University of West Alabama 5E Lesson Plan Template: Approved January, 2013

University of West Alabama
5E Lesson Plan Template
Teacher: Ms. Scott
Date: 5/24/2021
Materials:
Resources and materials required for the lesson (e.g. textbook(s), module, equipment, technology,
art materials):
Technology: Smartboard and PowerPoint
Pencil
Paper
Poster Board
Worksheets
Standards (State and ISTE Standards for Students):

TS.OC10.3.B: Develop a monthly budget with imaginary wages and basic expenses.
Objectives:
Algebraic Connections:
7. Use analytical, numerical, and graphical methods to make financial and economic decisions, including
those involving banking and investments, insurance, personal budgets, credit purchases, recreation, and
deceptive and fraudulent pricing and advertising.
a. Create, manually or with technological tools, graphs and tables related to personal finance and
economics. Example: Use spreadsheets to create an amortization table for a mortgage loan or a circle
graph for a personal budget.
Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?):
The school is 83% Black which is reflected in the class; however other ethnicities are represented in the
class. Students with disabilities are 8% of the total student population. The classroom has students with
different learning styles and disabilities. All 17 of the students in the classroom have IEP’s so, the lessons
are modified to accommodate the various learning abilities for student’s strength and needs. The lower
level readers in the classroom can answer questions and get involved by using their own knowledge and
understanding of what they learned about the lesson. Most of the class has trouble in solving various math
problems if the lesson is too difficult for the students to understand the teacher will be reteaching and
breaking down the lesson for better understanding to the students. The plan of this lesson is to allow the
students to become more hands on and engaged by the teacher making the lesson very enjoyable for the
students to learn and get involved in their life experiences.
ENGAGEMENT:
Structure(s) or grouping for the lesson (Select all that apply)
Whole class, small group, 1:1:
Other (specify):
Whole class and Small group, I will teach 1:1 if a student does not understand the lesson.
Language demands: The students will be able to identify three important decisions to make while
maintaining on a budget throughout the decision-making process.
Approved January, 2013

The students will be asked a scenario question, how do I maintain on a budget? Then the students will
have a few minutes to think about the question and use pair and share. After the students are finished
collaborating amongst each other the teacher will listen to all the student’s responses and provide
feedback. Then the teacher will pass out the pre-assessment vocabulary terms and let the students
complete the assignment.
The central focus of this lesson is to introduce students to the concept of learning how to budget their
money. On the secondary level students are not being taught fundamental lessons of budgeting, including
how to make a financial plan or how to continue maintaining on a budget. Although, making financial
decisions has brought issues to students after graduating high school, concerns about what and how to
handle money and banking in the real world. By students following spending habits and making a financial
plan are two parts that can help students make financial decisions. When students realize where their
money is going, a financial plan can help characterize where students need it to go. In this lesson, students
will find out how to increase awareness of decision-making strategies while maintaining on a budget.
Teaching students how to maintain on a budget and making good choices of spending money through the
decision-making process.
EXPLORATION:
Supporting students with special needs (this includes an explicit and specific description of how you will
implement accommodations/ modifications required by IEPs/504 Plans and other ways that you will
address diverse student needs): The students with special needs I will accommodate the lesson by giving
a simple task or not as much work. This will help in not overwhelming the students and allowing them to
still understand the lesson.
Challenging above-average students: These students will have more detailed activities to complete and
I will check for a higher knowledge and understand of the lesson.
Facilitating a classroom environment that supports student learning:
Students are more engaged in learning and retain knowledge better when they see that it is relevant and
vital to their own success and happiness. By discovering students' talents, learning styles, and interests,
teachers can adjust teaching methods and strategies. By giving students a say in how the classroom
operates, teachers increase students' sense of ownership in the education process.
Extension:
These tasks can provide more, or different, forms of practice. They can also make the classroom
environment a learning and meaningful experience, as the students are given a chance to personalize
financial literacy. The class will continue to practice math skills and gain a knowledge of how budgeting
works.
EXPLANATION:
Language functions: Identify, Demonstrate, and Explain.
Vocabulary: Tier 2: Alternatives, Warranty, Opportunity Cost, Quantity, Recommendation
Tier 3: Band Name, Research, Quality, Risk, Consequences, Timing
Discourse: The students will expand his/her attention to the results of money related to choices while
maintaining on a budget.
Syntax: The students will build his or her comprehension of the administrations offered by banks and play
out an assortment of managing an account of banking skills.
ELABORATION:
C:\Users\latasha.scott\Documents\Household Monthly budget- Lesson.xlsx
https://www.youtube.com/watch?v=58EuubFG9-c CashVille Kidz Episode 23: SMART Budgeting
Diagnostic/pre-assessment(s): Ask the class what do they know about maintaining on a budget? Then
the teacher will pass out the notebook paper for the pre-assessment. The students will be asked to take a
pre-assessment on decision making vocabulary words.
Formative assessment(s)/feedback to learners: The class will have a hands-on assessment and break
off into small groups by making a list of three important decisions to make while maintaining on a budget.
Then explain to the teacher why the three specific decisions were made.
Summative assessment(s): The teacher will end the assessment by allowing the students to tell the
teacher what they learned about the lesson and provide feedback. An exit ticket will be given to the
students for the post-assessment on vocabulary terms.
Exceeds expectations: The student’s work will be extremely detailed and more advanced than the other
students. The students can answer all my questions and provide great feedback.
Meets expectations: The student’s work will be completed and on task. The students can answer some of
my questions and provide feedback about the lesson.
Below expectations: The student has no knowledge about the lesson and is unable to answer any
questions or provide feedback of what the lesson was about.
The teacher will do an overview of what the lesson was about and allow the students to come to the front
and say what they learned about the lesson or what was important to them. Then the teacher will provide
feedback of the lesson and give a better understanding to the students that did not comprehend. An exit
ticket will be given on the post-assessment vocabulary words.
EVALUATION:
The teacher will explain and teach the lesson on how to maintain while being on a budget and the
importance of the decision making process. Then the students will be engaged by making a list of three
important decisions to make while maintaining on a budget. The teacher will collaborate with the students
on, why the three specific decisions were made within each group. This will give the teacher an idea of
which students are understanding, and which students are not and need more help.
What if students….
Do not understand how to make a financial plan or how to maintain on a budget. I will re explain the
lesson and then check for a more knowledge and understanding of the lesson, I would also be more
detailed and use scaffolding for knowledge and understanding.
What if students cannot…
Identify what the vocabulary words are and how they are related to the lesson. I will help the students
better understand the vocabulary words and see how everything ties into the lesson, or the teacher can
provide a peer group activity for more understanding and help.
All the students work samples and rubrics are attached under the comments section on the
assignment tab. Labeled part c instructional materials.
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

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University of West Alabama 5E Lesson Plan Template: Approved January, 2013

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University of West Alabama

5E Lesson Plan Template

Teacher: Ms. Scott

Standards (State and ISTE Standards for Students):

Approved January, 2013

Vocabulary: Tier 2: Alternatives, Warranty, Opportunity Cost, Quantity, Recommendation

Tier 3: Band Name, Research, Quality, Risk, Consequences, Timing

https://www.youtube.com/watch?v=58EuubFG9-c CashVille Kidz Episode 23: SMART Budgeting

Approved January, 2013

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