STEPP Lesson Plan Form

Teacher: Cassandra Rodriguez

Grade Level: 9-12th
Content Area: FACS Life Management

Date: 09/25/2015
School: RMHS
Lesson #: 1 of 1
Title: Taxes

Content Standards addressed by this lesson:

WWFD.04 Understanding your paycheck
WWFD.05 Taxes
COSE.02.05.d Evaluate personal and legal documents related to managing individual and family finances.
Understandings:
To understand taxes, W-2s and W-4s and how to effectively fill them out
Learning Objectives:
After this lesson, every student will be able to:
Complete a W-4 and understand the purpose why they filled it out the way they did
Understand how to read a W-2 for the purpose of filing taxes
List of Significant Vocabulary:
Head of household
Single
Married filing separately, married filing jointly
Allowances
Tax liability
Key Ideas:
Filing out a W-4
Learning to read a W-2
Difference between a W-2 and a W-4
Planned Lesson Activities
Name and Purpose of Financial Foundations Taxes The purpose of this lesson is to help students
Lesson
understand the purpose of taxes and how to read a W-2 and fill out a W-4 for the
purposes of filing taxes
Materials: Sample of W-2, Sample W-4 for them to fill out
Time: 90 minutes
5 min Video on PowerPoint
20 min Taxes PowerPoint
10 min Look at W-2s and go over individual boxes so they understand what each box
Approx. Time and
means
Materials
10 min W-4s PowerPoint
10 min Showing them how to fill out a W-4
15 min Practice filling out a W-4
15 min Scenarios for W-4s - Break into groups of 3-4. Give them a scenario and
have them fill out a W-4 with different information
5 min Wrap up and recap
1. Ask them to write the difference between a W-2 and a W-4
2. Have them write 2 things they learned about taxes and 1 about a W-4 or a W-2
Differentiation/Modifi Students will be working in groups and will have me as a resource so if they have
cations/Adaptions/Ac questions they can very easily be helped.

commodations
STEPP Lesson Plan Form

Date: 09/26/2015

Teacher: Cassandra Rodriguez

School: CSU

Grade Level: 9-12th

Lesson #: 2 of 2

Content Area: FACS Life Management

Title: Budgeting
Content Standards addressed by this lesson:
COSE.02.05a Evaluate the need for personal and family financial planning
COSE.02.05b Apply management principles to individual and family financial practices
Understandings:
The student will be able to accurately identify the differences b/w a need and a want and how they may be
different for people based on their situations, correctly fill out a budget for themselves and for anyone else if
given the figures and select a bank that is suitable for their lifestyle and spending habits
Learning Objectives:
After completing participation in this lesson, every student will be able to:
Accurately identify the differences b/w a need and a want and how they may be different for people based on
their situations
Correctly fill out a budget for themselves and for anyone else if given the figures
Select a bank that is suitable for their lifestyle and spending habits
I can:
I can identify the differences b/w a need and a want and how they may be different for people based on their
situations
I can fill out a budget for themselves and for anyone else if given the figures
I can select a bank that is suitable for their lifestyle and spending habits
This means:
I know how to identify the wants and needs of my current situation and for that of my future, and can assess my
finances to maintain healthy finances.
List of Assessments:
Needs vs. Wants
Personal Spending Plan (budget)
Picking a Bank
List of Significant Vocabulary:
See attached packet Vocabulary for Budgeting pt. 1 and pt. 2 section
Key Ideas:
Separate needs from wants
Create a spending plan
Pick the right bank for you
Pay yourself first (savings)
Planned Lesson Activities

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set
Procedures

Budgeting
The purpose of this lesson is to teach students to identify the difference
b/w needs and wants, how to fill out a personal spending plan (budget),
and how to pick a bank
Materials: Financial Values PP, Short story, Computer with internet
Access, Personal Spending Plan Worksheet, W-4 Demo PP
Time: 90 minutes
8 min Anticipatory set Video
http://www.pbs.org/your-life-yourmoney/chapter_01_russell_simmons.php
10 min Vocabulary and blog question
https://www.blogger.com/home?pli=1
20 min Go over PowerPoint
10 min PowerPoint Discussion
8 min Video
http://www.pbs.org/your-life-your-money/chapter_02_min_lwin.php
10 min Post Viewing Discussion
22 min Catch Phrase
2 min Clean Up and Logging Off Computers
Video
Video
Have students respond to the blog post
Read the short story for this section and afterwards ask How do you
spend your money?
Go over PowerPoint
PowerPoint Reflection Questions:
1. What do you see and how do these images make you feel? What
are you being persuaded to think or want?
a. As a class discuss reflections, write responses on the board
1. Note how many times material wealth is brought up.
2. How is this representation different from real world experiences?
3. How might popular culture shape our ideas about money?
4. Think back to when Russell Simmons talked about making
mistakes in regard to money. Brainstorm ways to avoid big
trouble. What questions can you ask yourself to ensure you are
making informed decisions?
5. Write a response to the following quote And, the same thing
happens on a smaller scale to everybody. Not just famous people
Video Making it and Keeping It Chapter 1
Video
Post Viewing Discussion Questions:
1. How did Min Lwins financial responsibilities change once he
graduated from college?
2. Identify one wise and unwise economic decision that Min made in
getting established on his own.
3. What is your thought process when making a purchase? Have you or
someone you know ever regretted a large purchase after making it?
Explain.
4. Donald Faison said: Keep track of everything you spend money on
for at least two weeks. Have you ever tried keeping track of your
expenses for a period of time to see where your money goes? If so,

what did you discover? If not, what do you suspect you might
discover?
5. The title of this segment is Make Your Money Work for You. A
quote from the program stated: The trick is to make your money
work for you, and not the other way around. What does this mean?
Need vs. Wants Activity
1. One of the experts, Michelle Singletary, says, Anytime you go
shopping you should ask yourself, is this need or a want? Is this how
you decide when to spend money? Why or why not?
2. What is the difference b/w a need and a want?
Emphasize that every financial choice has a consequence and that
paying yourself first is one of the most important financial tools to
learn!
Personal Spending Plan Activity
1. Experts believe that once you look at your monthly budget, you
can see where the money is going. Why do you think this is
important to do?
2. Do any of you actually write up a budget like Min Lwin did
keeping track of expenses vs. income? If not, why not?
Instruct students to do the following:
List their monthly income(s)
List their monthly expenses, include fixed, variable, and discretionary
Total up all expenses and subtract figure from monthly income(s)
Ask the following:
1. Did any of you obtain a negative number? If so, what can you do to
adjust your expenses so that they do not exceed your income? Did
you include savings as one of your expenses? Why or why not?
2. Discuss the quote from Donald Faison, You must be able to
distinguish between what you want and what you can afford.
3. How do role models and peer pressure affect spending patterns?

Closure/Conclusion/Summary/
Adjustments/Wrap-up/Cleanup
Differentiation/Modifications/A
daptions/Accommodations
Assessment/Pre-Post-On-going

Have students clean up and while they are ask them follow up questions
1. Do you agree with Michelle Singletarys quote: You have to look
at your banking habits and choose an institution that meets the
things that are important to you, just like when you go out on a
date.?
2. Why is it important to shop around for a financial institution?
Remind students to begin working on their final research project
Student will be working in groups and will have me as a resource, so if
they have questions they can very easily be helped.
Pre- Discussions
Post- Through following activities: Needs vs. Wants, Personal Spending,
and Filling out a W-9

STEPP Lesson Plan Form

Date: 09/27/2015

Teacher: Cassandra Rodriguez

School: CSU

Grade Level: 9-12th

Lesson #: 2 of 2

Content Area: FACS Life Management

Title: Budgeting
Content Standards addressed by this lesson:
COSE.02.05a Evaluate the need for personal and family financial planning
COSE.02.05b Apply management principles to individual and family financial practices
Understandings:
The student will be able to accurately identify the differences b/w a need and a want and how they may be
different for people based on their situations, correctly fill out a budget for themselves and for anyone else if
given the figures and select a bank that is suitable for their lifestyle and spending habits
Learning Objectives:
After completing participation in this lesson, every student will be able to:
Accurately identify the differences b/w a need and a want and how they may be different for people based on
their situations
Correctly fill out a budget for themselves and for anyone else if given the figures
Select a bank that is suitable for their lifestyle and spending habits
I can:
I can identify the differences b/w a need and a want and how they may be different for people based on their
situations
I can fill out a budget for themselves and for anyone else if given the figures
I can select a bank that is suitable for their lifestyle and spending habits
This means:
I know how to identify the wants and needs of my current situation and for that of my future, and can assess my
finances to maintain healthy finances.
List of Assessments:
Needs vs. Wants
Personal Spending Plan (budget)
Picking a Bank
List of Significant Vocabulary:
See attached packet Vocabulary for Budgeting pt. 1 and pt. 2 section
Key Ideas:
Separate needs from wants
Create a spending plan
Pick the right bank for you
Pay yourself first (savings)
Name and Purpose of Lesson

Planned Lesson Activities

Budgeting
The purpose of this lesson is to teach students to identify the difference

Approx. Time and Materials

Anticipatory Set

Procedures

Closure/Conclusion/Summary/
Adjustments/Wrap-up/Cleanup
Differentiation/Modifications/A
daptions/Accommodations
Assessment/Pre-Post-On-going

b/w needs and wants, how to fill out a personal spending plan (budget),
and how to pick a bank
Materials: Spending Plan 2 PP, Computer with internet Access, Personal
Spending Plan Worksheet, Catch Phrase Cards
Time: 90 minutes
40 min Finish First PP and Go over Spending Plan 2 PowerPoint
23 min Personal Spending Plan Activity pt 1
25 min Personal Spending Plan Activity pt 2
2 min Clean Up and Logging Off Computers
Answer blog question
Spending Plan 2 PowerPoint
Personal Spending Plan Activity
3. Do any of you actually write up a budget keeping track of
expenses vs. income? If not, why not?
Instruct students to do the following:
List their monthly income(s)
List their monthly expenses, include fixed, variable, and discretionary
Total up all expenses and subtract figure from monthly income(s)
Ask the following:
4. Did any of you obtain a negative number? If so, what can you do to
adjust your expenses so that they do not exceed your income? Did
you include savings as one of your expenses? Why or why not?
5. Discuss the quote from Donald Faison, You must be able to
distinguish between what you want and what you can afford.
6. How do role models and peer pressure affect spending patterns?
Catch Phrase
Have students clean up and while they are ask them follow up questions
3. Do you agree with Michelle Singletarys quote: You have to look
at your banking habits and choose an institution that meets the
things that are important to you, just like when you go out on a
date.?
4. Why is it important to shop around for a financial institution?
Hand out parent interview assignment
Student will be working in groups and will have me as a resource, so if
they have questions they can very easily be helped.
Pre- Discussions
Post- Through following activities: Needs vs. Wants, Personal Spending,
and Filling out a W-9

Words for T-Chart Activity:

Safe place to live
Car/Other modes of transportation
Coffee/Energy Drinks
Paper towels/Toiletries
Cell phone/Smart phones
Bottled water
Internet
Cable
Adequate food
Gas

Water
Movies
Shoes
Clothes
Jewelry/Accessories
Purse
Coats
Computer
Apps/Ring tones on a cell phone
Pets

***If there is a word that can be considered both a need or a want explain why you put it in the column that you
did***

T-Chart
Needs
Current

Wants
Future

Current

Futu

Living on Your Own Budgeting

How much do you think it cost to live on your own? Guess how much you would spend for the following:
Rent
Electric
Water
Heat
Trash
Food
Insurance
Housing
Health

Transportation
Gas
Registration
Maintenance
Insurance
Savings
Gifts
TV/Internet
Cell Phone

Work 30 hours a week

Weekly Gross Pay - $300
Taxes Withheld
Federal
Social Security
Medicare
State

$18.60
$4.35
$12.00

Personal Care
Shampoo
Conditioner
Soap
Laundry Soap
Dish Soap
Clothing
Entertainment

$29.50

How much do you make per hour?

What is your weekly net pay? Monthly?

Now, following the recommended percentages for budgeting figure out how much you can actually spend on
the following by inputting these numbers into the budget worksheet on Google Classroom.