Differentiated Instruction Lesson Plan Holly Rimathe Class: Personal Finance Grade Level: 10-12th grade Unit: Credit

Cards Lesson Topic Introduction to Credit Cards Lesson Length: 40 minutes

This assignment will consist of a modified lesson plan that incorporates differentiation of content, process, or product based on student learning profile, interests or readiness.

Standards
-Use a rational decision-making process as it applied to the roles of -Citizens, workers and consumers. -Apply a decision-making model to maximize consumer satisfaction when buying goods and services. -Analyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using credit. Student Standards and Goals Students will learn concepts of: 1. Financial responsibility 2. Debt and credit 3. How to protect your identity Students will learn the following skills: 1. How to payoff debt 2. How to obtain a credit card and be a responsible owner 3. Ways to be a smart consumer Resources/Technology Needed -Computer -Powerpoint -Note taking guide(3 pages) -Credit card comparison worksheet

Details
Topic of the Lesson: Introduction to Credit Cards Learning Objectives Students will be able to: -Distinguish between credit card and other forms of credit -Assess the advantages and disadvantages of using a credit card -Compare three different credit cards on the Internet and choose

the card with the best options. -Critique the credit cards not chosen. Assessment of Objectives Students will fill out worksheet that will be turned in to the teacher that shows the comprehension of credit card offers. Students will write a synthesis of the research and analysis of credit cards. Differentiation Method Identify and describe what you will differentiate (choose one): Content Process Product Learning Environment ELL- Content-For any ELL students in my class, I will use pictures in the PowerPoint, reduce the list on the worksheet to most important aspects. SPED-Process and Learning Environment-I have a student with limited eyesight. They are able to use a computer with a special screen and color background. I would allow the student to fill out the worksheet online if that is the easiest way for them to complete the task. Gifted/Talented-Product-My student shows an interest in technology. I would ask the students if they would be interested in creating a spreadsheet instead of writing on the worksheet I have prepared. I would allow them to work alone or with another gifted/talented student. Identify and describe the basis for differentiation (choose one): Readiness Interests Learning Profile ELL-Readiness-Students will have a limited English vocabulary. I will limit the amount of vocabulary to only the most important concepts. SPED-Learning Profile-The student will have something from the SPED advisor who will let me know what works best for my student with limited eyesight. I will do my best to learn from the student and their parents what I can do to make them comfortable and give them the best learning environment possible. Gifted/Talented-Interests-I will have conversations with these students and plan specific activities that interest and motivate them. Lesson Procedures -Note taking guide and credit card worksheet at the door for students to pickup on the way to their seats.

-Introduction: Ask: What would you buy with a credit card? Turn to your partner and discuss. Sharing Whip Ask: How will you pay for it? (5 minutes) -Begin PowerPoint over vocabulary (20 minutes) -Advise students on how to fill out the sections as you go through the PowerPoint. Guides will be turned in to the teacher at the end of class. -Credit Card Comparison Shopping Activity(10 minutes, will need more than one class period to finish.) -Students can now work on computers to lookup credit cards on the Internet. Compare same type of card: Visa or Master card, store card(Kohls, Bass Pro, Victorias Secret, Lowes), gas cards, etc. (20 minutes) -Synthesis Have students write 2 reasons why the did not choose the credit cards on worksheets.(2 minutes) Thinking Strategies Used Think-Pair-Share: Introduction Questions: What will you buy, how will you pay for it? Exit Slip: Ask students to write: What one thing surprised you the most when comparing credit cards? What do you still want to know? Assignment (for homework/practice) Ask students: Ask someone you know(parent/caregiver,relative,close friend) what kinds of credit cards they have and why they chose that particular card. Does that match your research and thoughts on the three cards you compared?