LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name:________Michael
Martinez___________Date:___________02/11/14______________
Unit Essential Question:
personal finances?
Lesson Topic:

What is credit it and how does it affect your

Creditworthiness and the 5 Cs of 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 5 Cs or Credit. The lesson shows

them how lenders analyze a person to determine if they qualify for a loan or credit.
This is important because whether they know it or not, they will all need to establish
credit in their adult lives. By exemplifying the 5 Cs, 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 consumer.

STANDARDS

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

Content:

FIBS.05.03 - Underwrite
loan applications to
determine
creditworthiness of
customers.
FIBS.05.03.a Explain the
process of credit analysis.
CO SS Standard 3.6.c Make connections

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.

between building and

maintaining a credit
history and its impact on
lifestyle

OBJECTIVES
Content:

SWBAT underwrite loan

applications to determine
creditworthiness by
completing the 5 Cs of
Credit activity.
SWBAT explain the
process of credit analysis,
by analyzing scenarios in
the 5 Cs activity.

Literacy and
Numeracy:

SWBAT Employ standard

English language properly
and fluently in reading,
writing, listening, and
speaking by taking notes
reading powerpoint slides,
listening to lecture, and
interacting in small groups
during the 5 Cs Activity.

Democracy and
21st Century Skills:

SWBAT work in
cooperative groups in
order to analyze their
activity scenario for the
purpose of promoting
collaboration that gives all
individuals the opportunity
to contribute.

SWBAT make
connections between
building and
maintaining a credit
history and its impact
on lifestyle by looking at
real-life scenarios and
coming up with ideas of
how to build and
maintain credit.
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:

After taking notes on the

content area, students will
be separated into groups
of 5. Each group will be
given a scenarios sheet in
which they determine the
creditworthiness of loan
applicants.

KEY VOCABULARY

Literacy and
Numeracy:

Students will take notes

during the lecture part of
the lesson. After taking
notes, students will
engage in a group activity
that requires them to
speak, listen, and read.
Students will know they
have achieved their
objective by completing
their scenario organizer
sheet.

Democracy and
21st Century Skills:

Students will demonstrate

their ability to collaborate
by completing the 5 Cs
group activity. To complete
the activity, students will
have to work together to
decide as a group whether
they would lend to the
business in their scenario.
(See Loan Scenario
Student Organizer
attached.)

Content

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

Literacy and
Numeracy
Reading, writing, notetaking,

Democracy and
21st Century Skills
Collaboration

HIGHER ORDER QUESTIONS for this lesson

Content

How is credit relevant to

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

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?

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 Youtube credit video. Credit Card Debt - A Student's

Story Students will watch a video about the risks of misusing credit.
After the video students will write in their notebooks, which are
collected periodically. In their notebooks students will answer the
prompt: List three things you, as an individual, can do to demonstrate
being responsible with credit.

Time

Pre-Assessment

Time

Building Background

Before the lecture, I will ask students to put their laptops and phones
away. As a pre-assessment, I will ask students if they think they could
get a loan today. Ill then ask them why they think that. Regardless of
what students answer, Ill ask them what they think lenders take into
account when looking at potential borrowers. Ill write any answers on
the board and tell students that the points they made are good and
that todays lesson will teach them how lenders evaluate an
applicants creditworthiness.

Link to Experience: Showing students the youtube video allows

students to see some of the downfalls of irresponsible use of credit. I

will ask students for examples of times when they made a rushed
decision that was in the heat of the moment. Did that decision have
any repurcussions? If so what were they and did they learn from that
experience?

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 soons and this could help them
make educated decisions.

Time

Activity Name
Lets Make a Deal.or Not

Students will break into groups. Each group will receive a scenario. As
a group they must read the scenario and decide if they would give the
borrower a loan. Each group must fill out the Loan Scenario Student
Organizer.

Classifying the 5 Cs of Credit

Students will work individually on a worksheet activity. In the

worksheet, students are provided with

Anticipatory Set
Hook - Youtube credit video. Students will watch a video about the
risks of misusing credit. After the video students will write in their
notebooks, which are collected periodically. In their notebooks
students will answer the prompt: List three things you, as an
individual, can do to demonstrate being responsible with credit.

Time

Instructional Input Includes: input, modeling and

checking for understanding
Models of Teaching:

Presentation a PowerPoint presentation will be given. Students will

take notes over the presentation.
Cooperative Learning Students will break into groups of five. Each
group will receive scenarios that they must analyze. They must then
work together to decide if they would approve or deny the businesses
in the scenarios for a loan. Each student must complete their own
evaluation of the scenarios, but they will consult and report as a
group.

SIOP Techniques: Questioning Throughout the lesson,

students will be asked questions and encouraged to elaborate
on answers they give. A Content Word Wall will be created
during the lessons hook. That wall will be referred to at the end
of the lesson to discuss the objectives.
Guided Practice: By circulating through the room during both
activities, I will engage in guided practice with students. (Praise,
Prompt, and Leave)
Reading , Writing, Listening, Speaking: Students will read

the PowerPoint, write about the hook, write to take notes, listen to the

presenation, and speak with each other during the group activity and
subsequent discussions.

Checking for Understanding: In each presentation slide I will

provide an example and ask for an example of the component
discussed.

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?
What are the 5 Cs?
Why are the 5 Cs important and relevant today?
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?

Independent Practice: Students will complete the group activity

and Individual activity.

Time

Accommodations, Modifications, and Student

Adjustments

During the group activity, Ill ask each group if they are having trouble
agreeing with their group. If they are having trouble I will work with
the group to try to resolve any problems.
If the worksheet assignment isnt working well for some, I will give
them an alternate assignment in which they create a table either on
their computer or on paper. In that table they will include the 5 Cs of
Credit and will provide examples of each C.

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 completing both activities. I will do checks for understanding

during our closing discussion. I will know they have achieved the
objectives if they provided logical responses during the group activity.
Students will get feedback in the next class regarding their individual

activity. Analysis of that activity will show if students achieve the

objective because they are required to identify exemplars of the 5 Cs.

Literacy and Numeracy: Students will know they have achieved

this objective if they have taken notes, participated in the activities,
and read during the lecture and activities.

Democracy and 21st Century Skills: Students will know they

have achieved this objective if they complete their group activity. The
information they share with the class during discussion will show if
the groups were able to function efficiently.

Time
5 min

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
Credit Card Debt - A Student's Story Video
Let's Make a Deal or Not Group Activity
Classifying 5 C's of Credit Individual Activity (See page
18)

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?