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Lesson Plan

Bringing Economic Vocabulary to Life Through Video Posters

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Bringing Economic Vocabulary to Life Through Video Posters

Grades 2 – 5
Lesson Plan Type Minilesson
Estimated Time Three 60-minute sessions
Lesson Author

Deborah Kozdras, Ph.D.

Deborah Kozdras, Ph.D.

Tampa, Florida

Christine Joseph, Ph.D.

Christine Joseph, Ph.D.

Tampa, Florida

Publisher

International Reading Association

 

Student Objectives

Session 1

Session 2

Session 3

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

  • Demonstrate understanding of economic concepts by answering questions and providing textual examples

  • Create a multimedia product that shows their comprehension of key economic vocabulary

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Session 1

Before Reading

  1. Choose the economics vocabulary words you wish to focus on for the activity. Here are some suggestions based on the content-area standards for economics K–5: wants, goods, services, money, seller, buyer, customer, scarcity, human resources (jobs), capital resources (tools and equipment), incentives. You may wish to choose other words.

  2. Familiarize the students with the features of graphic novels. Ask if they have ever read comics and how they know what is happening (answers include read the speech bubbles/thought bubbles, look at pictures). Ask if they know the difference between a speech bubble and a thought bubble.

  3. Show students a few sample pages from Babymouse: Cupcake Tycoon. Explain that the pink panels are for her imagination and the white panels for her real experiences. Because the panels are small, consider using a document reader to enlarge the print and zoom in on specific features.

  4. Listen to Chatting About Books: Babymouse Extravaganza to hear an interview with the authors.

  5. Ask students to color or decorate their own Babymouse puppet to use during the video interviews. Tell students that they will pose as the interviewer and the puppet will respond to questions about the vocabulary words in the text.


During Reading

In order to maintain student attention, you may want to either conduct this reading in shorter sessions or you may want to condense some of the content. For example, from the cover page until page 22, you can skim through the story, telling the students what happened, rather than reading every speech bubble. Focus on pages 23-46, using the Read-Aloud Bookmark questions in order to reinforce the content area vocabulary words.


After Reading

  1. Reinforce the vocabulary words used during the read-aloud. Turn to the specific pages in the book and re-ask the questions. Students can use their Babymouse puppets to answer the questions, putting themselves in the role of Babymouse.

  2. Students create a Vocabulary Cube from Cube Creator or a Vocabulary Trading Card from the Trading Cards mobile app. After reviewing all the concepts up to page 46, ask students to work in pairs.

    • Vocabulary Cube: Provide each pair with a specific economic vocabulary word and the draft .rwt file or printout of the vocabulary cube from Cube Creator. Students work together to answer the questions on the cube.

    • Vocabulary Trading Card: Provide each pair with a specific economic vocabulary word and have them choose the vocabulary trading card. Students work together to answer the questions on the card.

  3. After students come up with questions and answers, they can practice their puppet interviews with one student acting as interviewer and the other as Babymouse.

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Session 2

Before Reading

Review the story and related vocabulary from the previous session. Consider introducing pages 46–60 prior to the session and save the time for an in-depth read-aloud of pages 61-89.


During Reading

Use the guiding questions you may wish to use for this read-aloud/think-aloud of the second part of the book.


After Reading

Follow the after-reading instructions from Session 1. If your computer has a video camera embedded, open your software (iMovie or Windows Movie Maker/Live) to videotape interview questions and answers. Students can either videotape privately with their partner, or you can project the computer onto a screen and they can do their short interviews in front of the class (this helps reinforce the concepts). Save all of the videos as either .mp4 or .mov files.

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Session 3

  1. Review with students the concepts and vocabulary words from previous sessions.

  2. Tell students that they will be creating vocabulary-inspired posters, and show examples from KidsEconPosters: Literature Connection or Econ Illinois: Economics Poster Contest Winners.

  3. Similar to the after-reading portions of Session 2, students should videotape a short puppet show where Babymouse speaks directly into the camera. Remind them that the video should include an explanation of the vocabulary word and evidence about how it is used in the story. If students are making their posters using PowerPoint, hand out copies of PowerPoint Tool Tips. Explain to students that the first slide should show the vocabulary word as the title and the definition should appear below. Assist them in inserting the videos into the slides. (Note: To save these PowerPoint slides with embedded videos, always transfer the file of videos with the PowerPoint so they are linked.) If students are making posters using Glogster EDU, have them register for an account. Assist them in importing any video, image, audio, or text files into their posters.

  4. After students finish their posters, ask them to give a short presentation as a review of all of the concepts. Hand out the Vocabulary Evaluation Form and ask students to define and provide a written or drawn example for the words they’ve learned.

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EXTENSIONS

  • Ask students to use appropriate vocabulary to create advertisements or flyers for the cupcake fundraiser or another school fundraiser using the interactive Printing Press tool.

  • Have students create comics where two characters discuss the vocabulary words using Comic Creator.

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STUDENT ASSESSMENT/REFLECTIONS

  • Evaluate student comprehension of vocabulary concepts by reviewing their written definitions and examples about chosen economics vocabulary words on the Vocabulary Evaluation Form.

  • While the students present, evaluate using the Vocabulary Video Poster Rubric how well they are able to discuss the economic concepts they used in their video posters.

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