EEI Lesson Plan Template

Name: Damian Liljegren Pima Course: 292B Instructor: Range Glenn, Kim

Subject: Economics Topic: Savings and financial Grade Level: 11 Duration: 55 minutes
decisions that affect the future
List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert
actual examples in the Appendices below the plan] PPT presentation with content of lesson, laptop computer, mini
whiteboards with markers, and students with pencils and paper who are present and eager to learn 

Purpose: This lesson will help students understand that how they make their choices can greatly affect their financial
lives for better or worse.

Components Description of Plan

Content Standard HS.5SS.C5.PO1 – The highly proficient student can explain how education, career
Choose ONE standard and type it out choices, and family obligations affect future income. From Beyond Textbook (where
along with the number. we get our standards in the Vail School District)
Learning Objective Bloom’s Level: Understand
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy Objective: Students will understand how education and career choices affect future
 Write ONE objective that is ONE income and be able to create a step-by-step financial plan to become a millionaire at
simple sentence with ONE carefully
some point in their lifetime.
chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of A quick "hook" to grab the
Mins
 1. Have students view multiple 1. View images of wealthy and
student's attention images on wealthy and famous famous people.
 Activates prior knowledge of
5 people. 2. Think about and state how the
the objective
min  Requires active participation
2. Have the students verbally state people in the images are similar.
s from ALL learners in which ways the people in the 3. Think about and write down 3-4
 Students must literally interact photos are similar. general characteristics of a
with the OBJECTIVE 3. Ask students to think about and millionaire and be ready to orally
write down 3-4 general state what they wrote.
characteristics of a millionaire.
Est Teaching-Input Teacher will: Students will:
# of
Mins
 Using effective and varied 1. Present content (vocabulary, 1. Collaborate and discuss
strategies, the teacher concepts, etc.) on carefully responses to group questions
provides information and
20- vocabulary students will need
planned PPT via a group- with students in their groups.
30 in order to grasp the concept, based discussion game (The 2. Think about, discuss, and
min strategy, or skill. Millionaire Game). answer questions asked of
s  Check for Understanding. 2. Break students into small them and ask questions if
groups and thoroughly go they need clarification.
over rules of the discussion 3. Participate in The Millionaire
game. Later, ask students to Game and take the required
take notes on specified notes on key content (Rules
content. for Improving Your Financial
3. Ensure groups collaborate, Life).
discuss, and participate in
responses to questions.
Ensure students understand
key content by asking
questions (individually and
 EEI Lesson Plan Template

collectively) and making sure

they’re writing down the
proper notes.

Est Teaching-Modeling Teacher will: Students will:

# of
Mins
 Teacher demonstrates and
shows examples of what
students are expected to do
5- (how to solve the problem,
10 answer the question, do the
min activity etc.).
s
 Check for Understanding.
Est Guided Practice
# of
Mins
 An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
15- teacher’s guidance.
20
 This is the heart of the lesson
min and should have the most
s minutes assigned to it.
Est Closure
# of  ALL students must engage in
Mins
brief closure activity to cement
learning and optimize transfer.
5  Do not introduce anything
min new during Closure.
s  Check for Understanding.
 Students must re-engage with
the OBJECTIVE
n/a Independent Practice
 AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.
1. Present facts, viewpoints, and 1. Think about, discuss, and
pose certain questions about write down answers to
relevant information specific questions asked in
pertaining to the Rules for The Millionaire Game.
Improving Your Financial Life.
2. Check for understanding
through the students’
responses (groups and
individually) and asking
follow-up questions.
Teacher will: Students will:
1. Thoroughly go over 1. Think about and create their
“Becoming a Millionaire own step-by-step plan to
(Step-By-Step Plan)” become a millionaire at some
assignment and examples point in their lifetime.
with students. 2. Ask teacher any questions
2. Walk around the room to offer needed to clarify anything
guidance on certain portions pertaining to the information
of assignment and ensure they just learned about the
understanding. Rules for Improving Your
3. Offer up any suggestions on Financial Life.
potential options how
students can address this
assignment.
1. SW think about and choose one key point or idea (and its significance) they
got from today’s lesson.
2. SW write down and verbally share their responses with the class and/or
neighbor.
3. TW call on a couple students to share their responses with the class.
**Note: Since we don’t really assign homework at PHS, closure is generally
done just before guided/independent practice. Guided practice and
independent practice is merged at PHS.
Students will:
We generally don’t assign homework at PHS. The “Becoming a Millionaire (Step-
By-Step Plan)” assignment will be thoroughly discussed and allowed enough time for
completion by the students either in class today or finished at the beginning of class
tomorrow. I wrote the description of it in the “Guided Practice” section, but it will be
started after “Closure” and will include their “Independent Practice” as well.

Checks for Understanding 1. Asking questions to the students (individually and collectively) and checking their

 List at least THREE quick, informal
strategies that you used to check
understanding throughout the lesson.
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options
 Describe how you will pre- and post-
test students’ understanding of the
objective. These do not need to
happen on the same day as the
lesson.
 Alternative options for diverse
learners should also be provided
Differentiation Options
Describe how you will reach diverse
learners by varying the:
 Content
 Process
 Product
21st Century Learning
Describe how you will incorporate
technology and/or the 4 Cs:
 Critical Thinking
 Creativity
 Collaboration
 Communication
EEI Lesson Plan Template
responses – Group discussions/responses.
2. Verifying to see that students are properly writing down the specified notes.
3. Asking random students to briefly summarize vocabulary and/or key concepts and
provide specific examples.
Pre- and Post-Assessment of Objective:
Key vocabulary and concepts (Rules for Improving Your Financial Life) from
this lesson will be on both the test review and midterm test. Students will have
the chance to correct any incorrect responses they received on the test for
50% of the point value. Many of the Rules for Improving Your Financial Life will
show up in future lessons for reiteration.
Alternative Assessment Options: Accommodations for diverse learners would be more
time to complete the activities and/or tests, reduced or increased guidelines on the
“Becoming a Millionaire (Step-By-Step Plan)” assignment, depending on the
student.
Content – Scaffold: I have multiple questions throughout my lesson for a reason. All
students may not be able to answer them with master proficiency, but all students will
be exposed to them and they will all be able to participate at a level that will enable
them to properly learn the content standard.
Content – Challenge: Some students will be able to answer the higher-level learning
questions in a manner that will challenge their critical thinking skills.
Process – Scaffold: Extra time to complete the assignment will be provided for the
students who need it. Students who prefer typing may do so instead of handwriting
their responses.
Process – Challenge: Students who finish the assignment early will have their work
checked by teacher and be asked to either elaborate further on some details (verbally
to teacher or to help emphasize their point to the class).
Product – Scaffold: Create a discussion with students to have them offer up their
perspectives on the Rules for Improving Your Financial Life and provide
examples to support their perspectives.
Product – Challenge: Ask gifted students to provide some links between the
vocabulary and content learned in the class so far and the Rules for Improving Your
Financial Life.
Technology: Students may use Chrome Books to look up any additional information
they may need for their assignment. Students will have the option to type their
responses to certain questions and/or assignments instead of handwriting them.
Critical Thinking: Students will have multiple opportunities for this and be expected to
exercise critical thinking by pondering numerous questions and providing their
responses to them.
Creativity: Students will have the opportunity and be expected to be creative with
their verbal and written responses, as well as their assignment.
Collaboration: Students will be expected to discuss and collaborate with others to
share their thoughts on the Rules for Improving Your Financial Life.
Communication: Students will communicate with each other and the teacher often
throughout the lesson. They will be asked multiple questions and be asked to ponder
and react (verbally and in writing) to multiple questions/statements
 EEI Lesson Plan Template

Appendices/Additional Information: [insert materials/links/screenshots below]

I will upload my PPT that accompanies this lesson when we get closer to the observation date.