FINANCIAL LITERACY FRAMEWORK (SHORT-TERM PROJECT)

SWBAT develop effective money management I Do, You Observe
strategies and understand the role and
Explicit Instruction/Modeling
(Pencils Down, Eyes Forward)

functions of financial institutions IOT develop a

budget including all essential elements for I Facilitate, You Think
personal and business use and to make
responsible financial decisions. (Whole Group)

Questions, Questions,
Questions!!!

I Assess & Assist, You Do

SWBAT explore a personal credit report and the (Pairs)

Guided Practice

impact of credit on business and personal life

IOT simulate financial decision making and I Observe, You Do (Solo)
planning.
Independent Practice

Spent is an online game about surviving poverty and homelessness. It I Do, You Observe
was created by ad agency McKinney for their pro bono client Urban
Ministries of Durham, whose mission "is to provide food, clothing, Explicit Instruction/Modeling
shelter and supportive services to neighbors in need". (Pencils Down, Eyes Forward)

Students will be forced to make decisions that many adults face on a I Facilitate, You Think
daily basis. Do they have what it takes to make it to the end of the (Whole Group)
month without losing their jobs, homes, and means of transportation.
They will be forced to make tough decisions regarding their health and Questions, Questions,
their children without a glimpse of the twists and turns to come. Questions!!!

I Assess & Assist, You Do
(Pairs)

Guided Practice

I Observe, You Do (Solo)

Independent Practice

I Do, You Observe

Explicit Instruction/Modeling
(Pencils Down, Eyes Forward)

I Facilitate, You Think
(Whole Group)

Questions, Questions,
Questions!!!

I Assess & Assist, You Do
(Pairs)

Guided Practice

I Observe, You Do (Solo)

Independent Practice

I Do, You Observe Prior to this lesson, students have completed Everfi:
Banking Basics Modules.
Explicit Instruction/Modeling Discuss the learning from Module 1:
(Pencils Down, Eyes Forward) • Do you trust banks?
• What big purchases do you think you’ll make in your
lifetime? ҉ How are you going to have the money to
make those purchases?

Share with your students that they will be watching
an overview of two common banking products.
• What is investing?
• Why do people choose to invest?

I Facilitate, You Think Students will watch a short video entitled, Money
Markets vs CD's for Investing
(Whole Group) (start from the 0:20 minute, watch until 6:00
minute).
Questions, Questions,
Questions!!! Read the article titled Saving Versus Investing:
What’s More Important and Why

What are some similarities between saving and
investing?

I Assess & Assist, You Do Students will be divided into groups of three. One of the following bank products
and the associated article will be assigned to each group.
(Pairs) • High Interest Savings Account
• Certificate of Deposit
Guided Practice • Money Market Account
Students will perform additional research and prepare a mind map that includes:
• Bank product name (assigned above)
• Brief explanation of product
• Product requirements
• 2-3 reasons why the product might be a good option for someone to use for
growing their money
• 2-3 reasons why the product might not be a good idea for someone to use for
growing their money
• Who typically uses the product
Groups will complete three-minute presentations to:
Students showcase their mind map and present key points and takeaways to the
class.
• Encourage students to ask questions at the end of each presentation

At the conclusion of the lesson, students must write a
paragraph to answer the question below.
Which bank product do you think is right for you?
Why?

Students will complete Banking Basics Summative
Assessment.

I Observe, You Do (Solo)

Independent Practice