Safirah's UDL Lesson Plan

CAST’s UDL LESSON BUILDER

Lesson Overview

Title:	Savings and Loans (Day 1)
Author:	Safirah Ibenana
Subject:	Personal Finances
Grade Level(s):	6-8
Duration:	(3) 45 min periods
Subject Area:	Economics - Personal Finances - Savings and Loans
Unit Description:	This unit is designed as a UDL approach to support student understanding of the various banking processes and their personal finances. Students experience first-hand each step in the savings and loan process through simulation of role play. A personal digital story gives students the opportunity to create their character, design the banking process and its outcome. Blogging allows student to reflect upon the questions they had throughout the lessons and how they arrived to the answers. Students will be required to comment on each other’s blog to promote positive feedback. Exploring personal finances through demonstration is also a way to enable students to become more aware of the finances of their household. By providing various project formats for students to undertake, their chosen format will engage them to explore what they “want to know” from the unit so they will arrive at an understanding of the banking process inductively.
Lesson Description for Day:	Students will explore the process of lending and borrowing through multiple formats of representation.  They will dialogue with partners about the understanding of the process and chose a format to demonstrate their understanding for the following lesson.
State Standards:	Chapter 118. Texas Essential Knowledge and Skills for Economics with Emphasis on the Free Enterprise System and Its Benefits  (19) Personal financial literacy: The student applies critical thinking skills to analyze the costs and benefits of personal financial decisions.  Chapter 127 (6) The student demonstrates an understanding of personal financial management.  The student is expected to (A) Compare the advantages and disadvantages of different types of banking services.

Goals

Unit Goals:	Unit goals: Students will gain an understanding of the process of checking and savings bank accounts. Students will gain independence in making bank deposits and withdrawals (loans). Students will become aware that savings accrue interest because banks borrow their funds for loans
Lesson Goals:	Students will understand that savings account earns them money when they don't withdraw. Students will understand that they have to pay back more money than they borrow. Students will understand that banks loan at a higher interest rate than the rate of holding in order to make money.

Methods

Anticipatory Set:	(5 min) Teacher will activate students' prior knowledge of the process of checking, savings, and loans with a K-W-L chart. She then will provide worksheet to be answered throughout the lesson.
Introduce and Model New Knowledge:	(15 min) Teacher will model different scenarios of the process of deposits and "approved" loans with multiple formats: A) Teacher will show a digital personal story of how someone earned interest on her savings and how someone payed back more on his savings. B) Teacher will share blog with students on the scenarios from digital story to raise awareness on the process of how banks profit from interest rates. C)Teacher will role play with 4 students to demonstrate the process of checking, savings, and loans. Teacher will play cashier/branch associate as each student approaches with their scenario described in an envelope.   Reference: http://www.philadelphiafed.org/education/teachers/lesson-plans/PurposesandFunctionsGrades6-8.pdf
Provide Guided Practice:	(15 min)  Teacher and students will discuss answer sheet and resolve any misunderstandings about lesson goals. Teacher will provide podcast (ebook) for blogging and digital story.
Provide Independent Practice:	Throughout introduction, students will independently answer the worksheet and complete the "L" column of their chart. At the end of lesson, students will decide project format to undertake from: digital story, blogging, or role play. Project will mirror teacher's demonstrations in introduction. The following lessons will be independent practice as students prepare and present their projects.

Assessment

Formative/Ongoing Assessment:	Teacher will engage in group discussions as students fill out answer sheet to prompt students for insight and understanding of the various bank processes.
Summative /End Of Lesson Assessment:	"Exit ticket" - Name one item that you placed in the "Learn" column of your chart?

Materials

Desktop or laptop

Projector or SmartBoard

Windows Movie Maker: podcast and personal digital story

Blogger.com: podcast(e-book) and student Gmail accounts

Envelopes and play money

Worksheets (for name tags, deposit/loan records, borrower cards, and lesson review)

Paper clips (for name tags)

CAST2006 Adapted from http://lessonbuilder.cast.org

UDL's primary principles are to provide multiple means of representation, expression, and engagement to cater to the 3 primary brain networks: recognition, strategic, and affective (respectively). The multiple formats of instruction cater to the recognition network. The students choice in selecting the format of their project caters to the strategic network. The students' demonstration of their projects cater to the affective network. I will customize the requirements of each project according to the learning needs of the student.