Dakota State University

College of Education

LESSON PLAN FORMAT

Name: Kendra Walter

Grade Level: Accounting 1
School: James Valley Christian
Date: October 25, 2017
Time: 10:25 – 11:55

Reflection from prior lesson: During the prior class period, students completed a test over chapter 5
(covering checks, bank statement reconciliation, and establishing/maintaining/replenishing petty cash
funds). Once students were finished with the test, they were introduced to what a work sheet is and its
purpose. Students then completed Work Together 6.1 and On Your Own 6.1 on pages 155-156. (38 points)

Lesson Goal(s) / Standards:

 NBEA Acct St III. Financial Analysis: Assess the financial condition and operating results of a
company and analyze and interpret financial statements and information to make informed
business decisions.
 NBEA Acct St V. Accounting Process: Complete the steps in the accounting cycle in order to
prepare the financial statements.

Lesson Objectives:
 Students will follow along with my example and complete as a class making adjusting entries
with 98 percent accuracy. (Work Together 6.2)
 Students will demonstrate their ability with adjusting entries by completing a problem set on their
own with 90 percent accuracy. (On Your Own 6.2)
 Students will follow along with my example and complete as a class the income statement and
balance sheet sections of a work sheet with 98 percent accuracy. (Work Together 6.3)
 Students will demonstrate their ability with completing the income statement and balance sheet of
a work sheet on their own with 90 percent accuracy. (On Your Own 6.3)

Materials Needed: Projector, Teacher computer, 3 student textbooks, 3 student computers, and one teacher
textbook

Contextual Factors/ Learner Characteristics:

 This class meets every other day as it is a block class. The class consists of 3 students, 2 males
and 1 female. The two males in this class are juniors and the one female is a senior. As this is a
small class, these students have a more one-on-one feeling within the classroom. There are no
students with an IEP in this section. However, one student tends to grasp the concepts easier than
the other two students. Having one student that grasps the concepts easier has created an
atmosphere where the other two want to keep up with and do as well as the top student.
A. The Lesson

1. Introduction (10-15 minutes)

 (If tests were able to be graded, hand those back to the students and allow them time to
look over and ask questions.) (5 min)
 Have students open up their assignments that were just graded and see if there is anything
that we need to re-open and assess to see any mistakes. (5 min)
 Review from the last class period – ask about the steps needed to start our work sheets. (5
min)

2. Content Delivery (75 – 80 minutes)

 Review the reading section and highlight the main terms and new concepts. Have
students read aloud the paragraphs indicated in the book. Pages 157-160 (20 min)
o Emphasis the importance of the new concept – Matching Expenses with Revenue.
o As we make our way through the second paragraph, give an example that students
can relate to (like the purchasing of printer paper in schools) and ask for them to
think of an example of a supply that might not be reported every time an item
used up.
o The third paragraph can be related how a school may pay for insurance for a
calendar year but their fiscal year isn’t based upon a calendar year – hence why
not all prepaid insurance may be used up when completing a work sheet.
o Highlight the new term – adjustments. Emphasis how adjustments are recorded on
the work sheet before actually being journalized and posted.
o Read green reminder on pg. 158.
o Walk through the four questions to ask when completing adjustments.
o Prove that debits and credits equal in our totals for the adjustment columns.
 Content is delivered verbally with an example to do together called Work Together 6.2.
(10 min)
o Work on this problem together as a class.
o Using the computer work sheets given for teachers, you do the example on the
projector for student to follow along.
 Review the reading section and highlight the main terms and new concepts. Have
students read aloud the paragraphs indicated in the book. Pages 162–166 (20 min)
o Walk through the summary of preparing a work sheet with the transparent sheets
within the text. Show students the steps we have already completed and the steps
left to complete.
o Emphasis the importance of the new concept – Accounting Period Cycle.
o Explain the balance sheet section on the work sheet. (It is an up-to-date record of
the assets, liabilities and owner’s equity accounts.)
o Explain the income statement section of a work sheet. (It is an up-to-date record
of revenue and expense accounts.)
o Read both FYI circles on page 163.
o Calculate our totals for the debits and credit columns within the two sections
(income statement and balance sheet). Both sections should have the same
difference between the debit and credit columns. This difference is either called
net income or net loss – depending on whether the revenues or the expenses are
larger.
  Content is delivered verbally with an example to do together called Work Together 6.3.
(10 min)
o Work on this problem together as a class.
o Using the computer work sheets given for teachers, you do the example on the
projector for student to follow along.
 Students will then complete the On Your Own 6.2 and 6.3 problems located on pages 161
and 166. Due by the beginning of the next class period. (15-20 min)

3. Closure (5 minutes)
 Discuss common questions on the homework before students leave to ensure they will be
able to complete the assignment outside of class. (Students may also ask as many
questions as they may need during work time.) (5 min)

B. Assessments Used
 Students will complete the Work Together 6.2 and 6.3 together as a class. (to be finished
during class) (34 points)
 Students will complete On Your Own 6.2 and 6.3 individually within the Aplia software.
(to be finished by 10:00 the day of the next class period) (34 points)
C. Differentiated Instruction
 I will go through important or difficult steps on the projector for all types of learners to
watch, listen, and ask questions.
 Students will be able to follow along with written and verbal instructions with steps
shown on the projector.
 Students will have time to complete the assignment in the class period; students who do
not finish in class will be able to work on it until the beginning of the next class period.
 If students finish the assignment before the class period is over, they may either begin
working on the audit your understanding questions and terms or they may work on other
homework.

D. Resources
 Textbooks
 Examples provided by the book
 Student workbooks
 PowerPoint from the textbook company