Direct Instruction Lesson Plan
Name: Karin Petty & Tiffany Harris
Subject: Financial Literacy
Grade Level: 11-12
I.
Utah State Core Curriculum Standard(s)
a. Standard 2: Students
will understand sources of income and the relationship between income and
career preparation to reach financial goals.
b. Objective 2: Analyze criteria for
selecting a career and the impact of career choices on income and financial
stability.
II.
Lesson Objective(s)
Students will develop a career plan on a
career of their choice that includes educational requirements, skill development,
and income potential.
III.
Preparation (teacher materials, student materials,
etc.)
a. Teacher
·
6 printed samples
of different career plans.
·
6 different
scenarios of careers, education requirements, skills, and income potential.
·
Write objectives
on board.
·
Have 30 copies of
career plan project requirements and instructions.
·
Have destiny
sticks with students name written on them.
·
Create
presentation on how to create a career plan.
b. Students
·
Should know basic
definitions of skills and income, and the correlation between work skills and
income.
·
Should know
examples of work skills.
IV.
Technology Use:
a. Internet to research career, education requirements,
skills, and income potential.
b. Classroom smart board or overhead projector
V.
Instructional Procedures:
1.
Review
previously learned material.
Using
destiny sticks call on students to list concepts from the previous class. Students
should be able to answer the following questions:
·
What is the
definition of skills?
·
What is the
definition of income?
·
What are some
examples of a skill set?
·
Why are skills
important?
·
What impacts
could skills have on income?
2.
State objectives for the lesson.
Objectives
will be written out on the board in language that the students can understand.
Point out the objectives to the student’s and summarize what they will learn
today in class.
3.
Present new material.
On
the smart board I will provide an example of a career plan. I will walk through
students through each section. I will define what a career plan is and what
each section means. I will then show students how to determine what skill types
are versus education requirements. Lastly, I will walk students through how to
properly create their own career plan.
4.
Guide practice, assess performance, and provide
corrective feedback.
Students
will get into groups and we pass out sample career plans as well as sample
scenarios. Students then have to create a career plan based off of the scenario
and using the sample career plan as a guide. Observe students to ensure they
understand how to put together a career plan.
5.
Assign independent practice, assess performance, and
provide corrective feedback.
The
students choose a career of their choice and create their own career plan.
6.
Review periodically, offering corrective feedback.
Next
class period students will present their career plans to the class. They must
state why they decided on that career and briefly explain what educational
requirements, skill development, and income potential that career has.
VI.
Accommodation(s) for Diverse Learner(s)
a. Readiness: We will
provide Spanish translations of the unit’s vocabulary. There will also be computers in the room for
students to look up work skills for specific careers. We will also have dictionaries for the
students.
b. Interest: Each group
will get to work on the career plan to develop the research paper of their choosing.
c.
Profile: Do the pre-assessment boxing activity for
visual learners; do research online for their career research paper – allowing
the kinesthetic learners to use their hands on the computer.
d. Affect: Create a fun
business learning experience for the students with descriptions of some fun
careers before they break into groups for the research paper to get them
excited about some careers they might be interested in.
VII.
Evaluation/Assessment of Student Progress
A.
Pre-Assessment:
Using the Boxing idea from Montgomery
School website, students will draw a box in the center of a large piece of
paper. With a different color students will draw a smaller box inside of the
first box. In the outside box students will answer the question “What do I know
about career plans? In the inside box students will answer “What do I want to
learn about career plans? Now back to the outside box students will answer
“What else do I know about career plans and how does it fit?” In the inside box
students will draw a visual representation to explain the topic of career
plans. Lastly, in the middle of the boxes the student will write a summary of
“What does this all say?”
B.
Formative Assessment: Students will choose a career and develop a
career plan that includes educational requirements, skill development, and
income potential.
C.
Summative Assessment: For the Unit test students will be able to define
career plan, educational requirements, skill development, and income potential
are. They will also be able to label them correctly on a career plan.
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