5E Lesson Plan

Coach Troy Stewart

5 Day Mini Unit

9th Grade Career Prep

Unit Topic:
Credit Debit

Title of Lesson:
Using Credit

Materials:
Computer, PowerPoint, Internet, Google Chrome, Storyboard, Smart Board

Overview/Annotation:
In this lesson students will determine the advantages and disadvantages of using credit. They will understand how using
credit today spends their future income and reduces their credit rating. Students will determine which form of credit will
have the best outcome on their personal finances. Students will also determine annual percentage rate (APR), grace period,
incentive buying, methods of calculating interest, and fees.

Standards (State and ISTE Standards for Students):

Content Standard (Alabama):

The student will:
20. Determine advantages and disadvantages of using credit.
a. Analyze credit card offerings for the effect on personal finances.

ISTE Standards
Student will:

1. Empowered Learning 1c- Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
2. Knowledge Constructor 3a- Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3. Knowledge Constructor 3b Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
4. Knowledge Constructor 3d- Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
5. Global Collaborator 7d- Students explore local and global issues and use collaborative technologies to work with
others to investigate solutions.

Objectives:

Learning Objective(s):
The students will:
1. Analyze the advantages and disadvantages of using credit.
2. Explain how credit can affect one’s personal finances.
3. Determine annual percentage rates.
4. Define grace period, incentive buying, and fees.
5. Demonstrate different methods of calculating interest.

Approved January 2013

 Conceptual Outline:
I. Advantages and Disadvantages of Credit
A. Credit cards
1. Choosing a credit card
2. Incentive packages such as cash back and rewards
3. Grace period
4. Fees
B. Effects of credit on personal finance
C. Annual Percentage Rate
1. Calculate interest

Differentiation Strategies:
There will be several variable strategies to address various learning styles of different students and those with special needs.
The strategies included:
 Summative: Essay, Storyboard
 Oral and Visual Activities: Storyboard, PowerPoint, Group Presentation
 Formative: Rubric, Questions, PowerPoint Presentation

ENGAGEMENT:
Day 1: Students will use Kahoot as a technology tool to help them further understand and better learn the context of the
course. Kahoot is a tool that is used for gathering data, feedback from classes, and data for research through quizzes and
questionnaires. Kahoot is a growing source for students. It is being used to help them prepare for exams and have fun
learning. Exceptional Learning students will use Kahoot to learn credit and debit concepts and apply them to images, colors,
and sentences. Kahoot will be used to review information they are learning in their own classes, so they do not fall behind the
other students. Kahoot recently launched a homework part of the website which will help to see how students are progressing
in school while they work at home. Students are still able to compete with one another, but they are not sitting in the
classroom together, so it is a more accurate scale to see how well they are doing individually.

Examples of Kahoot for the classroom:

https://www.youtube.com/watch?v=lGLy9jyGjkU

Secondly, students will use Wordle to generate a word cloud design relating to the credit and debit literature being discussed in
class. Wordle is a useful tool that can be used by students in any subject area. Wordle’s are especially helpful for students who
learn best visual. These word clouds serve as visual aids and attention grabbers in the classroom. In this Career Prep
classroom, we will plan to use Wordle’s to discuss our vocabulary. For example, the teacher will project a sample wordle onto
the board. From there, the students take turns coming to add words on the other board that they think are important from
their text. They will, in turn, create a wordle of their own.

Examples of Wordle in the classroom:

https://www.youtube.com/watch?v=wUcIez_qG9E

EXPLORATION:
Overview:
 Quick Storyboard overview of the usage of credit/debit cards

Approved January 2013

  (Individual) Via Google Chrome, students will locate credit/debit cards and the damage they can cause on an individual
 (Individual) Student will use Google Chrome to record their findings
 (Group) Student will use Google Chrome findings to formulate a minimum of three box storyboard.

Day 2 of the mini-unit will begin with a quick Storyboard overview of the Google Chrome assignment ahead for the day. The
students will then begin locating assigned credit/debit cards. Students, in accordance to the assignment, will be assigned 3
different credit/debit cards to explore. The student, using Google Chrome feature, is to identify and document the following
items regarding the 3 cards: interest, APR rates, and maximum credit amount. Student will show instructor completed
assignment. During this assignment, the student is to formulate a minimum of three questions from their findings using
PowerPoint to be used in the group assignment later.

Once all students have completed the Google Chrome credit/debit assignment, the students will be spilt into
collaborative groups to take their findings from the Google Chrome assignment and come up with three questions using
PowerPoint in which they will present to the class.

Technology will be used every day in my classroom. We begin each day with a starter on the smartboard. I will let the
student's take turns making corrections to a check register using the board and calling on classmates to answer questions and
help with problems that may arise. Student’s will also turn in all assignments to google classroom which is easier for both me
and the students. This reduces the amount of paperwork involved and the possibility of losing pivotal pieces of paper. Using
google classroom gives a digital timestamp of when it is turned in and is less work for me to keep up with paperwork. I will
project various credit and debit scenarios using the smartboard and call on students randomly to read. This is important
because it keeps them all focused and holds them accountable.

Example: https://www.youtube.com/watch?v=ySAGMv8tN8E
Example: https://www.youtube.com/watch?v=0U05WeXPGlk

EXPLANATION:
Overview:
 PowerPoint presentation with questions/answers
 Students can ask presenters questions regarding their presentation.

Day 3 of the lesson will consist of students presenting their PowerPoint presentations to the class. Before the students begin
their presentations, the teacher will go over any questions they may have prior to presenting. We will then allow the separate
groups to present their findings to the class. Once all presentations are completed the teacher will continue to instruct the
students on assorted topics discussed in the presentations.

Ask Questions
- Sometimes an easy answer isn’t much of an answer at all.
Open Ended Questions
- In classes like career prep, one answer to a question is usually the right one.
Give a Minute
- Students should think critically while taking the time and the encouragement to do so.
Encourage More
- Students of English as a second language, giving a quick answer is often appealing. Students will be encouraged to
answer questions to gain knowledge.
Provide Scaffolds
Approved January 2013
 - When learning something new or tackling a new problem, all students will sometimes need support.
Encouraging Argument
- Encouraging argument doesn’t mean students will go for one another’s throats, but simply means debating about
topics.
https://prezi.com/view/5nMdeeBAf3EDUZWSAPsI/

ELABORATION:
Overview:
 Overview and Explanation of storyboard
 Each student will create an individual storyboard.

Day 4 will consist of students working in the computer lab. Students will create a storyboard relating to the information they
learned from the PowerPoint presentations the day before. Students will use the website www.storyboardthat.com for their
storyboard.

Students will be required to follow the storyboard rubric with a minimum of 3 cells to explain their financial story. This will help
the instructor determine what students were paying attention throughout the PowerPoint presentations. The storyboard must
include a scenario of credit/debit card problems among an individual.

6. For additional information, the following websites are some useful resources for information on credit.
http://www.onyourown.org/blog/borrowing-money-costs-how-much-think-twice-befor.aspx
http://www.smartaboutmoney.org/Tools-Resources/LifeValues-Quiz.aspx
http://www.onyourown.org/blog/ask-the-expert-4-first-time-credit-card-mistakes.aspx
http://www.smartaboutmoney.org/Your-Money/Daily-Decisions/6-Things-NOT-To-Do-With-Your-Money.aspx

EVALUATION:

Overview:
 Present individual Storyboards
 (Individual) One-page essay reflecting on mini-unit experience
 Recap and understanding of materials covered and grading guidelines

Evaluative/Assessment steps have been given throughout the entire mini-unit.

Day 5 will consist of individual reflection requiring the student to write a one-page essay reflecting his or her experience
throughout the mini-unit. In this essay, the student is to reflect on why technological tools such as PowerPoint, Google
Chrome, and Storyboard are beneficial to the learning process. They are also to describe how their group research on the
PowerPoint assignment paired with the knowledge obtained from Google Chrome has impacted their understanding of
finances.
***Rubrics/Checklists below***

Essay Writing Rubric

Approved January 2013

 Component Unacceptable Acceptable Target

At the top of the page, write your Reference has more than Reference follows APA format, Reference carefully follows APA
article reference in APA format. 1 APA error. with 1 error. format, with no errors.

(1 point)

(0 points) (0.5 points)

Paragraph 1 should be a complete Summary of article is Acceptable summary of Excellent summary of relevant
summary of the article. Explanation inadequate or too brief; information that describes the information that clearly describe
of the study. Identification of the does not identify main article’s premise. the article’s premise.
main points the author has made. points.

(3 points)
(0 points)
(2 points)

Paragraph 2 should describe your Incomplete response; not Complete responses to all 3 Complete, well-formed
reaction to the article. Specifically: all responses are prompts; response shows an responses to all 3 prompts;
(a) tell something about you that is addressed; response adequate level of reflection on response shows a thoughtful,
demonstrated in the article (b) tell lacks reflection on current current practices. reflective, in-depth analysis of
something about you that is different practices. current
than what the article says, and (c)
tell one question this article raised practices.
for you. (0 points)
(2 points)
(3 points)

Article summary is well-written, Writing involves many Writing involves few Writing is free of all writing
following the conventions of grammatical errors (more grammatical errors (no more errors.
grammar, mechanics, and spelling. than 3). than 2).

(0 points) (1 point)
(3 points)

Approved January 2013

 Formative Assessment & Monitoring Student Progress

❏ What is it that students need to know and be able to do to have a clear learning target?

❏ What formative assessments will elicit data about students’ growth towards mastery of the learning target?

❏ What tool will I use to track student progress, e.g., learning trackers, checklist, recording observations, etc.?

❏ How will I share with students how this progress check will occur?

❏ How will I determine which students you will monitor for the day?

❏ When will I gather the data?

❏ When will I interpret the data and make instructional decisions based on the data?

❏ When will I provide students with feedback concerning their learning progress?

Approved January 2013

Teacher: Coach Stewart

Student:

Rubric for Financial Storyboard

CATEGORY 4 3 2 1
Required Storyboard included Storyboard included Storyboard included One or more
Elements (50%) all required all required all required required elements
elements as well as elements and one elements. was missing from
a few additional additional element. the storyboard.
elements.

Cooperation Worked Worked Worked Worked

(30%) cooperatively with cooperatively with cooperatively with cooperatively with
partner all the time partner most of partner most of the partners some of
with no need for time but had a few time but had one the time but had
adult intervention. problems that the problem that several problems
team resolved required adult that required adult
themselves. intervention. intervention.

Clarity & Storyboard is easy Storyboard is easy Storyboard is hard Storyboard is hard
Neatness (15%) to read, and all to read, and most to read with rough to read, and one
elements are so elements are clearly drawings and labels. cannot tell what
clearly written, written, labeled, or It would be hard for goes where. It
labeled, or drawn drawn. Another another person to would be
that another person might be create this impossible for
student could able to create the presentation another person to
create the presentation after without asking lots create this
presentation if asking one or two of questions. presentation
necessary. questions. without asking lots
of questions.

Spelling & No spelling or No spelling or One spelling or Several spelling

Grammar (5%) grammatical grammatical grammatical error and/or grammatical
mistakes on a mistakes on a on the storyboard. errors on the
storyboard with lots storyboard with storyboard.
of text. little text.

Notes

Approved January 2013

Teacher: Coach Stewart
Student:

Career Prep Rubric

Category 4 3 2 1
Requirements All requirements All requirements One requirement More than one
(60%) are met and are met. was not requirement were
exceeded. completely met. not completely
met

Presentation Well-rehearsed Rehearsed with Delivery not Delivery not

(30%) with smooth smooth delivery smooth, but able smooth and
delivery that that holds to maintain audience
holds audience audience interest of the attention often
attention. attention most of audience most of lost
the time. the time.
Content (10%) Covers topic in- Includes essential Includes essential Content is
depth with details knowledge about information about minimal OR there
and examples. the topic. Subject the topic but are several factual
Subject knowledge there are 1-2 errors.
knowledge is appears to be factual errors.
excellent. good.
Notes

Approved January 2013