| Step | Description | Expected Student Results |
| 1 | Description: Student and mentor will exchange letters of introduction and expectations. The letters will include previous financial knowledge and inquiry questions about the project. Objective: This activity introduces students to their mentor and the securities market. Students will make a personal connection to the New York Stock Exchange and understand how public companies affect their daily lives. Student will: • initiate communication via an application with the assigned mentor. • express a commitment to meet the minimum requirements of the program. • communicate with mentor at least twice a week • notify teacher proactively when communication isn’t possible or issues arise • create a final investment portfolio, and submit a final summary at the conclusion of the project. • inform the mentor which days of the week the mentor can expect a to receive communication. Mentor will: • respond to the student's application in order to build a relationship and establish trust. • express a commitment to meet the minimum requirements of the program. • communicate with student at least once a week. Teacher will: • monitor student and mentor communication. • create a Google Calendar to track communication for mentors and students. • lead a discussion to introduce students to the securities market, helps them make a personal connection to the New York Stock Exchange and understand how public companies affect their daily lives. |
1. Communicate with mentor at least twice a week. 2. Send a letter of introduction a. Interests b. Products they use c. Companies they know d. Prior money knowledge e. Communication days 3. Collaborate with mentor to investigate stocks and how to pick a strong investment and identify possible companies to invest in. 4. Students will send all of the above information to mentor for feedback. |
| 2 | Description: Students will learn how to read stocks online and in a newspaper. Objective: This step introduces the student to basic stock market terminology, familiarizes them with the special characteristics of the NYSE and explains why a company issues stock. This step also focuses on how to read stock tables in a newspaper or on the Internet. Student will: • communicate with mentor and begin tracking stocks through student created tables or an Internet system suggested by the mentor. • ask questions to their mentor that will increase their understanding. • make connections to the NYSE and their daily life. • be able to read a stock report and pick out useful and necessary information. Mentor will: • communicate and support the student as they learn how to read the stock market. • provide stocks for students to track so they will be able to see gains, loss, dividends, etc. if necessary. • support teacher by using new vocabulary. • mentor will monitor student stocks to make sure the student is tracking correctly. Teacher will: • monitor student and mentor communication • update the Google Calendar to track communication for mentors and students • lead a whole class discussion to introduce students to basic stock market terminology, familiarizes them with the special characteristics of the NYSE and explain why a company issues stock. |
1. Communicate with mentor at least twice a week. 2. Create a table to analyze stocks assigned by mentor. The table will show mastery that each student can read a stock market report. The mentor will make sure this is correct and provide feedback when necessary. 4. Students will send all of the above information to mentor for feedback. |
| 3 | Description: The student and mentor will discuss “good” or “strong” investment verses a “bad” or “weak” investment based on student interest from step one. Mentor will help define necessary vocabulary and increase student knowledge. Objective: This step will focus on how a stock is traded at the NYSE as students place the steps in chronological order. Student will: • Research companies and know the following information before following. These company summaries will need to be included in the final portfolio, among other pieces of data. 1. What type of product(s) does the business sell? 2. What is their stock symbol? 3. Who is the president (or CEO) of the company? 4. Where is the company located (corporate headquarters)? 5. Why did you select this stock? • collaborate with mentor to decide which stocks to invest their time in. • pick 1-2 stocks that will help to build their final portfolio. One stock must obtain their income in foreign currency. The other stocks may be global or national companies. Mentor will: • communicate with the student and provide guidance as they are choosing their investments. • allow student room for failure and learning opportunities. If the student is making a poor investment decision, the mentor will allow for failure and explain how to improve. • provide the student with support, student friendly resources, keywords for Internet searches, and other expert advice. Teacher will: • Monitor student and mentor communication |
1. Communicate with mentor at least twice a week. 2. Research possible investments and decide on 1-2 more stocks to follow. One stock must be a international company that earns money in foreign currency. You must have 3-5 stocks researched by the end of the week. 4. Create summaries of each investment to be submitted to mentor for feedback. a. What type of product(s) does the business sell? b. What is their stock symbol? c. Who is the president (or CEO) of the company? d. Where is the company located (corporate headquarters)? e. Why did you select this stock? 4. Students will send all of the above information to mentor for feedback. |
| 4 | Description: The student and mentor will talk about the stocks in the student's portfolio and make adjustments as necessary in order to have a portfolio that is making positive growth. Students will share their tracking and portfolio growth or loss with a project file with mentor for feedback. Objective: This step will focus on how improve investment portfolios in order to achieve the highest gains possible. Student will: • create an Excel document to be uploaded to the project file. The Excel document will track each stock in tables (2 year, 1 year, 1 month). • invest in 3-5 stocks at the beginning of this step 2 and track these companies throughout the remainder of the project. They will provide this information to the mentor for feedback. • investigate possible stronger investments in order to create the strongest possible investment portfolio. If student wants to change stocks, they must do another research summary and submit it to their mentor before tracking. Mentor will: • communicate with the student and provide guidance as students are tracking their investments. • review the student’s project file and make sure the student is accurately creating tables and recording data. • ask questions about charts to help student analyze the stocks (i.e. what patterns do you notice? Is the stock making positive or negative growth over time? What factors might contribute to the positive or negative growth?) • provide guidance as students try to build the strongest possible portfolio with the largest gains. • may provide other investment options to students (i.e. NASDAQ, NYSE, different company, etc.) Teacher will: • monitor student and mentor communication. |
1. Communicate with mentor at least twice a week. 2. Create and upload an Excel document. This document will include tables that will track 1-2 stock histories (2 year, 1 year, 1 month). 4. Students will attach Excel document to the project file and send all of the above information to mentor for feedback. |
| 5 | Description: The student and mentor will talk about the stocks in the student's portfolio and make adjustments as necessary in order to have a portfolio that is making positive growth. Students will share their tracking and portfolio growth or loss with a project file with mentor for feedback. Objective: This step will focus on how improve investment portfolios in order to achieve the highest gains possible. Student will: • create an Excel document to be uploaded to the project file. The Excel document will track each stock in tables (2 year, 1 year, 1 month). • invest in 3-5 stocks at the beginning of this step 2 and track these companies throughout the remainder of the project. They will provide this information to the mentor for feedback. • investigate possible stronger investments in order to create the strongest possible investment portfolio. If student wants to change stocks, they must do another research summary and submit it to their mentor before tracking. Mentor will: • communicate with the student and provide guidance as students are tracking their investments. • review the student’s project file and make sure the student is accurately creating tables and recording data. • ask questions about charts to help student analyze the stocks (i.e. what patterns do you notice? Is the stock making positive or negative growth over time? What factors might contribute to the positive or negative growth?) • provide guidance as students try to build the strongest possible portfolio with the largest gains. • may provide other investment options to students (i.e. NASDAQ, NYSE, different company, etc.) Teacher will: • monitor student and mentor communication. |
1. Communication with mentor at least twice a week. 2. Update your Excel document. This document will include tables that will track ALL stock histories (2 year, 1 year, 1 month). 4. Students will update attach Excel document to the project file and send all of the above information to mentor for feedback. |
| 6 | Description: The student and mentor will talk about the stocks in the student's portfolio and make adjustments as necessary in order to have a portfolio that is making positive growth. Students will share their tracking and portfolio growth or loss with a project file with mentor for feedback. Objective: This step will focus on how improve investment portfolios in order to achieve the highest gains possible. Student will: • update an Excel document to be uploaded to the project file. The Excel document will track each stock in GRAPHS (2 year, 1 year, 1 month). • invest in 3-5 stocks at the beginning of this step 2 and track these companies throughout the remainder of the project. They will provide this information to the mentor for feedback. • investigate possible stronger investments in order to create the strongest possible investment portfolio. If student wants to change stocks, they must do another research summary and submit it to their mentor before tracking. Mentor will: • communicate with the student and provide guidance as students are tracking their investments. • review the student’s project file and make sure the student is accurately creating GRAPHS and recording data. • ask questions about GRAPHS to help student analyze the stocks (i.e. what patterns do you notice? Is the stock making positive or negative growth over time? What factors might contribute to the positive or negative growth? What is the scale accurate on your graph? Is the graph interval appropriate? What trends do you notice? What predictions can you make?) • provide guidance as students try to build the strongest possible portfolio with the largest gains. • may provide other investment options to students (i.e. NASDAQ, NYSE, different company, etc.) Teacher will: • monitor student and mentor communication. |
1. Communication with mentor at least twice a week. 2. Upload an Excel document. This document will include GRAPHS that will track 1-2 stock histories (2 year, 1 year, 1 month). 4. Students will attach Excel document to the project file and send all of the above information to mentor for feedback. |
| 7 | Description: The student and mentor will discuss common vocabulary used when discussing the stock market. Objective: This will increase their verbal/written ability to discuss the stock market. Student will: • complete a vocabulary task using the internet to help define common stock vocabulary from a given a list of definitions and a word bank. • do internet research in order to define these terms. Mentor will: • check that the student has defined each term correctly. • If they have not, mentor will provide supporting links, articles, etc. to help students define words correctly. Teacher will: • Monitor student and mentor communication. |
1. Communication with mentor at least twice a week. 2. Upload a word document with vocabulary completed. |
| 8 | Description: The student and mentor will do one of two assignments. Finish completing vocabulary sort or write a compare/contrast paragraph. Objective: This step will challenge students to continue to research the stock market. Student will: • complete their vocabulary sort with 100% accuracy. • move on to a compare/contrast paragraph is finished with their vocabulary sort. Students will compare and contrast the DOW Jones and NASDAQ. Mentor will: • communicate with the student and provide guidance as students complete their vocabulary chart • provide resources for students to compare and contrast the DOW Jones with NASDAQ Teacher will: • Monitor student and mentor communication. • Provide intervention if needed |
1. Communicate with mentor at least once a week. 2. Complete vocabulary sort with 100% accuracy. 3. Complete compare/contrast paragraph if time allows. |
| 9 | Description: The student will submit their excel document, vocabulary sort, and paragraph if applicable. Objective: Closing the Telementoring experience. Student will: • submit a final project survey. • Send a closing letter to their mentor. The letter is a self evaluation of the project explaining their strengths and areas of focus and the role the mentor played in their project. Mentor will: • write a closing message to their student. • submit a final project survey. Teacher will: • monitor student and mentor communication. • submit an end-of-project survey. |
1. Submit a letter to their mentor. 2. Complete an end-of-project survey. |
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