Part III: Planning

Instruction Candidate
Work Sample

Kirsten Odom
Candidate Work Sample
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
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Part I: Identification of Learning/Learner Characteristics

The school I am teaching in is Sahuaro High School in Tucson, Arizona. It is in the

Sabino Canyon area in which there is a racially and economically diverse community. That being

said, the area has a majority of white citizens, followed by the Hispanic demographic, and then

African American. Economically, the area could be characterized by lower-middle class to

middle class. There are more apartment complexes than actual housing. The school itself was

built in the 1970s and previously had an impeccable reputation in the areas of both education and

extracurricular activities, mainly sports. Currently, the school has a lot of teacher turnover, due to

lack of administrative discipline, as theorized by my cooperating teacher, David Kornmuller.

Teachers have not met by category of grade level in the past four years; in other words, all the

teachers of the senior class have not met in a few years. However, by department, the teacher

relations vary. The social studies department, in which I work with Kornmuller, are socially

friendly but lack academic dependency. Most teachers work in isolation, though the school does

provide professional development or in-service each week.

In our classroom in particular, we have a myriad of both IEPs and 504s. There is only one

extreme IEP case in which the student suffers from seizures; however, we have to do little to

accommodate this student because he has an adult aid to assist him. Other than that, most of the

IEPs are to allow some students to sit closer to the front of the class or allow the student to take

tests during their study hall period to allow for more time with an open book. As far as the 504s

are concerned, all of them are anxiety related to public speaking. We simply modify all of the

presentation assignments to be a group effort. We have four ESLs, all of which speak Spanish.

All but one are at a proficient level in all communication forms of English other than reading. To

accommodate these students, we allow a lot of group work in which they work with both each
Part III: Planning 12th Grade/Economics
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other, and we encourage other English speaking partners. We have no gifted students or other

remedial classes.

We teach economics to the seniors, which again, are very racially diverse. Economically,

most students benefit from a middle class income. To better visualize the economic status of

these students, I will say that only a few students do not have a smartphone. Not all students,

have more technology than that, such as a laptop, but some do. A small percentage of around six

students live independently. Around seventy percent of our students work after school while most

of the rest of thirty percent are involved in extracurricular activities. As stated previously the area

has been recently flooded with apartment complexes in the last five to ten years. Previously,

most students had the traditional nuclear definition of a family. Now the area has economically

catered to many single-parent families; though Sahuaro, like all of Tucson Unified School

District, accepts any and all students within their own district, though few students who live

further away choose to take advantage of that option. Parent involvement is rare, if not existent.

Though, we have already had one meeting with a student with adopted parents, who initiated the

meeting and were highly concerned with the current situation of their student. Most other parents

will not attend the upcoming parent teacher conferences. Kornmuller averages that he gets ten

parents at these conferences, even though we have 142 students in total. However, though the

family situation and parent involvement is not ideal there is rare gang activity in the area. This

differs than other schools in TUSD, in which there is usually a violent occurrence at least once a

week.

The technology we have specifically in our classroom is both Kornmullers district-

owned desktop as well as a Promethean board, paired with the projector. Kornmuller

occasionally prefers to show graphs, PowerPoints, and videos to the class when lecturing. For
Part III: Planning 12th Grade/Economics
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instance, the other day we were discussing the production possibilities curve and Kornmuller

used graphs on the Promethean board from the online textbook to lecture on the subject.

However, we also have access to both portable laptops and a computer lab in which the students

are permitted to use that technology. Though rare, Kornmuller will request the students use their

smartphone to do light research to accomplish an activity but never uses technology to measure

student learning. In other words, students are allowed to use their phones on assignments graded

by participation, such as pre-assessment activities, but no actual formal or post assessments.

Part II: Evaluation of Prior Knowledge/Skills

The pre-assessment for my unit will include a test with a variety of types of questions.

Many are short answer and are modified to be simpler; there are also a few multiple choice. The

post-assessment is very similar to the pre-assessment just modified-short answer questions (to be

more difficult). Both tests can be found at the end of the section; note that the formatting has

been altered for this section but will be different on the actual test given to the students. These

assessments include content, such as: investing, insurance, taxes, loans, and credit. Altogether

my pre-assessment is short and will give me a clear picture of what my students do or do not

know about personal finance.

The enduring understandings and essential questions are as followed:

Enduring Understandings

People should have a budget and financial plan in order to achieve their financial

goals

A person's understanding of investment, credit, and loans affects his/her financial

future.
Part III: Planning 12th Grade/Economics
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Essential Questions

What are my financial goals and how can I achieve them?

What does it mean to be financially responsible?

How can understanding investing, credit, and loans affect my future and financial

success?

Standards

Concept 5: Personal Finance

PO 1. Explain how education, career choices, and family obligations affect future
income.

PO 3. Determine short- and long-term financial goals and plans, including

income, spending, saving, and investing.

PO 4. Compare the advantages and disadvantages of using various forms of credit

and the determinants of credit history.

PO 5. Explain the risk, return, and liquidity of short- and long-term saving and
investment vehicles.

PO 6. Identify investment options, (e.g., stocks, bonds, mutual funds) available to

individuals and households.

Objectives

SWABT identify how finances relate to their goals for life.

SWABT discover how decision-making can assist in accomplishing goals
SWABT evaluate the costs and benefits of a student loan
SWABT discuss on whether higher education is necessary.
SWABT research on whether their desired career requires further education.
SWABT demonstrate prior knowledge through a pre-assessment test.
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SWABT review their goals to determine the financial aspects of those goals.
SWABT research how much money they need to accomplish their goals.
SWABT identify the elements of credit scores, and what impacts them
SWABT discover the methods to keep a high credit score
SWABT collaborate and discuss with partners the elements of credit scores
SWABT discover how to alleviate low credit scores
SWABT determine the longevity and components of a loan.
SWABT define cost-benefit analysis.
SWABT research consumer borrowing
SWABT compare various types of car loans and lenders

With these unit objectives I hope to introduce the inquiry into how life choices can affect

current and future finances. Students should learn about how to budget their income and utilize

other financial tools. Tools such as investment, credit, loans, insurance, and even taxes should

not be a foreign concept to students. Between a culture of instant gratification and the actual

complexities of these topics students could potentially make catastrophic financial decisions that

affect the bulk of their lives. My goal with this unit is to help students make informed financial

decisions for the near future and make them plan for the future now.

These objectives correlate to my pre-assessment and goals for this unit in helping

students prepare for financial independence. This has been one of the utmost important

objectives Mr. Kornmuller and I desire for our students. Mr. Kornmuller believes that a large

percentage of these students will not be continuing their education in economics but every

student will be making personal economic decisions at some point, so this is the most beneficial

material we can offer students. Furthermore, a few students live independently, as previously

mentioned in Part I, and have asked questions about taxes, insurance, credit, etc. Mr. Kornmuller

has approved each question and helped to edit the material; in order to help aide students with

these financial endeavors.

Part III: Planning 12th Grade/Economics
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Though most curriculum maps would finish the year of economics with a personal

finance unit, after much discussion we have decided to place this unit after the microeconomics

unit. Again, it is in our opinion that these concepts are the most beneficial for seniors. As for the

timing after microeconomics, we found that a lot of student inquiry and discussion during

microeconomics and even the fundamentals of economics revolved around their economic

choices; and this unit would continue that conversation.

Personal Finance Unit Pre-Assessment Name: ____________________

Period: _____

1. People should have an emergency fund. What type of situation should someone use their

emergency fund?
a. If that persons car needs minor repairs.
b. If someone gets seriously injured (and it is not covered in their insurance).
c. If someone gets invited to go on a road trip last minute.
d. If someone wants to buy the latest phone.
2. Why is it advantageous to invest in other areas (OTHER than a savings account) for the

future? What is the risk?

3. What is stock?
4. Explain a bond.
5. What is a mutual fund?
e. A fund managed by a company that includes a portfolio of stocks or bonds
f. Partial ownership of a company
g. A type of loan in which you are the lender to the government or a corporation

with a maturity date

h. A set aside amount of money shared by a group of people
6. What is diversification?
i. A large amount of investments in stocks
j. A variety of types of tax deductions
k. A variety of accounts with different banks
l. A variety of different types of investment within a portfolio
Part III: Planning 12th Grade/Economics
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7. Why do you think so many people in the US do not have adequate savings when they

retire?
8. What is a 401(k)?
9. What is Insurance?
10. Why does someone need car and renters insurance? What can cause car insurance to go

up?
11. What is Life Insurance? Why would someone need Life Insurance?
12. Why are credit scores so important? What can somebody do to improve their credit

score?
13. What is APR within loans?
14. What is gross income?
15. What is net income?

Personal Finance Unit Post-Assessment Name: ____________________

Period: _____

16. Explain the purpose behind an emergency fund. For what type of situations should you

use an emergency fund?

17. Why is it advantageous to use the market when investing for the future?
18. What is stock?
19. Explain a bond.
20. What is a mutual fund and how does it work?
21. What is diversification?
22. What is a portfolio?
23. Why do you think so many people in the US do not have adequate savings when they

retire?
24. What are the features of a 401(k)?
25. What is Insurance?
26. Why does someone need car and renters insurance? What can affect premiums?
27. What is Life Insurance? Why would someone need Life Insurance?
28. Explain the two different types of Life Insurance and how they work.
29. Why are credit scores so important? What can somebody do to improve their credit?
30. What is APR? What is considered to be a high APR?
31. What is the difference between gross income and net income?
32. How are credit scores determined?
33. What is a premium and what can cause it to increase?
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34. What is a deductible?

Part III: Planning Instruction

Overview

Lesson Topic Strategy

Goals and Finances Discussion
The Costs and Benefits of College Reading and Debate
Credit Scores Role Play, Discussion, and Lecture
Loans Lecture and Modeling, Group Work, and
Presentations
Insurance Discussion, Reading, and Role Play
Investments/Retirement Lecture, Writing, and Online Activity
Budgeting Lecture and Research

Student Needs and Pre-assessment Data

Based off the results of the pre-assessment, s eighty percent of students demonstrated

they had a basic understanding of what stocks, bonds, insurance are. Only fifty percent of

students proved they understood the concepts of loans, insurance, and emergency funds.

Furthermore, no students showed a clear understanding of the other questions on investments. In

order to accommodate these results and the needs of my students who are language learning,

have IEPs, and 504s of stress, throughout the lesson I will give these students access to either the

online book resource that provides an audio Spanish overview of each topic.

For a more specific instance in a lesson, the way I modified the second lesson to

accommodate students is stated in the following. For the students who have 504s or qualified

IEPs I will be reducing the requirements of any of the formal assessments and post assessment.

For students who had IEPs that involved a sensitivity to social engagement or public speaking, as
Part III: Planning 12th Grade/Economics
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well as for students with a lack of knowledge in either reasons to attend college or the opposite:

I had all students read research from the pro-con website. Furthermore, for students who struggle

with reading we watched two videos on the arguments for and against going to college: one

video informative in nature and the other while still informative was also creative in

presentation.

Another example of modifying a lesson based off the students pre-assessment and

understanding of the topic was the stock and investment lesson. Though the students can now

play the online stock game with understanding and ease, at the time based off their score of the

pre-assessment and some other unfortunate and unforeseen issues they were not able to get that

far. So I showed the website to all of them and thats how I exposed them to the material but did

not have the expectation for them to do the simulation. The only reason we did not end up doing

the simulation after they did gain an understanding was due to time constraints.

Most lessons, I tried to differentiate the way in which the content was exposed to the

students: whether by discussion, video, reading, an activity, or questions meant to engage their

inquiry. This was designed to engage all students of different skills, foreknowledge, and learning

styles. In order to compensate for the results of the pre-assessment, I would strategically pair or

group certain activities so that students who had more knowledge could speak with those who

had less. One example of this is during the lesson about credit: I asked students who had scored

higher on the questions about credit and loans on the pre-assessment to play the role of the

person giving the loans in the role play activity. This helped to ensure that students with a higher

understanding of loans was speaking to students who had less understanding. Also, kids with less

understanding were not setting the expectation and giving a false sense of understanding to

others.
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Reflection and results on assessments did have an impact on each lesson and day

throughout the unit. For instance, after modifying the lessons not only based on students

understanding in the pre-assessment after each formative assessment, I was able to reflect and

ascertain which topics I needed to help the students study on for the post-assessment at the end

of the unit. The day before we tested, I assisted the students in some review time and recovered

some topics I had noticed low scores on the formative assessments. Sometimes throughout the

unit, if I had noticed a lack of understanding, I would modify the lesson for the next day to

compensate for the lost day. The primary example of this is in my reflection on the lesson about

investments down below.

The bulk of my use of technology for this unit was in research. Students used their own

phones or laptops to research items for their own personal projects. This included information

like, how much would their dream car cost, or what to do when your identity is stolen. I modeled

and instructed for students to use credible websites of organizations or government-based

websites: for instance, the stolen identity information came from the FTC website.

Another way technology was implemented was through the use of videos or pictures.

Rather than just reading or lecturing information students were presented with interesting videos

to communicate the content, as mentioned previously. I also tried to expose students to more

technological resources they could use not only now but in the future: such as online budget

calculators, credit calculators, and stock investment simulations.

Lesson Plan One

Pre-Assessment & Introduction of Goals
Time: 55 minutes
Part III: Planning 12th Grade/Economics
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Focus of this Lesson:

This lesson will be used to pre-assess the students previous knowledge of finance, to
determine the focus for each lesson. Afterwards, we will discuss the conversation of life
goals and how finances play a role in those goals. I will then introduce a project that
students will be working on throughout this unit.

Enduring Understanding:

People should have a budget and financial plan in order to achieve their financial goals.

Essential Question:

What are my financial goals and how can I achieve them?

Content Objectives:

SWABT identify how finances relate to their goals for life.

SWABT discover how decision-making can assist in accomplishing goals

Skill Objectives:

SWABT demonstrate prior knowledge through a pre-assessment test.

SWABT review their goals to determine the financial aspects of those goals.
SWABT research how much money they need to accomplish their goals.

Common Core CCR Standards:

Speaking and Listening: Comprehension and collaboration

Speaking and Listening: Presentation of Knowledge and Ideas
Vocabulary Acquisition and Use

Arizona Standards:

Determine short- and long-term financial goals and plans, including income spending,
saving, and investing.

National Economics Standards:

Standard 2: Decision Making

Description of Instructor Knowledge:

Part III: Planning 12th Grade/Economics
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Most goals, especially long-term goals, have a financial component to them: travel,
owning a house, career goals, etc. The financial decisions we make now can affect the
achievement of those goals. We should develop plans to achieve these goals and begin to
predict obstacles.

Assessment:

Pre-assessment: This will be a short test, consisting of both short answer and multiple
choice questions. These questions cover overall knowledge of the entire unit.

Goals Activity: This worksheet will be a reflection of the discussion of goals. It asks
students to think of particular details to accomplish their goals.

Personal Finance Project: This project will be an on-going project throughout the entire
unit as a reflection and correlation between the content and decision-making. Students
will be making financial goals and either making decisions on how to use financial tools
or reflecting on the proper use of these tools.

Materials:

Pre-assessments
Personal Finance Project Instructions
Computer & Promethean Board
Goals Activity Sheet
Laptops

Technology:

This lesson will require research of the students to determine how much money they will
need to achieve their goals.

Inquiry:

What is the financial aspect of the students goals? How much money do they need to
achieve these goals?

Vocabulary:

Short-Term Goals
Mid-Term Goals
Long-Term Goals
Cost-Comparison
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Outline:

Time Activity Students Learning Teachers Learning Tasks

Tasks

20 min Pre-assessment Test Answering questions to Giving instructions to the test and
the best of their ability monitoring students during the test

10 min Reflection & List personal goals and Giving instructions

Discussion: Dreams & share goals with others
Goals Providing Inquiry and Facilitating
Classify how finances Discussion
plays a role in each goal
What are your bucket list
Classify time frames for items/goals?
each goal (short- mid- How do money/finances play
and long-term a role in these goals?
What is the time frame for
these goals?

15 min Investigation & Activity Choose one particular Give instruction on laptop use and
Worksheet goal and estimate the activity worksheet. Assist and monitor
cost based on research, students.
filling out the
worksheet.

10 min Personal Finance Project Listen and take notes Explain new assignment, reading
Introduction through the directions together and
modeling the first section through
PowerPoint

GOAL ACTIVITY WORKSHEET:

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Goals Activity and Research Name:

____________________

Period: _______

Step One: What is your goal?

Step Two: When do you want to complete goal?

Step Three: Estimate the cost of this goal, after researching. Give an overview of the

different expenses.

Step Four: How much money should be saved each month to accomplish this goal?

Step Five: How can you start making progress on this goal today? How will you get
the money needed to get the monthly savings?

Step Six: What items can you cut back on to have more money for your monthly

savings?
Part III: Planning 12th Grade/Economics
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Personal Finance Project

Instructions and Rubric
During this unit we will be compiling a packet of information and decisions based on the
concepts and financial tools we will be learning about. The prominent feature of this project will
be your specific and unique goals for life and how finances play a role in those goals. Towards
the end of the unit we will then be creating budgets to help you accomplish your goals now.
Because this project will be an ongoing process, be prepared to modify and adapt your project as
you go. There will opportunities to check your progress to ensure you are on the right track.
Formatting:
Your project should consist of a packet of TYPED documents of legible fonts, addressing
all of the required material. The formatting is left to you to decide. As long as the
information presented is clear and meets the following requirements, you may format
however you please. Use complete sentences. There assigned titles for each section; title
each section in your finished project.
Due Date: April 3rd at the beginning of class
Title Page:
Create your own title
Include your name, class period, and due date
Section One: Your Goals
Entitle this page My Goals
List at least 2 short-term goals, 5 mid-term goals, and 5 long-term goals.
Your short-term goals must be specific.
For each goal, include a date or age you want to complete your goal by. (Short-
term, mid-term, and long-term is relative but for the purposes of this assignment
short-term will be a goal within 2 years. Mid-term will be a goal within 5 years
and long-term will be anytime after that)
Perform a goal analysis for each of your short-term goals, 2 of your nearest mid-term
goals, and 1 of your long-term goals.
The goal analysis includes:
An estimate of total funds needed for the goal
Money you need to save each month to achieve this goal
How you are going to make progress towards this goal
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Wants you will cut back on until you achieve this goal
Section Two: College/Career
For this section there are two options: if you are going to college follow those
instructions. If you are going to go straight to working towards your career, follow the
career instructions. You do not have to do both assignments, but do at least one.
COLLEGE: Create budget using the website below and add it to this project. After
creating your budget, write a paragraph answering the following prompt: What profession
do you want to work in? How is a college degree going to be beneficial towards that
degree?
[Link]
[Link]#WSInfo1
CAREER: Write a persuasive essay giving three reasons why you are not going to attend
college. Within this essay describe your desired job and how you can educate yourself in
that area. How are you going to progress towards your desired job? This is a formal essay
that must have an introduction, body, and conclusion. You may use some of the facts we
learned in class from the website below.
[Link]
Section Three: Roommates
More than likely, you will at some point have a roommate. Answer the questions below.
Most of them will require you to make decision on how you would share things in an
apartment. You might feel differently depending on who you are rooming with. If you
already know who your roommate will be, make these decisions based off who will be
rooming with. If you will not have a roommate in the near future, make these decisions
based off the idea of rooming with a stranger.
1. How will you share food? Who will be buying it?
2. How will you decorate/furnish the shared space? If you own something and it is in the
shared space can everyone use it, including visitors?
3. If you and your roommate buy items together (like a TV) who will own it, if you get
your own apartment?
4. How much of the entertainment are you willing to buy, such as Netflix, Hulu, cable,
etc.? If it is accessible to everyone, should everyone share the cost, even if they did
not want to buy it?
5. There are quite a few bills that people can pay online. However, usually if you pay
online there must be a password security to protect the private the information you
have given companies. This is all to protect your identity (your social security and
bank account information). How do you plan to keep this information anonymous
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from your roommates but still keep the information and payment accessibility of the
bill open to everyone?
6. This is a hypothetical situation: Your roommate has a new boyfriend and youre
worried things will change. Sure enough, a few months later she moves out of your
place and in with her boyfriend. The worst part? You still have six months left on the
lease and she refuses to pay rent now that she has moved out. How will you talk to
your roommate about this situation? What might you do differently in the future when
choosing a roommate?1

Section Four: Protecting Identity

Using the information from the video we watched in class (URL is below) and the
Department of Justices website (URL is below), answer the following questions.
[Link]
sWM&list=PL7C978CB1DE5CD4B0&index=8
[Link]
1. Your identity has been stolen. What should you do first to protect yourself and your
finances?
2. What should you do next to ensure your accounts arent compromised?
3. Who should you file an identity theft complaint with? (There are two governmental
entities.)
4. What information is super important to protect?
5. What are common, safe situations in which people will ask for this information from
question 4?

Section Five: Credit

Write a paragraph on how credit scores might impact your short-, mid-, and long-term
goals. Be sure to include the following if they are not in your goals: renting an apartment,
buying a house, or buying a car. (5 sentences minimum)
Write another paragraph on the three questions we should ask ourselves when using
credit (notes from lecture!). What should our spending habits look like? What is the
difference between good credit and bad credit? (5 sentences minimum)
Section Five: Car Loans
Even if it is not one of your goals, act as if you were buying your dream car that would
require you to take a loan out. Include the following information to your project.
Step One: Decide on a make and model. Include the year of the car and a picture. What is
the total price of the car? Use [Link] to research cars if you need help

1 [Link]
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Step Two: How much is the loan principle? Subtract the down payment from the total
price. For this project pretend that you have $5000 for the down payment.
Step Three: Use the loan terms and interest rates in class (just as we did the posters).
Step Four: Calculate the monthly payments and total amount paid. Include this
information in the chart.
Write a paragraph on the importance of cost-comparison. Are you still willing to buy your
dream car after calculating the total amount paid? Do a cost-benefit analysis. (Use the
opportunity cost) If you would still buy this car how much money would you save for the
down payment? If you are not willing to buy this car, which car would you prefer after
learning more information about loans? Use [Link] to research cars if you need
help
Section Seven: Investments and Retirements
Write a short essay in which you describe what you think is the best strategy to invest in
the future or even now for your retirement. It must be 250 words and include at least
three of your vocabulary words from class about investments and retirements.
Section Eight: Budget
If you have not done a budget in section two then do a budget in this section based off the
website below.
[Link]
[Link]#WSInfo1

Lesson Plan One Reflection:

Overall based on the planning, things went pretty well for this particular lesson. I definitely did

not predict time well and ended up with some extra time of five to eight minutes on my hands for

a couple of classes. During the portion in which I tried to get students to discuss their goals, I

found that a lot of students had trouble thinking of goals on the spot. I had a lot of students who

would stare back at me, so towards the end of the day with other classes I prefaced that portion

of time with sharing my own personal goals. This seemed to help spark ideas of desires to travel,

own cars, achieve career, and family goals. Based off the results of the assessment and Mr.

Kornmullers critique I should have specified to choose goals which include finances. I had a
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
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few students who tried to simplify the worksheet by choosing goals in which they did not need

money. It ended up being simpler to have students use their own phones to research their goals

rather than using the laptops, though they were a good back up for two students who did not have

their phones.

Lesson Plan Two

College & Career

Time: 85 minutes

Focus of this Lesson:

In this lesson we will look at the costs and benefits of going to college. We will have a
debate. Then students will research on whether college is super beneficial for them in
particular.

Enduring Understanding:

A person's understanding of investment, credit, and loans affects his/her financial future.

Essential Question:

How can understanding investing, credit, and loans affect my future and financial
success?

Content Objectives:

SWABT evaluate the costs and benefits of a student loan

SWABT discover how decision-making can assist in accomplishing goals

Skill Objectives:

SWABT discuss on whether higher education is necessary.

SWABT research on whether their desired career requires further education.

Common Core CCR Standards:

Speaking and Listening: Comprehension and Collaboration

Speaking and Listening: Presentation of Knowledge and Ideas
Writing: Research to Build and Present Knowledge
Part III: Planning 12th Grade/Economics
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Arizona Standards:

Explain how education, career choices, and family obligations affect future income.

National Economics Standards:

Standard 2: Decision Making

Description of Instructor Knowledge:

There are at least a third of all jobs that require a degree higher than a high school
diploma. For another third of jobs it could be beneficial to have more education. I also
know that around sixty percent of all graduates have debt around the average of $27,000.
Learning and bettering oneself is always beneficial but people should have a goal of
doing this. Furthermore, students who are going to continue their education should have a
realistic goal of what these student loans will affect their finances for two reasons: you
must pay them back, and it might affect their attitude and motivation for college.
Hopefully, if they are going to continue their education they will take it seriously.

Assessment:

Writing: Students will each write a paragraph on their opinion of at least five sentences.

Debate: Students will debate within a fish bowl format with two students from each side
of the debate.

Personal Finance Project: This project will be an on-going project throughout the entire
unit as a reflection and correlation between the content and decision-making. Students
will be making financial goals and either making decisions on how to use financial tools
or reflecting on the proper use of these tools.

Materials:

Videos
Computer & Promethean Board
Readings
Budget Calculator

Technology:
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
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I will be showing a PowerPoint in each lesson to model what their project should look
like and give clear understanding of each concept.

This lesson will require research of the students to determine how much money they will
need to achieve their goals.

Inquiry:

Is college beneficial for the general population? Is college beneficial to me? If I choose to
go to college how will I pay for it?

Outline:

Time Activity Students Learning Tasks Teachers Learning

Tasks

10 Personal Tips: Money Guess the top ten reasons why Reveal the top ten reasons
min and Roommates roommates fight why roommates fight

The list comes from Homework (HW) in Personal Direct students to the
[Link] Finance Project (PFP): Follow the instructions for that
instructions on the Roommate section of the PFP and
Section assign it as homework.

10 min Videos on the Pros & Watch videos Show videos

Cons of College

[Link]
[Link]/vie
[Link]?
resourceID=006579

Is College Worth It?

The Short Answer w/
Jason Bellini

Why I Hate School But

Love Education//Spoken
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
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Word

15 min Read and Collaborate In groups read assigned sections of Assign groups (for and
the pros and cons to college and against college) and assign
[Link] write the most important fact down readings to every student
[Link]/ of individual reading
Assist students
sources: [Link] Collaborate as a group, choose up to
[Link]/vie four speakers
[Link]?
resourceID=005430#8 Share the main ideas of the
individual sections to form argument

30 min Discuss/Debate Students inside the fishbowl will Facilitate and direct
Fishbowl debate (answer questions) for 2
minutes each and get 30 second Ask questions around
response these themes:

They may tag in the fishbowl but Debt

students outside of the fishbowl Loans
must remain silent Jobs
Success
Write their opinion in one paragraph
of at least five sentences Poverty
Society
Diverse Ideas vs
Indoctrination
Stress

20 min Student Budgeting Listen and Take Notes Model a budget based on
personal college budget
[Link]
[Link]/Calculators/Budg Direct students towards
et- PFP instructions: assign
Worksheets/Traditional- section two college
College- research as homework
[Link]#WSInfo1
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Lesson Two Reflection

This was another lesson in which I misjudged the time frames. We still used two full class

periods, so that was correct but the particulars of the debate took much longer than previously

predicted. Another thing that drastically changed was my skill to ask questions. I thought that I

could ask a generic question about each of the topics above; however, based on both students

comments and laughs they did not understand the questions or how to use the given research

with my questions. This was mostly all in first period. So for second period I got a small chance

to talk with Mr. Kornmuller to adjust my questions which went more smoothly. But before third

period Mr. Kornmuller helped me refine and develop even better questions. Then we were really

rolling, and it went really well. One thing I struggled with is to simplify things for my EL

students. All the students were cheering on one my EL students to help with the debate. But I

accidently chose a really hard question and even worse asked it in the most complicated way.

The students were good natured about it though, laughed and help explain the question to him.

This is another thing that Mr. Kornmuller helped me out with for the rest of the day. Out of all

the lessons I think I am happiest with this one, with student involvement. Though it is easy to get

their involvement when it involves a topic they enjoy and some feel really passionate about. The

videos helped to spark the discussion, though I would not say that it was necessary given the

topic.

Lesson Plan Three

Credit Scores
Time: 80 minutes

Enduring Understanding:
A person's understanding of investment, credit, and loans affects his/her financial future.
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
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Essential Question:
What does it mean to be financially responsible?
How can understanding investing, credit, and loans affect my future and financial
success?

Content Objectives:
SWABT identify the elements of credit scores, and what impacts them
SWABT discover the methods to keep a high credit score

Skill Objectives:
SWABT collaborate and discuss with partners the elements of credit scores
SWABT discover how to alleviate low credit scores

Common Core CCR Standards:

Speaking and Listening: Comprehension and Collaboration
Reading: Integration of Knowledge and Ideas

Arizona Standards:

Compare the advantages and disadvantages of using various forms of credit and the
determinants of credit history.

National Economics Standards:

Standard 10: Institutions

Instructor Knowledge:
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The following things can affect credit scores: punctual payment history, type of debt
(cars, houses, stores, etc.), total amount owed, length of credit history, and number of
accounts open. These items can make someone creditworthy and could either inhibit or
benefit people who are looking to take a loan out for a car, or house. Credit scores are
also important for applying to rent housing.
Assessment:

Worksheets: These worksheets will challenge students to predict what decisions will
negatively or positively affect credit scores. These worksheets can be found at
[Link] the specific URL is:
[Link]
12/SA_Lesson6.pdf

Materials:
Federal Trade Commission Video
Personal Finance Project Instructions
Worksheets

Inquiry:
What qualifications do I need to have a good credit score? How can I stay out of debt?

Outline:

Time Activity Students Learning Tasks Teachers Learning Tasks

15 Personal Tips: Watch video and take notes Show video

min Protecting Your
Identity Direct students to Section Four
instructions of PFP as homework
Federal Trade
Commission Video: Emphasize how important your
[Link] information is towards your
[Link]/watch? credit
v=bC8pjXn-
sWM&list=PL7C97 Use as a transition to talk about
8CB1DE5CD4B0& credit.
index=8
Part III: Planning 12th Grade/Economics
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15 Think Pair Share Brainstorm ideas based on assigned In groups of four set up a
min role, individually scenario in which one student is
loaning money to the other three:
Collaborate with assigned group to
see if their ideas were similar to The student loaning the
others and adjust if necessary money will brainstorm
qualifications they will
Report to the rest of the class require the others to have in
order to prove they are
trustworthy
The other three students will
brainstorm how they will
prove they are trustworthy

When they report to the class we

will see if the students proof
was good enough for the lender

20 Lecture Listen and Take Notes Lecture about each of the factors
min for a credit score
Follow along in instructions for
assignment Payment history
Amount owed to current
creditors
Length of credit history
Types of credit (good
credit vs bad credit)
Number of open accounts

Then encourage students to think

about the following questions
when buying items with credit

Can I afford it
How will I pay for it?
How long would this take
me to pay off?
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Assign worksheets and use as an

example - model how to work
each problem

*Highly recommend that

students check their own credit
scores

30 Peer-Review and Read and help other students make Assign partners for peer review
min Edit corrections on project thus far using
rubric and instructions Have students turn in rubrics to
ensure they are helping each
Edit and catch up on work asking other
questions if needed
Assist and monitor class

Lesson Three Reflection

The role play opening activity was kind of a dud. First of all, my lack of inexperience in

the skill of asking questions showed its ugly head again. I had troubles making the students

understand the activity. I think that if I were to do it again, I would do more than just give verbal

instructions I would give written instructions. Second of all, this activity was short and could

have been lengthened; not just for time sake but it also could have included another concept.

Unfortunately, that this lesson left to mostly lecture and a worksheet. I tried to improvise though

and have the students do the worksheets as a jigsaw activity. Each student was assigned one page

of the worksheets and then were to share their work with others who had different pages and that

went well. Overall they were engaged. The peer-edit seemed to helpful for keeping track of their

understanding of the unit so far, as well as making sure that they were working on their projects.

Lesson Plan Four

Time: 60 minutes
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
Sample Program

Focus of this Lesson:

For this lesson students will learn about loans, we will be using auto loans specifically to
accomplish this lesson. Student will discover that loans are made up of both the principal
and interest. Picking an ultimate dream car we will calculate the interest rate and how
long we would pay off this car.

Enduring Understanding:
A person's understanding of investment, credit, and loans affects his/her financial future.

Essential Question:
How can understanding investing, credit, and loans affect my future and financial
success?

Content Objectives:
SWABT determine the longevity and components of a loan.
SWABT define cost-benefit analysis.

Skill Objectives:
SWABT research consumer borrowing
SWABT compare various types of car loans and lenders

Common Core CCR Standards:

Writing: Research to Build and Present Knowledge
Language: Vocabulary Acquisition and Use

Arizona Standards:
Compare the advantages and disadvantages of using various forms of credit and the
determinants of credit history.

National Economics Standards:

Standard 2: Decision Making
Standard 7: Markets and Prices

Description of Instructor Knowledge:

Loans are made of two components: principle and interest. It can take many years to pay
loans so it is important to cost-benefit analysis and compare loans and cars.
Creditworthiness is also another important factor to consider.

Assessment:
Car Loans Worksheet: Students will be grouped together to look at loans for different
cars. Each group will choose a car and each individual will be expected to look at a
Part III: Planning 12th Grade/Economics
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different loan. Students will then do a cost comparison together. When every group is
done they will make a poster and present it to the class and we will do a cost-benefit
analysis for each poster

Personal Finance Project: This project will be an on-going project throughout the entire
unit as a reflection and correlation between the content and decision-making. Students
will be making financial goals and either making decisions on how to use financial tools
or reflecting on the proper use of these tools.

Materials:
Personal Finance Project Instructions
Car Loans Activity Sheet
Laptops

Technology:
This lesson will require research of the students to look at different types of loans.

Inquiry:
How can I own my dream car? Where should I borrow money from?

Vocabulary:
Cost-Benefit Analysis
Opportunity Cost
Cost-Comparison
Down Payment
Principle
Interest Rate
Loan Term

Outline:

Time Activity Students Learning Teachers Learning Tasks

Tasks

10 min Personal Tips: Factors in Brainstorm what Assist, Monitor

Buying a Car factors to consider
when buying a car Give answers:

Share answers with Whats the gas mileage?

the rest of the class Why do you need a car? (long
Part III: Planning 12th Grade/Economics
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commutes, large family)

How many miles does it have?
Whats the resale value?
How long do I plan on needing a
car?
Can I find a better price?

20 min Class Inquiry: Could Mr. Listen & Take Notes Lecture: Demonstrate how to find and
Kornmuller afford to get calculate the total amount of a loan.
his dream car, a red Chart the information. Compare two
corvette? different loans and do a cost-benefit
analysis (recall back to the idea of
[Link] opportunity cost)

Be sure to have students take notes on

the vocabulary

Students will be
30 min Investigation & Poster grouped together to Assign groups
look at loans for
different cars. Have each individual student turn in a
Each group will loan analysis: a chart with the
choose a car and each information of the lender, loan principal,
individual will be loan term, interest rate, monthly
payment, and total amount paid.
expected to look at a
different loan.
Posters must include the following:
Students will then do
a cost comparison
Car (make & model)
and cost-benefit
Money needed to borrow (for these
analysis.
posters we will pretend that
everyone has $5000 for a down
payment)
Chart of loan analysis for cost
comparison
Cost-Benefit analysis
Picture of a car

Direct students to the PFP instructions

on Section Five, leave as homework
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Lesson Four Reflection

Mr. Kornmuller was not here for this day but after the execution of this lesson I know

what he would have said: I needed to read the students more and adjust. While I tried to model

how to do the assignment, I tried to stress the importance of paying attention because they were

going to be doing the same thing in a few minutes I still had some students checking out. In this

instance I would say that technology hurt me in some ways. Because as I was demonstrating how

to do the assignment I was showing them through the computer but that separated me from the

students. I would look over every once in a while and see cell phones or someone with their head

on their desk. Towards the end of the day I made their notes a requirement that they would turn

in and that seemed to be helpful. However, the students had fun with the posters and that was

effective; the only caveat being that those morning classes proved that not everyone understood

how to do the assignment.

Lesson Plan Five

Insurance

Time: 50 minutes

Focus of this Lesson:

Students will recognize that it is important to acknowledge risk and prepare for accidents
and other horrible situations of injury or crime. Students will explore the need for
insurance and the important factors to choosing insurance.

Enduring Understanding:
A person's understanding of investment, credit, and loans affects his/her financial future.

Essential Question:
What does it mean to be financially responsible?

Content Objectives:
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SWABT ascertain what risks they should be prepared for

SWABT choose an insurance policy that best fits them

Skill Objectives:
SWABT discuss insurance term with other students

Common Core CCR Standards:

Speaking and Listening: Comprehension and Collaboration
Language: Vocabulary Acquisition and Use

Arizona Standards:
Explain the risk, return, and liquidity of short- and long-term saving and investment
vehicles.

National Economics Standards:

Standard 2: Decision Making

Assessment:
Role Play: Students will be assigned different circumstances and other students will have
insurance policies to offer. They will walk around trying to find the right insurance policy
to accept or sell.

Personal Finance Project: This project will be an on-going project throughout the entire
unit as a reflection and correlation between the content and decision-making. Students
will be making financial goals and either making decisions on how to use financial tools
or reflecting on the proper use of these tools.

Materials:
Personal Finance Project Instructions
Role Cards
Pictures and Videos of accidents
Computer & Promethean Board

Technology:
I will be showing a few visuals of things students need insurance for.

Inquiry:
How do I prepare for unforeseen dangers? How do I choose insurance?

Vocabulary:
Premium
Co-Pay
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
Sample Program

Deductible

Outline:

Time Activity Students Learning Tasks Teachers Learning

Tasks

10 min Personal Tips: Brainstorm why most people Provide questions and
Emergency Fund struggle to have good finances answer that most
people have
unplanned
emergencies in which
they do not have the
money for.

10 min Vocabulary Lecture Listen & Take Notes Provide the introduction
and transition for
insurance. Give the
definitions to the
vocabulary and types of
insurance.

Students will be individually

20 min Reading and Questions reading from their books more Assist and Monitor
about insurance. Answer questions
to the reading individually and
share answers in pairs.

Take assigned situation or insurance

20 min Role Play and Debrief policy and find the person with the Facilitate, assist, and
corresponding situation or insurance monitor
policy. After which everyone will
share their pairs with the class

Lesson Five Reflection

After the disaster in the past failed role play this one definitely went better. Though I had

a couple of the IEP students that needed assistance with the reading, so I had my student
Part III: Planning 12th Grade/Economics
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assistants go and help them with the reading and questions. Most of the students found the

correct pairs as well as did well on the reading.

Lesson Plan Six

Investments/Retirement
Time: 100 minutes

Enduring Understanding:
A person's understanding of investment, credit, and loans affects his/her financial future.

Essential Question:
What does it mean to be financially responsible?

Content Objectives:
SWABT ascertain what risks they should be prepared for
SWABT choose an insurance policy that best fits them

Skill Objectives:
SWABT discuss insurance term with other students

Common Core CCR Standards:

Speaking and Listening: Comprehension and Collaboration
Language: Vocabulary Acquisition and Use

Arizona Standards:
Explain the risk, return, and liquidity of short- and long-term saving and investment
vehicles.

National Economics Standards:

Standard 2: Decision Making

Assessment:
Students will be participating in an online simulation of investing in stock and reviewing
other terms of investments.

Materials:
Personal Finance Project Instructions
Online simulation: [Link]
Laptops
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
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Technology:
Students will be participating in an online simulation of investing in stock and reviewing
other terms of investments.
Outline:

Time Activity Students Learning Tasks Teachers Learning

Tasks

15 min Lecture Listen and Take Notes Reviewing past

vocabulary words of
investments:401k,
stock, bonds,
mutual funds, etc.

10 min Online Simulation Listen & Take Notes Introduce the online
simulation and how to
use it

Students will be setting up their own

40 min Online Simulation account online and start buying and Assist and Monitor
Activity selling stock. They must buy at least
10 stocks based off the
recommendations that we discusses at
the beginning and show a diversified
portfolio.

Students will be reading a portion of

20 min Reading their book on the importance of Facilitate, assist, and
investing and saving for their monitor
retirement
Students will be writing 300 words on
15 min Writing their opinion of what the best way is to Facilitate, assist, and
save for retirement and must include 5 monitor
vocabulary words.

Lesson Six Reflection

Part III: Planning 12th Grade/Economics
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This lesson probably went the least well out of the entire unit. I made the mistake

that students had learned most of their content on investments from a previous unit this semester.

So the second day instead of the students really getting to use the simulation website themselves,

do the reading, and writing; I gave them a pop quiz from the day before to find out what they had

learned and had them ask one question they have about investments. After this I did show them

the simulation but used the websites instructions and explanation to go more in-depth about

stocks. Mr. Kornmuller asked for times sake that we throw out the rest of the content and we

would do a brief overview later in the year.

Lesson Plan Seven

Budgeting
Time: 50 minutes

Enduring Understanding:
A person's understanding of investment, credit, and loans affects his/her financial future.

Essential Question:
What does it mean to be financially responsible?

Content Objectives:
SWABT define budgeting vocabulary

Skill Objectives:
SWABT strategize on how to create a budget

Common Core CCR Standards:

Speaking and Listening: Comprehension and Collaboration
Language: Vocabulary Acquisition and Use

Arizona Standards:
Explain the risk, return, and liquidity of short- and long-term saving and investment
vehicles.

National Economics Standards:

Standard 2: Decision Making
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
Sample Program

Assessment:
Students will be working in jigsaw groups to work on vocabulary and then working on
their own personal budgets from their projects.

Materials:
Personal Finance Project Instructions
Vocabulary from Text Books

Outline:

Time Activity Students Learning Tasks Teachers Learning Tasks

15 min Jigsaw Vocabulary Students will be working on Facilitating, assisting, and

Groups individual vocabulary words monitoring
and then must share their
words with others

15 min Lecture Listen & Take Notes Connect their vocabulary to their
assigned budgets and how to
strategize creating their budgets
through the understanding of the
vocabulary

Students will be given the

20 min Budgeting opportunity to work on their Assist and Monitor
budgets and other parts of
the project for the remainder
of the period

Lesson Seven Reflection

This went moderately well but Mr. Kornmuller and I were discussing it later and

have decided that I could have stayed out of the process with the lecture. It would have been a
Part III: Planning 12th Grade/Economics
Instruction Candidate Work Professional Education
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better idea to have students work in their jigsaw groups connecting the vocabulary to strategies

on how to create a budget and then present their ideas. Even though I tried to keep the lecture

short I went over sometimes and some of the students lost interest and started quietly working

privately while I was talking.