University of New Haven: Graduate Education Department
2012 - 2013 Lesson Plan Format
To be completed by the Student Teacher ; a copy of the plan should be provided to Cooperating Teacher and University Supervisor prior to lesson implementation.
Student Teacher Ally Miller______ Grade Level__9-12____ Subject___ Personal Finance__
Date of lesson____TBD___________
Length of lesson_____45 min__________
Lesson Topic:
Bank Account and Cash Transactions
Overall Goal: (Broad statement using non action verbs) “Students will understand that….”
Students will understand bank transactions because students will need to correctly write checks to pay for needs and endorse checks in
the safest way.
Learner Background: (This addresses why the lesson is being taught.) Describe the students’ prior knowledge or skill related to the
learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous
performance in this content area or skill impact your planning for this lesson?
Students have background knowledge about both checking and savings accounts. They have been exposed to the concepts of check
registers and drawing on an account. Some students may have their own bank accounts. Seniors and Juniors may also have some
experience with endorsing checks if they have a job while others may have observed parents/family/etc make cash transactions.
The class is composed of freshman through seniors with varying mathematical abilities. Some students have chosen this class as an
elective while others are receiving a math credit.
Curricular Standards: Identify the primary state standard(s) this lesson is designed to help students attain. (If required, include the
national and/or local standards as well.)
NBEA VI A – Evaluate identify other means of transferring funds
NBEA VI D – Compare and contrast the various forms of endorsements.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson. Use action verbs. “Students will
be able to….”
SLO 1: Students will be able to write a check correctly.
SLO 2: Students will be able to endorse a check using the three types of endorsements.
SLO 3: Students will be able to account for transactions in a check register.
August 2012 University of New Haven
2012 2013
University of New Haven: Graduate Education Department
2012 - 2013 Lesson Plan Format
Assessment:
Part I: How will you check for student understanding during the lesson? (Formative)
The teacher will walk around the class during the activity, observe students involved in the activity and ask questions to check for
comprehension. The teacher will be looking to see student following the instructions, completing the checks/register/endorsements and
moving through all the stations. The teacher will expect to hear some students reading station information aloud, discussing the tasks
with other students, or asking questions.
Part II: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment
materials you will use, along with assessment criteria/rubric. (Formative or summative)
Upon reaching station 5, students will submit 3 completed checks and the check register. The teacher will review the checks and verify
all components were completed correctly. The teacher will also verify the accuracy of the check register, totaling $3,664.40. SLO 1 &3
Students will place the completed endorsements in the appropriate “bin” to demonstrate understanding of the types of the endorsements.
The teacher will review the endorsements to ensure each student completed 3 endorsements and placed in appropriate bin SLO 2.
Teacher would expect that students will complete all check and endorsement assignments. The assignment will be graded based on
percentage completed as accuracy will be rechecked throughout. The Think Business Station will not be included as part of the
participation grade, but is intended to reinforce concepts learned.
During closure, the teacher will ask the class to relate the activity to what they have seen or knew before compared to how they would
handle check transactions as they receive paychecks or need to pay for items like the prom. Several students will be asked to share their
experiences and thoughts with the class.
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Pencils and pens
Calculators
Pre-printed checks and endorsements (see hand out)
Instructions with Check register
5 Bins
The Lesson:
Initiation:
Part I - Briefly describe how you will introduce the lesson, engage students in the lesson and connect it to previous learning. (This is
intended to motivate students.)
On the board will be the quote, “The check is in the mail.” This will promote quick discussion on what a check is, how things are paid
for, and what this quote means. (1 min)
Part II – (This is intended to bridge to the lesson: set expectations for learning, articulate to learners what they will be learning in this
lesson and why this is important).
Students will be asked to share experiences they have with writing or receiving checks. Why do we use checks? Have they watched their
family or friends write checks? What would you expect to see on a check? What do you do with a check when you receive one? How
and where do you sign the check?
The teacher will highlight key vocabulary terms: payee (use the employer/employee analogy), signature, and endorsement. (5 min)
August 2012 University of New Haven
2012 2013
University of New Haven: Graduate Education Department
2012 - 2013 Lesson Plan Format
Lesson Development: Describe how you will develop the lesson: what you will do to model or guide practice and the learning activities
students will be engaged in to gain the key knowledge and skills identified in the student learning objective(s). Include the questions you
will ask, identify and explain the instructional grouping (whole class, small groups, pairs, individuals) for each lesson segment, and
include the approximate times for each. Include reference to Bloom’s taxonomy to identify higher levels of thinking.

Teacher will set up stations with the related materials around the room in advance of the class and have instructions available at
the door. Students are expected to take instructions from table as they walk into the class.

Students will work independently via stations set up throughout the room. The teacher will divide the class in quarters. The
purpose of separating the class is only to help with logistical flow throughout the room. Therefore, the division will be based
on isle seating. As students will work at their own pace, grouping by ability or need is not important.

After the initiation discussion, the teacher will review the instructions (see handout) with the class. Each student will be
expected to complete 3 components of the lesson.
o Check writing - stations 1 – 5 (note 1a-c can be done in any order to improve congestion at each station, but should
complete all check writing before moving on to endorsements)
o
Endorsements (Station Endorsement)
o Upon completion of both, the student will complete the Station “Think Business”
See Flow. The 4 groups will start at – Station 1a, 1b, 1c, and Station Endorsements and then follow the flow indicated below
based on their starting point.
Check Writing Stations 1a-c
(any order)
Station Endorsements

Check Writing Stations 2-5
(in order)
Check Writing Stations 1a-c
(any order)
Station Endorsements
Check WritingStations 2-5
(in order)
Stations Think
Business
Stations Think
Business
Teacher will instruct the student that all other materials will be located at each station (blank checks will be available at each
1a-c and the backs of checks are available at the Endorsement Station). Teacher will notify class of their starting station and
then ask them to begin.
Station 1a – Date the check- The station will have a model check highlighting where the date is written on the check. Students
will be instructed to include today’s date on the first check using a pen. Did you know facts – “Checks cannot be
deposited if older than 1 year or marked void after XX months.” “Post dated checks have dates in the future and
cannot be deposited until the date of the check.” (Bloom’s application)
Station 1b – Payee – The station will have a model check highlighting where the payee is written on the check. A Payee is the
person to whom the check is addressed. Using a pen, address a check to a person of your choosing. Did you know
facts – “Checks can only be deposited by the person or guardian listed on the check.” “Checks addressed to Mr &
Mrs mean both people have the right to the check. Consider using ‘or’ instead” (Bloom’s application)
August 2012 University of New Haven
2012 2013
University of New Haven: Graduate Education Department
2012 - 2013 Lesson Plan Format
Station 1c- Amount - The station will have a model check highlighting where the amount is written on the check. The amount
must be written in number and word format. The written format includes the cents as a fraction of 100 (i.e. 40/100).
Students will be instructed to use write a check for $2,003.10 using a pen. Did you know facts – “If the amounts do
not match, the bank will use the word amount, not the numeral amount on the check.” (Bloom’s application)
Station 2- Signature - The station will have a model check highlighting where the signature is written on the check. The person
writing the check must be an authorized user or owner of the account. Students will be instructed to sign the check in
cursive. Did you know facts – “Technology can match the signatures when the account was opened to the check in
order to prevent fraud (illegal check writing).” “A check is not a legal document until signed.” (Bloom’s application)
Station 3- Complete 2 more checks. Students may return to the previous stations if they want to review the samples. The check
amounts should be $4,300.00 and $32.50. (Bloom’s application)
Station 4-Check Register – Students must record all transactions in their check register included on the instruction sheet.
Calculators will be provided. (Bloom’s application)
Station 5- Check in – Students will show the teacher the 3 completed checks to ensure they have been drafted correctly.
Station Endorsement – A sample of each endorsements will be provided and explain the use of each. Students will be
instructed to use all three types of endorsements with the three checks they have.
a. A blank endorsement is signed by the payee. The name must match how it is written on the front of
the check. After signing, anyone who has the check can deposit.
b. A restrictive endorsement puts rules on the check such as the check can only be deposited into a
certain account. The endorsement includes a notation “For deposit only into account #XXXX” and is
signed by the payee. Some people use a stamp.
c. A special endorsement allows the payee to sign over (or give) the check to someone else without
having to write a separate check. Typically, the endorsement notes “Pay to the order of” and lists the
new person’s name followed by the payor’s signature.
After each check is endorsed, the students would need to determine what happens to each kind of check next. Three
bins will be marked - bank account with "Your name" (restrictive), bank account with anyone's name (blank), and
"someone else's wallet" (special). (Bloom’s application)
Station Think Business - Pre-drafted checks will be provided. Students must determine if they have been written and endorsed
correctly and place either in a bin called "deposit it" or "return to sender". For example - the # and written amount do
not match or the date is 2015. Students will have the option to create their own correct and incorrect checks for
classmates to respond to as well. Students may select any 3. (Bloom’s analysis)
(34 minutes)
Closure: Briefly describe how you will close the lesson, help students understand the purpose of the lesson, and show how it will
connect to future learning. (Rather than an administrative closure, interact with learners to elicit evidence of student understanding of
purpose(s) for learning and mastery of objectives)
Teacher will ask the class: (Bloom’s synthesis)

What is the safest way to write a check? (i.e. don’t sign until complete)

What is the safest way to endorse a check? Why (i.e. restrictive endorsement because it declares how the check can be
deposited or cashed).

What makes a check a legal contract? (correctly written and signed by an authorized account holder- it is a promise to pay)

Why would someone write a check to themselves? (to withdraw money from a checking account – acts as a withdrawal slip
that would be used for a savings account if no ATM card was used)

What are problems with using checks? (keeping accurate records so don’t over draw/bounce, can lose them)

What are alternatives to using checks? (online banking, ATM, wires)
(5 minutes)
August 2012 University of New Haven
2012 2013
University of New Haven: Graduate Education Department
2012 - 2013 Lesson Plan Format
Individuals Needing Differentiated Instruction: Describe students with learning differences. These students may be special or general
education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement
levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted observations and in lessons
included in the portfolio, it is expected that each student teacher will demonstrate the ability to plan and implement differentiated
instruction in order to meet the needs of students at both ends of the learning spectrum.
Remember: differentiation means “different”, not more; differentiation should focus on learning, not behavior.
Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
Student is math phobic.
Teacher will specifically check in at station 1C and 3 to mitigate fear. Student will be
allowed to use a calculator. Completed samples will be provided for each step.
A.B.
Student is an ELL student and
English is limited.
Key words and instructions will be highlighted to correspond to the station
instructions of where to locate the component of the check. Key words will be
C.D.
translated into Spanish using Google translator. Completed samples will be provided
for each step.
Which students will need opportunities for enrichment and/or higher level of challenge?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
Student claims significant
Encourage student to participate in the challenge portion of the assignment at the
experience with banking as he has a
Think Business Station. Upon completion of the required work, student will help with
E.F
job and a checking account.
the “check in” piece to review other students’ answers and identify any corrections
needed.
Student is high performing and tends Student will be asked to create other scenarios for the challenge station. Upon
G.H.
to finish work quickly.
completion of the required work, student will help with the “check in” piece to review
other students’ answers and identify any corrections needed.
Notes from conferences
August 2012 University of New Haven
2012 2013