Daily Lesson Plan



Section A: Strategies & TasksCheck the appropriate box to indicate the inclusion of the task and/or strategies for the weekly lesson plan.STRATEGIES/TASKSYESNOSTRATEGIES/TASKSYESNOSTRATEGIES/TASKSYESNODCSD Unit Task FORMCHECKBOX FORMCHECKBOX Interdisciplinary Integration FORMCHECKBOX X FORMCHECKBOX Differentiated Instruction FORMCHECKBOX FORMCHECKBOX GADOE Task/Activity/Resource FORMCHECKBOX FORMCHECKBOX Intervention Strategies FORMCHECKBOX X FORMCHECKBOX 21st Century Learning Skills FORMCHECKBOX X FORMCHECKBOX STEM/STEAM Integration FORMCHECKBOX FORMCHECKBOX Gifted-Extensions for Learning FORMCHECKBOX X FORMCHECKBOX Research-Based Instructional Strategies FORMCHECKBOX X FORMCHECKBOX Section B: Unit & Standards AlignmentProvide information that gives an overview of the weekly focus.School NameChapel Hill Middle SchoolTeacher/Co-Teacher/Para Name(s)M. CombreGrade/Subject/CourseWorld Studies Week of:September 16 - 20, 2019Unit #, Name, and PacingPersonal Finance Week 2FOR THE WEEKPriority Standard(s)(Content specific)SS7E10 Understand that a basic principle of effective personal money management is to live within one’s income. a. Understand that income is received from work and is limited. b. Understand that a budget is a tool to plan the spending and saving of income. c. Understand the reasons and benefits of saving. d. Understand the uses and costs of credit. Supporting Standard(s)(Content specific)MGSE7.EE.3 (Math)Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) by applying properties of operations as strategies to calculate with numbers, converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and estimation strategies.Non-Content Standard(s)(WIDA, Interdisciplinary, Literacy) Essential Question(s)(Address philosophical foundations; contain multiple answers; provoke inquiry)What are some basic principles for effective personal money management?Big Ideas(Concepts or principles central to the lesson that anchor all of the smaller ideas in a lesson)Students explore savings and compare investments as a part of their overall financial planning. They also examine risk and how insurance may help protect savingsSection C: Instructional FrameworkIdentify the strategies from Section A that will be implemented within the daily instructional framework. List the specific strategies as provided on the strategy chart found at the end of the DCSD Instructional Planning Instrument.Daily Lesson Plan for Monday Assessment Evidence Note: A variety of formative assessments should be used at key points throughout the lesson.Learning Target/Success Criteria(What will students know and be able to do by the end of the lesson?)Calculate NMI by using math skills - converting percentages into decimals, multiplying decimals, subtracting items such as state and federal taxes from GMI.Pre-Instructional Activity(Sponge; bell-ringer; journal; allows attendance to be taken)SW Create weekly sponge trifold. Answer daily decision-making question restating question, wrting complete sentences, and using correct grammar and structure.Analyzing student workOpening (ENGAGE)(Introduce the lesson; summarizes previous lesson; clarifies misconceptions)Students read Taxes and My Income (Pg. 29-39): Students learn the three main sources of tax revenue and determine net monthly income (NMI) by deducting federal income tax, Social Security, and Medicare deductions. Discuss.Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)(Allows students to practice concept; assesses student learning)TW demonstrate how to calculate NMI using JAFP workbook example. Students work in pairs or groups to practice calculating NMI by completing the three work scenarios in JAFP workbook. As students complete one scenario, TW check to group work to ensure process and calculations are correct. Closing (EVALUATE)(Summarizes lesson; ensures understanding; clarifies misconceptions)Whole group check of answers to three workbook scenarios. Exit tcket: What is Net Monthly Income? Exit ticketResources/Instructional Materials(What do I need in order to teach the lesson?)JAFP workbook, calculatorsDaily Lesson Plan for TuesdayAssessment Evidence Learning Target/Success CriteriaIdentify multiple benefits of saving as it relates to various savings options, earning interest, and short-term and long-term growth.Pre-Instructional ActivityAnswer daily decision-making question restating question, wrting complete sentences, and using correct grammar and structure.Analyzing student workOpening(ENGAGE)TW ask students to identify various financial institution and the services they provide. Discuss whole groupWork Period(EXPLORE/EXPLAINEXTEND/ELABORATE) SW view four BrainPop videos 1) Stock Market, 2)Stocks and Shares 3) Banking 4) Interest. Create a foldable summarizing each video. Closing(EVALUATE)Whole group questioning and discussion – What are the advantages and disadvantages of putting your money into banks? Stock Market?Resources/Instructional MaterialsDaily Lesson Plan for WednesdayAssessment Evidence Learning Target/Success CriteriaIdentify multiple benefits of saving as it relates to various savings options, earning interest, and short-term and long-term growth.Pre-Instructional ActivityAnswer daily decision-making question restating question, wrting complete sentences, and using correct grammar and structure.Analyzing student workOpening(ENGAGE)Students read section in JAFP workbook - Saving and Investing - Students are introduced to various short and long term savings and investment options such as savings accounts, stocks, and mutual funds in reading. DiscussWork Period(EXPLORE/EXPLAINEXTEND/ELABORATE)In pairs, students complete Understanding Stock Quotes (Pg. 35-38): Students use the information found in a sample stock quote table to analyze a stock portfolio. Discuss.Students read Roth IRAs: Teens and Retirement Savings (Pg. 39-41): With earned income, students can invest and watch their savings grow for retirement. Discuss.Closing(EVALUATE)Parking Lot: Questions, comments, concerns about lesson contentResources/Instructional MaterialsJAFP workbookDaily Lesson Plan for ThursdayAssessment Evidence Learning Target/Success CriteriaPre-Instructional ActivityAnswer daily decision-making question restating question, wrting complete sentences, and using correct grammar and structure.Analyzing student workOpening(ENGAGE)Review insurance vocabulary: premium, deductible, policy, riskWork Period(EXPLORE/EXPLAINEXTEND/ELABORATE)Students read section - 5 Managing Risk in JAFP workbook - Students recognize that insurance policies are a common way to minimize risk for accidents and unforeseen circumstances. Students create a chart identifying various types of insurance – home, health, life, automobile, dental, travel, phone, petClosing(EVALUATE)Share chart information with whole group.Resources/Instructional MaterialsJAFP workbookDaily Lesson Plan for FridayAssessment Evidence Learning Target/Success CriteriaIdentfy FAFSA and complete a sample FAFSA applicationPre-Instructional ActivityAnswer daily decision-making question restating question, wrting complete sentences, and using correct grammar and structure.Analyzing student workOpening(ENGAGE)TW show students average cost of tuition at various local and regional colleges. Ask students how do you pay for college? Discuss.Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)Students read Understanding College Costs and the FAFSA (Pg. 31-33): Discuss sample application line by line. Students complete sample as each line is discussed. .Closing(EVALUATE)Parking Lot: Questions, comments, concerns about lesson contentResources/Instructional MaterialsJAFP workbook.This page is for informational purposes only as lesson plans are developed. Do not attach this page to the weekly lesson plan.Section D: Strategy ChartResearch-Based Instructional Strategies(weekly strategies chosen to guide teaching and learning)OpeningWork PeriodClosingActivate Prior KnowledgeProvide FeedbackQuestioning (Raises questions)Scaffold InstructionClarify Previous LessonCreate InterestPhenomenonOther…Facilitate LearningDemonstrate/ModelAcademic DiscussionsHigh-level QuestioningCooperative LearningIndependent LearningInterdisciplinary WritingExplain/Apply/Extend concepts and skillsGenerating and Testing HypothesesOther...Summarize LessonsAllow students to assess their own learningProvide Alternative ExplanationsQuick WriteRespond to Essential Questions3-2-1/K-W-LOther…21st Century Learning Skills(weekly strategies chosen to guide student engagement)Teamwork and CollaborationInitiative and LeadershipCuriosity and ImaginationInnovation and CreativityCritical Thinking and Problem SolvingFlexibility and AdaptabilityAccessing and Analyzing InformationEffective Oral and Written CommunicationOther…Intervention StrategiesIntervention Strategies(Tiers 1, 2, 3)Additional Support in ClassroomSpecially Designed Instruction for Exceptional Education StudentsStrategies for English Language LearnersRe-VoicingExplainingPrompting for ParticipationChallenging or counteringAsking “Why?” or “How?”RereadPractice new academic vocabularyAssistive technologyPre-teach & re-teach in a different wayUse of manipulativesCollaborative workCreate differentiated text setsConferencingAdditional timeSmall group collaborationModify quantity of workTake student’s dictationScaffold informationDifferentiated (content/process/product)Consistent reward systemRefer to students’ IEP or 504 planAssistive technologyVisuals/RealiaFront-loadingEchoing/Choral responseColor-codingMultiple exposures in different mediaPair-shareModelingLanguage scaffolds: example: sentence framesDeconstruct complex sentencesIncrease student-to-student talkStrategies vocabulary instructionAdditional think timeGiftedExtensions for LearningTier 1Tier 2Tier 3Tier 4Flexible-Learning GroupsChoice of BooksHomework OptionsUse of Reading BuddiesVarious Journal PromptsStudent/Teacher Goal SettingVaried Pacing with Anchor OptionsWork Alone or TogetherFlexible SeatingVaried ScaffoldingVaried Computer ProgramsDesign-A-DayVaried Supplemental MaterialsComputer MentorsThink-Pair-ShareOpen-ended ActivitiesExplorations by InterestOptions for CompetitionGifted Edu. Cluster ClassesGifted Edu. Collaboration ClassesTiered Activities and ProductsUse of Literature ClubsMultiple Testing OptionsMultiple TextsAlternative AssessmentsSubject Advancement within classCurriculum CompactingTiered CentersSpelling by ReadinessVarying OrganizersCommunity MentorshipsStationsGroup InvestigationsAssess Students in Multiple WaysStudent ChoiceSimulationsAdvanced Content (all core content)Resource ClassesIndependent/Directed StudySocratic SeminarsAbove grade level accelerated (all core content)Advanced Placement ClassesInternational Baccalaureate ClassesInternshipsMentorshipsAssessment Evidence(Formative)Analyzing Student WorkRound Robin ChartsStrategic Questioning3-Way SummariesThink-Pair-Share3-2-1 CountdownClassroom PollsExit/Admit TicketsOne-Minute PaperMetacognition TableFour CornersSelf-EvaluationStop and GoClasswork Trade/Peer ReviewLearning LogsDocument Observations ................
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