Jordan Fischer

Class: 10th Grade Personal Finance

Lesson Plan: Financial Institutions

Lesson Plan Type(s):

1. Direct Instruction
2. Concept Attainment
3. Cooperative Learning

Pre-planning: Objectives and Purpose TARGET

Objectives and Link to Nebraska Standards/National Standards

Standards

1. Standard 2. Students will evaluate financial institutions and the services provided.

2. Benchmark 2.1 Identify various types of financial institutions.

Objectives

1. After reading and teacher instruction about the Federal Reserve System (1), the learner will locate six Federal Reserve banks
(2) with 100% accuracy. (3)

2. After watching a video on Financial Institutions (1), the learner will explain the relationship between personal finance and
financial institutions (2) with 100% accuracy. (3)

3. After a Cooperative Learning Group activity (1) on the Federal Reserve, the student correctly (3) describes the organization
and function of The Federal Reserve. (2)

Teacher Cues

1. Reinforce Positive Expectations.

2. Preview Video on the U.S. Financial Institutions.
3. Pause for reflection at beginning of class period.
4. Pause for reflection at end of class period.
5. Prepare Class for Cooperative Learning Group
6. Prepare Discussion Questions.
7. Prepare Handout.
8. Pause for emphasis during key instructional objectives.
9. Prepare Socrative Learning Environment.
10. Preview Exit Ticket.
11. Preview Quiz.
12. Preview Textbook Instruction.
13. Prepare Class for e-Learning.
14. Preview Lesson Plan.
15. Prepare Homework.

Explanation of Lesson:

The lesson will include direct instruction, cooperative learning and concept attainment. After a quick quiz to start class, the lesson
will begin with a brief ten minute video on financial institutions. Next, I will provide direct instruction on the Federal Reserve
System for approximately ten minutes of the period via textbook to be followed by a cooperative learning group activity on the
Federal Reserve System. (ten minutes) Discussion and short answer via Socrative application will follow. (ten minutes)
Homework over the Instructional objectives will be assigned for the following day. The class will end with an anchoring activity
and exit ticket on iPads. (fifteen minutes) *Reference below for details.
I. Lesson Description:
Period Length 55 Minutes.
a. I will start off the class with a quick quiz that tests knowledge over financial institutions. This will be
conducted using Socrative Learning Application. It will be fun and engaging. Students will be involved in a
space race competing with each other to win bonus points due at the end of the course.
b. I will be showing the class a ten minute video on services that are offered by financial institutions. The
students will be required to take notes and be able to summarize the information from the video. The subject
matter will consist of financial institutions and their impact on personal finance. Interest rates and stock
fundamentals will be covered. A formative assessment will follow in the form of a quiz via Socrative
Learning Application. This will be a ten point quiz that will be completed entirely through the application.
{Marzano Big Nine-Summarizing and Note Taking}{Modalities: Hearing, Seeing} {Intelligences: Visual,
Logical, Number}
c. I will then use direct instruction to teach on how the Federal Reserve System is designed. Using Socrative
Learning Application (Open Forum), I will check for comprehension in the areas of the Federal Reserve
System and services provided by financial institutions. {Technology Tool-Socrative}
d. During the cooperative learning exercise, students will create a five minute power point presentation. Each
learner will be dependent on each other to do his/her own assigned tasks. See Instructional Input below for
further details. {Marzano Big Nine-Cooperative Learning}{Modalities: Hearing, Seeing}{Intelligences:
Interpersonal, Intrapersonal, Visual, Logical, Number}
e. Group discussion will be used to check for understanding in class. {Modalities: Hearing}{Intelligences:
Interpersonal, Intrapersonal, Verbal Linguistic, People, Wonder}
f. Homework will be given to check for understanding over the subject matter that is aligned to state standards.
{Modalities: Hearing, Seeing}{Intelligences: Picture, Logical, Number, Word}
i. Homework and Practice Assigned through Learning Management System.
Blackboard Online Chapter 2 Problems 1-20 even. (10-15 Minute
Completion Time) {Marzano Big Nine-Homework and
Practice}{Modalities: Hearing, Seeing}{Intelligences: Interpersonal,
Intrapersonal, Visual, Logical, Number}
ii. Feedback will be provided through homework results the next day and verbal question and answer time.
(Ten Minutes each day). {Modalities: Touching, Seeing}
a. *Students will be given multiple opportunities to check for understanding
throughout the class period.
b. *Prior to the summative assessment, students will be given three checks for
understanding.
g. Anchoring Event
h. Exit Ticket
 i. See Differentiation Instruction below for applicable students. Compacting will apply to three students as
described below. Anchoring will apply to the whole class.
Compacting: {Differentiation-Compacting} Pat, Susie, Mary
Instructional Objective: The learner will accurately define why interest rates are important in the U.S. economy.
Instructional Objective: The learner will accurately calculate a rate of return on a stock.
Instructional Objective: The learner will accurately define why and how the Federal Reserve System is important.

Assessment: Rubric that assesses interest rate understanding.

Criteria Indicators
Advanced Proficient Progressing Beginning
Student identifies Student identifies the Student identifies Student identifies the
Student the functionality of functionality of the functionality of functionality of
explains the interest rates. (Four interest rates. (Three interest rates. (Two interest rates. (One
importance of examples included) examples included) examples included) example included)
interest rates.

Assessment: Rubric that assesses rate of return understanding.

Criteria Indicators
Advanced Proficient Progressing Beginning
Student identifies Student identifies the Student identifies Student identifies the
Student the functionality of functionality of return the functionality of functionality of
explains rate of return on on investment. (Three return on return on investment.
return. investment. (Four examples included) investment. (Two (One example
examples included) examples included) included)

Assessment: Rubric that assesses Federal Reserve System understanding.

Criteria Indicators
Advanced Proficient Progressing Beginning
Student Student identifies Student identifies the Student identifies Student identifies the
explains the the functionality of functionality of the functionality of functionality of
Federal Federal Reserve Federal Reserve Federal Reserve Federal Reserve
Reserve System. (Four System. (Three System. (Two System. (One
System. examples included) examples included) examples included) example included)

II. Activity/Example:
Pat Has met advanced proficiency level for Will independently research the
pre-assessment. relationship of interest rates to bond
Interest Rate Unit prices. Student will present results
to class.

Susie Has met advanced proficiency level for Will create a journal of five NYSE
pre-assessment. stocks and their return over the last
Rate of Return on a Stock five weeks. Student will discuss
Unit journal with teacher over a one week
period.

Mary Has met advanced proficiency level for Will work with a mentor to learn
pre-assessment. more on the federal reserve and its
Federal Reserve Unit impact on the world economy.
 Anchoring: {Differentiation-Anchoring} Whole Class

At the end of class, students will label all twelve locations of The Federal Reserve System on a blank map via their
iPad.
Assessment: Check with Peers
Rationale for the Lesson:

Students need to understand the instructional objectives, because it will enable them to succeed in business, personal finance,
college and careers. My thinking on this lesson is to allow the students to learn first and foremost. That is my number one goal.
In order to create a successful learning environment, I will need to reach out to each and every student in the classroom. That is
why I will provide differentiated instruction and cooperative learning groups as part of my plan. In addition, students will have
the opportunity to learn no matter what their intelligence level may be. I will include a variety of learning modalities as well.
The lesson is designed not only for content but also using the Gradual Release of Responsibility Approach as well. The lesson
will be positive and offer multiple opportunities for students to learn the material through a highly organized and routine
classroom.

Assessment Plan Method - Formative Assessment:

1. Students will be formatively assessed through a quiz given after the video. We will be using the Socrative Application. Each
student will login to the class account and complete a quiz that I will have prepared for them.

A. True/False (2 pts. each)

Directions: Circle T for a True statement or F for a False statement.
1. T / F The Federal Reserve System monitors our nations money supply.
2. T / F The New York Stock Exchange is the only exchange in the world.
3. T / F Financial systems are not necessary for business.
4. T / F Banks are critical to the success of the U.S. economy.
5. T / F Credit Unions do not offer the same services as banks.

2. The students will be given homework over the cooperative learning group exercise for practice as well. This will be
previously prepared homework over the Federal Reserve System that can be completed on his/her iPad device.
B. Multiple Choice (3 pts. each)
Directions: Select the correct answer. Write the letter of the correct answer in the space provided.
1. The Federal Reserve is comprised of how many banks?
a) One.
b) Six.
c) Twelve.
d) None of the above.
2. Who is the Chairman of the Federal Reserve?
a) Janet Yellen.
b) Ben Bernanke.
c) Alan Greenspan.
d) George Fike.
3. The Federal Reserve Bank of New York ______________.
a) Provides leadership to our banking system.
b) Is not a Federal Reserve Bank.
c) Closed in 2002.
d) Works with China on international trade.
4. One wise personal financial choice should include ___________________.
a) Waiting for a windfall.
b) Looking for gold.
c) Opening up several savings accounts.
d) Understanding how the Federal Reserve System functions.
5. What is the most important component to the U.S. financial system?
a) Debt Consolidation.
b) British Pound.
c) Buildings.
d) Money supply.
3. I will also include a one minute essay focused question to reinforce the concepts learned from my direct instruction.
This will be turned in for five points upon completion.
Essay Question (5 pts.)

Directions: Think critically about the Federal Reserve System. Specifically, write an essay on the basic function of the Federal
Reserve System. You will have one minute to complete your response. (25 Words)
Materials/Equipment/Resources Needed:

Video
Personal Computer
Lesson Plan
Homework
CLG Instructions
Quiz
Textbook
Stapler
Predetermined Research Websites

D. Lesson Match
1. Procedures
A. Anticipatory Set

As students enter the classroom, I will have them log into the class application Socrative. (each student will have an iPad or
similar device at his/her seat) I will also instruct them to start on a ten question Financial Institution quiz designed at preparing
the students for the learning class period that lay ahead.

I will also ask them to review the Learning objectives for the day that will be available to them after login to the Socrative
website. They will be free to post comments or questions in a forum that I will be administrating. This jump start to class will
provide the routine of a startup activity each and every day.

B. Objective and Purpose (articulated to the student)

I will verbally inform the class of the learning objectives as follows:

1. After reading and teacher instruction about the Federal Reserve System (1), the learner will locate six banks (2) with 100%
accuracy. (3)

2. After watching a video on Financial Institutions (1), the learner will explain the relationship between personal finance and
financial institutions (2) with 100% accuracy. (3)

3. After a Cooperative Learning Group activity (1) on the Federal Reserve, the student correctly (3) describes the organization
and function of The Federal Reserve. (2)

I will also state that each student will be able to understand the Federal Reserve System and services offered by financial
institutions by the end of class. I will reinforce the importance of understanding financial systems as it relates to personal finance
and the lives of each and every student. Finally, I will also state the instructional objectives of the Federal Reserve System as
well. All information pertaining to instructional objectives and purpose will be available via the Socrative application under our
classroom forum in digital form as well.

C. ME --- Instructional Input

a. I will have a Socrative quiz ready to start the class.
b. I will have a Socrative quiz ready after the video.
c. I will have a video prepared to begin class after the completion of the Socrative quiz.
d. I will teach how the Federal System is organized.
e. I will teach why we need to know about financial systems.
f. I will form a Cooperative Learning Group Assessment Plan as follows:
i. Students will work in teams of four to study how the Federal Reserve System works. Each
student will research the Federal Reserve and provide ten details about the Federal Reserve
to the other three members of the group. Once each student has shared their information, the
group will combine the data and create a power point presentation. Each member must
complete one slide for the presentation. Upon completion, the group will discuss various
lessons learned from the assignment until the class is ready to present.
ii. I will assign groups of four by counting off one through four. The process will start at the
front left of the classroom.
iii. Roles: Each group will have a leader that will communicate the final presentation to the class
and provide any necessary leadership. The other three roles will include the following:
Starter, Coordinator, and Harmonizer.
iv. Social Skills Addressed: Interpersonal, Cooperation, Tolerance and Engagement.
v. The class will have five computer tables. Each table will have four computers for each
member to work at. This will be proximity learning.
vi. I will Assemble the Groups.
vii. I will Facilitate the Cooperative Learning Group Role Play.
viii. Presentations will be conducted the following day.

CLG Rubric:

4 Grading Criteria
Consideration of others.
Contribution of group goals.
Contribution of knowledge.
Working and sharing with others.

The total point value for the project is one hundred points.

A majority of the grade (60% or 60 points) will be the three other scores from your team members.
You will grade each member (and yourself 20% or 20 points) on a scale of 0 or 1 (0-did not
contribute, 1-did contribute) to each of the four criteria, and you must also submit a two paragraph
summary of why you graded each member that way. I will assess the final (20% or 20 points) of
the grade holistically based on the teams final presentation and cooperative learning assignment.

Note: A zero score will result in zero points and a one score will result in 5 points.

g. I will also conduct a Ten minute question and answer session to review material learned in class to include
the gradual release of responsibility activity outlined below.

Skills Cues
Skills Cues Financial Institutions, Financial Services, Federal Reserve System, Board of Governors,
Investment Bank, Deposits, Loans, Fees, Credit, Geographic locations of financial exchanges
Students practicing and deepening their understanding

D. WE --- Modeling

I will model how to post three items learned today in the class forum related to the classs objectives using
my iPad. I will also ask a question that I have covered in todays lesson plan. I will have the iPad image
available on the white board at the front of the room. I will be using the Socrative App. I will then ask the
class to answer my question with peers. The students will be watching in this segment.

E. Monitoring

I will ask if the class has any questions. I will be monitoring and providing feedback during this activity. I
will be assisting and providing any necessary clarification. I will ensure that each student has access to
Socrative and his/her device is working properly. I will allow the students to help me as needed.

F. TWO --- Guided Practice

I and the student will post three items learned in class.

I and the student will be required to submit three important pieces of evidence of how their chosen items
impact their own personal finance. I and the student will come up with a class question as well. I will help
the student as needed.

G. YOU --- Independent Practice

The student will post three items learned in class. The student will be required to submit three important
pieces of evidence of how their chosen items impact their own personal finance. The student will come up
with a class question as well. I will watch this portion.

Gradual Release Of Responsibility Approach

Explicit
Instruction ME Teacher Regulated

I do, you watch

Modeling - WE

I do, you help Supported Practice

Guided Practice TWO

You do, I help

Ind. Prac. - YOU Student Regulated

You do, I watch

H. Closure

I will assign prepared homework via our LMS platform. It will be due the next day and, it will reinforce standards and
objectives covered in class. Students will then complete a brief anchoring activity via Socrative. I will also ask
students to complete an Exit Ticket via Socrative application that will be due before the start of class the next day.
Class Dismissed.