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Direct Instruction Lesson Plan Template

Teachers: Subject:
Erik Stevens 12th Grade Economics
Common Core State Standards:
Concept 5: Personal Finance
 PO 3. Determine short and long-term financial goals and plans, including income, spending,
saving, and investing.
 PO 6. Identify investment options, (e.g., stocks, bonds, mutual funds) available to individuals
and households.
Literacy Standards
 11‐12.RH.3. Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain.
 11‐12.RH.4. Determine the meaning of words and phrases as they are used in a text,
including analyzing how an author uses and refines the meaning of a key term over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
Objective (Explicit):
 Differentiate the difference between stocks and shares as well as explain how the stock market
operates.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

Sub-objectives, SWBAT (Sequenced from basic to complex):


 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
SWBAT: Describe what stocks are and their purpose
SWBAT: Describe what shares are and their purpose
SWBAT: Identify the relationship between supply/demand and the stock market
SWBAT: Experiment with the stock market using a simulator.
Key vocabulary: Supply, Demand, Investment Stock Materials: Google Chromebook or Laptop
Market, Stock, Share, S&P 500 Notebook Paper
Pen or Pencil
Stock Market Simulator
https://www.marketwatch.com/game/student-
stock-exchange-game
S&P 500 Market graph
https://www.google.com/search?source=hp&ei=0b
ahWvD8IOHa0gKmhKy4DQ&q=s%26p+500+sto
cks&oq=s+&gs_l=psy-
ab.1.0.35i39k1j0i131i67k1l2j0i20i263k1j0i67k1l3j
0l3.2790.5931.0.7254.5.2.2.0.0.0.250.402.0j1j1.2.
0....0...1c.1.64.psy-ab..1.4.447.0..0i131k1.0.6-
lOVxQ8ZPk
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Nike Market graph
https://www.google.com/search?ei=3LahWoeiCM
KY0wL8tp3wAQ&q=nike+stocks&oq=nike+stoc
ks&gs_l=psy-
ab.1.0.35i39k1j0i67k1j0i20i263k1j0i7i30k1j0l5j0i
7i10i30k1.46292.48417.0.49452.11.9.0.0.0.0.528.
694.0j1j5-1.2.0....0...1c.1.64.psy-
ab..9.2.691...0i131i67k1j0i131k1.0.KNy0huHoMz
M
Stock and Shares Article
https://www.investopedia.com/university/stocks/st
ocks1.asp

Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
Before the lesson is started, the instructor will begin by asking the class what their favorite products are
to purchase or well-known businesses they shop at (Ex. Nike, Adidas, Amazon, Walmart, etc). Then the
instructor will proceed to ask if students like to make money. The instructor will then transition into the
lesson about the stock market by explaining how the students can make money without dong any physical
labor. What this strategy does is it grabs the student’s attention using their favorite product or business
and also intrigues them by explaining how they can make money off of their favorite product or business.

Teacher Will: Student Will:


 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?
After the hook is presented and the attention of As the instructor is lecturing the students about
the students is had, the instructor will then information on the stock market, students will be
Instructional Input

begin to present the lecture. To start the paying attention to questions the teacher asks to
lecture, the instructor will present the live make sure they understand the material they are
Nike stock market graph to the students and being taught. The instructor will make real-life
will then explain the graph to them. analogies to aid in the students understanding the
material better.

(Open/High/Low= price Nike stocks opened at


for the day: 65.11 usd = current price for Nike
stocks in United States Dollar: Graph=
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increase & decrease in Nike stock price
{supply & demand}: 1D/5D/1M/1Y = time of
Nike Stock {1D= 1 day 1M= 1 month}: +0.94
= stock prices currently up 0.94 cents).
Instructor will then ask the class if they
have any questions to check for
understanding. The instructor will then
introduce the students to the S&P 500 stock.
The S&P 500 stock is a stock made up of the
500 biggest companies in the world. Instructor
will then explain the S&P 500 live stock
market graph in the same way they explained
the live Nike stock market graph. Instructor
will then ask the class if they have any
questions to check for understanding. The
instructor will then introduce how students can
make money from the stock market by
introducing shares and explaining how they
work. Shares are how much of a company you
own from the stocks you have purchases.
Depending on how many shares you own
depends on how much money you make based
of said company’s sales. To make an analogy,
compare shares to gambling. Instructor will
then ask the class if they have any questions
to check for understanding. After explaining
the function of shares, explain pros and cons to
investing money into the stock market; make
personal suggestions on what students should
do to start off with as well as websites that
students can use to purchase stocks (Charles
Schwab, etrade, local banks, etc). Instructor
will then ask the class if they have any
questions to check for understanding.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Instead of the teacher using a PowerPoint Presentation, the instructor is using the projector to show
the live stock market graph on the whiteboard. This is a great strategy because it allows visual
learners to see the instructor draw on the whiteboard as well as ELL’s to visualize what the
instructor is talking about as they circle or highlight the terms on the graph.

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Teacher Will: Student Will:
 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
After the lecture, the instructor will then pass Students will be given an article after the lecture is
out a short article to summarize the complete about stocks, shares and the pros and
information that was given in the lecture. The cons to buying and trading stocks. The students are
students are to close-read the article and to read the article independently and annotate the
annotate the article. After 5-7 min, the students article for key information they pull from the
will then discuss amongst their groups about article. The students will highlight/underline the
key information they pulled from the article. information they find important. After they have
After 5-7 min of sharing the information, the read and annotated the article, they will then be
instructor will then bring the whole class given 5-7 min to discuss the article with their
Guided Practice

together to discuss what the students pulled group. After their time is finished sharing with
from the article. The instructor will scaffold their group, they will then discuss the article as a
the discussion by asking these questions class answering the question the instructor asks.
 What are stocks? After the discussion, the students are to turn in
 What are shares? their articles to be held accountable for reading
 What is the difference between stocks and and annotating the article.
share?
 What are the Pros and Cons of shares?

At the end of the discussion, the students will


turn in their articles to be held accountable for
annotating the article.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?
Having the students discuss the article within their groups first is a great way for students who do
not like to discuss in front of the whole class an option to share with their peers instead of with the
whole class.
Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
Independent

 How will you provide opportunities for remediation and  How will students be engaged?
Practice

extension?  How are students practicing in ways that align to


 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?

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After the students have finished close reading The students will be introduced to a weeklong
the article, they will then be introduced to their activity where the students get the opportunity to
stock trading activity. The instructor will buy and trade stocks in a virtual stock trading
create a private game using the stock trading game. The students will be given a week to be able
website provided above and allow the students to buy and trade their stock outside of class as well
to buy and trade different stocks for a week. as monitor their stock. After the week is over, the
After the week is over, the students will then students will be given the chance to collaborate
share their experiences and results with buying with their class about their experiences with what
and trading stocks. stock they bought and how much money they
made or lost. The students are allowed to
collaborate with their classmates during the week
they are given to buy and trade the stock because it
will simulate real world experiences. At the end of
the week, the students will be given the chance to
share their results with their group as well as write
4-5 sentences summarizing their results during the
week they were given to buy and trade stock.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
Allowing the students to collaborate with one another stimulates a real-world environment as they
are exposed to information about different businesses who are performing well or not. Allowing the
students give a write up at the end of the activity allows the students who enjoy to write express
their results and experiences with this activity as well as a way to keep students held accountable for
completing the activity.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
To wrap up this activity, the instructor will explain to the students that experimenting with the stock
market can be a great way to invest their money and to grow their personal finance after they have
graduated from high school.

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Reflection

When it came down to creating the lesson for the students, me and my Internship Placement Teacher or

IPT sat down after school and discussed what would be the best use of a literacy strategy to use for my IPT’s

students. The class that I am interning in is a senior class with the subject of economics for the semester, so me

and my IPT wanted to use a strategy that would be effective for them to learn the material but also appropriate

for them to be ready for college as well. So, we decided that to implement a close-reading of the article

provided would be best for them for multiple reasons. Close Reading “requires that students gather information

and organize it around important ideas, and it places a premium on accuracy as students reconstruct the author’s

message” (Vacca, 189). With this strategy, the idea is to have the students answer questions that require the text

to answer, and there are two ways that they can do this. Having the students complete a graphic organizer is one

way for the students to answer these questions, by pairing the graphic organizer with a piece of text. Another

way is allowing the students to have a discussion centered around the piece of text they have just read. One

thing that the educator needs to do however, is develop discussion questions that align well with the piece of

text that the students read and require the students to quote the text as evidence to support their responses.

When it comes to close-reading, the students are to read through a piece of text and answer text-based

questions related to the piece of text they have just read. Me and my IPT chose close reading because we felt

that it was age appropriate to prepare them for college and that it allows them practice annotating articles as

well. I wanted to create a lesson that implemented a strategy that was commonly used in college because the

group of students are very close to graduating from high school and attending college. So, both me and my IPT

wanted to use close reading due to the high volume of times they will use this strategy in college. When it came

to have the students hold a discussion or complete a graphic organizer, we decided that to hold a discussion was

best because it simulated a college classroom setting the best. So to hold students accountable, we had them

complete annotations on the article by underlining/highlighting key points and information they found from the

article.

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When discussing when the best day to teach the lesson would be, we chose any Friday in March. The

reason why we chose March was because the concept that my IPT was covering during this time was personal

finance. We also chose Friday because on Friday’s, the students work on their semester long projects and it

would be a great time teach the lesson. The day the lesson took place on was Friday, March 30th, 2018. The

great thing about this lesson was that the topic of choice being on stocks and shares is an optional topic to

choose based on the standard that is being covered. I chose the topic of stocks and shares because it is easy for

the students to understand the basics, it requires prior knowledge of economic terms learned previously from the

curriculum.

Stocks and shares are also easy to grab student’s attention with because the students can learn how to

make money based of their favorite products or businesses. This is exactly the strategy I used to hook the

students to buy in into the lesson. The business I used as an example for the lesson was Nike and proceeded to

show the students the information about stocks and shares that they needed. As the lecture was taking place, the

students were intrigued by the way I was lecturing. I did not have a typical PowerPoint presentation to aid me in

the lecture, I had an image of a live Nike stock graph being projected on the whiteboard and I wrote on the

whiteboard so the students could see exactly what I wanted them to understand on the graph. After I lectured

about the basics of the stock market graph as well as keying in on prior knowledge by explaining how supply

and demand effect companies stock. After the lecture was complete the students were given the article to read

and annotate. They had 5-7 minutes to complete the article and annotate it as well. After the 5-7 minutes was

complete, the students were allowed to discuss the article with their table groups about the important ideas they

pulled from the article. After the students have discussed for 5-7 minutes with their tables, the discussion turned

to the whole class. The discussion with the whole class did not go so well because the information they had just

read about was discussed in the lecture previously. After the discussion was held, the students were to complete

an online stock simulator game, but due to the students having a semester long project and my IPT wanting

them to have class time to work on the projects, the online simulator game was never played.

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When it came to how the students reacted to the lesson, they were intrigued by the way I was lecturing

to them. I made real world connections to them that they could use in their life after high school as well as made

analogies that the students could relate to and understand. One thing they enjoyed was that I did not use a

PowerPoint presentation to lecture to them, I used a live stock market graph and projected it on the whiteboard

so that I could draw on the graph and show students exactly what I was talking about. The students also enjoyed

that I wanted to mimic a college lesson by giving them an article to annotate instead of handing them a graphic

organizer to complete to show evidence of mastery. The students enjoyed being able to discuss with their table

groups about the information they read but did not enjoy discussing the article as a whole class.

After teaching the lesson, there was some pros and cons that I learned from teaching the lesson. The

ideas that I found to be positive were not using a PowerPoint presentation for the lecture. Even though using the

live graph was great for the situation, I won’t be able to use this strategy all of the time. However, I did notice

one negative that I made during the lesson that was a major error and could have changed the outlook and mood

of the whole lesson. This mistake was having the students annotate the article and discuss the article after the

lecture. The mistake in this tactic was because the students were being asked to discuss about material they

were just lectured to about and already learned about the material they were discussing about. Another error

with this was because to conduct a close reading strategy, the students have to be able to answer questions that

rely on the text to be answered. Referring back to the previous statement, the students were lectured to about

stocks and shares before they were asked to read the article about stocks and shares. So, the error in the close

reading strategy was that the students did not need the article to be able to answer most of the discussion

questions.

By the end of the lesson however, the students learned about the vocabulary terms and aspects that I

wanted them to understand. The main thing that made the students intrigued about the lesson was the real-world

aspects that the topic of stocks and shares hold in their lives. As soon as I explained to the students that stocks

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and shares can be a method that the students can use to make an extra profit outside of their future careers and

where they can go to buy, trade and sell stocks, they were hooked.

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References

Mraz, M., Vacca, J., Vacca, R. 2017. Content Area Reading: Literacy and Learning Across the Curriculum.

Pearson Education.

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