Lesson Plan Number:
Subject:Business
Topic: Commercial banks
Year Group: 2nd year
No. of Students: 26 Date: 14/01/2015
Time: 11:20-12:00
Length of Lesson: 40 minutes
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1.
KEY CONCEPT(S):
What Key Concept(s) (ideas) will I teach in this lesson?

Definition of a saving account & the different samples of savings account.

I will teach the parties to a cheque and the different items that appear on a cheque.
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2.
LESSON AIM(S):
What am I going to teach?

I will explain the definition of a savings account and explore the different samples of savings account.

I will identify the parties to a cheque and illustrate the different items that appear on a cheque.
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3.
LEARNING OUTCOMES:
At the end of this lesson, students should be able to….

Describe a savings account with different samples.

List the parties to a cheque and state the different items that appear on a cheque.
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4.
ASSESSMENT/EVIDENCE OF STUDENT LEARNING:
How will I know that the learning outcomes are being achieved?
1. Learning outcome one will be assessed by: Questioning throughout the class, worksheets and mindmap.
2. Learning outcome two will be assessed by: Questioning throughout the class and blank cheques to
fill out.
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5.
PRIOR KNOWLEDGE:
What prior knowledge do students have about this topic?
They will have knowledge on the topic of savings accounts and cheques from previous chapters from the
Eurobusiness book. They will have dealt with money from the chapters; household income, household expenditure,
budgeting and accounts. They will have prior knowledge on the topic of savings accounts and cheques from their
homes. They will be aware of savings accounts as their parents will have accounts in banks or the students may have
their own accounts in a bank. They may know what a savings account is, they will have heard the term savings before
in their personal lives from their parents or from listening to the news as there was a lot of new lately about banks
especially in the last few years with the recession in Ireland. They may have seen cheques if they have a bank account
or may have seen their parents fill them out. This will help them understand this topic and complete cheques.
6.
7.
8.
TEACHER ACTIVITIES:
STUDENT ACTIVITIES:
QUESTIONS:
1. Key
Concept(s)
Teaching
Key
Concept 1
5 minutes
5 minutes
6. Teacher Activity
7. Student Activity
8. Questions
Brainstorm on savings
accounts.
Participating in the brainstorm.
What is a savings account used
for? (LO)
PowerPoint to explain a
savings account and the
different types of savings
account.
5 minutes
Looking at the presentation and
listening to me. Taking down the
key terms in their copies.
Who uses savings account? (LO)
Watching the clip and answering
the questions.
What types of savings accounts
are there?(HO)
Video clip to explain savings
accounts. Questions about the
clip.
Completing the exam question in
pairs.
5 minutes
Where can you set up a savings
account? (LO)
Can you explain these different
types?(HO)
Exam question on the board.
List and explain reasons why
people use savings account.
(HO)
(Time)
Teaching
Key
Concept 2
5 minutes
7 minutes
Video clip to explain a
cheque. Questions to follow.
PowerPoint to explain a
cheque, the different parties
and items on a cheque.
Watching the clip and answering
the questions.
Looking at the presentation and
listening to me. Taking down the
key terms in their copies.
What is a cheque used for? (LO)
What other methods of payment
are there? (HO)
What do you write when filling
out a cheque? (HO)
5 minutes
Putting an example exam
question about cheques on
PowerPoint and going
through the answer step by
step.
Completing the cheque in pairs.
6 minutes
Worksheet of a blank cheque.
(Time)
Students explaining the answer and
completing the answer on the board
with me and all the students.
When and where do we use
cheques? (LO)
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9.
DIFFERENTIATION:
How will I differentiate the content knowledge of this lesson so as to include all learners in a mixed
ability class?
I will include pair work in my lesson as this facilitates for peer learning and peer teaching among the students. Pairing
the weaker students with the stronger students will allow the students to learn from each other. I will allow the
students to work in pairs when completing the blank cheque as they each know different sections of a cheque and not
know others and their partner can then help them with the parts they do not know. I will ask lower order questions
and higher order questions. Lower order questions are used to retrieve information i.e. “Where can you set up a
savings account?” Higher order questions encourage engagement, thinking and reflecting i.e. “List and explain
reasons why people use savings account.” I will include a visual aid to the students that learn best by the visual. I will
show all activities and notes on PowerPoint to facilitate for these learners. I will facilitate for the kinaesthetic learners
by giving students worksheets to complete as these students learn best from doing the work. I will also facilitate for
the auditory learners by allowing the student’s to share their answers, by doing questioning.
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10.
RESOURCES:
What materials/resources will I need/use?







Video clips- Youtube
Eurobusiness by John Taylor
Worksheets
PowerPoint
Onenote
Netbook
Whiteboard
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11.
LITERACY & NUMERACY:
What are the essential aspects of literacy/numeracy in this lesson?
There is numeracy present in the topic of savings account and cheques. The students may have problems with
numeracy when completing cheques as they entail the students to fill in numbers from bank details. They may have
problems understanding the different types of numbers. It is important that I have a section on the board for main
terms from the topic and have an explanation for these and where you find this number in your bank cards or details.
This will help the students when completing the worksheets and answering my questions throughout the class. There
is a lot of literacy in this topic. The students may have problems spelling, pronouncing or understanding some words.
For example, drawer, drawee, payee. I will help the students with these literacy problems by putting these words in a
section of the word which they will come up with themselves. I will write easy to understand definitions beside each
term to help them understand the words. I will and the students will be using these words throughout the class which
will show the students how to pronounce the words correctly. By having the difficult words written on the board will
help the students that have problems spelling the words correctly.
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12.
SELF EVALUATION:
Were the Learning Outcomes achieved? Why /why not? How do I know they were/were not achieved?
What have I learned about my own practice from this lesson?
What will I do differently in my next class?