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 What road should I take after high school? Essential Question How to make the right decision for my life after high school? Unit Questions How to establish/maintain a personal budget? What are the Pro’s and Cons of Colelge vs. Content Career? What are some career choices available to me after high school? Questions 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.) Dat Im ab ag ase e /Sp Pro rea ces dshsin eet g De Int skt ern op et Pu We blis b hin Bro
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Word Processing
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