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TAG Standards: Advanced Communication Skills The student supports and defends his / her own opinions while respecting the opinions of others. Advanced Research Skills The student uses a variety of print and non-print resources to investigate a topic of interest. The student questions accepted practices, rules, and existing principles to discover new knowledge.
TAG Standards: Advanced Communication Skills The student supports and defends his / her own opinions while respecting the opinions of others. Advanced Research Skills The student uses a variety of print and non-print resources to investigate a topic of interest. The student questions accepted practices, rules, and existing principles to discover new knowledge.
TAG Standards: Advanced Communication Skills The student supports and defends his / her own opinions while respecting the opinions of others. Advanced Research Skills The student uses a variety of print and non-print resources to investigate a topic of interest. The student questions accepted practices, rules, and existing principles to discover new knowledge.
Subject: RELA Grade Level: 5th Duration: 90 Minutes Type of Lesson: Decision Making Strategy Standards and Elements: ELACC5RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text ELACC5RL4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. TAG Standards: Advanced Communication Skills The student supports and defends his/her own opinions while respecting the opinions of others. Advanced Research Skills The student uses a variety of print and non-print resources to investigate a topic of interest. The student formulates original appropriate questions to test the limits of an existing body of knowledge. The student develops and uses systematic procedures for recording and organizing information. The student evaluates research methodologies and data to detect validity, bias, reliability, and applicability to real-world problems and/or solutions. Higher Order Critical Thinking Skills asking complex questions using criteria to make comparisons using criteria to make decisions using criteria to evaluate decisions predicting consequences of decisions examining from various points of view Creative Thinking & Creative Problem Solving Skills The student questions accepted practices, rules, and existing principles to discover new knowledge. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem solving The student incorporates brainstorming and other idea-generating techniques to solve problems or create new products. The student develops original ideas, presentations, or products through synthesis and evaluation. Enduring Understanding/Objectives: Decision making is the most personal and most engaging form of comparative thinking. It requires students to examine a problem or situation, and then make and justify a decision. Students will personally connect to the
content. Students will recognized the value of a systematic way of examining alternatives and help them gain confidence in their own decision-making skills.
Essential Question: How can we use a strategic approach to examine a problem or
situation, and then make and justify an informed decision? Evidence of Learning: The student will 1. Know a) spend is to put out money to goods or services b) save is to put aside money c) give is to transfer something to someone d) Opportunity cost is the best alternative not chosen 2. Understand a) Many factors influence the way in which we manage money b) There are different ways in which to manage money c) People must make choices because they cant have everything they want d) Choosing to save means choosing not to buy something you want now in order to have in the future 3. Do a) discuss, listen and integrate information about money managing b) develop alternative decisions regarding the study of money managing c) evaluate alternative decision based on criteria d) provide evidence for alternative decision Suggested Vocabulary: spend, save, give, wants, needs, charity Procedure: Hook: Exercise and Elaboration Give each student 10 M&Ms and tell them they can choose what they would like to do with them. Discuss some of their options eat them now, save them for later, give them to somebody else, throw them away, etc. Afterwards ask them to imagine that instead of M&Ms, I gave them each 10 dollar bills. What would they do? Give it away, spend it, save it for later? Bridge the students to the concept of spend, save, give. Step 1: Background information Show the students the Brainpop video titled Money. This video explains the origins of money, how it obtains its value, and other interesting facts. Also, give the students the Spend, Save, Give Picture Dictionary word doc to complete. Step 2: Information Analysis Teacher will read the book, Tarantula Shoes, by Tom Birdseye. In flexible groups created by the teacher, students will complete the Tarantula Shoes Review WS to conduct a thorough analysis and review of critical issues and concepts from the story. Step 3: Alternative Analysis Groups will use the Tarantula Shoes Alternatives chart to compare
the alternatives, make notes, and make a decision.
Step 4: Reflection Students will reflect on their alternative individually and answer the question at the bottom of the Alternatives chart worksheet. Students will discuss and share their ideas with the class. Step 5: Synthesizing - Once the group has decided upon an alternative, they will work together to find a way to present their alternative decision to the rest of the class. Some options: create an iMovie in which groups reenact the story with their alternative ending create a cartoon (paper or electronically) which breaks down the details of the alternative ending conduct an interview with an adult who has made a difficult decision include questions and answers about a time he/she had to come up with an alternative solution write an informational piece that compares and contrasts the process decision making to one or more of our 7 habits design a piece of artwork that reflects the characters decision making process Assessment: After all groups have presented their solutions to the class, students will individually reflect on what he/she would really do if I gave them $10. They will add to our class blog their decision and reason(s) to support it using at least 2 of the key vocabulary terms from this lesson. Differentiation: Teacher make flexible grouping. Lower level readers will have access to copy of Tarantula Shoes to follow along and refer back to. Each group will have a choice in their method of presenting their idea/solution. Resources/Materials: M&Ms, colored pencils/crayons, book Tarantula Shoes, internet access, Spend, Save, Give WS, Tarantula Shoes Review WS, Tarantula Shoes Alternatives WS, art supplies depending on synthesis activity Technology Integration (Materials Continued): Students can decide to present their alternative decision process with technology (such as Powtoon, google presentation, iMovie). Website access for picture dictionary WS. Reflection: This is still an ongoing project for me, but so far I think my students are enjoying it. This age group is very interested in money and are asking some really complex questions (yay )! The want to know why we just cant print more, and other what if type questions. They are really engaged now, and I hope they continue to stay engaged as we progress. So far I feel like it is not as student-centered as some of the other strategies, but probably because I am reading the story as a read aloud. In the future, to make it a little more student driven, I might create Literature Circles and have groups read the story while administering and maintaining a novel study on the book on their own. Im excited to hear some of the alternative ways students come up with and how the will present their information to the class.