Direct Instruction Lesson Plan TemplateGrade Level/Subject: 4th, Social StudiesCentral Focus: Spending and savings affects how people use their money.

Essential Standard/Common Core Objective: 4.E.2.1- Explain how personal financial decisions such as spending, saving and paying taxes can positively and/or negatively affect everyday life.Date submitted: Date taught:

Daily Lesson Objective: Students will be able to discuss as well as be able to reproduce how to fill out a check and a balance book, which reinforces the idea of spending and saving money.

21st Century Skills: Life and career skillsAcademic Language Demand (Language Function and Vocabulary): Checks, balance sheet, deposit ticket, check book, money, bank, savings, spending

Prior Knowledge: Students should be able to apply the concept of wants and needs. They should also be able demonstrate community responsibilities such as having a job, paying bills, etc., which would call for them to need to know how to manage their money.

ActivityDescription of Activities and SettingTime

1. Focus and Review Have the class participate in a game that uses vocab such as: transaction, deposit, withdrawal, balance, check, deposit ticket, and check number. Vocabulary words and their definitions will be printed out and each table group will have to unscramble the definitions and match them to their appropriate word. I will come by and check each table group. This will activate the prior knowledge because students should be familiar with these terms and these terms will be used today as we go over how to properly manage money.10 min.

2. Statement of Objective For StudentToday you are going to learn how to fill out a check and a balance book, which demonstrates spending and saving money.1 min.

3. Teacher Input First write on the board the initial amount that students are getting paid ($200). This way the teacher can demonstrate how to fill out a deposit ticket for students to see, and this also gives students an amount of money that they have to spend later on in the lesson when they are learning how to write checks. Students will also record this deposit on to their balance sheets when they learn how to fill these out. Pull up on the SmartBoard a blank deposit ticket and demonstrate to students how the information from the $200 that they got paid, fits into the information on the deposit ticket. Show students how to deposit this $200 using the deposit ticket.

Make sure to show students how you can also make multiple deposits if you had a cash payment in addition to a check to deposit. Add up the subtotal and then the net deposit. Make sure to tell students that the date and signature also needs to be included onto the deposit ticket. Students will record the deposit ticket deposit onto their own balance sheets, during the guided practice.

Pull up the balance sheet on the SmartBoard and show students some of the things that it lists. Then, pull up a check on the SmartBoard and practice writing it for the class to see. Use one of the payments from the balance sheet so that students can make the connection between the checks and the balance sheet10 min.

4. Guided Practice Next, show students a different check than the one just filled out in teacher input that has already been filled out (and also correlates to the balance sheet). Pull up an empty balance sheet and ask students if they can help you to fill in the new check along with the check that the teacher just wrote during the teacher input, into the balance sheet. Call on students for each part of the balance sheet and let them tell you what information goes where, so that they can see the relationship between the information on the check and where it fits into the information on the balance sheet. You may need to help students or point out the difference between a payment and a deposit. A payment is like writing a check or taking money out of your account where a deposit is very important to remember that you are putting more money into your account. You can also point out that the check number needs to be included into the balance sheet.7 min.

5. Independent Practice Students will explore filling out their own checkbooks by receiving a check, balance sheet, and deposit ticket template that they must fill out with accurate information. Students should make sure that what they write their check for, is also what they fill into their balance book. Their deposit ticket should include the initial amount that they got paid to their accounts to even be able to write a check. Students will need to show that they understand what the information is for each the check, balance sheet, and deposit slip.15 min.

6. Assessment Methods of all objectives/skills: Students will demonstrate this concept when they successfully complete filling out their check, balance sheet and deposit ticket, with accuracy. They must put the correct information into each section of the check, balance sheet or deposit ticket. This will show they can identify what each function as and how to properly manage money through each of these means. Out of the 3 documents, at least 2 need to be correctly filled out with minor mistakes to prove understanding.

7. ClosureEnd by asking students what type of things they chose to spend their money on when they wrote checks. Pass out a sticky note to each student to serve as an exit ticket. Ask students what are some things that you have to spend money on and what are things that you might just want to buy for fun. (They should answer both of those questions on their sticky note) Briefly talk about how even though we have learned how to write checks and fill out our balance sheets, we still need to keep in mind that it is best to mostly buy things that you absolutely need, before buying things that you want. End by letting them know that it might be easy to them to spend the money now that they know what to do, but it has an impact on your bank account and is taking money that you earned away.5-7 min.

8. Assessment Results of all objectives/skills: Out of the 23 students, 12 were present for the entire lesson. We ran out of time so my CT told me just to omit the deposit ticket part. Therefore we only actually went over checks and balance sheets, which students did very well with. 10 students correctly filled out both and 2 students filled just the check and did not complete the balance sheet. I considered this pretty good and would probably have just gone back and scaffold the 2 students learning rather than doing a whole class re-engagement lesson.

Targeted Students Modifications/Accommodations: None in my clinical classroomStudent/Small Group Modifications/Accommodations:Advanced Students: For advanced students I would ask them to practice this concept by going on a pretend shopping trip and recording their purchases using the three materials that we learned about today (check, deposit ticket, balance sheet). I would give students $100 and then give them a local ad to a supermarket. I would let students know of the importance of budgeting and ask them to plan out a shopping trip that can cover their expenses for 5 days. They should deposit the $100 into their account with a deposit ticket, so they can go shopping. They should record their results in their balance sheet from the shopping trip, and they should write a check to the store. This activity provides more emphasis on the context of these concepts and allows advanced students to begin applying this knowledge to real-word situations.

Materials/Technology: SmartBoard that contains example images of a check, deposit ticket and balance sheet. JA BizTown workbook has these examples. Example balance sheet, to show students how to write their checks

References: http://eled3223s15.wikispaces.com/Artifact+Analysis (ELED 3223 Artifact analysis group- balance sheet), Junior Achievement (Lesson Plan idea)

Reflection on lesson:

This lesson was one of my easiest lessons to do because for the most part my teacher already had what she wanted to be taught to the students. In my school, Junior Achievement is used for the 4th graders and after they complete this they exercise what they know with a program called JBizTown, in which students are assigned a job. I tried to incorporate some original ideas but for the most part, at this school, if social studies is taught, it is taught by a book from a program (Junior Achievement). I was still happy to see that my clinical teacher was willing to let me teach a social studies lesson.

The kids had prior knowledge of wants and needs, and they had been given a blank check to play around with. Some of them had gone home and asked their parents about it and those students were very familiar with the activity from my lesson. Unfortunately due to groups of students being pulled out of the classroom for modified learning, we only had 12 of the 23 students within the class, that were present for the entirety of the lesson. Before I began teaching my lesson my clinical teacher let me know that we were running behind and asked that I omit writing deposit tickets for another time. This made me nervous because I was nervous about sticking to my lesson plans but only using specific pieces of it. Nonetheless I was easily about to complete the lesson plan and I was impressed with how engaged students were. The concept of money seemed to be a huge question mark to them and I made sure to explain to my students that when you write a check, this money is coming out of your account. Something that I felt went really well, is explaining these kinds of questions and concepts to my students. My clinical teacher told me after the lesson that she thought I was able to explain these difficult ideas about money in the bank account, exceptionally well, as she says that these questions are often times really difficult to answer.

Something that I would have done differently if I could would be to allow more time for my lesson to have unfolded. I feel that the students really found interest in the subject and they were really unfolding their thinking about spending money, which I would have loved to, taken some extra time to be able to facilitate. Fortunately, the JBizTown field trip was in two days, so students got the chance to apply this newly learnt knowledge. Im not surprised that time was the biggest constraint of the lesson because it seems to be a common trend that social studies is often times completely taken out of the elementary school classroom.

Overall my social studies lesson was one of my least favorite but at the same time one of my easiest. It was not one of my favorites because I didnt feel like I really had much of a creative aspect of creating the lesson. However it was one of my easiest lessons because the kids loved the subject of money and the program actually provided me with a lot of structure as well. If I had the chance to do it again I would wait until the whole class was back, so that they could all be included into the conversation, which again, was the best part of the lesson!