Vous êtes sur la page 1sur 5

Lesson Cycle - Peter Holmstrom

Lesson Title/Topic: Where should I spend my money?

Concept: Financial Literacy - 4th grade math

Standards/Rationale: 111.6 b 10 D

Personal financial literacy. The student applies mathematical process standards to manage one’s
financial resources effectively for lifetime financial security. The student is expected to: describe
how to allocate a weekly allowance among spending; saving, including for college; and sharing.


CALLA is being demonstrated throughout the whole lesson plan. Information is being drawn
from a previous context. Students are then presenting and visualizing the information during
numerous parts of the lesson. They are then getting practice and evaluating themselves as they
are completing their budget. Lastly, there is expansion as the understanding of a budget and
where to save, spend, and give money follows them along in life.

SIOP is being demonstrated throughout the whole lesson plan as well. It appears to follow most
of the same components of CALLA. Students are drawing on prior information, interacting,
putting into practice what they are learning, learning about different strategies in budgeting, and
then concluding with the assessment (a completed budget).

Learning Target: Assessment: Completed written (content

Content Objective: When given a specific objective) or oral (language objective)
weekly allowance, TSW will work with a budget.
group to identify at least three different
categories to put in their budget.

Language Objective: When given a specific

allowance, the student will orally be able to
demonstrate where to allocate their money
for necessary expenditures and savings.

Materials: Play money, Projector, Screen, “Using Money Wisely” Worksheet, iPad, Budget
Template. ELL students are being provided with the aforementioned materials which aid in the
form of a graphic organizer, tactile money, and different ways to learn about budgeting.
Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:

-Play Schoolhouse Rock - $7.50/week -Listen/Watch the video to start to

video found at: https://m.youtube.com/ understand the concept of budgeting and
watch?v=GawH48QNDfc saving/spending.
Length: 3:03

Vocabulary Through Song: By playing the -TSW continue to actively listen to the song
above mentioned video, it will allow to gain vocabulary and comprehension
students to learn new vocabulary and recall skills for future class activities in lesson
old vocabulary via song. plan.
Teacher Input:

- Explain what a budget is. - Will be in their seats following the video.
- Budget: an estimate of income and - Will be actively listening to the teacher
expenses for a set period of time. explain what a budget is and various
- What are ways you can spend money? components.
- Three different ways to spend money:
Spend, Save, and Give. - Respond to question.
- TPR: Teacher has students stand up - Students respond to TPR and conduct
and do a motion for spend, save, and same motion/activities.
give. - Respond to question.
- What do you think should be apart of
every budget?
- Wants vs. needs: How should we be
spending our money?
- Go through section #1 of “Using Money
Wisely”. TTW project iPad onto screen - Receive $50 in play money.
and go through section 1 A-E with the
students as a whole class. - Listening to instructions and moving from
- Pass out $50 in play money to each side “Yes” to side “No” depending upon
student. what they believe. TSW hand over their
- Advise students to stand up and inform money if they decide to spend it. If a
them to go to the side of the room if they student runs out of money, he/she return
believe yes or no. TTW continue to to their seat.
engage with students as the questions are
asked. After each question, TTW ask one
student from the yes side and one student
from the no side why they chose that
appropriate answer. If a student identifies
on the yes side, have them elaborate as to
how much and why that much.
- TTW take however much money the
student has stated they want to give. If - Students return to seats at completion of
they run out of money, the students will their activity.
return to their seat.
- Once all questions are asked, the students
will return to their seats.
Guided Practice:
- Explain instructions to students. Each - Students actively listening to instructions.
student will be given a “Using Money - Students are split into 4 groups of 3.
Wisely” sheet with Section 1 crossed off. - Each student will decide individually how
Each student is to then decide individually much money they want to put into
and silently to themselves where they Savings, Spending, and Giving
would like to split the money up. After they individually.
have completed the three categories, the - Will then compare their results with other
group members will share and discuss why group members.
they put so much money in a category. The - After comparing results, the students will
group must come up with a consensus as to arrive at a consensus of where to split the
how much money to put into each category. money.
After describing the instructions, TTW split
the students into 4 equal groups of 3.
- Actively walk around and observe
students as they are working silently and
then together as a whole team.
- TTW then ask students how they felt and
what is one thing they have learned so far - Respond to teacher and advise thoughts
about budgeting. and feelings about the activity.
- TTW conclude the activity and have
students return to their seat. - Return to individual seat.
Independent Practice:
- Pass out $100 in play money to each - Receive “Budget Template” worksheet
student and the blank “Budget Template”. and $100 in play money.
- Actively monitor students and walk - Work on “Budget Template” and inquire
around the classroom and assist with for assistance if needed.
students as need be. - Students are working individually on
- TTW advise students to turn to a partner and - TSW turn to a partner and share one thing
tell them one thing that they learned about they have learned about budgeting.
- Stand at the door and collect completed - Hand in budget template when leaving
budget template from each student. classroom.

Enrichment: Reteach:
- Assign enrichment students to a computer - Provide students with a teacher small
to use TEACH 3000 to elaborate on skills. group to orally discuss the material as a
different way to present budgeting.

- Student with Writing Disabilities: Can
use a computer to take notes that is also
using a spell-checker during lesson on
money and budgeting.
- Student behind on reading: Can modify
the assignments and create shorter
homework or modify the budget template.
- Student who gets overwhelmed easily:
Hand the student a modified worksheet
that does not show all the work that is too
be done so that they may not get

Vocabulary: Budget, Spending, Saving, Allocate, Allowance, Wants, Needs, Addition,