Unit Plan - Personal Financial
Planning
Unit Overview
Unit Title
Personal Financial Planning
Unit Summary
Students will complete a personal financial planning assessment of themselves. To accomplish this
they will experience a taste of reality by researching, presenting and creating a portfolio entitled -
“What Road Should I Take”.
Subject Area
Personal and Business Finance/Curriculum Core
Grade Level
10-12
Approximate Time Needed
Two Weeks
Unit Foundation
Targeted Content Standards and Benchmarks
Prepare a personal monthly budget. Determine factors to be considered in developing an effective
career plan. Determine personal values and goals.
Student Objectives/Learning Outcomes
The student will be able to: Prepare a personal monthly budget. Differentiate between wants
and needs. Determine personal values and goals. Determine factors to be considered in developing
an effective career/college plan.
Curriculum-Framing Questions
Essential What road should I take after high school?
Question
Unit How to make the right decision for my life after high school?
Questions
Content How to establish/maintain a personal budget? What are the Pro’s and Cons of Colelge vs.
Questions Career? What are some career choices available to me after high school?
Assessment Plan
Assessment Timeline
Before project work begins Students work on projects and complete tasks After project
work is completed Timeline Questioning Grading Rubric Questioning Performances Product
Questioning Rubric
Assessment Summary
A pre-project quiz is administered to ensure that all students understand personal budgets.
Questioning is used throughout the unit to enhance students higher-order thinking skills. A project
rubric and checklist will be used to assess and grade presentations and final projects.
Unit Details
Prerequisite Skills
Navigate the Internet, Make a PowerPoint, Report Writing and Researching Skills
Instructional Procedures
Week 1 Day 1 - Students will be introduced to the Personal Financial Planning Project.
PERSONAL FINANCE PROJECT.doc ..\assessment\Portfolio Assessment.doc Students
will watch a Pre-Assessment PowerPoint and ask and answer questions. Students will access
the Personal Monthly Budget template..\Personal Monthly Budget.xls Each component of the
Personal Monthly Budget will be discussed. Day 2 - Students will begin their research of possible
Pros and Cons of College vs. Workforce. Students will make a comparative list to include in
their presentation. Day 3 - Students will research a possible job they could acquire with only a
high school diploma. They will gather information to include job title, job description and
starting salary. Homework: Complete your Personal Monthly Budget Day 4 - Students will
research and collect data from possible college options by accessing the school system’s
career program Career Cruising - http://www.careercruising.com Login:
leflore Password: academy Homework: Bring in Retail
Advertisements, Apartment Guide, and Scrapbook/Notebook Day 4 - Students will use the retail
advertisements to begin selecting and cutting out pictures according to the lifestyle they
want to have. Day 5 - Checkpoint Evaluation. Students will create a PowerPoint presentation on the
Pros and Cons of College vs. Workforce and tips for making the correct college choice.
Students will make PowerPoint presentations. ..\assessment\Powerpoint Assessment.doc Week 2
Day 1 - Students will begin writing and gathering information for Part A of their project. They will
write a 1-2 paper on attending college/military immediately after high school. This part will
also include college cost data and program descriptions. Day 2 - Students should complete
and type Part A of their project. The paper should be formatted according to the project
sheet. Day 3 - Students will begin writing and gathering information for Part B/C of their project.
They will write a 1-2 paper on going straight into the workforce immediately after high
school. This part will also include cost of living expenses, apartments, and other items
needed for you to be independent. Day 4 - Students should complete and type Parts B/C of their
project. The paper should be formatted according to the project sheet. Homework:
Bring in any extras materials to create/design your cover. Day 5 - Students will design and assemble
their final product for assessment.
Accommodations for Differentiated Instruction
Resource Developing independent learners Explicit Strategy Instruction
Student
Nonnative Native Language Support
English
Speaker
Gifted Differentiating for Gifted and Talented Learners Flexible Grouping
Student
Materials and Resources Required For Unit
Technology - Hardware (Click boxes of all equipment needed)
Camera Computer(s) Laser Disk Printer VCR Video Camera Video
Digital Camera DVD Player Projection System Conferencing Equip. Other
Internet Connection Scanner Television
Technology - Software (Click boxes of all software needed.)
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