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I will post the document in this area. Look to the top and see the EDIT tab, that is where you can Edit this area. Check it out, make sure you save! you can also comment in the discussion board area.

Oops, you have to create a wiki account to participate in the discussion, I know most of you wouldn't want to. But everyone can edit here. From what I understand we are to group add common core essentials. The new curriculum for Personal Finance is planned out with this type of template in mind.

**Common Core Personal Finance Mapping Project** **Grade:** 11-12 **Unit:** A Preparing To Live Independently In this series of 5 __lessons, the students will focus on setting financial goals, decision making, and the principles of financial planning.__ __Then, they will apply their knowledge by setting their own SMART financial goals, making a decision using the appropriate steps, and interpreting the principles of financial planning.__
 * // “Despite their endless differences, effective lessons share the same, well known core structure. Though terms may differ, the essential parts of a good lesson include a clear learning objective with some effort to provide background knowledge or create interest in the topic, teaching and modeling, guided practice, checks for understanding/formative assessment, and independent practice/assessment.” (Excerpt from ASCD **Focus** by Mike Schmoker) // ||
 * Overview**

**Behavioral Objectives: **
 * A. Topic: Goal Setting**
 * B. Objectives: (CCSS Standards) The student will be able to**

Book: Focus: || Lesson 2 Book: Focus: || Lesson 3 Book: Focus: || Lesson 4 Book: Focus: || Lesson 5 Book: Focus: ||
 * Lesson 1


 * C. Instructional Resources:**
 * Lesson 1 || Lesson 2 || Lesson 3 || Lesson 4 || Lesson 5 ||


 * D. Procedures:**
 * 1. Set:**
 * Lesson 1 || Lesson 2 || Lesson 3 || Lesson 4 || Lesson 5 ||

. Vocabulary: Reading: Guided Rdg. Groups: Grammar: Writing:. || Lesson 2 Vocabulary: Reading: Guided Rdg. Groups: Grammar: Writing:. || Lesson 3 Vocabulary: Reading: Guided Rdg. Groups: Grammar: Writing:. || Lesson 4 Vocabulary: Reading: Guided Rdg. Groups: Grammar: Writing:. || Lesson 5 Vocabulary: Reading: Guided Rdg. Groups: Grammar: Writing:. ||
 * 2. Teach:**
 * Lesson 1


 * 3. Closure:**
 * Lesson 1 || Lesson 2 || Lesson 3 || Lesson 4 || Lesson 5 ||


 * 4. Assessment:**
 * Lesson 1 || Lesson 2 || Lesson 3 || Lesson 4 || Lesson 5 ||


 * 5. Differentiation:**
 * Lesson 1 || Lesson 2 || Lesson 3 || Lesson 4 || Lesson 5 ||

Math: Science: Social Studies: Art: Music: Movement: || Lesson 2 Math: Science: Social Studies: Art: Music: Movement: || Lesson 3 Math: Science: Social Studies: Art: Music: Movement: || Lesson 4 Math: Science: Social Studies: Art: Music: Movement: || Lesson 5 Math: Science: Social Studies: Art: Music: Movement: ||
 * 6. Connections**:
 * Lesson 1

Vocabulary Lesson #1
 * Title: Author: **
 * Intro/Background: **
 * Get Predictions/Set Purpose: **
 * During the reading: **
 * Following the reading ** (Confirm/disconfirm Predictions and Ask Comprehension Questions):
 * Vocabulary Words: **
 * Contextualize the Word || Say the Word Together || Student Friendly Definition || Use in other contexts || Engage the Students || Say the Word Together ||

Lesson Anchor chart



Writing Rubric

3 2 1 Story Element exceeds the standard meets the standard approaching the standard
 * Picture || Shows comprehension by creating artwork || Picture matches story || Picture does not match ||
 * Capital Letter || Story starts with a capital letter and has most in the correct place || Story starts with a capital letter || Story does not have a capital letter ||
 * End Mark || Story ends with an end mark and has end marks in the appropriate place || Story ends with an end mark || Story does not have an end mark ||
 * Space || Use finger space between ALL words || Use finger space between SOME words || Use finger space between NO words ||
 * Beginning, Middle, and End || Story contains a clear beginning, middle, and end || Story only contains a beginning and end || Story only contains a beginning ||

Notes:
 * Phonics instruction should be taught systematically, using district’s program (example: Build Up Phonics). Challenge students to use phonic skills in their writing.
 * SharedReadingallows for differentiation. Here are some ideas: abc chart, blends/digraphs chart, songs, puppets, poems, big book to go along with theme, and/or read aloud book under document camera.