Financial Literacy Curriculum Notebook.docx

Financial Literacy Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Content Standards................................................................................................................................. Page 4
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 8
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 9
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 10
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding by Design .............................................................................................................................. Page 11
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethics ..................................................................................................................................................... Page 12
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 14 MTSS...................................................................................................................................................... Page 16
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 18
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 22
Glossary
Terms and acronyms used in this document ........................................................................................ Page 23
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Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
STRAND 1
Students will understand how values, culture, and economic forces affect personal financial priorities and goals.
Standard 1.1: Analyze the role of cultural, social, and emotional influences on financial behavior.
1.1.1 Evaluate the role of emotions, attitudes, and behavior in making financial decisions.
1.1.2 Recognize that individuals are responsible for their own financial decisions and for
subsequent positive and negative consequences.
1.1.3 Relate instant satisfaction and delayed gratification to impulse buying and planned
expenditures.
1.1.4 Describe the influence of social pressure and marketing strategies as related to
purchasing decisions.
1.1.5 Explain how scarcity of financial resources affects wants and needs.
1.1.6 Understand the law of supply and demand as a major economic force.
1.1.7 Understand that the study of economics is a social science and personal finance is a
subset of that social science.
Standard 1.2: Define a rational decision-making process and the steps of financial planning. 1.2.1 Define opportunity costs (tradeoffs) and their role in decision making.
1.2.2 Describe a rational decision-making process.
1.2.3 Identify short- and long-term financial decisions and the impact they have on financial
planning.
1.2.4 Define the elements of a financial plan.
Standard 1.3: Explain how setting goals affects personal financial planning. 1.3.1 Identify spending habits and their connection to personal financial values. 1.3.2 Identify and create short- and long-term financial goals.
STRAND 2
Students will understand sources of income and the relationship between career preparation and lifetime earning power.
Standard 2.1: Identify sources of income and specific employability skills.
2.1.1 Identify sources of income such as wages, commissions, investments, benefits,
inheritance, and gifts.
2.1.2 Evaluate and compare career opportunities based on individual interests, skills, and
educational requirements; the value of work to society; income potential; and the
supply and demand of the workforce, including unemployment.
2.1.3 Compare the risks and rewards of entrepreneurship/self-employment.
2.1.4 Compare income to the cost-of-living in various geographical areas and the impact it
has on purchasing power.
2.1.5 Understand the effects of state, local, and federal taxes and voluntary deductions on
wages and income, the difference between gross and net income, and the similarities and differences between wages and income.
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Standard 2.2: Understand and begin preparation for career and post-high school training.
2.2.1 Recognize and explore the correlation between education, training, and potential
lifetime income.
2.2.2 Calculate the costs of post-high school training options and analyze the return on
investment (ROI) based on career choices, including understanding the cost differences between public and private, and between nonprofit and for-profit education and training.
2.2.3 Identify sources of funding to assist in post-high school education opportunities and the cost of repayment.
2.2.4 Understand the use and advantages of 529 plans and the benefit of planning early for paying for the cost of post-secondary education and training.
2.2.5 Understand the process for and benefits of FAFSA completion.
2.2.6 Utilize the FAFSA4caster to explore the FAFSA process. Seek guidance from school
counselors.
2.2.7 Identify components to be included on a resume and/or electronic professional
profile, such as appropriate contact information; educational, work, and volunteer
experience; skills; certificates obtained; accomplishments; interests; and references.
2.2.8 Identify sources and strategies for and benefits of networking for finding employment,
whether for summer jobs or full-time career placement.
2.2.9 Understand basic employment forms and processes, including W-2, W-4, and I-9.
STRAND 3
Students will evaluate saving methods and investment strategies.
Standard 3.1: Describe and discuss financial institutions, and demonstrate how to manage personal financial accounts.
3.1.1 Explain the role of the Federal Reserve, the Federal Deposit Insurance Corporation
(FDIC), and the National Credit Union Association (NCUA).
3.1.2 Compare the roles of financial institutions and their services, such as banks, credit
unions, investment or brokerage firms, insurance companies, and loan agencies.
3.1.3 Demonstrate how to manage checking/debit and saving accounts, both manually
and/or electronically, including reconciliation.
3.1.4 Describe available consumer banking technologies.
Standard 3.2: Discuss the dynamics of saving and investing.
3.2.1 Explain how paying yourself first (PYF) early and often influences positive progress
toward long-term financial goals.
3.2.2 Identify and understand basic saving options such as savings accounts and Certificates
of Deposit. Understand that savings are designed to preserve principal.
3.2.3 Identify and understand investment options, including retirement planning, long- and
short-term investments, and dividend re-investment plans. Understand that
investments put principal at risk.
3.2.4 Identify types of long-term retirement investments, such as IRA, Roth IRA, 401(k), and
403(b), as well as reasons to invest.
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3.2.5 Demonstrate time value of money (TVM) principles by using the rule of 72 and by manipulating the five variables used in basic TVM calculations.
3.2.6 Discuss the long-term investment potential associated with the stock market, focusing on fundamentals, such as diversification, risk/reward, and investor behavior.
3.2.7 Identify and define the types of financial risks, including inflation, deflation, and recession.
Standard 3.3: Understand the role of risk management in asset protection.
3.3.1 Discuss the purposes of insurance/risk management.
3.3.2 Define common insurance options and their purposes, such as automobile, health,
home owner/renter, whole/term life, long-term care and disability.
3.3.3 Define terms of a basic insurance policy, such as contract, limits of coverage, premium,
deductible, grace period, and lifetime limit.
3.3.4 Discuss insurance needs at different stages of life.
3.3.5 Understand identification and designation of beneficiaries.
STRAND 4
Students will understand principles of personal money management, including budgeting, managing accounts, and the role of credit and impacts on personal finance.
Standard 4.1: Identify and explain the process of budgeting based on calculated income.
4.1.1 Develop a budget.
4.1.2 Identify and prioritize fixed, variable, and periodic budget categories.
4.1.3 Emphasize the importance of proactive budget priorities, such as pay yourself first,
emergency/opportunity fund, insurance, and charitable or other voluntary
contributions.
4.1.4 Discuss the pros and cons of charitable giving.
4.1.5 List ways and examples of charitable giving.
4.1.6 Compare tools for tracking of a budget, income and expenditures, such as the
envelope system, paper tracking, and online or software options.
4.1.7 Emphasize the importance of comparison shopping, buying strategies, negotiation,
and sales and marketing strategies in purchasing.
4.1.8 Identify the process, rights, and responsibilities relating to renting, leasing, and
purchasing a home.
4.1.9 Identify the process, rights, and responsibilities relating to renting, leasing, and
purchasing a vehicle.
4.1.10 Understand the similarities and differences between principal and interest on an
amortization schedule.
4.1.11 Explain the purpose of co-signers and collateral when applying for a loan.
Standard 4.2: Describe and discuss the impact of credit and debt on personal money management.
4.2.1 Discuss the purpose and role of credit and explain the value of building and
maintaining a healthy credit rating, including elements of creditworthiness: character,
capacity, capital, collateral, and conditions.
4.2.2 Explore and discuss the pros and cons of basic types of credit, such as unsecured vs.
secured credit, credit cards, installment loans, revolving credit, student loans, and predatory lenders.
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4.2.3 Describe the risks and responsibilities associated with using credit, such as APR, grace period, late fees, finance charges, default rates, interest, and closing costs.
4.2.4 Understand principal and interest calculations.
4.2.5 Calculate how long it takes to repay debt by making minimum payments on
installment loans and revolving accounts.
4.2.6 Locate and use online calculators to determine how principal and interest aggregate
monthly for long-term debt such as mortgages, vehicles, personal loans, and credit
cards.
4.2.7 Evaluate the costs and risks of payday and predatory lending.
4.2.8 Describe the personal and societal effects of bankruptcy and identify circumstances
that lead to bankruptcy, such as uninsured medical costs, family break-up, or loss of job.
Standard 4.3: Explain and understand credit reports and scores.
4.3.1 Identify the three major credit bureaus.
4.3.2 Understand the legal right to a free annual credit report (AnnualCreditReport.com).
4.3.3 Evaluate and identify components of a credit report, including derogatory remarks,
and the warning signs of credit abuse, such as late fees, missed payments, collection
notices, and bounced checks.
4.3.4 Explain the potential consequences of checking account mismanagement, such as non-
sufficient funds (NSF) handling, overdraft processing, and the role of ChexSystems.
Standard 4.4: Define rights and responsibilities of buyers and sellers under consumer protection laws.
4.4.1 Understand financial contracts tied to consumer purchases, such as cell phone, cable
or satellite plans, and membership fees.
4.4.2 Discuss the negative impacts of predatory and payday lending practices.
4.4.3 Identify ways to avoid identity theft and fraud, such as securing sensitive financial
data, using care when participating in online commerce, avoiding phishing and
pharming, and properly disposing of sensitive documents.
4.4.4 Understand how to recover from fraud and identity theft.
4.4.5 Discuss ways to avoid financial schemes such Ponzi schemes and other questionable
and illegal practices.
4.4.6 Describe the negative consequences of gambling and playing the lottery.
4.4.7 Identify the pros and cons of online commerce, including how to conduct transactions
safely.
Standard 4.5: Students will understand the role of government in protecting the consumer.
4.5.1 Explain the purposes and features of consumer protection laws.
4.5.2 Identify federal and state entities that exist to protect consumers from forms of fraud
and abuse.
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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
• •
• •
•
• •
•
I can identify the terms and definitions for Transactions and Financial Records
I can demonstrate my understanding of recording transactions in financial records
based on a scenario
I can identify the terms and definitions for Part 2: Statement of Financial Position
I can demonstrate how to correctly fill out Statement of Financial Positions based
on scenarios
I can analyze the net worth condition and possible improvements for net worth
based on scenarios
I can demonstrate correctly how to fill out an Income & Expense Statement
I can demonstrate correctly how to fill out a budget and make adjustments in a
simulation
I can plan for unexpected life expenses by managing insurances, accounts, and
making positive lifestyle decisions
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Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
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• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
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MTSS
Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
Multi-Tiered Systems of Support is an approach to academic and behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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