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Lesson Plan

Finding Fabulous Financial Literacy Vocabulary With Fancy Nancy

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Finding Fabulous Financial Literacy Vocabulary With Fancy Nancy

Grades K – 2
Lesson Plan Type Minilesson
Estimated Time Three 40-minute sessions
Lesson Author

Deborah Kozdras, Ph.D.

Deborah Kozdras, Ph.D.

Tampa, Florida

Publisher

International Reading Association

 

Student Objectives

Session 1

Sessions 2 & 3: After Reading Activities

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

  • Recall economic vocabulary by writing or drawing about chosen economics words

  • Display understanding of economic vocabulary through a poster presentation

  • Extend economic vocabulary learning by using the words in the creation of their won texts

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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 in grades K-2: wants/needs, goods, services, consumer, money, job, tools, scarce, decision-making. You may wish to choose other words.

  2. Model how you enter these words on the Predict, Pick Out, Put In Organizer. Before reading, have students predict what they think these words mean.


During Reading

For content area–specific vocabulary learning, use the story to develop a context for discussion. Therefore, during the first reading, read through the story. Then, conduct a second reading where you introduce the vocabulary words in the text as well as talk aloud about the text, using specific economics concepts/vocabulary. The Read-Aloud Bookmark has possible read-aloud think-aloud prompts you may wish to use. These prompts include both fancy economic words in the text as well as think-aloud prompts that introduce economics concepts to talk about the text. These prompts are also located on the Read-Aloud Bookmark.


After Reading

Take out the Predict, Pick Out, Put In Organizer. Review the terms on the organizer. Have students pick out examples of the words from the story. You can prompt them by reviewing questions from the Read-Aloud Bookmark.

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Sessions 2 & 3: After Reading Activities

Record the examples they picked out of the story from the previous session(s). You can also use some of the after reading questions. Focus on the jobs people did and the tools and equipment used. Review the difference between wants and needs. Discuss the concept of income. How did Nancy earn the money to get what she wanted? What did Nancy do when she found out her money was scarce and she wanted to buy the fan? Discuss the different types of items used for buying or trading. Review what the buyers and sellers did in the story. Discuss the differences between goods and services.

  1. Create an economics poster activity: Students pick a word to create a poster of one of the economic concepts. Use the Rubric for Economics Concepts Poster to guide this activity. Here are some recommended economics terms: wants, goods and services, consumers/customers, entrepreneur, job (human resources), tools and equipment (capital resources), scarcity, trade and money, and price. Each poster should include a key economics concept/vocabulary word, a definition, and an example from Fancy Nancy. You can provide examples from KidsEconPosters: Literature Connection or Econ Illinois: Econ Poster Winners.

  2. Create an advertisement and book cover for a new business: In this activity, students use the economics vocabulary they learned in order to create materials for a business they would like to create.

    • After students pick out the examples in the story, take out your Predict, Pick Out, Put In Organizer. Have students turn and talk to a partner about an example from their own life (text-to-self connection), another story (text-to-text connection), or something else they have heard about (text-to-world connection). These will become the ideas they put in on the organizing chart. Record their answers on the Put In section of the chart. Some possible teacher questions are Describe a time you wanted something. How did you earn the money? What would you have done if you were Nancy? What kind of boutique or store would you like to start up? What types of goods would you sell? Who would be your customers?

    • Students use the Book Cover Creator to make a book cover of themselves in their fantasy store. They should include the name of their store in the title. In the image or words, students should also include the type of store, goods or services, and proposed customers.

    • Students create advertisements or brochures for their stores by using the ReadWriteThink Printing Press. In these advertisements, they should include the use of key economics vocabulary. For example, they could use sentence phrases like the following. Welcome to the _____ store. We sell these goods: __________. We provide these services: _______________. We have a sale on ________. Our prices are _______.

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EXTENSIONS

  1. There are a variety of activities on the Fancy Nancy official website. There are interactive vocabulary and reading games for kids, parent information, family activities, and reading hints.

  2. There are many ideas for other children’s books to teach economic concepts on KidsEconPosters: Literature Connection.

  3. There are many lesson plans on EconEdLink that teach the economics vocabulary and concepts learned during this lesson:

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STUDENT ASSESSMENT/REFLECTIONS

  1. In order to evaluate student learning, have them draw or write about your chosen economics vocabulary words. You may choose to use the Stapleless Book and have the students type the words on each page and write or draw about them. Use these pages as a formative assessment measure to see how well students know the concepts.

  2. Have the students present their posters of economic concepts. While they present, evaluate how well they are able to discuss the economic concepts. Use the Rubric for Economics Concepts Poster to guide the assessment.

  3. Use the student-created book covers and advertisements to further assess their knowledge of economics vocabulary words and concepts as they extend the use of these words to the production of their own texts.

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