. Additionally,theuseofaccountingvocabularyis somethingthatwouldbedoneintherealworld andismeasuredintheunitexam. Write: Chapter 11 Exam [From Aplia] (FoundInAppendixB:UnitExam) Thechapter11examwillconsistofthreeparts.In thefirstpart,thestudentswillcompleteaseriesof trueandfalsequestionsthatwilltesttheir knowledgeofthechaptercontent.Thetrueand falsequestionsareaimedatcheckingforconcept knowledge.Thesecondpartoftheexamisa practicalcomponent.Thestudentswilljournaland postentriesfromthesales,purchases,general, cashreceiptsandcashpaymentsjournalstothe accountsreceivable,accountspayable,and generalledgers.Thestudentswillalsopostthe specialcolumntotalsfromthesales,purchases, andcashreceiptsandcashpaymentsjournals.The studentswillalsoprepareascheduleofaccounts payableandreceivable,andcomparethebalances tothecontrollingaccounts.Thethirdandfinalpart oftheexamwillconsistofafillintheblanks section.Thissectionwillhaveseveralquestions thatwilltesttheconceptknowledgeofthe chapter.Thegoaloftheunitexamistohavethe studentsdemonstratetheirknowledgeofposting fromthejournalstotheledgers,postingthe specialcolumntotalsandpreparingschedulesof accountsreceivablesandpayables.Additionally,it isdesignedtohavethestudentsdemonstratetheir knowledgeofthevocabulary,conceptsandterms associatedwiththechapter.

Formative Assessments
What and When? How will I adjust my teaching based on this? Attheendofeachsection,111,112,etc.Iwillhavethestudentssendashortemailtomeanswering twoquestions.Thefirstquestionis;istheresomethingyouwouldlikefurtherinformationon?The secondquestionis;ifyouweregivenatesttoday,wouldyoufeelcomfortableansweringquestions aboutthematerialfromthischapter?Thesetwoquestions,whileonlyrequiringashortresponse,will serveasanExitSlipandallowmetokeepabreastofhowthestudentsarefeelingwiththematerial.I willneedtoadjustmylessonsbasedofftheseemails,eitheraddingmoreonaparticulartopicforthe wholeclasstorevieworworkingindividuallywithcertainstudents.Mygoalistohaveasfewstudents needingmoreinformationaspossible,buttherewillalwaysbesomethatjustdonotfeelcomfortable andIwantthemtohaveaprivatewaytoletmeknowthat. Ineachsection,111,112,etc.wewill,asawholeclass,completeaWorkTogetherProblem.Iwill drawastudentrandomlyfrommypopsiclesticksandhavethemanswerpartoftheproblem.Iwill ensurethatthestudentsknowitisokaytobewrongwhenanswering,wearejustlearningafterall,but thatitisnotokaytonottry.Thegoaloftherandomselectionistwofold.FirstithelpsensureIspread outthequestions,notjustselectingthoseeagertoanswer,givingmeawiderrangeofinformation abouthowthestudentsarecomprehendingthematerial.Secondly,itforcesthestudentstofocuson thediscussionbecausetheyneverknowwhentheywillbeselected.Imayneedtocovercertainpartsof thelessonagain,ifthestudentsarestrugglingwiththisWorkTogetherProblem.Similarly,Ihave createdtwoBestBuyExamplesthataresimilartotheWorkTogetherProblemsbutuserealworld information.Inmuchthesameway,Iwillrandomlyselectstudentstohelpcompletetheseexamplesas well,givingfurtherpracticetotheconceptsforthisunit. Ineachsection,111,112,etc.thestudentswillcompleteaproblemOnTheirOwn.Thisproblemwill coverthematerialfromthesectionandisdesignedtobothgivethestudentpracticewiththenew materialandinformmyteachingastothestudents'levelofcomprehension.TheOnYourOwnproblem willnotbegraded,butIwillreviewtheanswerstoseeifthereareareasthatneedtobeaddressed further.Thisproblem,combinedwiththeemails,willhelpmeadjustmyfuturelessons.Eithertoreview certainareas,ormodifythewayIampresentingthematerialtohelpmakeitmoreunderstandable.The formatoftheOnYourOwnproblemissimilartotheMasteryProblemandthesecondsectionofthe UnitTest;therefore,completingtheseproblemswillalsohelpthestudentspreparefortheirultimate summativeassessmentsforthisunit. Ineachsection,111,112,etc.thestudentswillcompleteanApplicationProblem,whichwillmeasure theirabilitytocompletethetaskslearnedinthesection.Thiswillbegraded,andthestudentswillhave timetogetfeedbackfrommebeforetheassignmentisdue.TheseApplicationProblems,combined withtheOnYourOwnproblemwillhelpinformmyteachingabouttheindividualcomprehensionlevel ofthechaptermaterial.Iwillneedtoadjustmyfuturelessonsandreviewsbasedofftheseproblems. Inlesson6,thestudentswillworkasagrouptocompleteaStickyNoteConceptMap.Thesemapswill requirethestudentstoconnectrelevanttermsfromboththisunitandpreviousunitstogether.Thegoal ofthisassignmentwillbetoseeifthestudentscomprehendthevocabularyandhowthedifferent accountingconceptsareconnected.TheUnitTesthastwosectionsthatinvolveanunderstandingof vocabularyandaccountingconcepts.Bycompletingthisactivity,itwillhelpthestudentspreparefor theirfinalsummativeassessment.Thisactivitywillnotbegraded,butthestudentswillpresenttheir conceptmapstotheclass.Iwillbelisteningtotheirexplanationstoseeiftheyunderstandboththe meaningofdifferenttermsandhowthosetermsconnecttogether.Basedoffthepresentations,Iwill reviewcertaintermsandconceptsimmediately,iftimeallows,andinthereviewclass.Thegoalofthis activityisbothtoinformmyteachingaboutthestudents'comprehensionofthematerialandtobetter preparethemforthefinalsummativeassessmentforunit. Insection115,oncorrectingentries,thestudentswillcompleteaThinkPairShareonaccounting errors.Iwillshowthestudentstwovideoswhereaccountingerrorsoccurredandcausedmajorissues.

Thepurposeofthevideoswillbetogivethestudentsarealworldreferenceforcorrectingentriesand accountingerrors.Iwillcollectthehandoutsfromthestudentsattheendofclass.Iwillnotbegrading theThinkPairShare;however,Iwanttoseeiftheindividualstudentsconnectedwiththevideosand wereabletorelateittotheclassmaterial.Iwillalsobelisteningtotheresponsesgivenduringtheshare portion,toseeifthestudentscomprehendhowwhatwearelearningaboutcorrectingentriesconnects totherealworld.Again,Iwilluserandomselectiontogetavarietyofresponsesduringthisportion; however,Iwillwelcomeadditionalcommentsfromthestudentstohelpcreateadiscussionaboutthis topic.Understandinghowthematerialconnectswiththerealworldhelpsleadtocomprehension; therefore,ifInoticethatthestudentsareeithernotmakingtheconnectionorhavingtroublewithit,I willneedtocovercorrectingentriesfurtherduringmyreviewlesson.

Grading CourseGrading: MasteryAssignments30%[8Chapters*3.75%each] GeneralAssignment/Projects20%[AssignmentsandProjectthroughoutthesemesterthatarenotthe MasteryProblems] Tests/Quizzes30%[8Chapters*3.75%each] FinalExam20% UnitGrading: InChapter11,therearetwosummativeassessments,onebeingtheUnitTestandtheotherbeingthe MasteryProblem.Thereare5ApplicationProblems,whichwillbegradedaswell,andincludedaspart ofthegeneralassignmentsgrade.Therewillbe8chapterscoveredinAccounting20fromtheCentury 21Accountingtextbook,whicharechapters9through16.EachchaptersMasteryProblemandUnit Testwillbeweightedequally.TheMasteryProblemswillbeworth3.75%oftheoverallgradeeachand theUnitTestwillalsobeworth3.75%oftheoverallgraderespectively.TheApplicationProblems combinedforchapter11willberoughlyequalto1%,makingtheunit8%oftheoverallcoursegrade.I willnotbedeductingmarksforlateassignments;everyassignmentmustbecompletedinorderto completethecourse.Ifthestudentdoesnotcompletetheassignment,theywillreceiveanincomplete gradeuntilitiscompleted.SincetheMasteryProblemisthesameforallstudents,afterIhandbackthe assignment,Iwillnolongerbeabletousethisassignmentforstudentswhohavenotcompletedthe work.ThismeansIwillhavetousealternativequestions,availablefromAplia,forthesestudents.Iwill notbededicatingaportionofthegradeforparticipation;everystudentisrequiredtoparticipate.As partofthegradereport,Iwillincludeasectiononbehavior,whichisungraded,anddiscussesissues suchasattendance,tardiness,lateandincompleteassignmentsandparticipation.Ibelievethisisstill relevantinformationtodiscussbutshouldnotbereflectedinthefinalgradebecauseitisnotconnected toanyoftheAccounting20objectives. Student Reflection Theemailsentattheendofeachsectionwill providethestudentsanopportunitytoreflecton howtheyaredoingwiththechaptercontentso far.Theywillbeabletoprivatelydiscussareasthat maybeofissue,allowingmetoeithertakethem upasagrouporaddressthemoneonone.The emailwillnotneedtobelong,butitgivesmea chancetoseewherethestudentsthinktheyareat andaddressanyconcernsinatimelyfashion. Assessment as Learning DuringtheStickyNoteConceptMap presentations,Iwillaskthenonpresentinggroups tojotquestionstoaskthepresentinggroup.The purposeofthesequestionswillbetoseekfurther informationabouthowthepresentinggroup connectedthetermstogether.Furthermore,Iwill alsoaskthegroupstowritedownsomefeedback foreachpresentinggroup.Thisfeedbackwillhelp thestudentswhoarepresentingunderstandhow theirconceptmapwasseenbytherestofthe class.Iwillaskthatthefeedbackisconstructive, becausethegoalistobuildabettermap,and thereforeabetterunderstandingoftheterms. Inthereflectionjournal,thestudentswillbe askedtothinkabouthowtheyaredoingwiththe coursecontent,iftheyneedmoreassistanceorif theyneedmoreinformation.Theyareassessing theirownunderstandingofthematerial.Theywill alsopostperceivedselfreadinessfortheUnit Test.Thiswillhelpmegaugethecomfortlevelof theindividualstudentswiththematerial.

Feedback Theemailssentbythestudents,willeitherreceivedirectfeedback,oraresponseinformingthemthatI willdiscussthistopicinclass,sinceseveralstudentshadthesamequestion.Thisfeedbackismeantto helpaddressareasofconcernforthestudentandmovethemtowardabetterunderstandingofthe material. DuringtheWorkTogetherandBestBuyProblems,Iwillprovideimmediate,directfeedback,based offtheresponsesgivenbythestudents.Thiswillbehelpthestudentsmovetowardabetter comprehensionofthematerialjustcovered,andwillbeaddressedasagroupbecauseitislikelyother studentswillhaveasimilarissue/question. TheOnYourOwnassignmentswillbegivenamark,sothestudentshaveareferencetohowwellthey did,buttheywillnotbeincludedinthefinalgrade.ThegoaloftheOnYourOwnassignmentsisbothto givethestudentspracticeandpreparethemforthesummativeassessments.Inorderforthestudents togainthemostoutoftheexercises,Iwillneedtofollowupwithareasthateitherneedextraworkor wereapointofconfusion.Whenreplyingtothedailyemails,IwilladdinfeedbackabouttheOnYour Ownassignment.WhileImaybeaddressingmuchofthisinareviewthefollowingday,Ibelieveitis beneficialforthestudentstoreceivefeedbackabouttheirindividualperformance. Duringtheworkperiods,Iwillofferupverbalfeedbacktothestudentsastheywork.Thisfeedbackis designedtoguidethestudentsthroughtheirtaskandthroughthesummativeassessments. Iwillprovideanopportunityforthestudentstoprovidepeerfeedback.Thiswillbedoneinclass throughpeerquestioningandfeedback,fortheStickyNoteConceptMap.Thisfeedbackwillbegivenas agroupandthegoalistomoveeveryonetoabetterunderstandingofthematerial.IfneededImayadd inmyownfeedbackduringthistime,butitwillbelargelypeerdriven.

Learning Plan
Lesson 1:
{ThefulllessonplanforLesson1islocatedaftertheAppendices} 1. TodaywewillbeginaunitonpostingtoGeneralandSubsidiaryLedgers.Therewillbeseveralkeyterms thatthestudentsmustbecomefamiliarwith;therefore,wewillbeginbydiscussingthosebeforewe moveintothepracticalcontent.Tostarttheunit,wewillcover111fromCentury21Accounting's textbook.ThissectionisonpostingtoanAccountsPayableLedger.Intheprevioustwochapters,the studentslearnedhowtojournalizeusingspecialjournals,nowtheywilltaketheprocesstothenextstep andpostfromthosejournals.Thislessonwillexaminepostingfromapurchasesjournaltoanaccounts payableledger,postingfromacashpaymentsjournaltoanaccountspayableledgerandpostingcredit anddebitentriesfromageneraljournaltoanaccountspayableledger.Finally,wewilllookatcreatinga scheduleofaccountspayabletoproveaccountspayable.Normally,Iwouldbeginalessonbyreviewing thedailyemailsIhavethestudentssend,butsincethislessonisthestartofanewunit,Iwillbeginwith thenecessaryvocabulary.Ahandoutsummarizingthisvocabularywillbeprovidedtothestudentsandis locatedinAppendixD:VideosonAccountingErrorsThinkPairShare.Thishandoutwillbeusedasa referenceguideonly,sothestudentscanquicklycheckthetermsoftheunit.{Thedailyemailwillconsist ofthestudentssendingmeanemailattheconclusionofeachsection,suchas111,andanswertwo questions.Thefirstquestionis:istheresomethingyouwouldlikefurtherinformationon?Thesecond questionis:ifyouweregivenatesttoday,wouldyoufeelcomfortableansweringquestionsaboutthe materialfromthischapter?}Thestudentswillberemindedattheendofthisclasstosendanemailabout 111,towhichIwillreadandfollowupon.Thequestionsfortheemailinprintedformcanbefoundin

2. AppendixE:DailyEmailQuestionsThePowerPointPresentationIwillusecanbefoundinthe PowerPointfolderandcontainsalltheexamplesIintendtodiscusswiththestudents,outsidetheWork TogetherProblem,whichaprintoutcanbeseenintheApliaFolder. *111OnYourOwn&ApplicationProblemsAssigned

Lesson 2:
{ThefulllessonplanforLesson2islocatedaftertheAppendices} 3. Todaywewillcontinueourunitonpostingtosubsidiaryledgers.Todaywillbeadirectcontinuationofthe previousday.InDay1,wecoveredpostingtotheAccountsPayableLedgerfromthepurchases,cash paymentsandgeneraljournals.TodaywewilllookatpostingtotheAccountsReceivableLedgerfromthe sales,cashreceiptsandgeneraljournals.IwillcoveranyissuesthatImayhavenoticedyesterdaywhile thestudentsworkedonmypreliminaryreviewoftheOnYourOwnProblem.Iwillalsodiscussissuesor areasthatrequirefurtherattention,whichIreceivedinthedailyemailsfromthestudents.Imayhaveto alterhowIpresentthislessonslightly,dependingontheseresponses.Likeinday1,Iwillexplainhowto posttotheAccountsReceivableLedger.Wewillworkonaproblemtogetherandthenthestudentswill completeoneontheirown.TheOnYourOwnproblemfrom111isduetodayandtheApplication problemfrom111isduetomorrow.ThePowerPointPresentationIwillusecanbefoundinthe PowerPointfolderandcontainsalltheexamplesIintendtodiscusswiththestudents,outsidetheWork TogetherProblem,whichaprintoutcanbeseenintheApliaFolder. *112OnYourOwn&ApplicationProblemsAssigned *111OnYourOwnProblemDue

Lesson 3:
{ThefulllessonplanforLesson3islocatedaftertheAppendices} 1. 1.InasimilarfashiontoDays1&2ofthisunit,wewillcontinuelookingathowtoposttoledgerstoday, examininghowtoposttotheGeneralLedger.Tothispoint,thelessonshavebeenveryfullofcontentand today,whilestillcontainingimportantmaterial,willnotbeasheavy.Iwillbeabletospendmoretime reviewingthecontentandworkingontheproblemsinclass.Wewillcoverhowtopostfromthecash paymentsjournaltothegeneralledger,andhowtopostdebitandcreditentriesfromthegeneraljournal tothegeneralledger.Aswiththepreviousday,IwillbeginbyreviewinganyissuesthatImayhave noticedwhilereviewingtheOnYourOwnProblemfor111andtheemailsthestudentssentabout112. WewillclosebyspendingalittleextrainclasstimeworkingontheApplicationProblemsthataredue. ThePowerPointPresentationIwillusecanbefoundinthePowerPointfolderandcontainsallthe examplesIintendtodiscusswiththestudents,outsidetheWorkTogetherProblem,whichaprintoutcan beseenintheApliaFolder. *113OnYourOwn&ApplicationProblemsAssigned *112OnYourOwnProblemDue *111ApplicationProblemDue

Lesson 4:
{ThefulllessonplanforLesson4islocatedaftertheAppendices}

1. 1.Today,wewilldiscusspostingSpecialJournaltotals.Thestudentsarealreadyfamiliarwiththeuseof purchasesjournals,cashpaymentsjournalsandcashreceiptsjournals.Theywillnowexaminehowthe totalsfromthespecialcolumnsarepostedfromthesejournals.Thegoalistohavethestudents understandwhereandwhyatotalfromajournaltotalisposted.Throughapresentation,groupand individualworktime,thestudentswillbeabletopostspecialjournaltotalsontheirown.Thestudents willalsobeexplainedthatthereisanordertopostingthespecialjournalsandthisorderissignificant.As usualwewillopentheclassbyexaminequestionsfromthedailyemailsthathaverisen,aswellas,areasI identifiedasneedingextraattentionfromtheOnYourOwnandApplicationProblems.Todaywewill completeaBestBuybasedexamplethatIdesignedtohelpprovidearealworldconnectiontothe materialwearelearning.ThePowerPointPresentationIwillusecanbefoundinthePowerPointfolder andcontainsalltheexamplesIintendtodiscusswiththestudents,outsidetheWorkTogetherProblem, whichaprintoutcanbeseenintheApliaFolder.TheBestBuyExampleislocatedcompletelyinthe PowerPointandcanbeworkedonandeditedfromwithinthesoftware. *114OnYourOwn&ApplicationProblemsAssigned *113OnYourOwnProblemDue *112ApplicationProblemDue

Lesson 5:
{ThefulllessonplanforLesson5islocatedaftertheAppendices} 1. 1.Thestudentswilllearnhowtoentercorrectingentriesinamultijournalsystem.Theywillalsolearn howtopostthecorrectingentriesaftertheyhavebeenentered.Furthermore,throughthevideosand ThinkPairShare,thestudentswillunderstandtheneedfortimelyandaccuratecorrectionofaccounting errors.ThisThinkPairSharewillcovertwovideosonrealworldaccountingerrorsandthebigger consequencesiftheerrorsarenotfixed.Thestudentswillhaveaworksheet,foundinAppendixD:

VideosonAccountingErrorsThinkPairShare,toguidethemthroughthevideos,thepair
discussionandthelargeclassdiscussion.Thesevideosareaimedtohelpthestudentsmakerealworld connectiontotheconceptsweareusinginthischapter.ThePowerPointPresentationIwillusecanbe foundinthePowerPointfolderandcontainsalltheexamplesIintendtodiscusswiththestudents, outsidetheWorkTogetherProblem,whichaprintoutcanbeseenintheApliaFolder.Thevideosare linkeddirectlyfromthePowerPointPresentationbutcanalsobefoundinthePowerPointFolderitself. *115OnYourOwn&ApplicationProblemsAssigned *114OnYourOwnProblemDue *113ApplicationProblemDue

Lesson 6:
{ThefulllessonplanforLesson6islocatedaftertheAppendices} 1. 1.Nowthatchapter11isdrawingtoaclose,itisimportanttoputallthatwelearnedtogether.The studentswillconnectthevariousconceptsandtermsfromchapter11togetherusingstickynotes.Ona posterboard,thestudentswillplaceeachstickynoteanddrawconnectionsfromonetotheother, explainingwithafewwordstheconnection.ForexamplethewordsControllingAccount,Post,General Ledger,AccountsReceivableLedger,SubsidiaryLedgerandAccountsReceivablecouldbeconnected. AccountsReceivableisaControllingAccountintheGeneralLedgerwhereentriesfromtheAccounts ReceivableLedger,whichisaSubsidiaryLedger,areposted.Thisbriefexampleonlycontains6terms,

whereasthestudentswillbegiven24termsandaskedtomakeasmanyconnectionsaspossible.The purposeofthislessonistoreinforcetheconceptsandtermslearnedovertheunitinatangible,visual manner.Thislessonwillruntwoperiodslong,inDay6thestudentswillcreatetheStickyNoteConcept MapandinDay7,theconceptMapswillbepresented.Thenonpresentinggroupswillbeaskedtorecord aquestionandcommentforeachgroupthattheycanusetofindmoreinformationorhelpincreasethe knowledgeoftheconceptmap.Thesequestionsandcommentswillbehandedinandgiventothe presentinggrouptohelpthemwiththeirknowledgeoftheterms.TheStickyNoteConceptMapisnot graded;itispurelyformativeinnature.ThePowerPointPresentationIwillusecanbefoundinthe PowerPointfolderandcontainsalltheinformationrelatingtoStickyNoteConceptMapactivity. *115OnYourOwnProblemDue *114ApplicationProblemDue

Lesson 7:
{ThefulllessonplanforLesson7islocatedaftertheAppendices} 1.Lesson7willconsistprimarilyofthestudentspresentingtheirStickyNoteConceptMapsfromLesson6. Iwillbeginwithsomereviewtime,asusual,ofanyissuesorconcernsthatmayhaveriseninthedaily emails,OnYourOwnorApplicationProblems.ThereisnoformalpresentationorPowerPointforthis lesson.ThestudentswillbepresentingtheStickyNoteConceptMapsandthenonpresentinggroupswill bekeepingarecord,oflooseleafpaper,ofaquestionandacommentforeachgrouppresenting.These questionsareaimedtogetmoreinformationfromthepresentinggroupsmapandthecommentsare aimedtoaddideasordetailsthatcanimproveorpresentthemapinadifferentway.Forthestudentsthe questionsandcommentswillhelpthemthinkaboutthemapsfromanotherperspectiveandhelpsolidify thevocabularyknowledge.Formethequestionsandcommentswillbothhelpkeepthenonpresenting groupsfocusedandpromptthemtothinkfurtheraboutthemapsinanattempttocreatethequestion andcommentideallyimprovingtheoveralllearning. *115ApplicationProblemDue

Lesson 8:
{ThefulllessonplanforLesson8islocatedaftertheAppendices} 1.Nowthatchapter11iscomplete,thestudentsmustcompletetheirinclassmasteryproblem assignment.ThereisnoPowerPointpresentationforthislesson;thestudentswillhavetheentiretyofthe classtoworkontheproblem,aswellas,oneeveningoftheirowntime.Iwillbeavailableforassistance toclarifyinstructionsandofferguidanceduringtheworktime.Iwillaskquestionsandremindthemof lessonstogetthemontherighttrack.IwillnottellthemifaquestionisrightorwrongandIwillnotgive ananswer,Iwillsimplepromptthemwiththeinformationwecovered.AbreakdownoftheMastery ProblemcanbefoundinAppendixA:MasteryProblem. *Chapter11MasteryProblemAssigned

Lesson 9:
{ThefulllessonplanforLesson9islocatedaftertheAppendices} 1. 1.Inthislesson,wewillfocusonalltheconceptsandtermsassociatedwithchapter11.Wewillbegin withagroupreviewoftermsandconcepts,thenwewillmoveintoagroupcompletionofasample problemandfinallywewillendwithindividualworktime.Thepurposeofthislessonistopreparethe studentsfortheexaminthenextclass.IhaveincludedthequestionsIcreatedinAppendixF:All

TogetherReviewQuestions&Answers;however,thesequestionsmaybedifferentdepending
ontheareasofworkIdeterminedthestudentsneed,basedonmyformativeassessments.The PowerPointPresentationIwillusecanbefoundinthePowerPointfolderandcontainsalltheinformation relatingtothereview,includinganotherBestBuyExample.Thisexample,inthesameformatasthe previousoneandtheWorkTogetherProblems,willbetakenupasagroup.Thiswillbethefinalreviewof thepracticalcontentbeforetheUnitExam.TheBestBuyexamplewillprovidearealworldconnection andausefulreviewatthesametime.ThestudentswillalsobedirectedtoworkontheChapter11Study Guideafterwehavecompletedthegroupreview.Thisstudyguidewillmirrorthetypeofquestionsthey willfindontheUnitExamandwillofferagoodreview.ThestudyguideisavailablethroughApliabutI

includedabasicprintoutintheApliaFolder.TheStudyGuideisnot"due"butlikeanythingelseinApliaI canseethecompletenessandaccuracyassoonasthestudentscompletetheguide,Icanofferassistance tothosestudentsthatareworkingontheguideinclassbasedoffofthis. *Chapter11MasteryProblemDue

Lesson 10:
{ThefulllessonplanforLesson10islocatedaftertheAppendices} 1.Inthislesson,theentiretyoftheclasswillbespentontheChapter11unitexam.Theexamhas3parts: True/False,practicalproblemsandFillintheblank.Theexamwillpulltogetheralloftheconceptsfrom Chapter11andwillbecompletedonAplia.AbreakdownoftheUnitExamcanbefoundinAppendixA: MasteryProblemAswiththeMasteryProblem,Iwillbeavailabletoofferclarificationoninstructionsand willpromptstudentswithquestions.IwillnottellthestudentsiftheyhavetherightanswerandIwillnot provideanswers. *Chapter11UnitExam

Summative Assessments Appendix A: Mastery Problem

Class:Accounting20

Teacher:Mr.McLauchlin

TheBigIdea:UsingApliawebsoftware,postingfromthejournalstotheledgers,creatingascheduleofaccounts payableandreceivabletoprovethecontrollingaccounts,postingthespecialcolumntotalsfromthejournalsand recordingandpostingcorrectingentries,canbesuccessfullycompleted. EssentialQuestions:ThroughthecompletionoftheMasteryProblem,thestudentswilldemonstratethatthey cansuccessfullyanswerthefollowingquestions.Howdoyouposttheseparateitemsfromsales,purchases, general,cashreceiptsandcashpaymentsjournalstotheaccountspayable&receivableledgers?Howare schedulesofaccountsreceivableandaccountspayablepreparedandusedtoprovetheaccountsreceivableand payableledgers?Howaretheseparateitemsfromjournalspostedtothegeneralledger?Howarethespecial columntotalsfromthesales,purchases,cashreceiptsandcashpaymentsjournalsposted?Howarecorrecting entriesaffectingcustomeraccountsjournalized?Howarecorrectingentriesaffectingcustomeraccountsposted? Assignment:Thestudentswillbegiventhemajorityofaclassperiod,plusoneeveningoftheirowntimeto completethisproblem.TheproblemislocatedonAplia(Aplia.com)andwillbeautomaticallygradedfor completenessandaccuracyimmediatelyfollowingthestudents'submissionoftheiranswers.Thisassignmentis nottimed;however,theywillwanttousetheclasstimewiselybecausetheywillhaveaccesstomeduringthat timetoprovideclarificationorguidethemintherightdirection.IwillnotgiveanswersandIwillnotsayifitis rightorwrong,butIwillpromptthemtothinkaboutthechaptercontenttoreachthecorrectanswer. AprintoutoftheMasteryProblemAssignmentisincludedintheApliaFolderandtheinstructionsareincluded withit.Theseinstructionsarealsoavailableinthetextbookattheendofchapter11.Theactualassignmentis flashbasedandisfullyinteractive,allowingthestudentstomovethroughthejournalsandledgersinasimilar waytopaper. Grading:EachMasteryProblemisworth3.75%ofthefinalgrade.Thegradingofthisassignmentisdone automatically,andIcanchecktoseetheresults"live"asthestudentsaresaving.Thiswillallowmetoguide studentsthatarestrugglingincertainareastoreviewthatareaorpossiblypromptthemwithquestionsfromthe unittogetthemthinkingaboutthematerialinthecorrectway.

Appendix B: Unit Exam


Class:Accounting20 Teacher:Mr.McLauchlin

TheBigIdea:UsingApliawebsoftware,postingfromthejournalstotheledgers,creatingascheduleofaccounts payableandreceivabletoprovethecontrollingaccounts,postingthespecialcolumntotalsfromthejournalsand recordingandpostingcorrectingentries,canbesuccessfullycompleted. EssentialQuestions:ThroughthecompletionofUnitExam,thestudentswilldemonstratethattheycan successfullyanswerthefollowingquestions.Howdoyouposttheseparateitemsfromsales,purchases,general, cashreceiptsandcashpaymentsjournalstotheaccountspayable&receivableledgers?Howareschedulesof accountsreceivableandaccountspayablepreparedandusedtoprovetheaccountsreceivableandpayable ledgers?Howaretheseparateitemsfromjournalspostedtothegeneralledger?Howarethespecialcolumn totalsfromthesales,purchases,cashreceiptsandcashpaymentsjournalsposted?Howarecorrectingentries affectingcustomeraccountsjournalized?Howarecorrectingentriesaffectingcustomeraccountsposted? Assignment:Thestudentswillbegivenonefullclassperiodtocompletethisexam.TheexamislocatedonAplia (Aplia.com)andwillbeautomaticallygradedforcompletenessandaccuracyimmediatelyfollowingthestudents' submissionoftheiranswers.TherearemultipleversionsoftheexampreloadedintoAplia.Therefore,ifastudent isillIcangivehim/heradifferentexamuponhis/herreturn.Thisassignmentistimed.Thestudentswillwantto usetheclasstimewiselythistestwilllikelytakethemajorityoftheclasstime.IwillnotgiveanswersandIwillnot sayifitisrightorwrongbutIwillpromptthemtothinkaboutthechaptercontenttoreachthecorrectanswer. AprintoutoftheUnitExamisincludedintheApliaFolderandtheinstructionsareincludedwithit.Theactual examisflashbasedandisfullyinteractive,allowingthestudentstomovethroughthejournalsandledgersina similarwaytopaper. Grading:EachUnitExamisworth3.75%ofthefinalgrade.Thegradingofthisexamisdoneautomatically,andI canchecktoseetheresults"live"asthestudentsaresaving.Thiswillallowmetoguidestudentsthatare strugglingincertainareastoreviewthatareaorpossiblepromptthemwithquestionsfromtheunittogetthem thinkingaboutthematerialinthecorrectway.IwillmonitorApliaforincomingresultsthroughouttheexamto checkforprogress.Iwillalsoremindthestudentsregularlytosavetheexamsotheydonotlosetheirwork.

Formative Assessment Materials Appendix C: Vocabulary Reference for Chapter 11


1. SubsidiaryLedgerAledgerthatsummarizesasinglegeneralledgeraccountisaSubsidiary Ledger.Allpages,vendors,customers,etc.inthesubsidiaryarecontrolledbytheaccountinthe GeneralLedger.AnexampleistheAccountsPayableLedger. 2. ControllingAccountThisisanaccountintheGeneralLedgerthatsummarizesallaccountsina SubsidiaryLedger.AnexampleisAccountsPayable. 3. AccountsPayableLedgerThisisaSubsidiaryLedgercontainingonlyvendorsfromwhom merchandiseorotheritemsarepurchasedonaccount.TheControllingAccountoftheAccounts PayableLedgerisAccountsPayable. 4. AccountsReceivableLedgerThisisaSubsidiaryLedgercontainingonlyaccountsforcustomers thathavepurchasedonaccount.TheControllingAccountoftheAccountsReceivableLedgeris AccountsReceivable. 5. GeneralLedgerThisledgercontainsallaccountsneededtopreparethefinancialstatements. TheControllingAccountsfortheSubsidiaryLedgersresideintheGeneralLedger. 6. ScheduleofAccountsPayableThisisalistingofvendoraccounts,accountbalances,andtotal amountdueofallvendors.ThisscheduletotalshouldequaltheamountinAccountsPayableifit doesthat,itisconsideredtobeproved.
7. ScheduleofAccountsReceivableThisisalistingofcustomerswhohavepurchasedon

accounts,accountbalances,andtotalamountduefromallcustomers.Thisscheduletotalshould equaltheamountinAccountsReceivable.Ifitdoesthat,itisconsideredtobeproved.

Appendix D: Videos on Accounting Errors ThinkPairShare


Video1:CentroPropertiesGroupErrors Video2:CaliforniaPublicUtilitiesCommissionErrors Wewillbewatchingtwovideosontheresultsofuncorrectedaccountingerrors.Asyouwatchthevideos,keep thesixquestionsbelowinmind,aswewillbeansweringthemafterwards. Questions: 1)WhydidtheCentrodirectorsgetchargedbytheAustralianSecuritiesandInvestmentsCommission? 2)DoyouagreewiththerulingoftheAustralianSecuritiesandInvestmentsCommission?Why? 3)Whatweretheauditor'sfindingsoftheirinvestigationintotheCaliforniaPublicUtilitiesCommission? 4)WhatwastheCaliforniaPublicUtilitiesCommissions'response?Whydoyoubelievetheytookthisstance? 5)Whatdothesevideostellusaboutaccuracyinaccountingreporting? 6)Whatcanbedonetopreventsituationslikethesefromarising? Part1:Individually,thinkaboutthetwovideosonaccountingerrorsandanswertheabovesixquestions.Aform torecordyouranswersisonthebackofthispage. Part2:Together,withthepersonnexttoyou,gooveryouranswers.Trytoaddmoredetailinresponsetowhat yourpartnerhastosay. Part3:Asagroup,wewillallshareourthoughtsonthevideosandthequestionsabove.Recordthepointsfrom thegroupportionaswellIwillaskyoutohandtheseformsinattheendofclass.

Name: IndividualThoughts 1) 2) 3) 4) 5) 6) PairThoughts 1) 2) 3) 4) 5) 6) GroupThoughts 1) 2) 3) 4) 5) 6)

Appendix E: Daily Email Questions


Istheresomethingyouwouldlikefurtherinformationon? Ifyouweregivenatesttoday,wouldyoufeelcomfortableansweringquestionsaboutthematerialfrom thischapter? Anyadditionalcommentsyouwouldliketomakeaboutthelessonortheclassingeneral.

Appendix F: All Together Review Questions & Answers

All Together Terms & Concepts Questions


1) What is an example of a controlling account?

2) What is recorded in the Sales Journal?

3) Please explain how we would correct a payable that was incorrectly recorded as Belkin Inc. instead of RocketFish Inc. for 9,000$.

4) When posting to the Accounts Receivable Ledger from the Sales Journal, what are the steps you need to take?

5) What item should the total of the Schedule of Accounts receivable equal?

6) What are the consequences if we record a payable under the wrong vendor and do not correct it?

7) What is the order in which we post our Journals to the General Ledger?

8) Explain, why we post the Journals in the order we do.

9) What does a check mark, or a v, in parentheses under a column total indicate?

10) What are the two things you need when creating a new vendor account (before any entries are made to it)?

11) In what journal would you record a correcting entry for an incorrectly recorded receivable?

12) Is it necessary that a business provide daily general ledger account balances?

13) When are the column totals of the purchases journal posted?

14) What does the / in the Post Reference column indicate?

15) Explain, what a Subsidiary Ledger is?

All Together Terms & Concepts Answers


1) What is an example of a controlling account? - Accounts Receivable and Accounts Payable are examples we looked at. 2) What is recorded in the Sales Journal? - A sales journal is a special journal that records sales. Accounts Receivable and Sales Tax Payable also appear in the journals we examined. 3) Please explain how we would correct a payable that was incorrectly recorded as Belkin Inc. instead of RocketFish Inc. for 9,000$. - In the General Journal, an entry would be made debiting Belkin Inc. for 9,000$ and crediting RocketFish Inc. for 9,000$. This would remove the payable from Belkin and charge it to RocketFish - A memorandum should be used as the Document. 4) When posting to the Accounts Receivable Ledger from the Sales Journal, what are the steps you need to take? - Record the Date, Record the post Reference in the account as S and the page number, record the debit from the sales journal, find the new account balance, and mark the customer number as the post reference in the Sales Journal. 5) What item should the total of the Schedule of Accounts receivable equal? - The Schedule of Accounts Receivable should equal the Accounts Receivable balance. 6) What are the consequences if we record a payable under the wrong vendor and do not correct it? - We would over pay one vendor and under pay another vendor. 7) What is the order in which we post our Journals to the General Ledger? - Sales Journal, Purchases Journal, General Journal, Cash Receipts Journal and Cash Payments Journal 8) Explain, why we post the Journals in the order we do. - So that the transactions flow, in the order they were made. We are only posting monthly therefore the receivables in the sales journal need to be posted before the receivables are received in the cash receipts journal.

9) What does a check mark, or a v, in parentheses under a column total indicate? - These are totals that are not to be posted.

10) What are the two things you need when creating a new vendor account (before any entries are made to it)? - The Vendor name and the Account number 11) In what journal would you record a correcting entry for an incorrectly recorded receivable? - In the General Journal 12) Is it necessary that a business provides daily general ledger account balances? - No, the balances in the general ledger are typically posted monthly. 13) When normally are the column totals of the purchases journal posted? - At the end of the month 14) What does the / in the Post Reference column indicate? - There are two locations to be posted to. The General Ledger and a Subsidiary Ledger can both be posted from the same line this way. 15) Explain, what is a Subsidiary Ledger? - A ledger that summarizes a single general ledger account Accounts payable ledger and Accounts Receivable ledger are examples. The account that controls the subsidiary ledger is called the controlling account.

PostingtoAccountsPayableLedgerLessonPlan(Day01) Name: Subject: ToddMcLauchlin Accounting20 Date: Grade: TBA

11 50min

CooperativeTeacher:

TBA

LessonLength:

ContentIdentification:TodaywewillbeginaunitonpostingtoGeneralandSubsidiaryLedgers.There willbeseveralkeytermsthatthestudentsmustbecomefamiliarwith;therefore,wewillbeginby discussingthosebeforewemoveintothepracticalcontent.Tostarttheunit,wewillcover111from Century21Accounting'stextbook.ThissectionisonpostingtoanAccountsPayableLedger.Inthe previoustwochapters,thestudentslearnedhowtojournalizeusingspecialjournals,nowtheywilltake theprocesstothenextstepandpostfromthosejournals.Thislessonwillexaminepostingfroma purchasesjournaltoanaccountspayableledger,postingfromacashpaymentsjournaltoanaccounts payableledgerandpostingcreditanddebitentriesfromageneraljournaltoanaccountspayable ledger.Finally,wewilllookatcreatingascheduleofaccountspayabletoproveaccountspayable. Normally,IwouldbeginalessonbyreviewingthedailyemailsIhavethestudentssend,butsincethis lessonisthestartofanewunit,Iwillbeginwiththenecessaryvocabulary.{Thedailyemailwillconsist ofthestudentssendingmeanemailattheconclusionofeachsection,suchas111,andanswertwo questions.Thefirstquestionis:istheresomethingyouwouldlikefurtherinformationon?Thesecond questionis:ifyouweregivenatesttoday,wouldyoufeelcomfortableansweringquestionsaboutthe materialfromthischapter?}Thestudentswillberemindedattheendofthisclasstosendanemail about111,towhichIwillreadandfollowupon. Indicators(Assessment): Outcomes(Objectives):Module2D Thestudentswillbeabletopostfromthe 2.19Step3:PostingtoLedgers:Topostfromthe purchasesjournaltotheaccountspayableledger. multijournalsystemtothegeneralledgerand Thestudentswillbeabletopostfromthecash subsidiaryledgers(accountsreceivableand paymentsjournaltotheaccountspayableledger. accountspayable).(TL) Thestudentswillbeabletopostfromthe generaljournaltotheaccountspayableledger. 14.8Torecognizetheorderofpostingofthe Thestudentswillbeabletocreateascheduleof specialjournals.(IL) accountspayableandproveittothecontrolling accountofaccountspayable. Thestudentswillbeabletoexpressthatthere arestepstotheprocessofpostingtotheaccounts payableledgerandexplainwhatthosestepsare. Thestudentswilldemonstratetheirabilityto postthecompletionoftheWorkTogether exampleandthecompletionoftheOnYourOwn andApplicationProblem. TheOwnYourProblem,inAplia,isaformative assessment.TheOwnYourOwnproblemisdue thefollowingdayandIwillbeabletoreview, instantly,theresultsonline.Theseresultsmay promptmetogooverthismaterialagain. TheApplicationproblemisgradedandcounts towardsasmallportionoftheassignmentsmark

forthisclass.Apliagradestheproblem automatically.Iwillalsoreviewthisproblemwhen Iamcheckingforunderstanding.TheApplication problemisdueintwoclassesandIwillbeoffering furtherreviewofthistopicatthestartofnext classtoaidinitscompletion. CommonEssentialLearnings:TechnologicalLiteracy CrossCurricularCompetencies:DevelopingLiteracies PrerequisiteLearning:Thestudentswillalreadybeaccustomedtotheuseofspecialjournalsandhowto journalizeentries,inthosespecialjournals. Equipment/Materials:Thestudentswillneedaccesstocomputers,theinternetandApliatocomplete thesampleproblems.Iwillneedaccesstoaprojectorandlaptopforthepresentationandacomputer withApliaaccessfortheproblems. Set:(15min.) 1)BeforeIbegin,Iwillaskeveryonetoturnofftheirmonitorsandleavethemoffuntilwereachthe worktogetherportionofthelesson.Ifthiswerethefirstlessonwithaclass,notjustaunit,Iwould explainhowthePopsicleswork.Ihaveeveryone'snameonaPopsiclestick,whichareplacedinajar.I willdrawastickwhenIhaveaquestiontoaskorneedaresponse.Iwillalsousethestickstomake groups.Thesticksarerandomanditisimpossibletotellwhenyouwillbedrawnorhowoftenyouwill bedrawn.Thishelpswithgettingtoknowthestudentsnames.Italsospreadsoutthequestionssothat itisnotthesamepeopleansweringeverytime.Finally,ithelpsensurethateveryoneispayingattention becauseyouneverknowwhenyouwillbedrawn.Iwillalsoletthemknowthatifyouaredrawnyou needtoattemptananswer,ifyoudonotknow,try.Itisnotokaynottotry,butitisokaytobewrongas wearelearningafterall.Sincethisischapter11,Iwouldhavecoveredafewunitswiththesestudents andtheywillalreadybeusedtothePopsiclesticks. 2)Iwillbeginwithadiscussiononchapter11terms.Whilethiscanbeboring,itiskeytounderstanding thepracticalcontent,aswewillusethesetermsthroughoutthechapterandbeyond. 3)Allthetermsareinthetextbook;however,IwillprovidethestudentsareferencesheetthatIwant themtousefortheentiretyofthechapter. 4)Wewillcoversubsidiaryledger,controllingaccounts,accountspayableledger,accountsreceivable ledger,scheduleofaccountsreceivableandscheduleofaccountspayable.Iwillgooverthesetermsasa groupandIwilldrawastudenttoattempttoexplaineachterm.Theycanusetheirtextsofcourse,but theywillnothavebeengiventhereferencesheetyet.Iwillprovidethisafterwehavecoveredtheterms becauseitismeanttobeareferencesheetandIwantthemtothinkaboutthetermsinsteadofjust readingthesheetatthispoint. Development:(30min) 1)Iwillstartbytalkingaboutsettingupanewvendorintheaccountspayableledger.Thisisimportant becausewhentheyarepostingfromthepurchasesjournal,theymayhavetocreateanewaccountfrom timetotime. 2)Iwillmovethisstraightintoexaminingthestepstopostingfromapurchasesjournaltoanaccounts payableledgerandfromacashpaymentsjournaltoanaccountspayableledger.Thestepsaresimilarso goingthroughthesebacktobackwillhelpsolidifytheprocess.Itisimportanttobecarefulposting

becauseifapaymentispostedasacreditthentheaccountspayablebalancewillincreaseandcould resultinanoverpayment.Itisimportanttotakeyourtimeandverifywhatyouareposting. 3)Iwillwalkthestudentsthroughpostingcreditanddebitentriesfromageneralledgertoanaccounts payableledger.Theprocessissimilarforbothdebitandcredits,butonedecreasesthebalanceandone increasesit.Coveringthesetogetherwillhelpsolidifythesteps. 4)Finally,weneedtoprovetheAccountsPayableLedger.WewilldothisbycreatingaScheduleof Accountspayable.Thebalanceofaccountspayableshouldequalthescheduleofaccountspayable, whichisalistingofalltheaccountsintheaccountspayableledger. 5)Afterwalkingthestudentsthroughthestepstoposttotheaccountspayableledgerwewillcomplete theWorkTogetherproblemasaclass,Iwillselectnamesatrandomtohelpcompletethisproblem. Sincethisisthefirsttimewehavepostedtotheaccountspayableledger,Iexpectthatthisproblemwill takealittlelonger.Iwillrepeatthestepsasneededduringthistimetohelpthestudentsremember. 7)ThestudentswillhavetheremainingtimetoworkontheOnYourOwnproblemfrom111.This problemwillbeduetomorrow,andwhileIamnotgradingit,Iwilluseittoinformmyinstructionasto howwellthestudentscomprehendthematerial. Closure:(5min.) 1)Inthelastpartofclass,thestudentswillworkontheOnYourOwnproblemandIwillcirculate aroundtheroom,offeringuptipsandhelpingthestudentsalongasneeded. 2)ThestudentswillalsobecompletingtheApplicationProblemfor111,whichisdueintwodays.Once theyfinishtheOnYourOwn,theymaybeginthis. 3)Iwillclosebyremindingthestudentsabouttheduedates,andthattheyneedtosendmetheirdaily emailonhowtheyarefeelingaboutthecontentfrom111.Tomorrowwewillbecoveringpostingto theAccountsPayableLedger. ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 3)Iwillmovethroughouttheroomwhilethestudentsareworkingontheirexercises.Iwilloffer assistanceanddirectionasneeded.IwillusemypresencetokeepthestudentsontaskandIwillremind themofwhattheyshouldbedoingiftheygetofftask. 4)Forthosestudentswhoaredonetheallthematerialearly,Iwillpromptthemtomoveontothe ApplicationProblem. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingfortheunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: TBA Observer: TBA

Topic: PostingtoAccountsPayableLedger

ProfessionalTarget/Goal: ClassroomManagement ThegoalistouseproceduresIhaveestablished withtheclasstomaintainanenvironment conducivetolearning. Thegoalistokeepthestudentsfocusedonthe lessonandtheexercise. Thegoalistoensureallstudentsarefocusedon, andabletocontributetothelesson.

StepstoAchieveTarget: Iwillclearlyexplaintheconceptssurroundingthe lessonandtheexercise,tolimitconfusionand studentsthatareofftaskbecausetheydonot understand. Iwilluserandomselectiontochoosesomeoneto answeraquestion.Thiswillhelpkeepthestudents from"zoningout". Iwillusemypresencethroughouttheroomto keepthestudentsfocusedduringtheexercise portionofthelesson. Ifstudentsareofftask,Iplantoaddressthe situationimmediately. Iwillaskthestudentstoputawaytheirdigital devicesduringthelessonportion,theywillnot needthemtotakenoteseverythingwillbeon thescreenorhandedtothem.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyclassroommanagement.Iaminterestedto knowifmyactionshelpmaintainagoodworkingenvironmentforthestudents.Aretheinstructionslaid outsothattheclassdoesnothavetobeofftasksearchingfordirection?Duringthepresentation,are thecommentsandquestionsbythestudentsansweredinanorderlymanner?DoIhavetoremindthe classtosayontask?DoIhavetoremindthemnottogettooloud?Doestherandomselectionmethod helpkeepthestudentsfocused?Arethestudentsfocusedontheexercise? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference)

1)Howdidyounoticethestudentswereofftaskduringthepresentationportionofthelesson?Howdid Irespond?

2)Werethestudentsusingtheircomputersduringthepresentation?Yes/No(Recordamark) 3)Ifsowhatwasmyresponse,ifany?

4)DidthestudentsneedfurtherexplanationonwhattodoforeithertheBestBuyexampleorthework togetherproblem?Yes/No(Recordamarkforeachtimeyounotice) 5)Didtheclassaskquestionsduringtheexercise?Ifso,howdidIrespond?(Recordamarkforeachtime younotice)

6)HowmanytimesdidIhavetoremindtheclasstoreducethevolumelevel?

7)Whilestudentswerebeingcalledontoanswerquestions,weretheotherstudentsofftask?Ifso, whatwasmyresponse?(Recordamarkforeachtimeyounotice)

8)AdditionalCommentsorNotes:

PostingtoAccountsReceivableLedgerLessonPlan(Day02) Name: Subject: ToddMcLauchlin Accounting20 Date: Grade: TBA

11 50min

CooperativeTeacher:

TBA

LessonLength:

ContentIdentification:Todaywewillcontinueourunitonpostingtosubsidiaryledgers.Todaywillbea directcontinuationofthepreviousday.InDay1,wecoveredpostingtotheAccountsPayableLedger fromthepurchases,cashpaymentsandgeneraljournals.TodaywewilllookatpostingtotheAccounts ReceivableLedgerfromthesales,cashreceiptsandgeneraljournals.IwillcoveranyissuesthatImay havenoticedyesterdaywhilethestudentsworkedonmypreliminaryreviewoftheOnYourOwn Problem.IwillalsodiscussissuesorareasthatrequirefurtherattentionwhichIreceivedinthedaily emailsfromthestudents.ImayhavetoalterhowIpresentthislessonslightly,dependingonthese responses.Likeinday1,IwillexplainhowtoposttotheAccountsReceivableLedger.Wewillworkona problemtogetherandthenthestudentswillcompleteoneontheirown.TheOnYourOwnproblem from111isduetodayandtheApplicationproblemfrom111isduetomorrow. Indicators(Assessment): Outcomes(Objectives):Module2D Thestudentswillbeabletopostfromthesales 2.19Step3:PostingtoLedgers:Topostfromthe journaltotheaccountsreceivableledger. multijournalsystemtothegeneralledgerand Thestudentswillbeabletopostfromthecash subsidiaryledgers(accountsreceivableand receiptsjournaltotheaccountsreceivableledger. accountspayable).(TL) Thestudentswillbeabletopostfromthe generaljournaltotheaccountsreceivableledger. 14.8Torecognizetheorderofpostingofthe Thestudentswillbeabletocreateascheduleof specialjournals.(IL) accountsreceivableandproveittothecontrolling accountofaccountsreceivable. Thestudentswillbeabletoexpressthatthere arestepstotheprocessofpostingtotheaccounts receivableledgerandexplainwhatthosesteps are. Thestudentswilldemonstratetheirabilityto post,throughgroupcompletionoftheWork Togetherexampleandtheindividualcompletion oftheOnYourOwnandApplicationProblems. TheOwnYourProblem,inAplia,isaformative assessment.TheOwnYourOwnproblemisdue thefollowingdayandIwillbeabletoreview, instantly,theresultsonline.Theseresultsmay promptmetogooverthismaterialagain. TheApplicationproblemisgradedandcounts towardsasmallportionoftheassignmentsmark forthisclass.Apliagradestheproblem automatically.Iwillalsoreviewthisproblemwhen Iamcheckingforunderstanding.TheApplication problemisdueintwoclassesandIwillbeoffering

furtherreviewofthistopicatthestartofnext classtoaidinitscompletion. CommonEssentialLearnings:TechnologicalLiteracy CrossCurricularCompetencies:DevelopingLiteracies PrerequisiteLearning:Thestudentswillalreadybeaccustomedtotheuseofspecialjournalsandhowto journalizeentries,inthosespecialjournals.Thestudentswillnowbefamiliarwithpostingtothe AccountsPayableLedger. Equipment/Materials:Thestudentswillneedaccesstocomputers,theinternetandApliatocomplete thesampleproblems.Iwillneedaccesstoaprojectorandlaptopforthepresentationandacomputer withApliaaccessfortheproblems. Set:(10minapproximatelydependingonthenumberofquestions) 1)BeforeIbegin,Iwillaskeveryonetoturnofftheirmonitorsandleavethemoffuntilwereachthe worktogetherportionofthelesson. 2)IwillbeginbyaddressinganypatternsorissuesthatInoticedfromboththeemailsandthe111On YourOwnproblem,asthestudentsworkedinclass.IwillnothavecompletelyreviewedtheOnYour Ownproblem,butIwillhaveseentheresultsasAplia"grades"thisimmediately. 3)Iwillalsoreviewthetermsfromyesterday,drawingrandomnamestogetthestudentstogivemethe definitionforthechapter11terms.[subsidiaryledger,controllingaccount,accountspayableledger, accountsreceivableledger,scheduleofaccountsreceivableandscheduleofaccountspayable] 4)IwillthenmovethediscussionfromtalkingaboutpostingtotheAccountsPayableLedgertothe AccountsReceivableLedger. Development:(30min) 1)Iwillstartbytalkingaboutsettingupanewcustomerintheaccountsreceivableledger. 2)Iwillmoveintoexaminingthestepstopostingfromasalesjournaltoanaccountsreceivableledger andfromacashreceiptsjournaltoanaccountsreceivableledger.Thestepsaresimilarsogoingthrough thesebacktobackwillhelpsolidifytheprocess.Thesestepsarealsosimilartowhatthestudentsused whenpostingtotheAccountsPayableLedger,sotheyshouldnowbeabletograspthestepsquicker. 3)Iwillwalkthestudentsthroughpostingcreditentriesfromageneraljournaltoanaccounts receivableledger. 4)Finally,weneedtoprovetheAccountsReceivableLedger.WewilldothisbycreatingaScheduleof AccountsReceivable.Thebalanceofaccountsreceivableshouldequalthescheduleofaccounts receivable,whichisalistingofalltheaccountsintheaccountsreceivableledger. 5)Afterwalkingthestudentsthroughthestepstoposttotheaccountsreceivableledger,wewill completetheWorkTogetherproblemasaclass.Iwillselectnamesatrandomtohelpcompletethis problem.ThiswilllikelynottakeaslongastheWorkTogetherfrom111,leavingafewextraminutesto workontheOnYourOwninclass. 7)ThestudentswillhavetheremainingtimetoworkontheOnYourOwnproblemform112.This problemwillbeduetomorrow,andwhileIamnotgradingit,Iwilluseittoinformmyinstructionasto howwellthestudentscomprehendthematerial. Closure:(10min.approximatelydependingonthenumberofquestions) 1)Inthelastpartofclass,thestudentswillworkontheOnYourOwnproblemandIwillcirculate aroundtheroom,offeringuptipsandhelpingthestudentsalongasneeded.

2)ThestudentswillalsobecompletingtheApplicationProblemfor112,whichisdueintwodays.Once theyfinishtheOnYourOwn,theymaybeginthis. 3)Iwillclosebyremindingthestudentsabouttheduedates(111ApplicationProblemand112On YourOwnareduetomorrowand112ApplicationProblemisdueintwodays),andthattheyneedto sendmetheirdailyemailonhowtheyarefeelingaboutthecontentfrom112.Tomorrowwewillbe coveringpostingtotheGeneralLedger. ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 3)Iwillmovethroughouttheroomwhilethestudentsareworkingontheirexercises.Iwilloffer assistanceanddirectionasneeded.IwillusemypresencetokeepthestudentsontaskandIwillremind themofwhattheyshouldbedoingiftheygetofftask. 4)Forthosestudentswhoaredonetheallthematerialearly,Iwillpromptthemtomoveontothe ApplicationProblem. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: Observer: TBA TBA

Topic: PostingtoAccountsReceivableLedger ProfessionalTarget/Goal: Directions/Instructions Thegoalistohaveclearanddetailedinstructions thatthestudentsunderstand. TheinstructionsIgivewillbethebasisfora lessonsuchasthis.IfIdonotgivegood instructions,thenthestudentswillstrugglewith theactivity.

StepstoAchieveTarget: Iwillexplaintheexerciseorallyusingavisual exampleonthePowerPointofwhatisexpected duringthePuttingitTogetherexercise. Iwillhavethemajorpointsforthisexerciseinthe PowerPointaswell,sothestudentscanreadwhat theyneedtodo. Iwillincludeallinformationthatisnecessaryfor thecompletionofmyexerciseinmyinstructions. Iwillansweranyquestionsthatthestudentsmay havepriortotheexercisetohelpensureclarity. Iwillalsoensurethestudentsdonotusetheir computers.Iftheyareworkingonaproject,they willlikelymisskeyinstructions.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyinstructions.Iaminterestedtoknowifmy instructionsareclearandunderstandabletotheclass.Iwouldliketoknowifthestudentsseemtobe understandingtheinformationIamproviding.Dothestudentshavetoaskquestionsinordertofindout theinformationtheyneedoraretheyabletounderstandtheexerciseasIampresentingit?Arethe studentsabletogetintotheexerciseandunderstandwhatisrequiredordotheyneedmore informationtocompletetheexercise? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WeretheinstructionsIdeliveredcomplete?(Inbothoralandvisual/writtenformats)

2)Didthestudentsaskformoreinformationabouttheexercise?Yes/No 3)Howoftendidthestudentsaskclarifyingquestions?(Duringmypresentationandexplanation) (Recordamark) 4)Weretheinstructionshandedoutunderstandablebytheclass?Toevaluatethis,pleaselookathow manytimesthestudentshadtoaskaquestionofmeduringtheworktime.(Recordamark) 5)Werethestudentslookingforguidancethroughouttheexercise?Whatwasmyresponsetothe studentsthatneededfurtherassistance?

6)DidIclearlyoutlinetheexpectationstothestudentsfortheentireworkperiod?Didthestudentsask forfurtherclarification?

7)Incirculatingthroughtheroom,doyouobservemehavingtoremindstudentsaboutkeyaspectsof theexercise?

8)AdditionalCommentorNotes:

PostingtotheGeneralLedgerLessonPlan(Day03) Name: Subject: ToddMcLauchlin Accounting20 Date: Grade: TBA

11 50min

CooperativeTeacher:

TBA

LessonLength:

ContentIdentification:InasimilarfashiontoDays1&2ofthisunit,wewillcontinuelookingathowto posttoledgerstoday,examininghowtoposttotheGeneralLedger.Tothispoint,thelessonshavebeen veryfullofcontentandtoday,whilestillcontainingimportantmaterial,willnotbeasheavy.Iwillbe abletospendmoretimereviewingthecontentandworkingontheproblemsinclass.Wewillcoverhow topostfromthecashpaymentsjournaltothegeneralledger,andhowtopostdebitandcreditentries fromthegeneraljournaltothegeneralledger.Aswiththepreviousday,Iwillbeginbyreviewingany issuesthatImayhavenoticedwhilereviewingtheOnYourOwnProblemfor111andtheemailsthe studentssentabout112.Wewillclosebyspendingalittleextrainclasstimeworkingonthe ApplicationProblemsthataredue. Indicators(Assessment): Outcomes(Objectives):Module2D Thestudentswillbeabletopostfromthecash 2.19Step3:PostingtoLedgers:Topostfromthe paymentsjournaltothegeneralledger. multijournalsystemtothegeneralledgerand Thestudentswillbeabletopostfromthe subsidiaryledgers(accountsreceivableand generaljournaltothegeneralledger. accountspayable).(TL) Thestudentswillbeabletoexpressthatthere arestepstotheprocessofpostingtothegeneral 14.8Torecognizetheorderofpostingofthe ledgerandexplainwhatthosesteps. specialjournals.(IL) Thestudentswilldemonstratetheirabilityto post,throughgroupcompletionofthework togetherexampleandindividualcompletionofthe OnYourOwnandApplicationProblems. TheOwnYourProblem,inAplia,isaformative assessment.TheOwnYourOwnproblemisdue thefollowingdayandIwillbeabletoreview, instantly,theresultsonline.Theseresultsmay promptmetogooverthismaterialagain. TheApplicationproblemisgradedandcounts towardsasmallportionoftheassignmentsmark forthisclass.Apliagradestheproblem automatically.Iwillalsoreviewthisproblemwhen Iamcheckingforunderstanding.TheApplication problemisdueintwoclassesandIwillbeoffering furtherreviewofthistopicatthestartofnext classtoaidinitscompletion. CommonEssentialLearnings:TechnologicalLiteracy CrossCurricularCompetencies:DevelopingLiteracies PrerequisiteLearning:Thestudentswillalreadybeaccustomedtotheuseofspecialjournalsandhowto

journalizeentries,inthosespecialjournals.Thestudentswillnowbefamiliarwithpostingtothe AccountsPayableLedgerandAccountsReceivableLedger. Equipment/Materials:Thestudentswillneedaccesstocomputers,theinternetandApliatocomplete thesampleproblems.Iwillneedaccesstoaprojectorandlaptopforthepresentationandacomputer withApliaaccessfortheproblems. Set:(10minapproximatelydependingonthenumberofquestions) 1)BeforeIbegin,Iwillaskeveryonetoturnofftheirmonitorsandleavethemoffuntilwereachthe worktogetherportionofthelesson. 2)IwillbeginbyaddressinganypatternsorissuesthatInoticedfromboththeemailsandthe111On YourOwnproblem.Iwillnothavecompletelyreviewedthe112OnYourOwnproblem&111 ApplicationProblem,butIwillhaveseentheresultsasAplia"grades"thisimmediatelyandIwillbeable toaddressthisaswell. 3)IwillthenmovethediscussiontotalkingaboutpostingtotheGeneralLedger. Development:(20min) 1)Iwillstartbytalkingaboutsettingupanewaccountinthegeneralledger. 2)Iwillmoveintoexaminingthestepstopostingfromacashpaymentsjournaltothegeneralledger. LiketheAccountsPayableLedgerandtheAccountsReceivableLedger,postingtotheGeneralLedger hassimilarandconsistentsteps. 3)Iwillwalkthestudentsthroughpostingdebitandcreditentriesfromageneraljournaltothegeneral ledger. 5)Afterwalkingthestudentsthroughthestepstoposttotheaccountsreceivableledger,wewill completetheWorkTogetherproblemasaclass.Iwillselectnamesatrandomtohelpcompletethis problem.ThiswilllikelynottakeaslongastheWorkTogetherproblemfrom111,leavingafewextra minutestoworkontheOnYourOwnProbleminclass. 6)ThestudentswillhavetheremainingtimetoworkontheOnYourOwnproblemfrom113.This problemwillbeduetomorrow,andwhileIamnotgradingit,Iwilluseittoinformmyinstructionasto howwellthestudentscomprehendthematerial.Sincethelessonisalittleshortertoday,thestudents shouldhavetimetobegintheApplicationProbleminclass,andIwillbeabletocheckinwiththem directlyontheirprogress. Closure:(20min.approximatelydependingonthenumberofquestions) 1)Inthelastpartofclass,thestudentswillworkontheOnYourOwn&ApplicationproblemsandIwill circulatearoundtheroom,offeringuptipsandhelpingthestudentsalongasneeded. 2)Iftherearestudentsneedinganextrachallenge,IwillintroducetheideaoftheChallengeProblem, whichtheycanbegintolookat,atthispoint.Thechallengeproblemisnotrequired,butismoredifficult thanthestandardproblemsintheunit.Ifastudentwishestocompletethechallengetheycan,gaining bothextrapracticeandataskthatismoredemanding.Iwillalsofactorthisproblemintothegradingfor thegeneralassignmentscategory,possiblyhelpingboostagrade. 3)Iwillclosebyremindingthestudentsabouttheduedates(112ApplicationProblemand113On YourOwnareduetomorrowand113ApplicationProblemisdueintwodays),andthattheyneedto sendmetheirdailyemailonhowtheyarefeelingaboutthecontentfrom112.Tomorrowwewillbe coveringpostingspecialjournalcolumntotals. ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson.

2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 3)Iwillmovethroughouttheroomwhilethestudentsareworkingontheirexercises.Iwilloffer assistanceanddirectionasneeded.IwillusemypresencetokeepthestudentsontaskandIwillremind themofwhattheyshouldbedoingiftheygetofftask. 4)Forthosestudentswhoaredonetheallthematerialearly,Iwillpromptthemtocompletethe ApplicationProblemorbegintoexamine114. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: Observer: TBA TBA

Topic: PostingtotheGeneralLedger

ProfessionalTarget/Goal: Speakingtothestudents Thegoalistospeaktoallthestudentsinthe classroom. Thegoalistoprovideasmuchassistanceasthe studentsneed. Somestudentsmaynotfeelcomfortableasking forassistance;therefore,thegoalistocheckinon everyone.

StepstoAchieveTarget: Iwilltalktoeachstudentwhilehe/sheworkson hisorherOnYourOwnandApplicationsproblem. Iwanttocheckinwitheachstudent,tomake surehe/sheisdoingallright.Thisisbecausesome studentsmaynotfeelcomfortableasking questions. IwillprovideassistancetothosewhoneeditI willNOTgivetheanswer,butIwillaskquestions andguidethemtowardstheanswer. Iwillnottellastudentifananswerisrightor wrong,butinsteadIwillguidethemthroughthe problem.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontohowIspeaktothestudents.Iaminterestedto knowifIamspeakingtoeverystudentintheroom.IwouldliketoknowifIamspendinglotsoftime withsomestudents,whileignoringotherswhomayneedme.Whenthestudentsaskquestions,amI guidingthemtotheanswerbutnotgivingit?DoIcheckinwiththestudentsatleastonce?DoIspeakto justonepartoftheroom? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)DidIspeaktoallthestudentsintheclassroom,duringtheOnYourOwnandApplicationproblem?

2)DidIspendmoretimeinonesectionoftheroom?Yes/No 3)IfIspentmoretimewithcertainstudents,pleaserecordwhotheywere.Werethereotherstudents inneedofmyassistanceduringthistime?

4)DidImoveabouttheroomwhilethestudentswereworking?Yes/No 5)Inobservingme,didyounoticemeofferingguidancetothestudentswhoneededhelporwhoI checkedinonmyself?(RecordaMark) 6)Incirculatingthroughtheclass,duringtheexercise,pleasetrytolistentooneormoreofmy conversationswiththestudents.DidIofferquestionsandguidingexamplestothosestudentswho neededit?

7)AdditionalCommentorNotes:

SpecialJournalTotalsPostingLessonPlan(Day04) Name: Subject: ToddMcLauchlin Accounting20 Date: TBA Grade:

11 50min

CooperativeTeacher: TBA

LessonLength:

ContentIdentification:TodaywewilldiscusspostingSpecialJournaltotals.Thestudentsarealready familiarwiththeuseofpurchasesjournals,cashpaymentsjournalsandcashreceiptsjournals.Theywill nowexaminehowthetotalsfromthespecialcolumnsarepostedfromthesejournals.Thegoalisto havethestudentsunderstandwhereandwhyatotalfromajournaltotalisposted.Througha presentation,groupandindividualworktime,thestudentswillbeabletopostspecialjournaltotalson theirown. Indicators(Assessment): Outcomes(Objectives):Module2D Thestudentscandemonstratehowtopostfrom 2.19Step3:PostingtoLedgers:Topostfromthe thespecialjournalstotheappropriateaccounts. multijournalsystemtothegeneralledgerand Thestudentscanexpresstheorderorthesteps subsidiaryledgers(accountsreceivableand thatpostingoccursinandwillbeabletocomplete accountspayable).(TL) postingthemselves. Thestudentscanarticulatethereasonforposting 14.8Torecognizetheorderofpostingofthe specialjournalsintheorderwedo. specialjournals.(IL) Thestudentswilldemonstratetheir comprehensionofthelessoncontentthroughthe classdiscussion,thecompletionoftheBestBuy example,thecompletionoftheworktogether exampleandthecompletionoftheindividual problem. BoththeBestBuyproblemandtheOwnYour Problem,inAplia,areformativeassessments.The BestBuyproblemwillhelpmeinformallyassess wherethestudentsareatwiththeconcept.The OwnYourOwnproblemisduethefollowingday andIwillbeabletoreviewinstantly,theresults online.Theseresultsmaypromptmetogoover thismaterialagain. TheApplicationproblemisgradedandcounts towardsasmallportionoftheassignmentsmark forthisclass.Apliagradestheproblem automatically.Iwillalsoreviewthisproblemwhen Iamcheckingforunderstanding.Itwillbeduein twoperiodsfromtoday. CommonEssentialLearnings:TechnologicalLiteracy CrossCurricularCompetencies:DevelopingLiteracies

PrerequisiteLearning:Thestudentswillalreadyhaveanunderstandingofspecialjournals,postingand theuseofsubsidiaryledgers. Equipment/Materials:Thestudentswillneedaccesstocomputers,theinternetandApliatocomplete thesampleproblems.Iwillneedaccesstoaprojectorandlaptopforthepresentationandacomputer withApliaaccessfortheproblems. Set:(1015min.approximatelydependingonthenumberofquestions) 1)BeforeIbegin,Iwillaskeveryonetoturnofftheirmonitorsandleavethemoffuntilwereachthe worktogetherportionofthelesson. 2)IwillbeginbyaddressinganypatternsorissuesthatInoticedfromboththeemailsandthe112Own YourOwnProblem. 3)IwillalsoreviewanythingthatIfeeltheclassneedsextratimeonfromthe111ApplicationProblem. 4)Iwillthenmovethediscussionfromtalkingaboutpostingtheindividualitemsonthejournals,to postingthespecialjournalcolumntotals,notingthattheprocedureisverysimilar. Development:(30min) 1)IwillstartbytalkingaboutpostingfromspecialjournalsbutbeforeIgothroughhowtopostthe specialjournaltotals,Iwillasktheclasswhydowe(HobbyShack)usespecialjournals? Theyareusedtosimplifytheprocessofrecordingfrequenttransactionssuchassalesorcash receipts.Theysavetimewhenjournalizingtheentriesandpostingthespecialjournalstakesfarlesstime thanpostingfromageneraljournal.(OrganizationandTimeSaving) 2)Iwillbegintheexplanationofspecialjournalpostingwithusingthevisualsfromthetextbook(via PowerPoint). 3)IwillwalkthestudentsthroughpostingfromtheSalesJournal,PurchasesJournal,CashReceipts JournalandCashPaymentsJournal.Iwillnotetheorderthattheitemsareenteredwhencompleting thepost1)Date2)PostReference3)Amount4)NewBalance5)AccountNumberbacktoSpecial Journal 4)Iwillalsoexplaintheimportancethattheorderofpostingspecialjournalshas.TheorderisSales Journal,PurchasesJournal,GeneralJournal,CashReceiptsJournalandCashPaymentsJournal.Theidea thattheitemsshouldberecordedintheordertheyoccurreddrivestheneedtopostinthisorder. 5)Afterexplaininghowthisisdonethroughthetextbookvisuals,Iwillaskthestudentstocompletea briefrealworldexampleIcreatedfromBestBuy'sfinancials.ThisisthefirsttimeIhaveusedrealworld numbersinthisunit;therefore,Iwillexplainthattheseareactualrealfiguresfromthestartof2013. Forthisexamplethevendorsarereal,theamountofpayablesisrealbuttheformattingwasalteredto fitwhatwearedoinginclass. 6)IwillaskthestudentstopostfromtheCashPaymentsJournaltotheindividualaccounts. 7)SincethestudentsareworkingwithAplia,wewillcompleteanexamplethroughthesoftwareaswell. ThisistheWorkTogetherexercise.WithboththeBestBuyExampleandtheWorkTogetherProblem,I willrandomlyselectnamesfromthePopsiclesticks,tochoosestudentstoanswerpartsofthequestion. Closure:(510min.Approximatelydependingupontheamountoftimeusedatthestartofclassfor questions) 1)Thefinalportionoftheclasswillbeleftforworktime.ThestudentswillcompletetheOnYourOwn problem.Iwillcirculatetheroom,helpingthosewhoneedassistancecompletingtheexercise. 2)Iwillclosetheclassjustbeforethebellringsbyexplainingwhatwewilldointhefollowingclass.We willlookatcorrectingentriesinsubsidiaryaccountsandhowtoposttheentriestocustomeraccounts.I willalsoremindthestudentsthatthe114OnYourOwnproblemisduefornextclass,aswellasthe11 3ApplicationProblem.Thestudentswillberemindedtosendmeanemailaddressinganyareasthey needmorehelpandiftheyfeelcomfortablewiththeunitmaterialtoanswertestquestionsaboutit.

ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 3)Iwillmovethroughouttheroomwhilethestudentsareworkingontheirexercises.Iwilloffer assistanceanddirectionasneeded.IwillusemypresencetokeepthestudentsontaskandIwillremind themofwhattheyshouldbedoingiftheygetofftask. 4)Forthosestudentswhoaredonetheallthematerialearly,Iwilleitherpromotethemtoreviewareas thatIfeeltheyneedreviewon,orgetthemtostartlookingatthechallengeproblemfortheunit. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: TBA Observer: TBA

Topic: SpecialJournalTotalsPosting

ProfessionalTarget/Goal: ClassroomManagement ThegoalistouseproceduresIveestablished withtheclasstomaintainanenvironment conducivetolearning. Thegoalistokeepthestudentsfocusedonthe lessonandtheexercise. Thegoalistoensureallstudentsarefocusedon, andabletocontributetothelesson.

StepstoAchieveTarget: Iwillclearlyexplaintheconceptssurroundingthe lessonandtheexercise,tolimitconfusionand studentsthatareofftaskbecausetheydonot understand. Iwilluserandomselectiontochoosesomeoneto answeraquestion.Thiswillhelpkeepthestudents from"zoningout". Iwillusemypresencethroughouttheroomto keepthestudentsfocusedduringtheexercise portionofthelesson. Ifstudentsareofftask,Iplantoaddressthe situationimmediately. Iwillaskthestudentstoputawaytheirdigital devicesduringthelessonportion,theywillnot needthemtotakenoteseverythingwillbeon thescreenorhandedtothem.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyclassroommanagement.Iaminterestedto knowifmyactionshelpmaintainagoodworkingenvironmentforthestudents.Aretheinstructionslaid outsothattheclassdoesnothavetobeofftasksearchingfordirection?Duringthepresentation,are thecommentsandquestionsbythestudentsansweredinanorderlymanner?DoIhavetoremindthe classtosayontask?DoIhavetoremindthemnottogettooloud?Doestherandomselectionmethod helpkeepthestudentsfocused?Arethestudentsfocusedontheexercise? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference)

1)Howdidyounoticethestudentswereofftaskduringthepresentationportionofthelesson?Howdid Irespond?

2)Werethestudentsusingtheircomputersduringthepresentation?Yes/No(Recordamark) 3)Ifsowhatwasmyresponse,ifany?

4)DidthestudentsneedfurtherexplanationonwhattodoforeithertheBestBuyexampleorthework togetherproblem?Yes/No(Recordamarkforeachtimeyounotice) 5)Didtheclassaskquestionsduringtheexercise?Ifso,howdidIrespond?(Recordamarkforeachtime younotice)

6)HowmanytimesdidIhavetoremindtheclasstoreducethevolumelevel?

7)Whilestudentswerebeingcalledontoanswerquestions,weretheotherstudentsofftask?Ifso, whatwasmyresponse?(Recordamarkforeachtimeyounotice)

8)AdditionalCommentsorNotes:

CorrectingEntriesLessonPlan(Day05) Name: Subject: ToddMcLauchlin Accounting20 TBA Date: Grade: TBA

11 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Thestudentswilllearnhowtoentercorrectingentriesinamultijournalsystem. Theywillalsolearnhowtopostthecorrectingentriesaftertheyhavebeenentered.Furthermore, throughthevideosandThinkPairShare,thestudentswillunderstandtheneedfortimelyandaccurate correctionofaccountingerrors. Indicators(Assessment): Outcomes(Objectives):Module2D Thestudentscandemonstratehowtoenterand 2.19Step3:PostingtoLedgers:Topostfromthe postcorrectingentriesinamultijournalsystem. multijournalsystemtothegeneralledgerand Thestudentswillbeabletorelatetheneedfor subsidiaryledgers(accountsreceivableand accountspayable).(TL) correctingerrorswiththerealworldexamples presentedinthevideos. Thestudentswillbeableto,ontheirown,enter andpostcorrectingentries. TheThinkPairSharequestionswillbehandedin attheendofthelesson.Iwillusetheseanswersas aformativeassessment,forwhenIamplanning thechapterreviewonDay06. Iwillbeabletoseehowthestudentsconnectthe conceptofaccountingerrorswiththetworeal worldscenariosandmayneedtoadjustmyreview basedofftheseanswers. TheOnYourOwnproblemswillalsoserveasa formativeassessment.Theanswerstothe problemswillbedueatthestartofnextclass,but Iwillbeabletoviewthemassoonastheyare complete,throughAplia.Inreviewingthese answers,Imayneedtogooverthismaterialagain. TheApplicationproblemisgradedandcounts towardsasmallportionoftheassignmentsmark forthisclass.Apliagradestheproblem automatically.Iwillalsoreviewthisproblemwhen Iamcheckingforunderstanding.Itwillbeduein twoperiodsfromtoday. CommonEssentialLearnings:TechnologicalLiteracy,CriticalandCreativeThinking CrossCurricularCompetencies:DevelopingLiteracies,DevelopingThinking PrerequisiteLearning:Thestudentswillalreadyhaveanunderstandingofspecialjournals,postingand theuseofsubsidiaryledgers.Theywillalsoneedaworkingknowledgeofsourcedocumentsandhow theyconnecttojournalentries.

Equipment/Materials:Thestudentswillneedaccesstocomputers,theinternetandApliatocomplete thesampleproblems.Iwillneedaccesstoaprojectorandlaptopforthepresentationandacomputer withApliaaccessfortheproblems.Iwillalsobringhandoutssothestudentscancompletethethink pairshare. Set:(1015min.approximatelydependingonthenumberofquestions) 1)BeforeIbegin,Iwillaskeveryonetoturnofftheirmonitorsandleavethemoffuntilwereachthe worktogetherportionofthelesson. 2)IwillbeginbyaddressinganypatternsorissuesthatInoticedfromboththeemailsandthe113Own YourOwnProblem. 3)IwillalsoreviewanythingthatIfeeltheclassneedsextratimeonfromthe112ApplicationProblem. 4)Iwillthenmovethediscussionfromtalkingaboutpostingtheindividualitemsonthejournals,to postingthespecialjournalcolumntotals,notingthattheprocedureisverysimilar. 5)Today'slessonwillbeginwithmeshowingtwoshortnewsclips.OnevideoisonCentroProperties GroupfromAustraliaandoneontheCaliforniaPublicUtilitiesCommission.Bothvideoshighlightthe problemsthatcomefromuncorrectedaccountingerrors. Development:(35min15minThinkPairShare&20minSlidePresentationandWorkTogether Example) 1)Iwillgivethestudents23minutestoexaminethequestionsalonebeforeaskingthemtocollaborate withthepersonnexttothemfor56min. 2)Asagroup,wewilldiscussthequestionsforabout57minutes;Iwilltrytoaskeachpairtoshare somethingaboutthequestions. 3)TheThinkPairShareandthevideoswillleadintoadiscussionaboutcorrectingentriesforaccounting errors. 4)Iwillwalkthestudentsthroughtheprocessofenteringandpostingcorrectingentriesbyusingthe visualsfromtheirtextbooks(whichwillbedisplayedonthePowerPoint). 5)Afterwehavewalkedthroughwhatisneededfortheentries,Iwillasktheclasstoturnontheir monitorsandwewillcompletetheworktogetherproblem.Iwillrandomlycallonstudents,usingthe popsiclesticks,tocompletedifferentportionsoftheworktogetherproblem. Closure:(5min.Approximatelydependingupontheamountoftimeusedatthestartofclassfor questions) 1)ThefinalportionofthelessonwillincludeafewminutestolookovertheOnYourOwnproblem.The problemisveryshortandshouldbecompletedin15minutesorless. 3)IwillclosebyremindingthestudentsthattheApplicationProblemisdueintwoclassesandtheOn YourOwnforthenextclass.IwillalsoremindthemthatwehavetheMasteryProblemandtheUnit Examcomingup;therefore,wewillalsobereviewingthetermsandconceptsaroundchapter11inthe nextclass. ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)DuringtheThinkPairShare,Iwillcirculatethroughouttheroom,ensuringthestudentsareontask andworkingindividuallyduringthe"think"portion.Iwillalsoensurethatduringthepairportionthe studentsremainfocusedontheexercise.Iwillusemypresence,andpossiblycommentsifneeded,to doso. 3)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 4)Iwillmovethroughouttheroomwhilethestudentsareworkingontheirexercises.Iwilloffer assistanceanddirectionasneeded.IwillusemypresencetokeepthestudentsontaskandIwillremind themofwhattheyshouldbedoingiftheygetofftask. 5)Forthosestudentswhoaredoneallthematerialearly,Iwilleitherpromotethemtoreviewareas

thatIfeeltheyneedreviewon,orgetthemtostartlookingatthechallengeproblemfortheunit. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic: CorrectingEntries Date: Observer: TBA TBA

ProfessionalTarget/Goal: EngagementandMotivation Thegoalistoprovidealessonthatisengaging forthestudents,whilestillhelpingthembuildan understandingofhowtocorrectaccounting errors. Iwanttousetheactivities,discussionsand examplesnotonlytoteachalessonbutalsoto buildonethatengagesthestudentsinaccounting.

StepstoAchieveTarget: Imustclearlyoutlinetheexercises,becauseif theyarenotunderstoodtheywillnotbeas engaging. IwilltrytomaketheThinkPairShareandthe videoasinterestingaspossible,remarkingthatthe informationseenintheexamplesarethereal worldresultsofwhatwearediscussingintoday's class. Iwilluserandomselectiontoaskquestions.Ifa studentfeelstheyarebeingleftoutonpurpose,it willmakethelessonlessengaging;thereforeI wanttoensurethattheselectionisleftupto chance. Whileaccountingproblemscanappeartobedry, Iwanttoincludeasmanystudentsaspossiblein theworktogetherexamplehavingeachstudent offerasmallpartoftheanswerandtherefore engagingmorestudents.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontoclassengagementandmotivation.Iam interestedtoknowifmychoiceofactivitiesandexercisesmakesthelessonmoreengagingforthe students.Aretheinstructionslaidoutsothattheclasscaneasilybegintheexercise?Dothevideosand thinkpairshareevokeaclimateofquestioninganddiscussionfromthestudents?DoIutilizerandom selectiontospreadoutthequestions?Whenonestudentisofferingupacommentoranswer,whatis thereactionoftheotherstudents?Dotheydisengagewhenitisnottheirturn?DidItrytodrawalarge selectionofnamesfrommyrandomselection,ordidIhavethesamestudentsolvetheentireproblem? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference)

1)HowdidthestudentsrespondtothevideosIshowed?Werethereanystudentswhowereofftask anddisengagedinthevideos?

2)Didthestudentsmoveintotheexerciserightawayordidtheyrequirefurtherpromotingfromme?

3)Oncethepairandshareportionsofthelessonbegan,didthestudentshavequestionsandcomments toaskofeachotherandthegroupatlarge?Whatwerethetypesofquestions/commentsyounoticed?

4)Didthestudents,atanypointintheexercise,requirefurtherclarification?Yes/No(Recordamarkfor eachtimeyounotice) 5)Duringtheworktogetherproblem,didthestudentsturnontheirmonitorsandengageinanactivity oftheirown?Yes/No(Recordamarkforeachtimeyounotice) 6)HowmanydifferentstudentsdidIrandomlyselecttocontributetotheworktogetherproblem?

7)AdditionalCommentsorNotes:

PuttingitTogetherLessonPlan(Day06) Name: Subject: ToddMcLauchlin Accounting20 TBA Date: Grade: TBA

11 50min.

CooperativeTeacher:

LessonLength:

ContentIdentification:Nowthatchapter11isdrawingtoaclose,itisimportanttoputallthatwehave learnedtogether.Thestudentswillconnectthevariousconceptsandtermsfromchapter11together throughtheuseofstickynotes.Onaposterboard,thestudentswillplaceeachstickynoteanddraw connectionsfromonetotheother,explainingwithafewwordstheconnection.Forexamplethewords ControllingAccount,Post,GeneralLedger,AccountsReceivableLedger,SubsidiaryLedgerandAccounts Receivablecouldbeconnected.AccountsReceivableisaControllingAccountintheGeneralLedger whereentriesfromtheAccountsReceivableLedger,whichisaSubsidiaryLedger,arePosted.Thisbrief exampleonlycontains6terms,whereasthestudentswillbegiven24termsandaskedtomakeasmany connectionsaspossible.Thepurposeofthislessonistoreinforcetheconceptsandtermslearnedover theunitinatangible,visualmanner. Indicators(Assessment): Outcomes(Objectives):Module2D Thestudentswilldemonstratethatthey understandthetermsandconceptsassociated 2.17Step1:OriginatingData:Tounderstandthat noentryshouldbemadeunlessithasasupporting withtheunitthroughtheconnectionstheymake ontheirposterboard. document. Thestudentswillalsodemonstratethatthey 2.18Step2:Journalizing:Toanalyzeeachsource understandhowthevarioustermsandconcepts documentandenterthetransactionintothe areconnectedtooneanother. appropriatebookoforiginalentryusedina merchandisingfirm.(CCT) Theassessmentofthisactivityispurelyformative anditwillgivemeanunderstandingofwherethe studentsarebeforetheywritetheunittest. 2.19Step3:PostingtoLedgers:Topostfromthe Iwillbeconductingareviewlessonintwoclasses multijournalsystemtothegeneralledgerand subsidiaryledgers(accountsreceivableand andifthestudentsarestrugglingwithcertain accountspayable).(TL) concepts,itwillbeimportanttohighlightthosein thereview. Thestudentswillbeaskedtogivepeerfeedback tothepresentinggroup.Assuchtheywillbeasked toprovideaquestionandacommenttoeach groupthatcanhelpimprovetheconceptmap,or justgiveusmoreinformationaboutit. CommonEssentialLearnings:CriticalandCreativeThinking CrossCurricularCompetencies:DevelopingThinking PrerequisiteLearning:Thestudentswillalreadyhaveanunderstandingofgeneralledgers,subsidiary ledgers,posting,correctingentries,specialjournals,andhowtheyareconnected.

Equipment/Materials:Iwillneedaprojectorandalaptopfortheinitialpresentationportionofthe lesson.ThestudentswillneedStickyNotes,postersboardsandSharpiemarkers. Set:(2025min.approximatelydependingonthenumberofquestions) 1)BeforeIbegin,Iwillaskeveryonetoturnofftheirmonitorsandleavethemoffuntilwereachthe worktogetherportionofthelesson. 2)IwillbeginbyaddressinganypatternsorissuesthatInoticedfromboththeemailsandthe114Own YourOwnProblem. 3)IwillalsoreviewanythingthatIfeeltheclassneedsextratimeonfromthe113ApplicationProblem. 4)Iwillexplainthetasktothestudents. Theclasswillbedividedintogroupsof34.Eachgroupwillbegivenaposterboard,apackofsticky notesandaSharpiemarker.Thegoalwillbetowriteeachaccountingtermonastickynote,thenplace eachnoteontheposterboardinalogicalmanner.ThestudentswilltaketheSharpiepenanddrawa connectionfromonenotetothenextwritingontheconnectionlinehowthetwoitemsareconnected. Theywillalsoneedtodrawanarrowonthelinetoshowwhichwaytheconnectionisgoing. Beforewestart,Iwillshowthestudentsashortexampleoftheconnectionsthatcanbedrawn betweentermsusingapictureofastickynotemapthatIalreadycreated. Iwillprovidethestudentswithalistoftermsthattheywillbeconnecting.Thelistis: AccountsPayable AccountsPayable Accounts Accounts Balance Ledger Receivable ReceivableLedger CashPayments CashReceipts Cash Controlling CorrectingEntries Journal Journal Account Credit Debit GeneralJournal GeneralLedger Memorandum PostReference Post(ed) PurchasesJournal Purchases SalesJournal SubsidiaryLedger Sales Scheduleof Scheduleof AccountsPayable Accounts Receivable Thestudentswillalsobeadvisedthattheycanaddwordsiftheyfeelitwillhelpthembuttheymust useallthewordsonthelist. Development:(25min) 1)Thebulkofthetimewillbegiventothestudentstocreatetheirconceptmaps. 2)IwillcreatethegroupsbyrandomselectionandIwillaskthegroupstomeetindifferentlocations.I willcometoeachgroupandgivethemthestickynotes,posterboardandSharpie. 3)Asthegroupswork,Iwillcirculatetheroom,helpingtoensurethateveryonestaysontaskbutalso answeringquestions.WhileIwillnotdirectlytellanystudenthowtoconnecttwoitems,Iwillask questionsofthegroupthatwillleadthemtotherightanswer. Closure:(5minapproximatelydependingonthenumberofquestions) 1)Inthenextclasswewillreview115OnYourOwnandthe114&115ApplicationProblems. 2)WewillalsoconductthepresentationsoftheStickyNoteConceptMaps. 3)In2classeswewillbecompletingtheMasteryProblemandin4willbetheUnitTest.Thestudents needtoberemindedofthis.

ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftenyoumaybepickeditforceseveryonetolistenatalltimes. 3)Iwillensuretoexplainmyinstructionsthoroughlybeforebreakingtheclassintogroupssothe studentsknowwhatisexpectedofthem. 3)Iwillmovethroughouttheroomwhilethestudentsareworkingontheirconceptmaps.Iwilloffer assistanceanddirectionasneeded.IwillusemypresencetokeepthestudentsontaskandIwillremind themofwhattheyshouldbedoingiftheygetofftask. 4)Ifthevolumebecomestooloud,Iwillaskthestudentstobringitdown. 5)Ifagroupfinishesearly,Icanincreasethedifficultybyaddingextraterms.Thiscanbeseenasa challengeforallthegroupstoreachthismark. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic: PuttingitTogetherReview ProfessionalTarget/Goal: Directions/Instructions Thegoalistohaveclearanddetailedinstructions thatthestudentsunderstand. TheinstructionsIgivewillbethebasisfora lessonsuchasthis.IfIdonotgivegood instructions,thenthestudentswillstrugglewith theactivity. StepstoAchieveTarget: Iwillexplaintheexerciseorallyusingavisual exampleonthePowerPointofwhatisexpected duringthePuttingitTogetherexercise. Iwillhavethemajorpointsforthisexerciseinthe PowerPointaswell,sothestudentscanreadwhat theyneedtodo. Iwillincludeallinformationthatisnecessaryfor thecompletionofmyexerciseinmyinstructions. Iwillansweranyquestionsthatthestudentsmay havepriortotheexercisetohelpensureclarity. Iwillalsoensurethestudentsdonotusetheir computers.Iftheyareworkingonaproject,they willlikelymisskeyinstructions. Date: Observer: TBA TBA

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyinstructions.Iaminterestedtoknowifmy instructionsareclearandunderstandabletotheclass.Iwouldliketoknowifthestudentsseemtobe understandingtheinformationIamproviding.Dothestudentshavetoaskquestionsinordertofindout theinformationtheyneedoraretheyabletounderstandtheexerciseasIampresentingit?Arethe groupsabletogetintotheexerciseandunderstandwhatisrequiredordotheyneedmoreinformation tocompletetheexercise? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WeretheinstructionsIdeliveredcomplete?(Inbothoralandvisual/writtenformats)

2)Didthestudentsaskformoreinformationabouttheexercise?Yes/No 3)Howoftendidthestudentsaskclarifyingquestions?(Duringmypresentationandexplanation) (Recordamark) 4)Weretheinstructionsprovidedunderstandablebytheclass?Toevaluatethis,pleaselookathow manytimesthegroupshadtoaskaquestionofmeduringtheworktime.(Recordamark) 5)Werethestudentslookingforguidancethroughouttheexercise?Whatwasmyresponsetothe studentsthatneededfurtherassistance?

6)DidIclearlyoutlinetheexpectationstothestudentsforthepresentationportion?Didthestudents askforfurtherclarification?

7)Incirculatingthroughthegroups,doyouobservemehavingtoremindstudentsaboutkeyaspectsof theexercise?

8)AdditionalCommentorNotes:

PuttingitTogetherLessonPlan(Day07) Name: Subject: ToddMcLauchlin Accounting20 TBA Date: Grade: TBA

11 50min.

CooperativeTeacher:

LessonLength:

ContentIdentification:Nowthatchapter11isdrawingtoaclose,itisimportanttoputallthatwehave learnedtogether.Thestudentswillconnectthevariousconceptsandtermsfromchapter11together throughtheuseofstickynotes.Onaposterboard,thestudentswillplaceeachstickynoteanddraw connectionsfromonetotheother,explainingwithafewwordstheconnection.Forexamplethewords ControllingAccount,Post,GeneralLedger,AccountsReceivableLedger,SubsidiaryLedgerandAccounts Receivablecouldbeconnected.AccountsReceivableisaControllingAccountintheGeneralLedger whereentriesfromtheAccountsReceivableLedger,whichisaSubsidiaryLedger,arePosted.Thisbrief exampleonlycontains6terms,whereasthestudentswillbegiven24termsandaskedtomakeasmany connectionsaspossible.Thepurposeofthislessonistoreinforcetheconceptsandtermslearnedover theunitinatangible,visualmanner.ThislessonisacontinuationofDay6andwillprimarilyconsistof thestudentspresentingtheirconceptmaps. Indicators(Assessment): Outcomes(Objectives):Module2D Thestudentswilldemonstratethatthey understandthetermsandconceptsassociated 2.17Step1:OriginatingData:Tounderstandthat noentryshouldbemadeunlessithasasupporting withtheunitthroughtheconnectionstheymake ontheirposterboard. document. Thestudentswillalsodemonstratethatthey 2.18Step2:Journalizing:Toanalyzeeachsource understandhowthevarioustermsandconcepts documentandenterthetransactionintothe areconnectedtooneanother. appropriatebookoforiginalentryusedina merchandisingfirm.(CCT) Theassessmentofthisactivityispurelyformative anditwillgivemeanunderstandingofwherethe 2.19Step3:PostingtoLedgers:Topostfromthe studentsarebeforetheywritetheunittest. Iwillbeconductingareviewlessonintwoclasses multijournalsystemtothegeneralledgerand subsidiaryledgers(accountsreceivableand andifthestudentsarestrugglingwithcertain accountspayable).(TL) concepts,itwillbeimportanttohighlightthosein thereview. Thestudentswillbeaskedtogivepeerfeedback tothepresentinggroup.Assuchtheywillbeasked toprovideaquestionandacommenttoeach groupthatcanhelpimprovetheconceptmap,or justgiveusmoreinformationaboutit. CommonEssentialLearnings:CriticalandCreativeThinking CrossCurricularCompetencies:DevelopingThinking PrerequisiteLearning:Thestudentswillalreadyhaveanunderstandingofgeneralledgers,subsidiary ledgers,posting,correctingentries,specialjournals,andhowtheyareconnected.

Equipment/Materials:Iwillneedaprojectorandalaptopfortheinitialpresentationportionofthe lesson.ThestudentswillneedStickyNotes,postersboardsandSharpiemarkers. Set:(1015min.approximatelydependingonthenumberofquestions) 1)BeforeIbegin,Iwillaskeveryonetoturnofftheirmonitorsandleavethemoffuntilwereachthe worktogetherportionofthelesson. 2)IwillbeginbyaddressinganypatternsorissuesthatInoticedfromboththeemailsandthe115Own YourOwnProblem. 3)IwillalsoreviewanythingthatIfeeltheclassneedsextratimeonfromthe114&115Application Problems.The115ApplicationProblemwasonlyduetodayandIwillhavenotreviewedthemindetail yet,althoughAplialetsmeseetheassignmentsastheyarecompleted.Nonetheless,withtheMastery Problemtomorrow,Iwantthestudentstohavetimetoreviewthismaterialbeforethen. Development:(30minApproximately5minutespergroupincludingfeedback) 1)ThebulkofthetimewillspentpresentingtheStickyNoteConceptMapsfromthepreviouslesson. 2)Thenonpresentinggroupswillbeaskedtomakeatleastonequestionandatleastonecommentfor thecurrentlypresentinggroup.Thesequestionswillbeaimedtogetmoreinformationfromthe presentinggroupabouttheirmapandthecommentsaremeanttobeconstructivewaystoaddtoand expanduponthemap.Thesecommentsandquestionswillbehandedin. 3)Thepresentinggroupwillexplainhowtheyconnectedtheterms,whytheychosetodoitintheway theydidandwalkusthroughtheflowoftheconceptmapitself. Closure:(5minapproximatelydependingonthenumberofquestions) 1)InthenextclasswewillbecompletingtheMasteryProblem.Thestudentswillbeadvisedtoreview theunitcontentbeforethen. 2)In2classeswewillbecompletingtheUnitTest.IwillalsoconductafullunitreviewpriortotheUnit Exam. ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftenyoumaybepickeditforceseveryonetolistenatalltimes. 3)Iwillensuretoexplainmyinstructionsthoroughlybeforebreakingtheclassintogroupssothe studentsknowwhatisexpectedofthem. 4)Iwillremindthestudentstogivetheirfullattentiontothepresentinggroupwhentheyare presenting. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan[ContinuationofDay06] Name: ToddMcLauchlin Topic: PuttingitTogetherReview ProfessionalTarget/Goal: Directions/Instructions Thegoalistohaveclearanddetailedinstructions thatthestudentsunderstand. TheinstructionsIgivewillbethebasisfora lessonsuchasthis.IfIdonotgivegood instructions,thenthestudentswillstrugglewith theactivity. StepstoAchieveTarget: Iwillexplaintheexerciseorallyusingavisual exampleonthePowerPointofwhatisexpected duringthePuttingitTogetherexercise. Iwillhavethemajorpointsforthisexerciseinthe PowerPointaswell,sothestudentscanreadwhat theyneedtodo. Iwillincludeallinformationthatisnecessaryfor thecompletionofmyexerciseinmyinstructions. Iwillansweranyquestionsthatthestudentsmay havepriortotheexercisetohelpensureclarity. Iwillalsoensurethestudentsdonotusetheir computers.Iftheyareworkingonaproject,they willlikelymisskeyinstructions. Date: Observer: TBA TBA

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyinstructions.Iaminterestedtoknowifmy instructionsareclearandunderstandabletotheclass.Iwouldliketoknowifthestudentsseemtobe understandingtheinformationIamproviding.Dothestudentshavetoaskquestionsinordertofindout theinformationtheyneedoraretheyabletounderstandtheexerciseasIampresentingit?Arethe groupsabletogetintotheexerciseandunderstandwhatisrequiredordotheyneedmoreinformation tocompletetheexercise? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WeretheinstructionsIdeliveredcomplete?(Inbothoralandvisual/writtenformats)

2)Didthestudentsaskformoreinformationabouttheexercise?Yes/No 3)Howoftendidthestudentsaskclarifyingquestions?(Duringmypresentationandexplanation) (Recordamark) 4)Weretheinstructionsgivenunderstandablebytheclass?Toevaluatethis,pleaselookathowmany timesthegroupshadtoaskaquestionofmeduringtheworktime.(Recordamark) 5)Werethestudentslookingforguidancethroughouttheexercise?Whatwasmyresponsetothe studentsthatneededfurtherassistance?

6)DidIclearlyoutlinetheexpectationstothestudentsforthepresentationportion?Didthestudents askforfurtherclarification?

7)Incirculatingthroughthegroups,doyouobservemehavingtoremindstudentsaboutkeyaspectsof theexercise?

8)AdditionalCommentorNotes:

MasteryProblemLessonPlan(Day08) Name: Subject: ToddMcLauchlin Accounting20 Date: Grade: TBA

11 50min

CooperativeTeacher:

TBA

LessonLength:

ContentIdentification:Nowthatchapter11iscomplete,thestudentsmustcompletetheirinclass masteryproblemassignment. Outcomes(Objectives):Module2D&Module12A Indicators(Assessment): Themasteryproblemisaculminationof everythingthestudentslearnedinChapter11. FullUnitProblem 2.17Step1:OriginatingData:Tounderstandthat noentryshouldbemadeunlessithasasupporting Throughthisassessment,thestudentswill demonstratethattheyhaveathorough document. understandingofsubsidiaryaccounts,postingto 2.18Step2:Journalizing:Toanalyzeeachsource thegeneralledgeraccountsfromspecialjournals, documentandenterthetransactionintothe theorderofpostingjournals,correctingentries appropriatebookoforiginalentryusedina andschedulesofaccountsreceivableandpayable. merchandisingfirm.(CCT) Themasteryproblemwillbegradedfor completenessandaccuracy.Thegradingisdone 2.19Step3:PostingtoLedgers:Topostfromthe automaticallythroughAplia.Thisisoneofthetwo multijournalsystemtothegeneralledgerand subsidiaryledgers(accountsreceivableand summativeassessmentsforthisunitanditis accountspayable).(TL) intendedtoutilizealltheconceptsforchapter11. 12.3Todeterminetheadvantageofintegratingan AccountsReceivablemoduleandanAccounts PayablemoduletotheGeneralLedgeraccounting software.(CCT) 12.2Todemonstratetheproperhandlingof softwareandhardwareandtheabilitytoloadand operateGeneralLedgeraccountingsoftware. CommonEssentialLearnings:TechnologicalLiteracy CrossCurricularCompetencies:DevelopingLiteracies PrerequisiteLearning:Thestudentswillalreadyhaveanunderstandingofgeneralledgers,subsidiary ledgers,posting,correctingentries,specialjournals,andhowtheyareconnected. Equipment/Materials:Thestudentswillneedacomputer,internetconnectionandaccesstoApliato completetheproblem.

Set:(57min) 1)Asperusual,Iwillstartbeaskingthestudentstoturnofftheirmonitorsforthefirstpartofclass. Theywillneedthemlater,butnotyet. 2)IwillexplainthatwewillbeworkingontheMasteryProblemtoday.IwillinformthestudentsthatI willbeheretoguidethemiftheyneedme.IwillalsoinformthemthatIwillnotbegivingthemthe answer,onlyguidance.Iftheyaskifsomethingisright,IwillsayNO.Theyneedtoaskmeaspecific questionandIwillhelpthemtotheanswer. Development:(40min) Thebulkofthelessonwillbespentonindividualworktimeonthemasteryproblemforchapter11. 1)Whilethestudentsareworking,Iwillcheckinwitheachstudent,atleasttwice,tochecktheir progress. 2)Iwillcirculatethroughtheroom,observingthestudentsanswers.IfInoticesomethingoutofplace,I mayaskquestionsoruseguidingpromptstohelpthemalong. 3)Iwillhelpthestudentsiftheyneedit;however,IwillnotprovideanswersandIwillnottellthemif theiranswerisrightorwrong. 4)Ifstudentsneedassistance,Iwilltalkwiththemoneononeandtrytoreferenceexamplestohelp theproblemmakesense. Ifthestudentsfinishearly,Iwillinformthemofthestudyguidequestions.Thestudyguidequestions willhelpthemwiththetest;therefore,theyshouldspendsometimeexaminingthem. Closure:(3min) 1)Iwillclosebyremindingthestudentsthattheunittestisin2classes,aswellas,theirMastery Problemisdueatthestartofthenextclass. 2)Iwillalsoinformthestudentsthattomorrowwillbeareviewandprepdaytogettheclassreadyfor thetest. ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)Iwillcompletelyexplaintothestudentswhattheyneedtodo. 3)Iwillcirculatetheroomtoensurethatthestudentsareontaskandthattheyunderstandthe exercise.Iwillcheckinwitheachstudenttomakesurehe/sheunderstandsthetask. 4)Ifthevolumebecomestooloud,Iwillaskthestudentstobringitdown. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: Observer: TBA TBA

Topic: Chapter11MasteryProblem

ProfessionalTarget/Goal: Speakingtothestudents Thegoalistospeaktoallthestudentsinthe classroom. Thegoalistoprovideasmuchassistanceasthe studentsneed. Somestudentsmaynotfeelcomfortableasking forassistance;therefore,thegoalistocheckinon everyone.

StepstoAchieveTarget: Iwilltalktoeachstudentwhilehe/sheworkson hisorhermasteryproblem. Iwanttocheckinwitheachstudent,atleast twice,tomakesurehe/sheisdoingallright.Thisis becausesomestudentsmaynotfeelcomfortable askingquestions. IwillprovideassistancetothosewhoneeditI willNOTgivetheanswer,butIwillaskquestions andguidethemtowardstheanswer. Iwillnottellastudentifananswerisrightor wrong,butinsteadIwillguidethemthroughthe problem.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontohowIspeaktothestudents.Iaminterestedto knowifIamspeakingtoeverystudentintheroom.IwouldliketoknowifIamspendinglotsoftime withsomestudents,whileignoringotherswhomayneedme.Whenthestudentsaskquestions,amI guidingthemtotheanswerbutnotgivingit?DoIcheckinwiththestudentsatleasttwice?DoIspeak tojustonepartoftheroom? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)DidIspeaktoallthestudentsintheclassroom,duringtheMasteryproblem?

2)DidIspendmoretimeinonesectionoftheroom?Yes/No 3)IfIspentmoretimewithcertainstudents,pleaserecordwhotheywere.Werethereotherstudents inneedofmyassistanceduringthistime?

4)DidImoveabouttheroomwhilethestudentswereworking?Yes/No 5)Inobservingme,didyounoticemeofferingguidancetothestudentswhoneededhelporwhoI checkedinonmyself?(RecordaMark) 6)Incirculatingthroughtheclass,duringtheexercise,pleasetrytolistentooneormoreofmy conversationswiththestudents.DidIofferquestionsandguidingexamplestothosestudentswho neededit?

7)AdditionalCommentorNotes:

AllTogetherReviewLessonPlan(Day09) Name: Subject: ToddMcLauchlin Accounting20 Date: Grade: TBA

11 50min.

CooperativeTeacher:

TBA

LessonLength:

ContentIdentification:Inthislesson,wewillfocusonalltheconceptsandtermsassociatedwith chapter11.Wewillbeginwithagroupreviewoftermsandconcepts,thenwewillmoveintoagroup completionofasampleproblemandfinallywewillendwithindividualworktime.Thepurposeofthis lessonistopreparethestudentsfortheexaminthenextclass. Outcomes(Objectives):Module2D&Module12A Indicators(Assessment): Thereviewisacollimationofeverythingthe studentslearnedinChapter11andisdesignedto FullUnitReview preparethemforthetest. 2.17Step1:OriginatingData:Tounderstandthat noentryshouldbemadeunlessithasasupporting document. Throughthisreview,thestudentswill demonstratethattheyhaveathorough 2.18Step2:Journalizing:Toanalyzeeachsource understandingofsubsidiaryaccounts,postingto documentandenterthetransactionintothe thegeneralledgeraccountsfromspecialjournals, appropriatebookoforiginalentryusedina theorderofpostingjournals,correctingentries andschedulesofaccountsreceivableandpayable. merchandisingfirm.(CCT) Thiswillbedemonstratedbytheresponsesto thequestionsdirectedateachstudentandhow 2.19Step3:PostingtoLedgers:Topostfromthe multijournalsystemtothegeneralledgerand welltheycansolvetheproblems. subsidiaryledgers(accountsreceivableand accountspayable).(TL) Thiswillserveasaformativeassessment, combinedwiththeknowledgeIgainedfromthe 12.3Todeterminetheadvantageofintegratingan StickyNotesConceptMap,Imayrecommend AccountsReceivablemoduleandanAccounts certainareasofreviewforcertainstudents. PayablemoduletotheGeneralLedgeraccounting IhavebeenmonitoringAplia,fortheOnYour software.(CCT) OwnandApplicationProblems.These,alongwith theThinkPairShareandConceptMaphave helpedmecreatethequestionsforthisreview. 12.2Todemonstratetheproperhandlingof softwareandhardwareandtheabilitytoloadand operateGeneralLedgeraccountingsoftware. CommonEssentialLearnings:TechnologicalLiteracy CrossCurricularCompetencies:DevelopingLiteracies PrerequisiteLearning:Thestudentswillalreadyhaveanunderstandingofspecialjournals,posting,the useofsubsidiaryledgersandcorrectingentries.

Equipment/Materials:IwillneedmyPowerPointpresentationcompletewithspreadsheetsand questions,aprojectorandalaptop.Thestudentswillneedtheirpen,paperandcomputerfortheAplia portion. Set:(3min) 1)IwillbeginbyaskingthestudentstoturnofftheirmonitorsagainandIwilltakeattendance. 2)Iwillgoovertheitineraryforthelesson. 3)Iwillremindthestudentsthatthetestistomorrowandthereforetoday,wewillbereviewingtheunit together. Development:(15minQuestions15minProblem15minWorkTime) 1)Wewillworkthrough15quickquestionstogetherasagroup.Iwilldrawanamefromthejarandlet thatpersonanswer.Iftheygetitwrong,Iwillopenituptotheroom.Lastly,Iwillprovidetheanswerif needbe.ThesequestionswillbechosentosuiteareasIfeeltheclass,asawhole,needsthemostwork. IwillbasethisupontheApplicationProblems,theOnYourOwnProblemsandStickyNoteConceptMap (Iwantthemtogettheanswerssotheyhavethemforthetest) 2)Wewillthenspend15minutesworkingthroughashortBestBuyexample.Iwillagaincallonstudents tocompleteaportionofthetransaction.Again,iftheyarestruggling,Iwillopenituptotheroomandin aworstcasescenario;Iwillhelpthemwiththeanswer. 3)ThesetwosectionswilltakeupoverhalftheclassandIwillleavethenext15minutesforthe studentstoworkontheirstudyguides. 4)Whilethestudentsareworking,basedoffthecommentsfromthisexerciseandtheconnections madeintheconceptmapsIwillrecommendtosomestudentsareastheymaywanttolookdeeperinto beforethetest. Closure:(2min) IwillremindthestudentsabouttheexamandIwillencouragethemtoworkonthestudyproblemsor challengeproblem. ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 3)Iwillmovethroughouttheroomwhilethestudentsareworkingontheirexercises.Iwilloffer assistanceanddirectionasneeded.IwillusemypresencetokeepthestudentsontaskandIwillremind themofwhattheyshouldbedoingiftheygetofftask. 4)Forthosestudentswhoaredowntheallthematerialearly,Iwilleitherpromotethemtoreviewareas thatIfeeltheyneedreviewon,orgetthemtostartlookingatthechallengeproblemfortheunit. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic: AllTogetherReview ProfessionalTarget/Goal: TimeManagement Thegoalistobalancetheamountofcontentin thereviewwiththeamountoftimeIhave available,whilestillallowingthestudentstimeto review. Thegoalistonotallowtheexercisetogotoo long. Iftheexerciseiscompletedwithextratime,the goalistohaveactivitiesforthestudentsto complete. StepstoAchieveTarget: Iwillexplaineachstepthoroughly,sothe studentsunderstand;however,Iwillnotspendtoo muchtimeastoeatupmyallottedtime. IwillnotrushthroughthereviewbecauseIam shortontime. Iwillkeepmyselfawareofhowmuchtimeis remainingintheclass.IfIfeelthatthegroup activitycangolonger,andismorebeneficial,Ican keepgoing,ifIamneartheendofmyclock. Iwillnotleaveunfilledgapsoftimeinmylesson. Date: Observer: TBA TBA

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomytimemanagement.Iaminterestedtoknow ifIhavegoodcontroloverthetimethateachpartofthelessontakes.Iwouldliketoknowifamableto relaytherequiredinformationtothestudentswithinthegiventimeperiod.Dostudentsseemtobe rushedoraretheyabletocompletetheiractivitiesatagoodpace?Aresomestudentslookingforthings todobecausetheyhavefinishedearly?Ifso,whatdoIonceInoticetheyaredone?DoesthetimeI haveallottedmakethelessonfeeltoolongortooshort? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WasIabletocompletetheentirelessonwithintheallottedtime?

2)DidthestudentsrequiremoreorlesstimethanIprovidedfortheexercise(s)?Yes/No 3)Howmanystudentswereunabletoexaminetheguidequestions,duetoalackoftime?

4)Howmanystudentshadnothingtodo,aftertheexercises?

5)WhatdidIdoiftherewereanystudentswhocompletedthestudyguideearly?

6)Didanypartofthelessonseemrushed?(Toevaluatethis,examinetoseeifthereareanypartsIhad toremoveortruncate)Yes/No

7)Didthestudentsneedtoaskclarifyingquestionsabouteitheroftheexercises,duetothefactthatI rushedthroughtheinstructions?

8)AdditionalCommentorNotes:

Chapter11UnitTestLessonPlan(Day10) Name: Subject: ToddMcLauchlin Accounting20 TBA Date: Grade: TBA

11

CooperativeTeacher:

LessonLength:

50min

ContentIdentification:Inthislesson,theentiretyoftheclasswillbespentontheChapter11unitexam. Theexamhas3parts:True/False,ApplicationProblemsandFillintheblank.Theexamwillpulltogether alloftheconceptsfromChapter11andwillbecompletedonAplia. Outcomes(Objectives):Module2D&Module12A Indicators(Assessment): Theunittestwillrequirethestudentsto demonstratetheirknowledgeoftheconcepts UnitTest fromChapter11. 2.17Step1:OriginatingData:Tounderstandthat noentryshouldbemadeunlessithasasupporting Throughthecompletionofthisexam,the document. studentswilldemonstratetheirknowledgeof subsidiaryaccounts,postingtothegeneralledger 2.18Step2:Journalizing:Toanalyzeeachsource accountsfromspecialjournals,theorderof documentandenterthetransactionintothe postingjournals,correctingentriesandschedules appropriatebookoforiginalentryusedina ofaccountsreceivableandpayable. TheuseofApliawillexpressthestudents'ability merchandisingfirm.(CCT) ofworkingwiththeseaccountingconceptsusing computersoftware. 2.19Step3:PostingtoLedgers:Topostfromthe multijournalsystemtothegeneralledgerand Theexamwillbecompletedindividually,withno subsidiaryledgers(accountsreceivableand helpfromme.Thestudentswilldemonstrate accountspayable).(TL) theirownabilityusingaboveconcepts. 12.3Todeterminetheadvantageofintegratingan Thiswillserveasasummativeassessmentfor AccountsReceivablemoduleandanAccounts chapter11.Apliadoesthegradingautomatically.I PayablemoduletotheGeneralLedgeraccounting willmonitorApliathroughouttheexamtoseeifa studentishavingsignificantdifficulties.Imayneed software.(CCT) tosuggesttosomestudentstoreviewtheirworkif theyhavealowreportingscoreinAplia. 12.2Todemonstratetheproperhandlingof softwareandhardwareandtheabilitytoloadand operateGeneralLedgeraccountingsoftware. CommonEssentialLearnings:TechnologicalLiteracy CrossCurricularCompetencies:DevelopingLiteracies PrerequisiteLearning:Thestudentswillalreadyhaveanunderstandingofspecialjournals,posting,the useofsubsidiaryledgersandcorrectingentries. Equipment/Materials:IrequireonlyalaptopandaccesstoAplia.Thestudentsrequirecomputersand accesstoAplia.

Set:(4min) 1)IwillbeginbytakingattendanceandIwillaskthestudentstoturnofftheirmonitorswhileIgoover theinstructions. 2)Iwillexplainthatthestudentshavetheentireperiodtocompletetheexam. 3)Thestudentsmustputawayallbooks,phonesandothermaterialsfromtheirdesks. 4)ThestudentsmustnotopenanyadditionalsoftwareorwebsitessuchasachatprogramorGoogle. 5)TheonlyitemsthattheywillneedforthistestareChromeopentoAplia,aseparatewindowwiththe instructionsandacalculator(eitherphysicalorvirtual). 6)Iftheydonotunderstandapartoftheinstructions,IwillaskthemtoraiseahandandIwillcomesee thestudent.Iwillnotgiveanyanswers,butIwillprovideclarificationoninstructions. 7)Ifastudentcompletesearly,theyshouldquietlyeitherexaminethenextchapter,orreadsilently alone. 7)OnceIhaveexplainedtheinstructions,Iwillpermitthestudentstoturnontheirmonitors,loginto Apliaandbegin. Development:(45min) 1)Thestudentswillhavethewholeclassperiodtocompletetheexam. 2)Iwillnormallystationmyselfatthecomputer;IwillwatchthemonitorsIcanseefromthere,for handsofstudentsthatmayhavequestionsandApliaasthegradescomein. 3)Iwillcirculatetheroom.Indoingso,Iwillcheckthescreenofthestudents,ensuringthatApliaand thecalculatorareallthatarerunning.Iwillalsobeonthelookoutforphones. 4)IfInoticethatastudentishavingdifficultyandtheanswersarereportingasincorrect,Iwilladvise thestudenttorechecktheirexam. Closure:(1min) 1)Ifastudentcompletesearly,Iwillremindthemtoquietlyeitherexaminethenextchapter,asitstarts tomorrow,orreadsilentlyalone.TheymayalsowishtoworkontheChallengeProblemiftheyhave chosentodothis. ClassroomManagementStrategies: 1)Iwillhavethestudentsturnofftheirmonitorsduringthepresentationportionofthelesson. 2)Iwillmovethroughouttheroomwhilethestudentsareworkingonthetest.Iwillusemypresenceto keepthestudentsfromusingnoncertifiedmaterials. 3)Iwillalsoaskthatiftheyaredoneearly,theydonotdistractothers. 4)IwilldirectthestudentstopreviewChapter12orhavesomesilentreadingtime,iftheyaredone early. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualneeds. 3)Studentsaheadofgradelevelwillbeencouragedtoexaminethechallengeproblemfortheunit.Itis notpartofthestandardmarkingforunit;however,forthosethatcompleteitandwishforittobe includeditIwillweightitinaccordingly. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic: Chapter11UnitTest ProfessionalTarget/Goal: ObservationSkillsandAttentiontoDetail Thegoalistowatchovertheactivitiesofevery studentintheroom. Thegoalistoensurethatunauthorizedmaterials arenotusedoropenedduringtheexam. Thegoalistoensurethatthestudentsarenot talkingwithoneanotherduringtheexam. IintendtomonitorApliaandIhavethegoalof askingthestudentstoreviewtheirworkiftheyare reportinglowscores. StepstoAchieveTarget: Iwillnormallypositionmyselfatthefrontofthe room;however,Iwillcirculatetheroomlookingat eachperson'sscreen.Iwillobservethequestions theyareanswering,aswellastoseeiftheyare onlyusingApliaandacalculator. Whenatthefrontoftheroom,Iwillmonitor bothApliaandtheroom.Iwilllookforlow reportingscoresaswellasstudentswhomayuse theirphoneorGoogle. Iwillaskthosewhocompleteearlytopreview chapter12orreadsomethingquietlyinorderto notdisturbtherestoftheclass. Date: Observer: TBA TBA

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyownobservationskillsandmyattentionto detail.IaminterestedtoknowifImisssomethingofimportance.IwouldliketoknowifIam overlookinganydetails,orspendingtoomuchtimeonsomethingofnoconsequence.Whenthe studentsaskquestions,howdoIrespond?DoIobservethestudentsbothonApliaandinperson? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)DidImovethroughouttheroomregularly?(Totrackthisrecordwhenyounoticedmeobservingthe students)

2)DidIspendmoretimeinonesectionoftheroomwhileIwasobservingtheclass?Yes/No 3)IfIspentmoretimewithinacertainarea,pleaserecordanythingyounoticedfromtherestofthe room.IwishtoknowifIammissingdetailswhileIaminanothersection.

4)DidI,fromthefrontoftheroom,monitorbothApliaandthestudentsatlarge?Yes/No(Recorda markforeachtimeyouobservedsomethingImissed) 5)Whenthestudentsraisedtheirhandstoaskquestions,whattypeofresponsesdidIprovide?

6)DidIrecognizewhenastudentcompletedhis/herexam?DidIremindthestudenttoquietlyworkon eitherChapter12orreadsilently?

7)AdditionalCommentorNotes:

Accounting 20 Unit Plan: Process Paper Todd S. McLauchlin University of Regina - EBUS 285

Process Paper For Accounting 20, I conducted my unit on Posting to General and Subsidiary Ledgers. This unit is centered on Chapter 11 of the Accounting textbook produced by Century 21 Accounting. The unit examines posting to general and subsidiary ledgers from the sales, purchases, general, cash receipts and cash payments journals. It explains how to create a schedule of accounts receivable and payable and prove it to the controlling accounts. It also looks at posting the Special Column Totals of the sales, purchases, cash receipts and cash payments journals. Finally, the chapter examines correcting entries, the use of a memorandum as a source document, how to record a correcting entry and how to post a correcting entry. From this, I pulled that the Big Ideas for the chapter are posting from the journals to the ledgers, creating a schedule of accounts payable and receivable, posting the special column totals from the journals and recording and posting correcting entries. From these Big Ideas, I developed my Essential Questions that I wanted the students to be able to answer by the end of the unit. I created six Essential Questions and worded them as "I can statements", in order to focus on where I wanted the students to be at the end of this unit. Once I had the "I can statements," I needed to develop my summative assessments for the unit. When preparing my roadmap for this unit, I began by thinking about what my summative assessments were going to be. I knew, from having taught Accounting 20 in pre-internship, the effectiveness of the Mastery Problems and Unit Test from Century 21 Accounting. I knew that these are authentic assessments because they mirror the actual process someone would go through when posting entries to general and subsidiary ledgers. Given that I wanted to end my unit with a unit exam and the Mastery Problem as my summative assessments, I needed to build both my lessons and my formative assessments to prepare the students for this. Having seen the Aplia software before, I knew that the Application, On Your Own and the Work Together
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problems were in the same style as the Mastery Problem and the Unit Test. Therefore, I knew I needed to include and focus time on these problems in order build towards my final summative assessments. The Application Problems are assignments that I planned to assign with each section, 111, 11-2, etc. These problems will be due in 2 classes from the day the material was covered. I want the students to have time to discuss the Application Problem with me prior to it being due. The Application Problems will be graded and will count as part of the General Assignments grade. While not part of my summative assessment, the Application Problems are in the same nature and form as the Mastery Problem and the Unit Test. The students will be required to complete each problem as they will help prepare them for the final summative assessments. These problems will be looked over by me and I will send feedback to the students on the assignment. I decided that I would not grade the Own Your Problems, for two reasons. First, I wanted the students to complete the On Your Own Problems immediately after learning about the new topic and I should not expect them to have fully understood the material immediately. Second, I planned to use the On Your Own Problems as a formative assessment for the further development of the unit. As the students complete each On Your Own Problem for the section, I would provide feedback on how they did and adjust my up-coming lessons to review any areas that may need extra attention. Once I decided that the Own Your Own Problems would be purely formative in nature, and be used to build towards my final summative assessments. I needed to plan the lesson content and how I wanted the students to learn the information in order to do problems, complete the summative assessments and ultimately be able to answer the essential questions I started

with. I felt that a mix of both instructor lead and student participation lessons would help transmit the necessary material to the students and keep the class engaged. I planned the lessons with a similar base set-up and modified them from there. In each lesson, I began by discussing the new material, including any vocabulary, and then walked the students through an example of how to complete the transaction as outlined in the textbook. For sections 11-4 and 11-5, I already had slides from Century 21 Accounting that I had used in my preinternship; however, for 11-1, 11-2 and 11-3 I needed to get these examples into a digital format if I planned to cover them in the same way. I actually took pictures of the examples from the book and used those pictures to illustrate the examples in my presentation. I wanted to ensure I covered the examples in the textbook as a class, because this is what the students will be referring to when they are not in class; therefore, I want to ensure I begin with them understanding the examples they have available to them. After covering an example from the book, I then, through random selection, worked through the Work Together problem, which is provided through Aplia, as a class. To randomly select students, I will write each name on a Popsicle stick, and then I will draw a Popsicle when I need a student to respond. This spreads out my questions, since it does not limit the responses to those who are eager to answer. Additionally, it keeps everyone on their toes because no one will know when their name will be selected. The Work Together Problems will also serve as a formative assessment for the unit. Even though the students just learned the process for completing the exercise, by asking the students to offer up the next step in the process, I can see if the students have caught on to how it is done. When the students are answering, I will make sure they know it is okay to be wrong, but it is not okay to not answer. I want everyone to attempt; therefore, I can further discuss the parts that may be confusing some students or

elaborate further on an area that the class may have missed. I also included two Best Buy examples. These examples are in the same format as the Work Together Problems, but have real world numbers. I included them both at the mid-point of the unit and in the final review as an additional point for group practice. I will treat them just like the Work Together Problems and I may have to adjust my lesson on the fly to accommodate any gaps in knowledge that are discovered through the use of these problems. The Unit Test, as a summative assessment, will measure both the practical use of the chapter knowledge, through the completion of a problem, and the vocabulary and concepts surrounding the unit. In order to check for understanding of the vocabulary and concepts, I need to build in further formative assessments as the Work Together, Best Buy and On Your Own Problems are practical in nature. Naturally, during class work time, which I would provide for the On Your Own problem, I would be able to check for understanding on a one-on-one basis, also offering verbal feedback as appropriate. However, I wanted a concrete way to review the important terms of this unit and check to ensure that the students can express them in the correct manner. I wanted to conduct a lesson using a Sticky Note Concept Map to help tie all the terms together. The concept will help the students relate the terms to one another and prepare them for the Mastery problem and the test. I titled the activity Putting it Together and I will have the students write all the terms (of which there were 24) on sticky notes. The terms will be connected using an arrow and along the arrow, the students will write connecting terms. I plan the concept maps project to take the entire class. I did not provide them with the definitions, so this forced them to reference their textbook, further preparing them for the test. I also planned the final portion of the lesson as time for the students to present their maps. I want all the students to see the connections the other students made and hear their explanations. Again, this would further

serve to prepare them for the test. While the other students are presenting, I will have the other groups make notes, which they will have to hand in. The notes will include any questions they have to ask of the group presenting, of which they need at least one. Furthermore, they must offer a comment, something to add to or improve/alter the map. I want the students to be able to offer constructive advice to one another and help build their knowledge of accounting vocabulary. I also want the students to focus on the presentations; each group will have a different way of connecting the terms together and hearing them will help to further build their knowledge. I also wanted to offer the students a way to provide feedback to me. Initially, I planned to do an exit slip, but I realized that I takes time from the actual lesson to complete the slips and the students may not realize what they need to know more about until later. Therefore, I will have the students send me an email after each section 11-1, 11-2, etc. This email will contain two questions; is there something you would like further information on?; and if you were given a test today, would you feel comfortable answering questions about the material from this chapter? While the students can give a quick response, it also provides me a platform to see how they are doing when they are working on their Application Problems. Since the Application Problems are graded, I want the students to have time to answer any outstanding questions before they have to submit the problems. The emails will be read by me, and I will respond with feedback on their On Your Own and Application Problems as needed within the reply. I will answer some questions in detail through the email; however, if several students have the same questions, I will take them up as a group in the next class. Using these emails gives me information that can inform my future lessons, a platform to provide the students feedback and a forum where they

can and are expected to ask questions, without the fear of the whole class thinking that they don't get it. Once I knew what I wanted the students to learn (the Big Ideas), what I wanted them to be able to answer at the end of the unit (the Essential Questions), how I wanted to measure their ability to answer these questions (the summative assessments), and how I planned to inform my teaching toward that goal (the formative assessments and feedback), I then had to plan the actual lesson materials. The Work Together, On Your Own and Application Problems used in each lesson are included in Aplia and I do not need to create these. The PowerPoint Presentations, as mentioned, where designed to inform the students of the section material using examples from the textbook. I used photographs of the examples and added the necessary information to the PowerPoints to make them ready to use in class. I also wanted to bring in real world content as often as possible to help increase the authenticity of the unit. The Best Buy examples use real world figures, which I got from Best Buy, and I created Excel Spreadsheets to enter the data in a format similar to what Century 21 Accounting uses. I added the Excel Spreadsheets to my PowerPoints so that the examples can be compiled easily during the lesson. I wanted to use these examples twice, once mid-unit and once in the review. I think if I over use them, they will lose their effectiveness and become boring; therefore, I will use them to reinforce the knowledge of the unit. I will have the students complete the example as a group, using random selection once more. While planning the section on correcting entries, I decided to include a story I saw on TV, which was about the California Public Utilities Commission. The California Public Utilities Commission (CPUC) had some major discrepancies in their financial statements. As the story revealed the discrepancies were not a result of fraud but from accounting errors. I found a clip of the story on YouTube and I also came across a similar story from last year in Australia. I decided

I would challenge the students to think about the outcome of accounting errors. After all, we normally think about the numbers we are correcting as just numbers and not having larger consequences. I developed a list of guiding questions to accompany the videos and decided to take the videos up as a Think-Pair-Share. The students would be given time to think about the videos and the questions, then I would partner them up where they would build on their answers, and finally we would gather as a group and share our answers through a large discussion. I decided to use this as the opening part of my lesson and led this into a discussion about how we record correcting entries. Both the Best Buy examples and the videos on accounting errors add a real world component to the material we are covering. Furthermore, they offer a change in pace from the standard lesson. The only lesson I had not planned is the review lesson. I knew from the beginning that I wanted to do a review lesson prior to having the students complete their Unit Test. I intend to take all the information I gathered from my formative assessments to make up to content for this review. Naturally, because of this, the review will be different for every group of students. Nonetheless, for the purpose of this assignment, I planned 3 sections to the review: 1) a questions and answers portion, 2) a large problem to work on together, and 3) time for individual work on the study guide. To create my questions for discussion and my large problem, I re-read the chapter pulling out key points and concepts. I listed 15 questions that I determined to be the major areas of the unit. When I reviewed the test later, I found these questions were surprisingly close to the test content. I decided I would take up these questions and problems as a group, having the students record the answers. These questions would be informed by the formative assessments if this were an actual class, instead of just using the text. As before, I decided I will draw student's names randomly and ask them to solve a question. I wanted the students to have

all the right answers, so if he/she cannot get the right answer, I will allow the class to help him/her. I will do the same thing for my problem, which I created around Best Buy again. The problem will take in components of the entire chapter and is a good reflection of the type of questions the students will have to complete on the exam. Overall, the unit is designed to have the students be able to post from the journals to ledgers, create a schedule of accounts receivable and payable, post the special column totals to the journals and record and post correcting entries by the end of the unit. The summative assessments (The Mastery Problem and The Unit Test) are designed to measure how well the students are able to do these tasks. The lessons themselves are designed to prepare the students for the summative assessments. The Work Together, On Your Own and Best Buy exercises are designed to inform my future lessons on how well the students were able to answer the essential questions of the unit. The Application Problem is both graded and formative in nature, the students have time to ask questions prior to it being due and I will give feedback based on its result. The students will also email me after each section to express any areas they need help with and if they are comfortable with the material. I will respond to the emails and address topics as needed as a large group. I may also have to alter my future lessons if a large number of students are having difficulty with each section. The in class lessons are a combination of teacher lead content, where I will present the new material and go over a textbook example, and student lead content, where the students will complete the Work Together Problem as a group. I will also dedicate a portion of each lesson to cover areas that the students, or I, identified as areas needing more clarification. The unit is designed from start to finish preparing the students to be able to successfully complete the summative assessment and answer the essential questions of the unit.