LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:________Michael
Martinez___________Date:___________02/09/14______________
Unit Essential Question:
personal finances?
Lesson Topic:

What is credit it and how does it affect your

Introduction to Credit_
PLANNING THE LESSON

With Democracy and Social Justice at the Center of Instruction

Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for
All
of the Mission
What are you and your students doing today to advance the 4-Part
Mission? Connections: Enculturation In a Democratic Society

Students will engage in a group activity to show the importance of working together
for a common purpose.

With which part(s) of the Agenda does this lesson connect most
clearly? This lesson connects with the Enculturation part of the agenda. And
how? This lesson teaches students about the different types of credit. The lesson

shows students how their credit scores are calculated. It also teaches them about
the advantages and disadvantages of credit. This is important because whether
they know it or not, they will all need to establish credit in their adult lives. By
learning about the different types of credit, students will be more likely to manage
their personal finances and make informed decisions. The more information they
have on the subject, the better prepared they will be to make informed decisions as
a citizen.

STANDARDS
Content:

(http://coctestandards.cccs.edu/)

CO SS Standard 3.6.c Make connections

between building and
maintaining a credit
history and its impact on
lifestyle

OBJECTIVES

Literacy and
Numeracy:

Employ standard English

language properly and
fluently in reading,
writing, listening, and
speaking

Democracy and
21st Century Skills:

Collaborate for a common

purpose.

Content:
SWBAT make connections
between building and
maintaining a credit
history and its impact on
lifestyle by examining
scenarios and identifying
examples of responsible
credit building habits.

Literacy and
Numeracy:

SWBAT Employ standard

English language properly
and fluently in reading,
writing, listening, and
speaking by taking notes,
completing online
research and engaging in
a class discussion.

Democracy and
21st Century Skills:

SWBAT collaborate for a

common purpose by
completing their online
guided research for the
purpose of promoting
building collaboration
skills.

ASSESSMENTS What is your evidence of achieving each objective?

How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content:

Students will be given

their research worksheet
at the beginning of class
and asked to answer as
many questions as
possible. Students will
submit the worksheet and
then we will have a class
discussion about it. After
the discussion, students
will download a blank
version of their research
worksheet and complete it
using online resources.

Literacy and
Numeracy:

Democracy and
21st Century Skills:

Literacy and
Numeracy
Reading, writing,
speaking, listening

Democracy and
21st Century Skills
Collaboration

Students will use their

reading and writing skills
to complete their preassessment, take notes,
and complete their
research. They will use
speaking and listening
skills during the class
discussion.

Students will demonstrate

their ability to collaborate
by completing their
guided research and
participating in the class
discussion.

KEY VOCABULARY
Content

Character, collateral,
capacity, conditions,
capital, credit, lender,
borrower, interest,
creditworthiness

HIGHER ORDER QUESTIONS for this lesson

Content

How is credit relevant to

consumers? To
businesses?
Why is it important to
know how
creditworthiness is

Literacy and
Numeracy

Why do you think I want

you to read, write, speak,
and listen?

Democracy and
21st Century Skills

Why is working in groups

important?
What can you do to be an
effective team member?

evaluated?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, preassessment, introduction to topic, motivation, etc.
Warm-up To get students interested in the topic of credit Ill ask

them what big ticket items they want. Ill ask them if they want a
fancy car, a big home, or anything else they might not be able to buy
without a loan. Then Ill ask them how they expect to get those items
(without mentioning loans). This will lead to a discussion about how
people get loans and what credit is.

Time

Pre-Assessment

Time

Building Background

After the opening class discussion, students will be given the credit
research worksheet and asked to answer as many questions as
possible. Students will then submit the worksheet and a class
discussion will take place to reflect on the pre-assessment.

Link to Experience: The discussion at the start of class will

address the students future. Since most of the students in my class

are starting to drive, Ill also ask students how many of them know
the process of buying a new car. This will lead to discussion about
loans and building credit.

Link to Learning: Since some students will be graduating theyll

need to know about credit cards and other forms of credit. Some
students might be applying for loans soon and this could help them
make educated decisions.

Time

Activity Name
Credit Score Research

Students will complete online research about what goes into

calculating their credit scores. This activity also teaches them about
what credit is used for and why decisions they make in their early
adulthood have such an impact on their adult life.

Anticipatory Set
Hook - To get students interested in the topic of credit Ill ask them

what big ticket items they want. Ill ask them if they want a fancy car,
a big home, or anything else they might not be able to buy without a
loan. Then Ill ask them how they expect to get those items (without
mentioning loans). This will lead to a discussion about how people get
loans and what credit is.

Time

Instructional Input Includes: input, modeling and

checking for understanding

Models of Teaching:

Presentation A powerpoint presentation will be given and students

will take notes.
Group discussion Students will engage in numerous class
discussions about credit, loans, and how it impacts their lives.
Cooperative Learning Students will complete their research using
online research, but also by asking questions and discussing those
questions with classmates.

SIOP Techniques: Questioning Throughout the lesson,

students will be asked questions and encouraged to elaborate on

answers they give.

Guided Practice: By circulating through the room during

discussions and the research, I will engage in guided practice with

students. (Praise, Prompt, and Leave)

Reading , Writing, Listening, Speaking: Students will read for

their research, write/type for their research, listen during discussions,
and speak with each other during discussions.

Checking for Understanding: During each discussion there will

be checks for understanding. Questioning will be utilized.

Questioning Strategies: Utilizing Blooms Taxonomy

questions should progress from the lowest to the
highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis,
synthesis, evaluation and creativity).
What is creditworthiness?
Why do you need to build credit?
What can you do to build and improve your credit?
How do the decisions you make today affect your ability to get credit
in the future?

Time

Accommodations, Modifications, and Student

Adjustments
What accommodations will be needed and for whom?
(IEP, 504, Special Needs)In this class, I do not have any students

with IEPs, 504s, or special needs.

Time

Review and Assessments of All Objectives How will you

and how will the students know they have achieved the
objectives of the lesson?
Content: Students will know they achieved the content objectives
by engaging in class discussions and completing their research.

Literacy and Numeracy: Students will know they achieved this

objective by engaging in class discussions, taking notes, and
completing their research.

Democracy and 21st Century Skills: Students will know they

achieved the content objectives by engaging in class discussions and

completing their research.

Time

Closure
What will you and the students do at the end of the
lesson or after a chunk of learning to synthesize,
organize and connect the learning to the essential
question(s)?

At the end of class, we will review the objectives and words written on
the board from the warm-up. Students should now have a deeper
understanding of the concept of analyzing creditworthiness.

Time

Resources

See attached Credit Score Research Worksheet and powerpoint

presentation.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson
again?
3. What do you envision for the next lesson?
4. To what extent does this lesson achieve the Mission of the

Agenda for Education in a Democracy? To what extent does

this lesson achieve the 21st Century Skills?