Wilmington University
Pathwise Lesson Plan Format
Teacher/Student
Teacher
Grade:
Subject:
Date:
Mike Madigan
9-12
Business
Fall 2009
1. Briefly describe the students in this class.
Students are arranged in pairs. They are given a worksheet to follow as the teacher completes an
online mortgage application from the web. Students are given a vocabulary sheet that contains the
vocabulary words that describe the various mortgage components.
2. What are your goals for the lesson? What do you want the students to learn?
During this lesson students will complete a mortgage application. They will label and describe each
step of the process and its importance. Students will apply the terminology by describing the
application process and all factors and role players involved. Students will increase their knowledge
leaning the mortgage application cycle.
3. Why are these goals suitable for this group of students?
This lesson meets the DE standards for this grade level, as demonstrated by the following grade level
9-12 expectation: “C.07 Manage personal finances to achieve financial goals...”
4. How do these goals support the district’s curriculum, state frameworks, and/or content
standards?
This lesson meets Standard C.05: Grade Level Expectations Grades 9-12 2. Reading
Informative, Nonfiction
& Technical
Texts
3. Research,
Information &
Technical Literacy
5. How do these goals relate to broader curriculum goals in the discipline as a whole or in other
disciplines?
The goals for this lesson relate to the overall discipline goals of classifying the different types of
mortgages, what would work best for them, and discuss the pros and cons of renting versus buying a
home. Students will start developing the ability to differentiate between different mortgages, costs
and timeframes involved with entire mortgage process.
6. How do you plan to engage students in the content? What will you do? What will the
students do? (include time estimates).
1. Warm-Up Question: Students are asked to discuss what they know about a mortgage, and what
type of home they believe they will one day live in. (3-4 minutes)
2. Material Distribution: Students are given blank mortgage application and a vocabulary sheet for
reference. (2-3 minutes)
3. Main Part of Lesson: Teacher pulls up website with mortgage application page for class to view (
https://banking.ingdirect.com/orangehomeloan/apply.html?command=Step2&type=OM). As
students begin application, teacher asks students to identify part application that they were
previously unaware of. Students locate the corresponding section of the application, label it using
their aforementioned vocabulary sheet, and determine what the next step in the process is. Once each
process has been labeled, the students must describe the function of each process and who is the role
players in those processes. (approx. 20 minutes)
4. Monitoring Student Progress: During this time, teacher should walk amongst students, making
sure labels are correct, and fielding any questions the students may have. (approx. 10 minutes)
5. Assessment: After students have successfully identified all process of the mortgage application,
the role players, they will discuss what type of homes they can or can afford. Student progress is
evaluated by asking them to form a written conclusion as to how one’s income may impact what type
of home one can afford. This is a real life application with the current mortgage crisis. They will be
asked to discuss with a homeowner the reasons whey he/she bought a home as opposed to renting
and to discuss with a renter why he/she did not buy a home. (remaining time in class/finish for
homework)
7. What difficulties do students typically experience in this area, and how do you
plan to anticipate these difficulties?
Students may have difficulty distinguishing between certain mortgages since they don’t have a
home. The teacher must anticipate these issues, and will be on hand, traveling from group to group,
to ensure student comprehension.
8. What instructional materials or other resources, if any, will you use?
Computer with internet access, Smartboard, blank application, vocabulary sheet, pencils.
9. How did you plan to assess student achievement of the goals? What procedures
will you use? (Attached any tests or performance tasks, with accompanying scoring
guides or rubrics.)
Students will be asked to formulate an idea of why it’s a good idea to buy a home, and then contrast
this to with why it is a good idea to rent? Who would be a homebuyer and who would be a renter?
For example, an airline stewardess may not buy a home if she is not home to appreciate it.
10. How do you plan to use the results of the assessment?
Based on students’ responses, the application lesson will be either quickly reviewed the following
day before transitioning to compare differ lenders and their applications, or extensively reviewed if
the students struggled during the informal assessment administered by the teacher.