27.5
Present Guiding Question to Class: Present the essential question, learning objectives, and student “I can” statements. Have students preview the text to identify the vocabulary words for this week. Unpack weekly vocabulary, as appropriate. Article 1: Work Word Count: 65 Vocabulary: income: money people earn doing work job: the work we do to earn money work: an activity that produces a good or service High Impact Teaching Strategies: Collaborative Learning, Multiple Exposures Lesson Plan: 1. Have the students read the article individually. Have students highlight the word “earn.” 2. Have students turn to a neighbor and come up with a definition for the word “earn.” (something you get for something you did) 3. Give each student a sticky note, and have them write down a job they know that adults do. 4. Have the students put their sticky notes on the board, but group them in the same job or job type, if possible. Discuss the patterns that you see. Keep a record of these jobs for the next lesson. 5. Divide the class into small groups. If you have them available, give each group a bowl with plastic coins so they can get their money when they get paid. This will be an opportunity for students to follow the honor system. 6. Give the students the Working for My Earnings graphic organizer. Students will roll the dice and receive points for the “job” attached to the dice roll. Remind them that just like jobs in the real world, not everyone gets the same amount of money for their jobs. Have students keep track of the points they earned and collect their "pay" based on what they earned. Another option for payment is that students can go to the "payroll office" to receive their income for the pay period. You might consider having a group of students be your payroll office, or you can be the payroll office. 7. Have the students write in their interactive notebooks about which job they had to do the most, how much money they earned all together, and what they would spend the money on if it were real. 8. Create piggy banks with the soup cans by cutting strips of construction paper that are wide enough (like you’re making a new label) to fit around the can. Let the students decorate the strips of paper and tape them to their piggy bank. 9. Have students keep their “money” in their “piggy banks” for future use this week.
Economic Choices | Week 27
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