Program Information / [Lesson Title]
Financial Responsibility and Career Planning / TEACHER NAME
Hayley Williams / PROGRAM NAME
Parma City School District
[Unit Title]
Literacy / NRS EFL(s)
1 – 3 / TIME FRAME
120 minutes
Instruction / ABE/ASE Standards – English Language Arts and Literacy
Reading (R) / Writing (W) / Speaking & Listening (S) / Language (L)
Foundational Skills / R.1.3
R.2.2
R.3.2 / Text Types and Purposes / Comprehension and Collaboration / S.1.1
S.2.1
S.3.1
S.1.3 / Conventions of Standard English
Key Ideas and Details / Production and Distribution of Writing / Presentation of Knowledge and Ideas / Knowledge of Language
Craft and Structure / R.1.7
R.2.6
R.3.8
R.1.8
R.2.7 / Research to Build and Present Knowledge / W.1.6
W.2.8
W.2.7 / Vocabulary Acquisition and Use
Integration of Knowledge and Ideas / Benchmarks identified in RED are priority benchmarks. To view a complete list of priority benchmarks and related Ohio ABLE lesson plans, please see the Curriculum Alignments located on the Teacher Resource Center.
LEARNER OUTCOME(S)
  • Learners will explore the meaning of financial responsibility as it relates to their own financial choices and future goals
  • Learners will recognize vocabulary related to budgeting, relating terms to their own experiences.
  • Learners will analyze sample budget scenarios, proposing solutions to help balance the budget and meet goals.
  • Learners will collect information on a potential career
  • Learners will interpret charts to gather key information about a selected career pathway.
  • Learners will analyze their own budget to determine where they can be more financially responsible.
/ ASSESSMENT TOOLS/METHODS
  • Learner will translate key vocabulary words to their own experiences on a worksheet.
  • Learners will participate in small group and whole class discussions on financial responsibility.
  • Learners will analyze budget scenarios, producing solutions to budgeting problems.
  • Learners will organize questions and information gained from charts on careers of interest on a KWL chart.
  • Learners will use the budget calculator to determine if their budget is balanced.
  • Learners will reflect on the days lesson using an Exit questionnote card

LEARNER PRIOR KNOWLEDGE
  • Learners have Ohio Means Jobs accounts set up and are somewhat familiar with the site layout
  • Learners are familiar with KWL chart as an organizational tool

INSTRUCTIONAL ACTIVITIES
  1. Write on the board: What is financial responsibility? Ask students to turn-and-talk for about 30 seconds to brainstorm a definition for financial responsibility.
  1. Let’s talk a bit about our own purchasing. What was your most recent purchase? Record these on the board as learners share them. Look for any commonalities among the purchases.
  • Were these purchases impulse buys or carefully calculated? Did you regret their decision to make the purchase?
  • What strategies do you use when making purchases? (i.e., price comparison, coupons, need vs want, etc) Make a list of these on the board for learners and ask the class what these strategies have to do with being financially responsible?
  1. Let’s review some key vocabulary before digging in deeper. Handout copies of Money Matters: Know the Lingo. Each term is described on this sheet and then you are asked to make a connection to your own experience/life. Do you recognize any of these terms? If so, where have you heard them?
  • Go ahead and complete the “How Does This Relate to Me” questions.
  • Ask for one volunteer for each section to share one of their connections. If no one wants to volunteer, then share one of your personal examples.
  1. Cost comparison, Cost – Benefits Analysis, and Calculating Future Expenses all feed into the last term, Budgeting. Budgeting is part of being financially responsible. How many of you have ever created a budget?Let’s see exactly what goes into creating a budget with this short video clip: Budgeting
  • Having viewed the video clip, how would you define budgeting?
  1. Now, let’s take a look at a couple budgeting scenarios. Handout copies of Budget Busters: Who’s Breaking the Bank? And assign students to a scenario (1-3). These students will work in groups according to the scenario they were assigned to analyze the budget situation and come up with a solution.
  • Come back together as a group and have each scenario group (1-3) briefly describe the problem presented in the budgeting scenario and their groups proposed solution. Open up discussion for additional solutions.
  1. Next, you are going to explore the Ohio Means Jobs website which you all should be familiar with. Let’s log in and go under career planning. Select a career that is of interest to you and write it down on your Career Planning Worksheet.
  • Fill in the “K” column with what you already know about the field. Fill in the “w” column with questions in regards to what you want to know about the field.
  • Demonstrate for learners where to find the career planning information – Go to the OMJ website and click on career pathways icon located at the bottom of the screen. Learners can select their industry group.
  • Learners should use information from charts to fill in information in the “w” column.
  • What questions in your “W” column are still unanswered? What can we do to find out this information? i.e. consult a professional in the field, do online research, refer to an informational pamphlet or book, etc.
  1. Return to the OMJ website and click on the “Budget Calculator” icon. We are going to assume that you have obtained a position in the field you researched. So, based on your annual income for that field, complete the budget calculator.
  • Answer the remaining questions on the Career Planning Worksheet and turn this into me.
  1. If you remember, earlier in the lesson we defined what we thought financial responsibility to be. Should we stick with our original definition? What examples of financial responsibility can we add that support the definition? Add these to the board for learners to see.
  1. Handout one notecard per learner. Display the following questions for students to see.
Before leaving today, answer the following questions on your notecard.
  1. What do you believe to be most important when it comes to budgeting?
  2. Did you find the budget calculator to be helpful?
  3. What question(s) do you still have about budgeting or your career interests?
/ RESOURCES
Ideas for this lesson were adapted fromLesson 1: Why It Pays to Be Financially Responsible and Lesson 9: Making a Budget.
Financial Literacy for Everyone. (n.d.). Retrieved from
White/chalk board
Computer with Internet access
Projector, ability to project
Computers for student use
Learner copies of Money Matters: Know the Lingo
Money Matters: Know the Lingo [PDF file]. (n.d.). Retrieved from
United States, Department of Education, Federal Student Aid. (2014, May 28).Budgeting. Retrieved from
Learner copies of Budget Busters: Who’s Breaking the Bank?
Budget Busters: Who's Breaking the Bank? [PDF file]. (n.d.). Retrieved from
Learner copies of Career Planning Worksheet (attached)
Note cards for student use
DIFFERENTIATION
  • Graphic organizer
  • Career interest connections
  • Visual presentation
  • Discussion groups for analyzing scenarios can be leveled/ mixed

Reflection / TEACHER REFLECTION/LESSON EVALUATION
  • Opportunity to connect to math standards
  • Opportunity to bring in a guest speaker on financial planning

ADDITIONAL INFORMATION
Games on financial literacy:
  • Financial Football play as an individual, one-on-one/ or teams, in a football game where you are asked financial literacy questions in order to complete plays
  • Gen I Revolution you can set up classes and send learners on missions to help people with their financial literacy

Name: ______

Career Planning Worksheet

  1. What career(s) are you interested in? ______
  1. Why does this career pathway appeal to you? ______

What I Know / What I Want To Know / What I Learned
  1. What is the annual income of the profession you selected? ______
  1. What does this equate to monthly? ______
  1. Print out your monthly budget calculator. Will you make enough to cover your expenses? If not, how can you adjust your budget? ______
  1. Were there things that you did not consider when thinking of a budget? If so, what were they?

______

  1. Create two financial goals for yourself and list them below:

______

  1. How can you work to achieve these goals? (Change habits, seek assistance, research, budget, etc.)

______

Ohio ABLE Lesson Plan – Financial Responsibility and Career Planning

1 of 9