Date: May 1-5, 2017 (Week 35)Teacher: V. Gasque
Career Preparedness
Date: May 1-5, 2017 (Week 35)Teacher: V. Gasque
Unit Banking and Financial Institutions / Time on Task: 4 daysCourse Content Standard(s) 18. Analyze various types of financial institutions.
- Evaluate services and related costs associated with financial institutions in terms of personal banking needs.
College and Career Readiness Standards
Reading Standards for Literacy in Science and Technical Subjects 6-12 or Reading Standards for Literacy in History/Social Studies 6-12 / Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 / Standards for Math
1 / 7 / 5-6
Learning Objective(s) / The student will:
- Describe different types of financial institutions.
- Compare and contrast a checking and savings account.
- Evaluate services and related costs associated with financial institutions in terms of personal banking needs.
- Describe the purpose of personal checks, cashier checks and money order.
- Describe the different ways to avoid fees associated with financial institutions services such as overdraft fees and ATM fees.
21st Century Competencies / Critical Thinking Communication Collaboration Creativity
Essential Question(s) / What can financial institutions do for me?
What are the costs associated with financial institution services?
What are the ways to avoid fees associated with financial services such as overdraft fees and ATM fees?
What is the difference between checking and savings account?
- Content Knowledge
- Banks – a state or federally chartered for-profit financial institution that offers commercial and consumer loans and other financial services
- Savings and Loans/Thrifts – A state or federally chartered for-profit financial institutions that pays dividends on deposits and make mortgage loans.
- Investment Firms - Companies that specialize in selling securities (like stocks or bonds) issued by businesses.
- Credit Unions – a state or federally chartered not-for-profit financial cooperative that provides financial services to its member-owners, who have met specific employment, residence, or other eligibility requirement.
- Evaluate services and related costs associated with financial institutions in terms of personal banking needs.
Research various banking institutions:
ATM
EFT
Overdraft Fees
Interest / Suggested Materials, Equipment, and Technology Resources
Handouts
Blank Check Handouts
Computer
Calculators
Wages and earnings
Assessment of Learning / Formative Assessments (AQTS 2.8)
- Teacher Observation
- Completed student worksheets/tasks
- Discussion
- Class Participation Discussion of the purpose of hourly wages, commission, royalties, and piece work.
- Discuss working together and
Daily grade worksheets
Worksheets
Notes
Sample Career Options / Certified Financial Planner, Sales Person, Loan Officer, Investment Broker, Human Resources, Payroll clerk
Unit Academic Planning and Career Development / Time on Task: 5 days
Unit/Course
CTSO Activity
(if applicable) / FBLA State Conference
LESSON PLANS
Monday / Tuesday / Wednesday / Thursday / Friday
Bell ringer / No School / Why do employers have different pay periods? / Do you make more money if you are paid by the week or month? / How can a decimal make a difference on a wage?
Lecture / Discuss the various pay periods and how to calculate earnings / Review over calculating various pay periods. / Review over decimals and place values.
Why is it important when calculating payroll? / Review over calculating salaries. Students may use calculators.
Assessment / Check for understanding / Daily grade / Check for understanding / Daily grade
Activity/Group/Lab Application / Review over previous weeks worksheets / Practice calculating various pay period and with various salaries / Fill in worksheets calculating decimals and writing out numerals. / Calculate 12 different salaries for a weekly, semi weekly, monthly, and bi-monthly.
Other
Homework
Tier 1 Interventions / Check if Applicable
Circulate among students and observe and question as they are working
Make eye contact with students before giving directions and have students repeat directions / X
Provide clearly written directions and instruction in a step by step manner with illustrations and use as few words as possible / X
Teach social and behavioral skills through teacher modeling and repeated opportunities for practice / X
Provide a predictable, organized classroom where expectations are stable / X
Identify precisely the behavior expected for specific locations(hallways, cafeteria, library, assembly)
Write instructions on the board as well as say them aloud / X
Differentiate instruction by using levels of Blooms Taxonomy to ask questions and plan learning activities / X
Use reading partners or skilled peers to provide academic support / X
Use multiple and flexible grouping opportunities to respond frequently
Use visuals, charts, and models for concept reinforcement / X
Provide opportunities for students to respond in a variety of ways (questions, dry erase boards, thumbs up, partner share, graphic organizers) / X
Use frequent monitoring to assess the progress and non progress made by students so instruction can be adjusted in a timely manner
Other: Please Explain
Other : Please explain
Check if Applicable
Build frequent opportunities for movement during instruction to address needs of students who are kinesthetic learners / X
Provide clearly written directions and instruction in a step by step manners with illustrations and use as few words as possible / X
Differentiate instruction by using all levels of Bloom’s Taxonomy to ask questions and plan learning activities / X
Use reading partners and skilled peer of adult mentors to provide / X
Provided varied texts and supplementary material at different levels of reading difficulty
Use multiple, flexible grouping opportunities for students
Use direct, systematic instruction delivered by the classroom teacher or another skilled adult
Increase the amount of practice opportunities using multiple modalities / X
Increase opportunities for students to respond in a variety to ways (Questions, dry erase boards, thumb up, partner share, graphic organizers) / X
Explain clearly each academic task and specific criteria needed to successfully complete the task / X
Reinforce memorization of steps using repetition in variety of context where memory is required (oral, written, act it out) / X
Other: Please Explain