Common Core Standards – ELA



Purchasing a Car – Chapter 1 PlanMr. David Kaler& Mr. John JohnsGoal(s): The goals of this unit plan are to introduce students to issues they’ll be facing when they decide to buy a car. Additionally, we want to help students with their decision making abilities through the introduction of this unit plan.Rationale: Buying a car is like jumping into a lake. Without some planning and research into what you might encounter, you could be in too deep before you know it. But if you take the car buying process one step at a time and put some time into researching your purchase and your finances before you stop on the lot, the process is likely to go a lot more smoothly.Objectives:The student will:Type responses to Opening Activity questions in the given 5 minutes of class time.Define the assigned vocabulary, as a class, for class notes during the given amount of class time.State their answers and/or opinions to questions and videos provided during the class.Verbalize opinions to group members during activities in the plete assigned tables and worksheets provided during the given amount of class pose an inquiry-based paper as a homework assignment through discussions with your parents.Write your responses to Closing Activity questions in the given 5 minutes of class time.PA State Academic Standards:Common Core Standards – ELAReading: R.11.1Writing: W.11.1.A-CW.11.6W.11.2.A-CW.11.7W.11.4W.11.10W.11.5Speaking & Listening:SL.11.1.A-DSL.11.4SL.11.2SL.11.5SL.11.3SL.11.6Language:L.11.1A-BL.2.A-BL.3.ACommon Core Standards – MathThe Real Number System:N-RN.1N-RN.2N-RN.3Career Education & Work:13.3.DFamily & Consumer Science:11.1.12.B11.1.12.D11.1.12.FMaterials & Resources:Purchasing a Car – PowerPointInternet accessFord Warranty ActivityActivity 9-1Car Pricing ActivityActivity 9-2Ford Warranty GuideActivity 9-5 (a-d)Ford Tire Warranty GuideActivity 9-5 (e-h)Cars Activity Assessment/Car Purchasing ProjectMicrosoft PowerPointMicrosoft WordPrinter & Printer PaperProjectorEssential Questions and Vocabulary:Vocabulary:Variable CostsBankMonthly PaymentInvariable CostsCredit UnionInterest RateBuyer IncentivesPrincipalMSRPBuyer DiscountsCar MaintenanceCar WarrantyTrade-In ValueKelley Blue BookDown PaymentSelling ValueLeasingBuyingNew CarUsed CarEssential Questions:What are the differences between a new car and a used car?What are the differences between buying a car and leasing a car?What are the differences between a bank and credit union?What factors should you consider before buying a car?How do you appropriately budget for car ownership?What steps can you take to better prepare yourself for buying negotiations?Motivational Activity or Anticipatory Set:Every class begins with an Opening Activity questions for the students to complete. You’ll have to properly follow through the PowerPoint because it is sequential. The students will be given the beginning 5 minutes of class to answer the questions. They’re to type their answers in Microsoft Word & title the document as follows: Name - Opening Activity – date. Also, I’ve hyperlinked a different song on each Opening Activity slide for the students to listen to as they complete their answers to the questions. The link will open a video for the song that is linked, so please just remember to minimize the video on the screen – so the students are still able to view the questions that are listed on the PowerPoint. An additional note: please adjust the volume as is necessary for the class. We don’t want to blast the volume and create a club environment because this might encourage the students to get off task. Put the volume to an acceptable and easy listening level. Following the 5 minutes that the students have to answer the questions, call on a student to read their response to each question and offer any additional comments, as you deem necessary. Remember to call on different students for each question, and call on different students each day to avoid monotony and to get all of the students involved.Procedures and Instructional Activities:In order to meet the demands of the learning objectives, we’re going to incorporate a bunch of English standards into this unit. We ultimately want the students to continue to develop their reading, writing, thinking, speaking, and listening skills. Each of these attributes will be embedded into the Opening Activities, Closing Activities, some In-Class Activities, and the inquiry-based paper that the students have to write. I feel that the repetition of the activities and the abundance of incorporating these skills into class activities demonstrate to the students the importance of each skill – despite not being in an English class.Also, I’m looking to develop collaborative skills and independent skills. Thus, there will be In-Class activities that demand they work together or work independently. Additionally, I’ll be lecturing topics and vocabulary to them as a class, so this helps the students to develop their skills of being in a team environment. Not any one student will be solely responsible for class progress, but rather each student will be involved at different times in the progress of the class. It is important for students to continue to improve their people skills and collaboration skills because they’ll need these skills established for when they enter the work force.The activities given during the class should help students with the understanding of the material being presented. This is such a large issue to tackle, and it is extremely full of content and information that needs to be presented to the student. However, the students will not get this information at any other point in their academic careers, so it is imperative that we provide as much in depth information to them as possible, so they can be educated consumers for when they need to pursue buying a car.Also, the activities vary depending on what the topic for the day is, but I also tried to maintain a typical lecture and activity schedule for those students that like to have a routine. There will always be videos from YouTube to help reiterate information that I’ve introduced, and the videos help to break up the constant lecture. So, the general structure to the class for this unit will be: opening, discussion, lecture, video, in-class activity or closing activity. Again, each day might present some variation depending on what all has to be covered and what additional materials I have for the students to do.The material will be presented in various ways that should appeal to all learning styles of the students in my class. The lecture and general structure will be offered through a vibrant and internet interactive PowerPoint. The teacher should ease in using the PowerPoint because the PowerPoint directs the teacher in the order to present material and the fashion in which the material will be presented. Also, the students should enjoy the PowerPoint because it is varying in its content. There are links, videos, instructions, and general pointers offered through the PowerPoint. So this should indicate to the student that we are helping to guide them to success, despite the complexity of the unit. Within the various materials, there is even more variety offered to the students and this should be appealing as well. The videos offer instruction, general information, comedy, cartoons, commercials, and sketch & explain formats. Therefore, the student won’t be viewing the same sort of video each day in class. Also, the in-class activities offer questions that pertain to the class lecture of that day and they provide students with the chance to work collectively or independently. So we want to try to break up the consistency of always sitting in the same seat, hearing the same lecture every day, and always working with the same people who typically sit next to you in class.As far as technology inclusion is concerned, I went to great lengths to use technology extensively in this unit. To start off with, we’ll be using computers, the internet, and a projector every day in the class through the duration of the unit. The links and the videos have already been mentioned and explained, but I also created In-Class Activities that utilize internet sites. For example, the students will be pricing out cars on , , and & then comparing and contrasting the websites and pricing information provided. They’ll use to play a credit game, which will help to develop more of their vocabulary in a fun and entertaining way.Diversity will undoubtedly be present in my class, whether it is ethnicity diversity or learning diversity. Ethnicity diversity shouldn’t present too large of a problem for this unit because everybody buys a car at some point their life, due to the necessity of a car in American life. So, I foresee ethnicity being a major problem to address within this unit.Learning diversity will be present due to NCLB and it will present some problems for me in the administration of the unit. In order to meet the needs of various learning styles, I’ve adapted the content to reflect various learning styles. Again, to reinforce the point, there will be lecture, videos, in-class activities, a homework assignment, group work, independent work, and numerous class discussions. I feel as though an adequate and appropriate job has been devoted to making this unit appealing to every type of learner.In order to meet the needs of advanced learners, they’ll be given the chance to help neighbors with assignments and questions during class time. I have no problem with excelling students helping struggling students because by the excelling student helping the struggling student, it is providing the struggling student with an opportunity to hear instruction in another manner. And the manner that the peer is offering to his other peer, might be a more clear and concise message than I was able to provide. The only point in which I feel as though I’d need to intervene is when the struggling student isn’t making any progress, or when the two students simply use this opportunity to socialize. Socializing is a reactionary activity for the students, so when they see and hear other students doing it, then they think it is acceptable. I don’t socialization to be a priority in my class. As long as the students are showing a collaborative effort to complete class work, then I’ll let the situation be.In order to meet the needs of students with learning disabilities, I’ll first need to have a strong relationship with that student’s aide(s). Most of the instruction will be provided to the student through this aide and a co-teaching setting. However, I’m not solely putting the responsibility on the aide to get his student with a disability to understand. I’ll be there to provide help in any means necessary to get this student to succeed in my class. Of course, this will mean that additional adaptations to the class will need to be made for the student. These adaptations will vary with each student’s needs, but I’m open to recommendations from the aide and would be willing to give the student with a disability a fair chance to complete the assignments.Content:Remember that this unit is going to take a month to complete (10 days for Chapters 1 & 2, 5 days for Chapter 3, and a week to complete the Car Purchasing Project) Be sure to consult each daily lesson plan for additional information concerning that day’s topic, lecture, activity, and questions. You want to set a goal each day to get students involved, so they just aren’t sitting passively in their chairs.DAY #1-Welcome to class today! The Opening Activity questions are provided on the PowerPoint slide which is being displayed by the projector, as are the instructions for completion. As stated yesterday, we’re starting a new unit which is on buying a car. Our agenda for today is written on the whiteboard, so feel free to glance at it each day as your enter class. I want to let you get to work on your questions. Each day, as usual, I’ve hyperlinked a song for you to listen to as you answer the questions. When the song concludes, we’ll discuss some of the answers you guys came up with.Answer 1: will vary according to the student, but look to point out personal motivations for wanting to buy the car they chooseAnswer 2: will vary according to the student, but look to point out financial motivations for wanting to buy this carAnswer 3: similarities might be brand (Ford), type (car), new, features (color, 4 door, sunroof)Differences should be cost and this effects features, brand (Ford vs. Lexus)Ok, so to conclude this discussion: apparently obtaining that dream car is going to cost you more than you expected, and it won’t be easy to afford once you obtain it. The point to this activity was to get you thinking about the car in general. What do you like and dislike in a car and what are these likes/dislikes going to cost you?Next, I’m going to show you a little video. It has 2 British comedians sitting on a couch and they’re talking to each other about the car buying process. I thought that this would provide some humor to situation, and it is also something that’s realistic because many of us go through the same decision making process.What did you think? Maybe some of you have heard a similar discussion between your parents, or your parents giving you or an older sibling this discussion?Next, I’m going to show you another video. This is in a game show format and it has a contestant who provides an overview to the car buying process. This video is a great starting point for us because it introduces many of the topics we’re going to be discussing through this unit. Alright, here it is.Hopefully, the video brought to light some issues and topics that you may not have considered before when thinking about the car buying process. Now we’re going to move on and define the vocab that is necessary for this unit. I’d go through each term, define it, and provide a little more explanation/clarification of the term. It is also going to be important to call on students to help you define the terms because most of these should be familiar terms, and can save you both time and explanations.To end the class, I’m going to give you some questions and instructions on the questions. The questions are provided on the PowerPoint slide displayed on the projector. You may work with a partner and you’ll have the rest of the class to complete this. Make sure both partners’ names are on the paper, and hand it to me before you leave the class. Ok? (Rhetorical question) Git R’ Done, as Larry the Cable Guy would say.DAY #2:Alright class, please come in and get to work immediately. The questions are displayed on the PowerPoint slide. I’m going to start the song playing, and this means your time to answer the questions is going to start as well.These are all personal questions, so there won’t be any one correct answer. The point here is that through the completion of this unit, the student will have that car talk with their parents, and they will become more familiar and comfortable with the car buying process.Next, I’m going to show you a commercial that originally aired during the Super Bowl a few years ago, so you might recognize it. But the point to the commercial is that the buying of a car is major decision for people, and that people of all ages feel as you currently do. And hopefully by the end of this unit, we’ll have better prepared you for buying a car.Now, I’m going to provide you with 10 tips that experts provide to the public. These will be generalized statements, and we’ll explore them a little more as we go through this unit. Essentially, these tips encourage you to become familiar with your car, car buying options, and the car buying process.What I’m going to explain next is the single most important factor in the car buying process. Does anybody have an idea of what they think this factor might be? Well, it is that you must like the car in order to buy it. And along with liking it are the following criteria that you might personally establish as reasons for justification of purchase.Now, I’m going to show a video that is going to reiterate some points that I’ve made today. The video provides an interesting way of giving you the information, and I really think that you’ll enjoy it.Alright, so to close out the class today, I have an activity for you. You’ll need to visit carchooser. The instructions for the assignment will be displayed on the PowerPoint, so please take a minute to read over what it is that you’re be asked to do. You’ll have the remainder of the class to complete this, and be sure to hand it into me before you leave.DAY 3#:Alright class, please come in and get to work immediately. The questions are displayed on the PowerPoint slide. I’m going to start the song playing, and this means your time to answer the questions is going to start as well.Again, these are personal questions, so there won’t be any one correct answer. However, typical answers should be centered on:#1.That the buying of a car will be expensive and significantly impact their monthly budget.#2. The students should give answers that reduce costs and expenses during the course of a month. Typical expenses that can go are entertainment expenses, eating out regularly, and wants rather than needs expenses.#3. Gas prices will discourage you from driving too much, you might eliminate vacations and other unnecessary trips, or you might be more interested in buying a hybrid car.Since all of the opening questions focused on budgets, that’s what we’ll start off today talking about. Remember, earlier in the year when we did budgets? It was one of the first units we did, and I sat up here and told you that everything else we do through the course of the year will be impacted by your budget. Well, this unit is no different, and I wasn’t lying to you when I told you that you need to budget.Now, we’re going to spend a large amount of time talking about the issue of new vs. used. This is an important decision because this issue is largely based upon cost for buyers. Some people refuse to buy used cars because they don’t trust used cars, and others will only buy used because they feel it is unnecessary to buy new when they can save money by buying a car used.First, I’ll briefly explain new cars to you.Second, I’ll briefly explain used cars to you.Third, I’ll briefly explain used car pointers to you.Finally, I’ll show you a video clip on buying a used cars and secrets to buying a used car.To end the class today, I’d like for you to pair up with a partner. The instructions will be posted on the PowerPoint. So, please take a few moments to read the instructions, so you know what to do. I’ll be walking through to help each group to answers.DAY #4.Alright class, please come in and get to work immediately. The questions are displayed on the PowerPoint slide. I’m going to start the song playing, and this means your time to answer the questions is going to start as well.Answers:The students may not be too familiar with other buying options. But the second question indicates to them that leasing is an option. If the students ask a question pertaining to leasing, ask the student to Google it, and use that as a guide to answer. But the answer to this is leasing, and the students may not know what this is, which is alright. Just explain that we’ll be explaining leasing today in class.They offer the leasing price for businesses, and to attract other buyers to the lower price. As a business, you lease cars for your workers all of the time, so it is important for you to see new cars and leasing options. As a buyer, you’re being drawn into the car because of the lower price being displayed on the commercial. You’ll go in thinking that you’re only going to be paying $125/month, when you’ll actually be paying $200/month as a buyer.The down economy has impacted buyers negatively. More people are likely to put off buying a car until a better economy is offered. Most families will suffice with what they have because they can’t afford the extra expense of a vehicle. And even if they decided to buy a new car, they’d need to have very good credit, which most Americans in this economy do not have. So somewhat of a vicious cycle is started because some Americans might need a new car, but they can’t get it because of their poor credit and their credit is poor due to the economy.Now, we’ll spend a decent amount of time today going over buying vs. leasing.First, I’ll briefly explain buying a car.Second, I’ll provide you with leasing vocab because leases offer different vocab.Third, I’ll briefly explain leasing a car.Fourth, I’ll provide leasing pointers.Finally, I’ll show a video on buying vs. leasing, and it should provide overlapping information.To end the class, I’m going to hand back the cars you located yesterday. You’re going to need these again for today’s closing activity. The rules will be displayed on the PowerPoint, so take a minute to look over the instructions. You’ll have the rest of the class to finish this, and be sure to hand it back to me before you go.DAY #5:Alright class, please come in and get to work immediately. The questions are displayed on the PowerPoint slide. I’m going to start the song playing, and this means your time to answer the questions is going to start as well.Answers:Most will say that they need to take a loan. Others might have their parents buy them a car, and others might have cash saved for them by their parents to buy a car. But for this, we want them to indicate that they’ll need a loan. A down payment is a good idea because it vests you in the car upon purchase. Meaning, you’ll own more of the asset immediately upon purchase. It is a good idea too because it drives down the amount you owe, and therefore the interest you’ll pay for getting a loan.You’ll need to look at multiple banks, not just one. If every bank won’t lend to you, you’ll need to look to the dealership because they often offer financing options. Each dealership will be different, but this might be your only viable option.Since the opening questions pertained to financing a car, that’s what we’ll focus today’s discussion on. It is important to remember that you’ll be paying interest on any money you borrow, and this is the portion of the car buying process where most buyers get caught up.First, here is an introduction to financing a car.Second, is a video from CNN that has an interview on financing a car options.Now, I have an in-class activity for you. You’ll be using the internet to complete this, and the instructions are given on the PowerPoint. We’ll come back together at the end of the activity to continue on with today’s lecture.So, I hope that you were able to locate a variety of banks for this. This should’ve shown you that every bank wants your business and that car loans are an area of heavy contention for banks, so that’s why their loan rates are so competitive. But now we’re going to talk about the pricing of a car.Go through the slides and have them pull up the websites as you explain them. It is alright for them to click through it as you go because they’ll need to do this anyway for some of the assignments. Just lecture first for a few minutes, and then allow them a couple minutes to look through both websites.To end class, direct the students to the PowerPoint. It has instructions on it that will guide them a game on . They may have the rest of the class time to play this credit review game. If they so choose, they may work a partner on the game but indicate that the noise level will remain down and they better remain behaved or it will be assigned as an independent assignment for the rest of the class.DAY #6:Alright class, please come in and get to work immediately. The questions are displayed on the PowerPoint slide. I’m going to start the song playing, and this means your time to answer the questions is going to start as well.Answers:The negotiation period is the most crucial because this is point where you’ll establish the cost of the car to you. If you lower the price, then you should determine a way to do so – because you’ll be paying interest on the money you’re borrowing.Expect to be steered away from your decisions by the dealer. The dealer wants to optimize profits, and if they see an opportunity to get you away from what you’ve previously said, then the dealer is going to make that move. Expect for the dealer to be nice and friendly, but also expect them to be firm and driven. They establish a friendly rapport, but they also have goals they want to reach.You can better prepare, by doing your research and going in with a concrete plan. Also, learn to be affirmative in your goals. If you show weakness of hesitation, this is going to cost you because the dealers are smart enough to sense this and exploit it.To start off today, I have a video on the negotiation process. It is going to provide you with a lot of information that we’ll talk about today. I hope you like it, and make sure you pay attention.So now that you have a little better understanding of the process, let’s look at the process and further explain it. Go through the 2 slides on the negotiation process and try to reference the video when you can.During the negotiation process, it is essential for you to exploit the invoice price rather than the MSRP. Here’s a quick video on these two prices.During the negotiation process, you might have a trade-in and that brings more money to the table for you. Here’s a video on trade-in cars.Now, we need to discuss the closing negotiations. This is the summation point for the entire process. Go through the slide with the class.To end the class today, I’m going to show you your homework assignment. You know that I make great efforts to avoid giving you homework assignments, so I don’t want to hear any complaining about one homework assignment. The instructions are going to be on the PowerPoint slide and I’ll go through them with you.Closure:Each day ends with either an In-Class activity or a Closing Activity. Regardless of which it is, these activities center on that day’s lecture, videos, and class discussions. There will be various opportunities with these activities, so it is important to refresh yourself of the rules. You require internet access, others they work independently, others they work with a partner, others they visit a website to play a game, and others they have to complete tables and charts for comparison purposes. They’ll have the remaining 5 minutes of class, or longer depending on the activity, to complete the activity and to turn it in for a grade. You won’t be providing feedback as a class to the students, and the assignments are going to be mostly completion grades, unless otherwise specified. However, feel free to comment on each assignment turned in, despite it being a completion grade because students may look to these for guidance with future closing activities.Evaluation:I’m a firm believer that the majority of these grades should be completion grades because of the large amount of assignments being given to the students. Each day they’ll be receiving points for an opening activity and a closing activity, and these points add up very quickly. So if started grading both assignments daily, you’d really start to alienate those students that struggle with the assignments.You also have to take into consideration that this is an elective course, which means that students typically take these classes with the intention of boosting their GPA. Now, this doesn’t exclusively provide an excuse for to avoid grading assignments, but it does provide the excuse to provide learning opportunities within the class that provide assignments with completion grades. Especially when you factor in that you want the students to complete these assignments during class time, so that every student has access to a computer – which may not be the case depending on SES of the students in your class and they may not have study halls or other free time in the day to finish assignments at a later time. Additionally, you want to make these courses appealing to students in efforts to recruit them for other business classes because you ultimate goal as an elective teacher is recruitment.Finally, the education world is transforming for an evaluation basis to a project-based learning basis. This means that all of these assignments being given are in line with school demands and societal expectations. There will be a summation project at the end of the unit which will be graded on given criteria, and I feel that this is a sufficient and appropriate evaluation method. We want all of these other grades to help minimize a poor performance on the summation project. In other words, we want all of the work they put in during class time to count as much as that summation project.It should be fairly apparent the impact that you’re having on the students and their learning. As you go through the unit, you’ll need to take note of questions being asked and situations the students create to offer you in supporting your lecture. The class discussion environment being offered really condones itself to students providing input, and their participation and/or questions will demonstrate how effective the unit is. The quality of work that the students are submitting is another indicator to how well the students are receiving the information being provided. You want the students to develop critical thinking skills and abilities through the completion of these questions being offered, and the more the students do them the better they should get at doing them. Of course, some students might need some guidance from me in order to get them up to speed with the expectations of the questions and the class; and this is where the importance comes in for me to communicate my expectations. The final and most apparent impact on learning will be through the completion of the summative assignment. During this assignment the students will put everything together into a presentation, and here is where I expect the most questions to be asked. I only expect questions at this point because I’m assuming they’ll have some information recalling issues, but also problems with the proper assembling of the presentation.Independent Practice:They’ll have two independent practice assignments that will be graded. They’ll have to talk with their parents about the experiences they’ve encountered when buying a car, and then construct a 2 page written synopsis on things they’ve learned as a result of talking to their parents. The other independent practice is the summative assignment. They have to go through the entire car buying decision making process and assemble the information they’ve collected at each step into a PowerPoint, and then present it to the class in a 5 minute presentation. Both will offer the student with the opportunity to learn and to develop knowledge skills and abilities. I want to keep these independent practices to a minimum amount since this is an elective course, and some students may not have access to a computer in their household. ................
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