The University of Mississippi School of Education

Written Unit Plan

Understanding by Design (UBD)

Unit Cover Page

Unit Title: Consumer & Personal Finance Grade Level: 12th Grade
Subject/Topic Areas: Economics, Budgeting and Money Management, Credit,
Wise Choices for Consumers, Getting out on Your Own
Key Words: budget, minimum balance requirement, overdraft, credit, loan,
finance charge, annual percentage rate (APR), cosigner, credit report, credit
score, identity theft, depreciate, premium, deductible, co-pay, claim, contract,
filing status, taxable income, lease, landlord
Designed By: Todd Sheffield

Length of Unit: 12 days

School District: Lafayette School: Lafayette High School

Brief Summary of Unit:

Many young people today do not know how to live independently. Some students feel
entitled and have had their parents who hold their hand throughout life resulting in the teens
inability to take action and make decisions about everyday living on their own. This lesson is
designed to help students pick up on some concepts of personal finance in order to make
effective decisions that impact their everyday life within the next few years.

Contextual Information
http://arcg.is/1St6VPG
1. Knowledge of characteristics of students
A. Age-Range, Gender, Total number of students: Ms. Smith teaches 12th grade economics
at Lafayette High School. She has 6 periods, five of which are Economics, and one period is
World Literature. In total she has about 90 students each day throughout all of her classes.
Because these students are mostly in the 12th grade they are between 17-19 years old.
According to the website, Lafayette High has over 700 students. First period has 25
students. Second period (World Lit) has 6 students. Third period has 13 students. Fourth
period has 24 students. Fifth period has 15 students. Sixth period has 8 students.
B. Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent): According to ArcGIS, 77% of high school students
graduated high school. Many of the students are on the average level for learning. In Ms.
Smiths Third and 6th Period classes, most of the students are more advanced and therefore
have a learning environment to focus on this.
C. Socio-Economic Description: In Lafayette County High, there is a 81.5% white population,
and 13.7% African American population. The median household income is about $50,000
according to a 2012 census. Only a few of the kids seem to be from struggling households,
so I would have to say that this data is fairly. It is evident from the types of clothing the
students wear that most of them come from an income bracket ranging from lower middle
class to upper middle class.
D. Typical Demeanor of Students: Depending on the period, many students choose to not pay
attention in class. Although there are some good students in every class, first and fourth
periods choose to be the most rowdy. They participate in class discussions and also ask
questions to gather more information about a particular topic, but discussions can get out of
hand in the aforementioned classes. While some classes are crazier than others because they
are more talkative, the students are generally attentive when prompted to return their focus
to the material being covered.
E. Typical Interest and Involvement of Students: Many of the students show their support for
their school, and also take part in sports and other activities. There are kids on the baseball
team, soccer team, JROTC, and other school activities. The students in this school also
enjoy the outdoors and are constantly taking about their weekends outside and spending
time on their four-wheelers and hunting.

2. Knowledge of students varied approaches to learning (Include information from

learning styles inventory): After observing this classroom, it is obvious to see that the majority
of students are visual learners with some auditory learners. There students have Keynote
presentations to draw their notes from and references to charts in the book to get supplemental
information. Questions from the chapter are often asked to ensure comprehension and this
activity often requires that they read the chapters in the textbook.
3. Knowledge of students skills and prior learning: These students seem more interested in
their personal lives than about being taught Economics; however, there is a select few that care
about social studies. Many students also just seem to be lazy and therefore say, I don't know
when asked a question in class. After grading their tests it is obvious that they forget stuff very
easily, even when the tests are in multiple choice format. The testing format is often changed in
order to ensure proper comprehension and to make sure they are not relying on cues within the
questions to find the right answer on the page.
4. Knowledge of community and school district (Include a description of the community
and school district): Lafayette County Schools are just outside of Oxford, and these students
mostly come from middle class families. The schools is up to date technologically; the teachers
have Mac computers in their classrooms as well as smart boards. The high school consists of
9-12 graders and the junior high has 6-8 graders. The elementary school is separated by upper,
3-5, and lower elementary, k-2. The city of Oxford contains about 20,000 people, and the county
has a population of about 51,000 people.

Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)

Goal: Identify overall goal (s) of the unit based on the Mississippi Curriculum
Frameworks or Common Core Standards.
MS Economics Standards:
MS.SS.Econ.6b
MS.SS.Econ.1c
MS.SS.Econ.5c
Common Core High School Statistics and Probability:
CCSS.Math.Content.HSS.MD.B.5.B
Common Core ELA Standards:
CCSS.ELA-LITERACY.RH.11-12.5
What understandings are desired?
Ch. 1
How to set up a budget
Opening and operating a checking account
Benefits of saving and investing
Ch. 2
Understanding, building, and using credit and credit cards
Credit reports
Identity theft and how to protect your identity
Ch. 3
The process of buying a car
Financing your college education
Types and benefits of insurance
Reading the fine print on contracts
Ch. 4
The process of applying for jobs
Paying taxes
Things to consider about finding an apartment

Daily objectives: What key knowledge and skills will students acquire as a result of this
unit? What should learners be able to do as a result of such knowledge? Include
integrated content areas from the Mississippi Curriculum Frameworks. Label objectives
with the DOK level of learning.
The students will:
State how a checking account is useful for managing money (DOK 1)
Fill out a check in class to be able to effectively manage a checking account (DOK 3)
Describe the purpose and process of setting up a budget (DOK 1)
Create a simple budget to get experience with day to day tasks after high school (DOK 4)
Compare the risk and return of saving and investment options (DOK 2)
Identify the the three rules for building wealth (DOK 1)
Outline the three criteria for qualifying for credit (DOK 2)
Recall how to use a credit card responsibly (DOK 1)
Analyze a credit card statement (DOK4
State what a credit report is and how it is used (DOK 1)
Describe common forms of identity theft and explain how to protect against them (DOK 2)
Describe the process of buying a car (DOK1)
Analyze the chart that details measures to take when buying a car (DOK 4)
Make observations about options in higher education and ways to finance it (DOK 2)
Construct a cost-benefit analysis on attending college (DOK 3)
Explain the importance of insurance and how it works (DOK 1)
Classify what type of insurance applies to each situation within a scenario(DOK 2)
Recall the things to consider when signing a contract (DOK 1)
State the steps to follow to get a job (DOK 1).
Construct a resume to prepare for future job opportunities (DOK 3).
Identify the forms needed to file taxes (DOK 1)
Apply concepts to fill in a Form 1040EZ (DOK 4)
Recall the process of finding an apartment to rent when the time comes to leave your current
living situation (DOK1)

Stage 2 Planning Assessment

(Stage 2 completed once for the unit)

Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
Unit Budget Project

Test/Quiz Item(s) and Other Traditional Assessments: List the names of each test/quiz/
homework/etc. here and attach a copy of each to your plan.
Unit Budget Project (instructions given at the beginning of the unit to have completed by the
last day)
Construct a Resume
Credit Card Statement Worksheet
Protecting Your Identity Worksheet
Informal Check(s): List ways you will check for understanding throughout your unit.
Check Writing Activity
Budget Worksheet
Researching College Options Questions
Insurance Activity
Form 1040EZ
Credit Card Statement Worksheet
Protecting Your Identity Worksheet

Academic Prompt(s): List higher level thinking questions used throughout the unit.
Why do you think its a bad idea to sign a blank check?
Do you currently budget your funds? If so, what do you spend the most money on?
Do you have any money in savings? How much do you think people should have in savings?
What reasons do you, as a high school student, have for borrowing money?
What do you think is the best way to maintain good credit?
Do you currently take any measures to protect yourself from identity theft? If so, what?
Why do you think you should research a vehicle before you talk to a dealer?
Do you plan to attend college? If so, why? How will you pay for it?
Do you pay for your own insurance for anything? (Car, Health, Home, Renters, Life,
Disability)
What do you think the phrase Experience is what you get when you dont read the fine
print means?
Have you ever held or do you plan to hold a job? Do you have a resume for future use?
Do you file your own taxes or do you receive help from your parents or some other tax
agency?
Who plans on moving out of your current living situation within the next few years?

Stage 3 Daily Lesson Plans

( Stage 3- attach lesson plans)

Make a calendar to outline the objectives taught each day, the activities/strategies used
and the assessments used. Next, attach a separate lesson plan for each day of your unit
using the format on the following page.

STAGE 3: Daily Plans

Monday

Tuesday

Wednesday

Thursday

TSW: State how a

checking account is
useful for managing
money (DOK 1)
Fill out a check in
class to be able to
effectively manage a
checking account
(DOK 3)

TSW: Describe the

purpose and process
of setting up a
budget (DOK 1)
Create a simple
budget to get
experience with day
to day tasks after
high school (DOK
4)

(Short lesson)
TSW: Compare the
risk and return of
saving and
investment options
(DOK 2)
Identify the the three
rules for building
wealth (DOK 1)

TSW: State what a

credit report is and
how it is used (DOK
1)

Check writing
activity

Budget worksheet

TSW: Outline the

three criteria for
qualifying for credit
(DOK 2)
Recall how to use a
credit card
responsibly (DOK
1)
Analyze a credit
card statement
(DOK4)
Credit Card
Statement
Worksheet

Credit Report
Handout

Friday
NO SCHOOL

TSW: Describe
common forms of
identity theft and
explain how to
protect against them
(DOK 2)
ID Theft Worksheet

EXCUSED
ABSENSE FOR
ROTC
TSW have time to
work on his Budget
Project due at the
end of the Unit.

(short lesson)
TSW: Describe the
process of buying a
car (DOK1)
Analyze the chart
that details measures
to take when buying
a car (DOK 4)

TSW: Explain the

importance of
insurance and how it
works (DOK 1)
Classify what type of
insurance applies to
each situation within
a scenario(DOK 2)

TSW: Make
observations about
options in higher
education and ways
to finance it (DOK
2)
Construct a costbenefit analysis on
attending college
(DOK 3)

Insurance Activity

FAFSA Application
Researching
College Options
questions
TSW: State the steps
to follow to get a job
(DOK 1).
Construct a resume
to prepare for future
job opportunities
(DOK 3).
Resume writing
activity

TSW:Identify the
forms needed to file
taxes (DOK 1)
Apply concepts to
fill in a Form
1040EZ (DOK 4
Tax filing activity

TSW: Recall the

process of finding
an apartment to rent
when the time
comes to leave your
current living
situation (DOK1)

TSW: Turn in Budget

Activity.

TSW: Recall the

things to consider
when signing a
contract (DOK 1)

Daily Lesson Plan

Lesson: 1
Objectives:
State how a checking account is useful for managing money (DOK 1)
Fill out a check in class to be able to effectively manage a checking account (DOK 3)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 576-577
Blank Check Sheet
Opening (Set):
Warm up: Why do you think its a bad idea to sign a blank check?
State the Objective: By the end of this lesson you will be able to state how a checking account is useful for
managing money and be able to fill out a check to be able to effectively manage a checking account.
Review the Warm up and see what some students said.
Who has a checking account?
How do you fund it? Do you write checks or use a debit card or both?
Learning Tasks (Procedures):
A. Tell the students to turn to page 576 to follow along in the text.
B. TTW read the opening paragraph and explain the difference between checking and savings accounts and how
banks record transactions, withdrawals, and deposits.
C. Ask: What are the benefits of having a checking account?
D. Proceed through the slideshow while the students take notes and ask questions.
E. Explaining the benefits of checking accounts.
F. Go through questions that must be asked by the individual when opening accounts at banks and how those
answers will impact which bank they choose.
G. Requirements and documents needed to open accounts
H. Ask: What are the difference between ATM and debit cards? How are they Similar?
I. The Difference between ATM and Debit Cards
J. Get a student to pass out the Blank Check
K. Proceed to explain how to write a check.
L. Get students to fill out the check properly for a specified and ensure that they did it correctly and then turn it in.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Allow students to Research banks on their phones and checking accounts.
Intervention: Additional support from the teacher and paired with a peer if necessary to ensure success
with the Check writing sheet.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, and activity should appeal to different learning styles. If needed,
everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 2
Objectives:
Describe the purpose and process of setting up a budget (DOK 1)
Create a simple budget to get experience with day to day tasks after high school (DOK 4)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 574-575
Budget Worksheet
Opening (Set):
Warm up: Do you currently budget your funds? If so, what do you spend the most money on?
State the Objective: By the end of this lesson you will be able to describe the purpose and process of setting up a
budget. Also, you should be able to create as simple budget.
Review the Warm up and see what some students said.
Who has a job?
If any of you have a part time job and do not receive money from your parents then you likely have to budget
your money.
If you dont use a budgeting tool, you might want to reconsider, because the next few years will add many
financial obligations for you.
Learning Tasks (Procedures):
A. Tell the students to turn to page 574 to follow along in the text.
B. TTW read the opening paragraph and explain that responsibility and freedom are intertwined. Financial Planning
is essential for a less stressful life. If you guys can start planning early in life, then financial struggles later in
life will be less severe.
C. Proceed through the slideshow while the students take notes and ask questions.
D. Go through the steps for setting up a personal budget with the slideshow and explain how each is relevant to
managing money.
A. Ask: What is the difference between fixed and flexible expenses?
B. Ask: What types of expenses someone living independently might have?
E. Get a student to pass out Sample Budget.
F. Review the Sample Budget and field any questions anyone might have.
G. Get a student to pass out the Blank Budget Worksheet
H. Review the worksheet and field any questions anyone might have. Direct the students to fill out their own
personal budget on the sheet. They can do their current budget or what they think their future budget will look
like after high school.
I. After giving them time to think and complete the sheet, ask if anyone wants to volunteer to share their budget
with the class. (share percentage of income for the categories, not actual dollar amounts, so no one gets
embarrassed about economic status).
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Allow students to download budgeting apps on their phones to apply what they learned in
class.
Intervention: Additional support from the teacher and paired with a peer if necessary to ensure success
with the budgeting activity. Calculators will be provided if necessary to assist with totaling the budgets.

Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, and activity should appeal to different learning styles. If needed,
everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 3
Objectives:
Compare the risk and return of saving and investment options (DOK 2)
Identify the the three rules for building wealth (DOK 1)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 578-581
Opening (Set):
Warm up: Do you have any money in savings? How much do you think people should have in savings?
State the Objective: By the end of this lesson you will be able to compare the risk and return of saving and
investment options and identify the the three rules for building wealth.
Review the Warm up and see what some students said.
Would it surprise you to hear that financial advisors recommend that you have savings equal to at least
three to six months of expenses?
Why do you think that is the case?
Do any of you invest your money? Do your parents invest their money?
Learning Tasks (Procedures):
A. Tell the students to turn to page 578 to follow along in the text.
B. TTW read the opening paragraph and explain how careful saving and smart investing throughout life will make
the future easier for you and your loved ones. If you guys can start planning early in life, then financial
struggles later in life will be less severe.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the benefits of Savings accounts.
E. Refer to the chart on 578 to explain the 3 types of accounts (Standard Savings, Money market deposit accounts,
and CDs)
F. Explain FDIC and explain how it works if a bank fails.
G. Ask: Why is it important to start investing early?
H. Stress the importance of investing and how it impacts everyones future.
I. Go over the concept of investing more conservatively the closer you get to retirement.
J. See if the kids can guess the Three Basic Rules for building wealth.
K. Hit the Three Basic Rules for building wealth (Start Early, Buy and Hold, Diversify)
L. Refer to the chart on page 581 for the benefits of starting early.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Introduce investing websites and retirement plans for kids to check out. Ex. scottrade.com
Intervention: Additional support from the teacher by explaining the charts in the book if necessary.
Students may check out a text book to review the material.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, and activity should appeal to different learning styles. If needed,
everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 4
Objectives:
Outline the three criteria for qualifying for credit (DOK 2)
Recall how to use a credit card responsibly (DOK 1)
Analyze a credit card statement (DOK4)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 582-585
Credit Card Statement Worksheet
Opening (Set):
Warm up: What reasons do you, as a high school student, have for borrowing money?
State the Objective: By the end of this lesson you will be able to Outline the three criteria for qualifying for credit
and analyze a credit card statement.
Review the Warm up and see what some students said.
How many of you have a credit card?
What type of goods to you purchase on credit?
This lesson will help you understand credit better and help you make more informed decisions when
dealing with tricky financial decisions in the future.
Learning Tasks (Procedures):
A. Tell the students to turn to page 582 to follow along in the text.
B. TTW read the opening paragraph and explain how credit can be both beneficial if used wisely and harmful if
used carelessly.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. what credit and loans.
B. Talk about Finance charges, APR, and the real cost involved with credit.
C. Discuss the 3 Cs (character, capacity, and capital) that determine creditworthiness.
D. The factors associated with choosing a credit card.
E. The differences separating debit and credit cards.
E. Pass out the Credit card statement worksheet and show them how to read a statement.
F. The students will complete the worksheet and turn it in.
G. Lead a discussion on the costs and benefits of living without a credit card. Make a list of each on the board. Ask:
Is there an alternative way to buy things over the internet without a credit card? Are people who dont have
credit cards less likely to go bankrupt?
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Students can research different credit card companies and report the different APR rates they
learned to the rest of the class.
Intervention: Additional support from the teacher by explaining the charts in the book. Students may
check out a text book to review the material. The hands on activity should help the student connect the
material covered by lecture to the desired outcome of actually reading a credit card statement and learning
what it takes to maintain good credit.

Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, and activity should appeal to different learning styles. If needed,
everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 5
Objectives:
State what a credit report is and how it is used (DOK 1)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 586-587
Online Guide to Reading Credit Reports
Credit report handout
Opening (Set):
Warm up: What do you think is the best way to maintain good credit?
State the Objective: By the end of this lesson you will be able to State what a credit report is and how it is used
Review the Warm up and see what some students said.
What do you think it means to say that the best cure for credit problems is prevention? Today we will
learn about the tool that many people will use to gauge your financial capabilities.
Learning Tasks (Procedures):
A. Tell the students to turn to page 586 to follow along in the text.
B. TTW read the opening paragraph and explain how credit reports are used regularly in life and how they are
linked to the three Cs discussed in the previous lesson.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. Credit reports and credit scores.
B. More people use your credit score than you realize.
C. How to get a copy of your credit score.
D. How to solve credit issues.
A. self help
B. professional help
E. How to read credit reports online
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Provide the students with credit report websites to go check their own credit reports if we
have time at the end of class or when they go home.
Intervention: Additional support from the teacher by explaining the charts in the book. Students may
check out a text book to review the material. The hands on activity should help the student connect the
material covered by lecture to the desired outcome of actually reading a credit report and learning what it
takes to maintain good credit.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, and activity should appeal to different learning styles. If needed,
everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 6
Objectives:
Describe common forms of identity theft and explain how to protect against them (DOK 2)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 588-589
ID Theft video
Protecting Your Identity worksheet
Opening (Set):
Warm up: Do you currently take any measures to protect yourself from identity theft? If so, what?
State the Objective: By the end of this lesson you will be able to Describe common forms of identity theft and
explain how to protect against them.
Review the Warm up and see what some students said.
Who has or know someone who has experienced Identity theft? (Talk about it for a while)
What do you think are the most common methods identity thieves use to steal identities?
Today we will discuss what you can do to protect yourself from becoming a victim.
Learning Tasks (Procedures):
A. Tell the students to turn to page 588 to follow along in the text.
B. TTW read the opening paragraph and explain how the financial tools we have discussed so far are linked to each
individual that uses them and the dangers that occur if other people gain access to sensitive information.
C. Ask: How do you think identity theft might affect your credit rating?
D. Proceed through the slideshow as the students take notes and ask questions.
E. Explain the following
A. the basic idea of identity theft and show the commercial
B. Common techniques used by thieves.
A. Ask: How are spamming, phishing, and hacking similar?
C. Steps to take if you become a victim
D. Introduce the acronym SCAM to assist in preventing ID theft. (be Stingy, Check your statements,
Ask for your credit report, Maintain records).
F. Go over Protecting Your Identity worksheet.
G. Hold discussion about things the students can change about their day to day habits to protect against identity
theft.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Provide the students with internet resources to learn more www.usdog.gov ;
http://www.ftc.gov/bcp/edu/microsites/idtheft/ ; www.consumeraction.gov .
Intervention: Students may check out a text book to review the material. If someone doesnt understand
the situations after the discussion, we will get in pairs and act out the 4 most common ways identity theft
occurs to ensure full concept attainment.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, and activity should appeal to different learning styles. If needed,
everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 7
Objectives:
Describe the process of buying a car (DOK1)
Analyze the chart that details measures to take when buying a car (DOK 4)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 590-591
Opening (Set):
Warm up: Why do you think you should research a vehicle before you talk to a dealer?
State the Objective: By the end of this lesson you will be able to describe the process of buying a car and analyze
the steps to take when buying a car.
Review the Warm up and see what some students said.
Today we are going to talk about some questions to think about before buying a car.
Learning Tasks (Procedures):
A. Tell the students to turn to page 590 to follow along in the text.
B. TTW read the opening paragraph and explain the financial obligation of owning a vehicle and how public
transportation or some other form of transportation might be better options depending on ones lifestyle.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. The decision of buying new or used and depreciation.
A. Review Figure 11 and call on students to read each section.
B. Get them to summarize what each section means.
C. Ask them why its best to avoid used cars with 15,000 miles or more per year.
D. What are the main advantages and disadvantages of new and used cars?
B. How to finance the car.
A. Ask: What should you beware of if you finance a car through a car dealer?
C. The follow-up tasks involved after buying a car
E. Hold a discussion about the factors that impact the cost of insurance, tag and title, the overall price of the car, and
steps that can be taken to reduce some of the cost.
Did the cost of financing a car surprise you?

Did the true cost of owning a car surprise you?

Do you still want to buy a car?

Do you still think you can afford a car?

Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Provide the students with a list of questions about car maintenance and general questions
about car ownership so they can learn about how much time, effort, and money goes into car ownership.
Intervention: Additional support from the teacher by explaining the charts in the book. Students may
check out a text book to review the material. The discussion and list of questions provided to ask about
should help them when faced with these decisions about car ownership.

Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, and activity should appeal to different learning styles. If needed,
everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 8
Objectives:
Make observations about options in higher education and ways to finance it (DOK 2)
Construct a cost-benefit analysis on attending college (DOK 3)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 592-595
The Looming Student Loan Crisis Article
FAFSA Application
Researching College Options questions
Opening (Set):
Warm up: Do you plan to attend college? If so, why? How will you pay for it?
State the Objective: By the end of this lesson you will be able to make observations about options in higher
education and ways to finance it and you will have constructed a cost-benefit analysis on attending college.
Review the Warm up and see what some students said.
Four Year colleges arent for everyone, but there are all sorts of schools that can fit into many different
walks of life.
Learning Tasks (Procedures):
A. Tell the students to turn to page 592 to follow along in the text.
B. TTW read the opening paragraph and explain that there are several types of schools to learn all sorts of skills,
and even though they arent four-year institutions, the end result is likely still more profitable than not attending a
school at all.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. How to decide about higher education.
A. What type of higher education to choose.
B. When to start.
C. Where to go.
B. How to determine the total cost of going to school.
C. Where to get the money to pay for school.
A. Discuss the graph on financial aid options and how they work.
D. The factors that determine how much aid you can get.
E. How to apply for aid.
E. Handout of Questions to consider for Financing Education
F. https://fafsa.ed.gov/fotw1617/pdf/PdfFafsa16-17.pdf Review the FAFSA application.
G. Get a student to pass out the article on student loan debt.
H. Hold a discussion on the article and see what the students think about student loans.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Provide the students with online resources for student aid studentaid.ed.gov ;
www.fafsa.ed.gov ; www.collegeboard.com ; www.salliemae.com .
Intervention: Additional support from the teacher by explaining the charts in the book. Students may
check out a text book to review the material. The discussion on student loans and other forms of aid should

assist in understanding. If they need help applying, I can walk them through the online process and point
them towards the school counseling center.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, discussion, and reading material should appeal to different learning
styles. If needed, everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 9
Objectives:
Explain the importance of insurance and how it works (DOK 1)
Classify what type of insurance applies to each situation within a scenario(DOK 2)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 596-597
Insurance Activity
Opening (Set):
Warm up: Do you pay for your own insurance for anything? (Car, Health, Home, Renters, Life, Disability)
State the Objective: By the end of this lesson you will be able to explain the importance of insurance and how it
works. Also, you will be able to classify what type of insurance applies to each situation within a scenario.
Discuss the Warm up and see what some students said.
Today we will talk about the Pros and Cons of insurance and the types available.
Learning Tasks (Procedures):
A. Tell the students to turn to page 596 to follow along in the text.
B. TTW read the opening paragraph and explain that insurance protects people from the financial effects of
unexpected losses. Then explain how insurance works as a whole.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. Benefits of insurance
B. Terms related to insurance
C. Common types of insurance
D. The types of questions to ask an insurance agent
E. Ask: How and why is the size of the deductible related to the amount of insurance premiums? Why is
insurance that covers full replacement cost more expensive than current value coverage?
F. Get a student to pass out the Insurance Activity
A. Explain it.
G. Discuss the end result of the activity.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Have students ask their parents about insurance rates and types of insurance policies they
hold to possibly discuss them in class.
Intervention: Additional support from the teacher by explaining the charts in the book. Students may
check out a text book to review the material. The discussion on the types of insurances should assist in
understanding.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, discussion, and worksheet should appeal to different learning styles.
If needed, everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 10
Objectives:
Recall the things to consider when signing a contract (DOK 1)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 598-599
Opening (Set):
Warm up: What do you think the phrase Experience is what you get when you dont read the fine print means?
State the Objective: By the end of this lesson you will be able to recall the important things to consider when
signing a contract.
Discuss the Warm up and see what some students said.
Contracts can be a tricky matter. They have to be read thoroughly for proper comprehension to ensure
that both parties will meet the requirements laid out on paper.
Learning Tasks (Procedures):
A. Tell the students to turn to page 598 to follow along in the text.
B. TTW read the opening paragraph and explain that buying insurance, taking out a loan, signing up for a credit
card, and all the agreements for electronic software you click agree to on your computer or phone are all
contracts. Everything that falls under terms and conditions that you sign or click agree to is called the fine
print.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. Education is when you read the fine print. Experience is what you get when you dont.
B. Why reading the fine print is so important.
A. Ask: Why might companies put the terms and conditions of a contract in the fine
print?
C. Actions to take before signing a contract.
A. Actually read the contract
B. Clarify all terms or provisions you dont understand
C. Check all figures in the contract
D. Make sure all mistakes are corrected
D. What to beware of
A. Quick-moving salespeople
B. Contracts with blank spaces
C. Verbal contracts
D. Leaving without a copy of the contract
E. Examine the phone contract in the book and discuss each section.
A. Ask: how does the asterisk modify the terms of the contract? What are some terms that a buyer
might want to clarify before signing this contract?
F. Hold a discussion on contracts and any questions students might have.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment:.Look up examples of contracts and read some of the fine print to the class that might sound
controversial and sum it up into simpler terms.

Intervention: Additional support from the teacher by explaining the charts in the book. Students may
check out a text book to review the material. The discussion on contracts and the examples should assist in
understanding.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, discussion, and example should appeal to different learning styles.
If needed, everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 11
Objectives:
State the steps to follow to get a job (DOK 1).
Construct a resume to prepare for future job opportunities (DOK 3).
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 600-603
Resources for building a resume
Opening (Set):
Warm up: Have you ever held or do you plan to hold a job? Do you have a resume for future use?
State the Objective: By the end of this lesson you will be able to state the steps to follow to get a job and construct
a resume to prepare for future job opportunities.
Discuss the Warm up and see what some students said.
Raise your hand if you hold or have held a job. What documents did you need to get that job? Today
we are going to talk about the process of getting a job.
Learning Tasks (Procedures):
A. Tell the students to turn to page 600 to follow along in the text.
B. TTW read the opening paragraph and explain that a job allows you to earn money, gain experience, and learn
new skills. A career, on the other hand, is a work path that provides satisfaction, challenge, and opportunities for
self-expression.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. How friends and family, school counselor or career planning services, the internet, newspaper adds,
employment agencies, and job fairs are all good resources for the unemployed to use to assist in
finding vacancies.
A. Ask: Why is it important to look in multiple places for job leads?
B. Items needed to apply for a job (resume, cover letter, and references)
A. Ask: How might preparing a resume and list of references help you fill out a job
application?
C. How to ace the interview.
A. Show video on job interviews
A. https://www.youtube.com/watch?v=BkL98JHAO_w
B. Discuss the video if anyone has questions or things that they thought were good or bad.
E. Introduce a resume and get the students write their own in class to prepare them for job searches after graduation.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Getting students invested in their future job/career should help provoke some motivation to
try harder in their future endeavors.
Intervention: Additional support from the teacher by explaining resumes, interviews, and resources.
Students may check out a text book to review the material. The discussion on resumes and interviews and
the professional video detailing interviews should assist in understanding.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, discussion, example, and practical exercise should appeal to

different learning styles. If needed, everything can be provided in large print and audio recording devices
are permitted.

Daily Lesson Plan

Lesson: 12
Objectives:
Identify the forms needed to file taxes (DOK 1)
Apply concepts to fill in a Form 1040EZ (DOK 4)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 604-607
Form 1040EZ
Opening (Set):
Warm up: Do you file your own taxes or do you receive help from your parents or some other tax agency?
State the Objective: By the end of this lesson you will be able to identify the forms needed to file taxes and apply
concepts to fill in a Form 1040EZ.
Discuss the Warm up and see what some students said.
Paying taxes is a necessary part of life. Understanding the tax process and how to pay them will make
your life much easier.
Learning Tasks (Procedures):
A. Tell the students to turn to page 604 to follow along in the text.
B. TTW read the opening paragraph and explain when taxes are due on your income.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. How are the taxes you pay determined?
A. Ask: Why do you need to file a tax return even if you do not owe any money?
B. Ask: Why might someone want to have additional money withheld from their
paycheck?
B. Where do you find tax forms?
A. Ask: Does anyone know the difference between the tax forms?
B. Essential tax forms (Form 1040, W-2, W-4, 1099)
C. How do you fill out a tax form?
A. Get a student to pass out the Form 1040EZs to the class.
B. Go through the form step by step.
D. How do you file your taxes?
A. Refer the students to community resources and an electronic filing system.
B. What to do if you get stuck.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Getting students hands on experience with tax forms and introducing them to community
resources should help them understand what filing taxes is all about.
Intervention: Additional support from the teacher by explaining the tax process and the forms should help
them understand how taxes work. Students may check out a text book to review the material.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, examples, and practical exercise should appeal to different learning
styles. If needed, everything can be provided in large print and audio recording devices are permitted.

Daily Lesson Plan

Lesson: 13
Objectives:
Recall the process of finding an apartment to rent when the time comes to leave your current living situation
(DOK1)
Materials:
Paper
Writing tool
Laptop (for teacher)
Keynote (powerpoint)
Internet connection
Apple TV
Textbook, pg. 608-609
Opening (Set):
Warm up: Who plans on moving out of your current living situation within the next few years?
State the Objective: By the end of this lesson you will be able to recall the process of renting an apartment when
the time comes for you to move out.
Discuss the Warm up and see what some students said.
There comes a time where most people decide to move out from under their parent or guardians care and
live either on their own or with a friend or partner. This lesson should help you make an educated decision
on what to look for as a potential renter.
Learning Tasks (Procedures):
A. Tell the students to turn to page 608 to follow along in the text.
B. TTW read the opening paragraph and explain the responsibilities involved with renting an apartment.
C. Proceed through the slideshow as the students take notes and ask questions.
D. Explain the following
A. Things to consider about renting an apartment.
A. How much to spend
B. Whether to live with roommates or not
C. How to choose roommates
D. Ask: What are some advantages and disadvantages of living with roommates?
B. What to know about signing a lease.
C. Review the chart about looking for an apartment
E. Hold a discussion about some of the students experiences with living in apartments or their neighborhoods.
Closure:
A. Review the objective and what we learned in class.
B. Field any last minute questions the students might have.
C. Discuss what we will cover tomorrow.
Differentiated Instruction:
Enrichment: Get students to research some apartments on their phone and see what they think is
interesting.
Intervention: Additional support from the teacher by explaining the process more simply. Students may
check out a text book to review the material.
Accommodation: The slideshow will be provided online for students to have an opportunity to catch up
later if needed. The lecture, slideshow, examples, and discussion should appeal to different learning styles.
If needed, everything can be provided in large print and audio recording devices are permitted.

Unit Budget Project

Due April 26
Directions
Have a discussion with your parents about bills and cost of moving out on your own. Discuss
each of the following budget items with your parents and decide what the cost of the following
items are if you were to live on your own in Lafayette County. Find out what each item will cost
you if you paid for it on your own with no assistance from your parents or the government.
1. Budget (List monthly cost for each item rounded to nearest dollar.)
$________________Rent/Mortgage
$________________Electric
$________________Phone
$________________Internet
$________________Water
$________________Sewer
$________________Health Insurance
$________________Car Insurance
$________________Car Payment
$________________Gas
$________________Tuition
$________________Food
$________________Cable
$________________Misc.
2. Research Career
Choose a College
Find out yearly Tuition cost
Find and print exactly what courses are required for a degree
Determine future completion date
Determine future loan debt
3. Salary
Gross average nationally
Gross average in Mississippi
Determine tax bracket based on Mississippi average salary
Determine Gross monthly pay
Determine Net monthly pay
Subtract total budget costs and subtract from your net monthly pay
4. You should include a personal reflection that answers the following:
1. What did you learn while preparing this budget?
2. What did you learn that you didnt expect?
3. What did yo learn about yourself? Your goals? Your expectations?
4. How do you need to change your goals/expectations to deal with what you
experienced during this project?
5. What did you learn about saving and expenses?

6. Knowing what you now know about adult life, will you have a different approach
when asking your parents for certain things?
4. Use this as a guide for your project
a. Type up a completed budget and organize it with monthly inflow and outflows.
b. Address all aspects of this assignment in paragraph format typed below your
budget. 12 point Times New Roman font. 1 inch margins. Double spaced.
i. Attach links to your web sources.
c. Attach a course guide from chosen university.
d. Attach any other research or resources.
Rubric for Budget Research Project
Students Name _____________________________________
Category

1 or 0

Budget
Information

You accurately
complete all
applicable lines
and categories
on the budget
portion using
data and
assumptions
given in the
assignment; no
apparent errors.

You complete
all applicable
lines and
categories on
the budget
portion using
data and
assumptions
given in the
assignment; 1 or
2 errors.

You complete
some but not all
applicable lines
and categories
on the budget
portion using
data and
assumptions
given in the
assignment; a
3-4 errors and
omissions.

You selectively
fill in the
budget; 5 or
more errors and
omissions.

Budget
Narrative

You introduce
the budget and
comment on the
budget process;
provide a
detailed
explanation of
how you
determined
individual
budget lines and
amounts; and
draw pertinent
conclusions
about the budget
and budget
process.
Use of Data and You successfully
Assumptions
incorporate all
assumptions and
data from the
assignment and
include
information
about average
salaries related
to your chosen
career and stated
location; no
apparent errors.
Packet
Completion

You introduce
the budget and
comment on the
budget process;
the explanation
is lacking on
how you
determined
individual
budget lines and
amounts; and
draw
appropriate
conclusions
about the budget
and the budget
process.
You incorporate
most, if not all,
assumptions and
data from the
assignment and
include
information
about average
salaries related
to your chosen
career and stated
location; one or
two minor
errors.
All content was All content was
appropriately
addressed and
addressed
presented in a
correctly and
binding folder;
presented in a
1-2 mistakes.
binding folder.

Score________________________
Comments:

You introduce
the budget and
partially explain
how you
determined
individual
budget lines, but
comment little
on the budget
and budget
process.

You
insufficiently
explain how you
determined
individual
budget lines and
amounts and say
little, if
anything, about
the budget and
budget process.

You incorporate
some
assumptions and
data from the
assignment and
include
information
about average
salaries related
to your chosen
career and stated
location; 3 or 4
major errors and
omissions.
Most of the
content was
addressed and
presented in a
folder; 3-4
mistakes.

You incorporate
few, if any,
assumptions and
data from the
assignment; 5 or
more errors and
omissions.

Little, if any,
content was
addressed and
presented
without any
folder; 5 or
more mistakes.

Enrichment Activity
Using the information on pages 588-589, and the Internet, create a paper that details the
common techniques used by identity thieves. You should address the problems and have
solutions for each technique. Discuss how people can protect themselves from these kinds of
identity theft. Write your paper in Times New Roman 12 point font with 1-inch margins; it should
also be double spaced. Remove all extra space between the paragraphs. Please refer to the
rubric below.

Category

4 Points

3 Points

2 Points

1 or 0 Points

Format

Adheres fully to
the formatting
guide

Strays from the

formatting guide
with one mistake

Strays from the

formatting guide
with two mistakes

Completely
disregards the
formatting guide.

Required
Elements

The paper includes

all required
elements as well
as additional
information (5 or
more techniques
and protections).

The paper includes

all required
elements (4 more
techniques and
protections).

The paper
includes all but
one required
element (3 or
more techniques
and protections).

The paper is
missing 2-3 of the
required elements.

ContentAccuracy

At least 5-8
accurate facts and
explanations are
written with great
detail.

At least 4-7
accurate facts and
explanations are
written in great
detail.

At least 3-6
accurate facts and
explanations are
written with details
lacking.

Less than 3
accurate facts and
explanations are
written with details
lacking.

Grammar

There are no
grammatical
mistakes in the
paper.

There are 1-3

grammatical
mistakes in the
paper.

There are 4-6

grammatical
mistakes in the
paper.

There are 7
grammatical
mistakes in the
paper.

Organization

Information is very
well organized with
well-constructed
paragraphs.

Information is
organized with wellconstructed
paragraphs.

Information is
organized, but
paragraphs are
not wellconstructed.

The information
appears to be
disorganized.

Students Name: ________________________

Score: ______________
Teacher comments:

Vocabulary Quiz

Consumer and Personal Finance

Place the appropriate word in that blanks provided.

Word Bank:

Finance Charge

Identity Theft

Capital

Loan

Contracts

Interest

Deductible

Capacity

Claim

Cosigner

Credit

Budget

Overdraft

Character

Premium

Credit Report

1. A __________________ is a plan for how to save and spend your income so you
can focus your limited financial resources on whats most important to you.
2. Most banks charge high fee for an _____________________, a check or other
withdrawal for more than the existing account balance.
3. Your money grows in a savings account because banks pay
______________________________, a fee for the use of your money.
4. __________________________ is the practice of buying goods or services now and
paying for them in the future.
5. One form of credit is a ______________, which is borrowed money that must be
repaid with interest.
6. The cost of credit is called the ____________________________. It includes the
total amount of interest you will pay plus any service charges.
7. _________________________- refers to your past record of paying your bills on
time.

8. _________________________- refers to your level of income relative to the size of

the loan.
9. _________________________- includes your income, savings, and other
investments
10. A ____________________ is a person who will assume responsibility for the debt if
you fail to repay the loan.
11. A ____________________ is a statement by a credit bureau that details a
consumers credit record.
12. ________________________ is the use of someone elses personal information for
criminal purposes. Depreciate- decrease in value
13. Your payment for protection is called a ________________________.
14. The amount you pay before the insurance company pays on a loss is a
______________________________.
15. For all types of insurance, when you have a loss you submit a
_________________, which is a request for payment, to the insurance company.
16. ____________________________ can be signed documents or may be executed
on a website when you hit the agree button.

Key:
1. Budget
2. Overdraft
3. Interest
4. Credit
5. Loan
6. Finance Charge
7. Character
8. Capacity
9. Capital
10. Cosigner
11. Credit Report
12. Identity Theft
13. Premium
14. Deductible
15. Claim
16. Contracts

Consumer and Personal Finance Pretest

Complete the following questions to the best of your ability.
1. What is the purpose of a budget?
2. What is a benefit of having a budget?
3. What should you do before committing to opening a checking account at a bank?
4. What are the three basic rules of investing?
5. What is credit and how does it impact your life?
6. What is the significance of a credit report?
7. What documents does Mississippi require for vehicle ownership?
8. What types of financial aid exist?
9. What are the most common types of insurance policies?
10. What tasks should you do before signing a contract?
11. Why is a resume important to the hiring process?
12. What is the most commonly used tax form for young adults?
13. What should you consider when looking for roommates for an apartment?