1. LESSON PLAN FOR FINANCES AND BUDGETING
By: Raghida Mazzawi
Sharon Davenport

2. Time
Content of Lesson
Procedures
Teaching Aids
9:00 to 9:30
Introduction
The activation stage: instruction should activate learner’s relevant cognitive structures by recalling prior knowledge and experience. This will promote their learning.
Learners will identify possible goals. Through discussion instruction learners will be invited to think about and identify their own personal goals .
Teacher will introduce the topic.
Learners will form pairs and introduce themselves to each other by stating their names and identifying one thing that they are good at or struggle with when it comes to finances.
They will then introduce their new pair to the entire class.
Learners will determine what they would like to achieve from the class. Do they have specific goals and expectation?
Whiteboard and markers
Facilitator to write on white board identified strengths and struggles in the room.
Facilitator to write the specific goals identified by learners
9:30 to 9:55
Brainstorming and Mind Map of
Possible budgeting terminology : assets, debt, interest, credit history, bankruptcy, pension, overdraft, variable expenses, fixed expenses, refinancing, house poor, RRSP, line of credit, creditors etc.
Learners will brainstorm terminology of budgeting.
Facilitator to create a mind map on the Board including everyone’s terminology

3. Time Content of Lesson Procedures Teaching Aids 9:55 – 10:10 Break
10:10 – 11:45
Discussion
Learners will work individually or as small groups to look up the definitions of terminology that they are not familiar with
Computer, library books on finance,
Prior knowledge of learners to explain terms
11:45 to 12:15
Lunch
12:15 to 1:00
Budgeting Design Templates
Using Real Life Prior Knowledge
Application Stage: instruction should include coaching and peer-collaboration.
Learners will discuss items that need to be in a budget. They will also discuss from their experience the pitfalls of budgets and the benefits. Real life experiences with debt and credit cards etc.
Learners will create their own individual budget templates.
Learners will discuss all the various expenses that need to be included in a budget
Computer and books with examples of budgeting. Gail Vaz -Oxlade has some good examples of budget templates
Learners may create their own templates or use ones they find on the computer or in book resources.
1:00-1:45
Principles of Balancing a Budget
Demonstration Stage: instruction should include peer-demonstration, peer-discussion and demonstration through the use of media.
Learners will watch an episode of “Till Debt Do Us Part” with host Gail Vaz-Oxlade.
Learners will form groups and choose one sample budget to work with. They will need to make the budget balance.
Learners will be determining which expenses are fixed and which are variable, in order to successfully balance the budget.
DVD Player and TV
1:45 – 2:00

4. Time
Content of Lesson
Procedures
Teaching Aids
2:00 -2:30
Case Studies
Integration Stage: instruction should include integration of new and prior knowledge followed by peer reflection and critique.
Learners will divided into pairs where they will be given sample case studies of budgets that do not balance.
The objective will be to see if they can determine which expenses could be modified or eliminated to allow the budget to be balanced
Case studies
2:30 – 3:00
Class self reflection
Open Discussion
Learners will set one financial goal for themselves which they may share with the class if they choose.
Learners will be asked if what they have learned was beneficial. Did they meet their learning goals?
Would they do anything differently to improve their learning?
Re-examining the whiteboard with strengths and weaknesses as identified by the students. Have they seen any changes in their strengths and weaknesses due to the exercises they have completed in class today?
Finally students will be asked list three things they have learned from the workshop that they will apply to achieve their financial goal that they initially identified and outline the specific steps of how they will do this.
Pen and Paper for the Anonymous Survey
Whiteboard and Markers with students strengths and weaknesses as determined in the am.