Teaching Activity

Introduction

Unit Development Template

Teaching Activity Title

Econonic Understanding & Reading Comprehension - M.A.G.I.C. Consortium Teaching Activity

Teaching Activity Annotation

This teaching activity was donated to the Dare to Share collection as part of the MAGIC consortium. In this lesson students will learn about economics and share their thoughts through writing, drawing, and discussion.

This Teaching Activity Template is differentiated for (Optional):

Grade(s)

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Author

Kris McBride (Kennesaw State University ETC)

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Focus Standards

Focus Standards

ELAKR1 The student demonstrates knowledge of concepts of print. The student

c. Tracks text read from left to right and top to bottom.

Focus Standards

ELAKR5 The student acquires and uses grade-level words to communicate effectively. The student

a. Listens to a variety of texts and uses new vocabulary in oral language.

Focus Standards

ELAKR6 The student gains meaning from orally presented text. The student

d. Begins to distinguish fact from fiction in a read-aloud text.
g. Connects life experiences to read-aloud text.
h. Retells important facts in the student’s own words.

Focus Standards

The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).

Focus Standards

SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries.

Focus Standards

SSKE3 The student will explain how money is used to purchase goods and services.

a. Distinguish goods from services.
b. Identify various forms of U.S. money (coins, currency).

Focus Standards

SSKE4 The student will explain that people must make choices because they cannot have everything they want.

Complementary Standards (Optional)

National and/or Local Standards (Optional)

Learning Goals for the Teaching Activity

What are the Essential Questions, Knowledge and Skills associated with this Teaching Activity?

Enduring Understanding(s)
Students will understand that…
-reading text goes left to right
-they can share their thoughts about books and connect this to real life
-they can retell what they have learned verbally or in written form

Essential Question(s)
Which way do I read?
How does this relate to my life?
What do I want to communicate?
How can I communicate my ideas?

Students will know…
-the difference between fact and fiction
-that stories can be connected with real life
-that ideas can be represented verbally or in writing
-that there are different types of work people do
-how money is used to purchase goods and services

Students will be able to…
-demonstrate their understanding of the reading process by actively engaging in a read aloud
-show reading comprehension by answering teacher questions and by asking questions
-illustrate their understanding of the work people do through drawings, writings, and discussion

Balanced Assessment

Assessment Method/Type

Self Assessment

Assessment Title

Not available

Description/Directions

not available

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Web Resource Title (Optional)

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Web Resources

Student Work Sample with Teacher Commentary

Procedures, Directions and Resources

Select the Type of Step from the drop-down list.

Lesson Plans

Approximate Duration of the Step

As time and resources permit.

Describe the Step

Student will……
(Key terms: work, income, money, goods, services)

Day 1: Read Mrs. Nelson is Missing by. James Marshall. Chart all of the different activities the teacher did in the book. Then chart the activities a teacher at your school does each day.
Explain to the children that they will be learning about jobs for the new couple of weeks. Ask them to share a job they would like to know more about. Make a list from their responses.

Day 2: Have a special guest-a soldier or veteran speak about this profession to the class (if possible). If this is not possible, read a book about soldiers. Then have a shared writing time of writing a letter to a soldier. Allow students to ask them questions they have. If needed, look up more information on the internet to answer student questions.

Day 3: Discuss the words to know in the story Farmers by, Dee Ready. Also discuss goods that farmers may create. Then read Farmers. Afterwards, make a list of all the goods farmers can produce.

Day 4: Create a KWL chart about Mail Carriers. Then have someone from the Cleveland or Helen post office come and share about their job (if possible). Read We Need Mail Carriers by Lola Schaefer. Then go back to the KWL chart and complete it.

Day 5: Read Moms and Dads (Rigby level 1 book). (This book is available from the Reading Recovery Teacher.) Have students help you read this by following left to right and turning the pages. Then read, We Need Police Officers by. Lola Schaefer. Discuss a police officers duty by making a list.

Day 6: Write classified ads for each of the jobs you have discussed. Then, as you read them aloud, have students match the job with the ad. This would be a good time to discuss how people earn money from the services they perform. They may earn dollars and cents.

Day 7: Play charades to review previously discussed jobs and introduce fire fighter. Read The Fire Station by Gail Saunders-Smith. Ask students to compare the job of a fire fighter with the job of a police officer. Show them the differences and similarities with a chart.

Day 8: Bring in different pastries and sweets. Ask students to tell who makes these? Explain the job of a baker. Write a shared story about What does a baker do? Have students draw a picture of their favorite bakery item. At the bottom of the picture, write the dictated sentence “I like…”.

Day 9: Create a web map of the professions you have learned. Then add doctor. Use student experience to complete the web. Then, write a shared story about ‘A Doctor’s Job’. Have students help to read this back by following left to right and top to bottom.

Day 10: Role play the jobs learned. Set up a store and have students spend money they have earned through doing their services. Show them that they must make choices on how they spend their money. Use currency and coins. (The parapro will need to be a very active part of this activity.)

Day 11: Performance Task

Student Handout (Optional)

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Additional Resources

Materials and Equipment

Materials and Equipment

Computer and Internet Access

Technology Connection/Integration (Optional)

What 21st Century technology was used in this Teaching Activity?

Differentiation for Content, Product and Process

Readiness (Recommended)

Learning Profile (Recommended)

Student Interests (Recommended)

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Attachments (Optional)

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