Money--Where Does It Come From?

Activity card

Graphic Organizer: Where did money come from?

Name/s:

Summarize as you read.

WorldWise

™

Lesson Plan Xx

Content-based Learning

Page reference

Key words

Summary (20 words or less)

Level V (50)

First

Xxxxxxxxx

Money: Where Does It Come From? explores the history of money from the bartering of goods through simple agreed units of trade, to the development of bills and coins, and finally the advent of a semi-cashless world. It examines the relationship between work and profit and loss throughout the supply chain.

Informational text types: Explanation

Next

WorldWise

Then

Content-based Learning

C3 Social Studies Curriculum links

• D2.Eco.3.3–5 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services • D2.Eco.4.3–5 Explain why individuals and businesses specialize and trade • D2.Eco.5.3–5 Explain the role of money in making exchange easier

After that

Key concepts

• Money makes exchanging goods and services easier • Money, as a form of exchange, has evolved from bartering to a paperless and cashless society Content vocabulary

Finally

bank, barter, bills, buy, change, check, coins, counterfeit money, currency, debit cards, distributer, exchange, farmer, importer, issue, money, paid, producer, profit, purchase, spend, supplier, supply chain, trade, value, wealth, worthless

Text features

• Illustrations, map, pictogram, sidebar, tables, text boxes, captions, glossary

After reading the book, summarize the whole book in 20 words or less.

Reading strategy

• Summarizing information

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Money: Where Does It Come From? © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading

Writing

5(6) (F) Make inferences and use evidence to support understanding.

5(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

5(7) (D) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.

Speaking and Listening

5(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

5(7) (G) Discuss specific ideas in the text that are important to the meaning.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to have students either read independently or, if they need more support, to meet with you in a small group.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write about their point of view using the prompt: There are some things money can’t buy. Provide the students with a template detailing how to plan and write an argument. Remind them to consider all possible points of view.

Give each student a copy of the book Money: Where Does It Come From? Ask: What do you think the answer to the question in the title will be? Have the students browse through the book. Say: As you browse through the book, think about what you already know about money.

What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about money? Students work with a partner and record their words on a word web with “money” written in the middle. Say: When you are finished, look at your word web. Explain the connections you can make between your words. Brainstorm more words. Have pairs share their word webs.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: Today we are going to practice summarizing what we read. A summary is a shorter version of the text that contains only the main idea and the most important points. Summarizing a text helps us to clarify our understanding. It also helps us to use what we read in our writing. Have the students read the introduction. Model identifying key words and ideas, and then model writing a summary of the passage.

Reading with teacher support Say: Read chapter 1 to yourselves. As you read, try to identify the main point. Look for key words. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: How has the author helped you to see what money was like at the beginning? What are some key words? Can you summarize the main idea in a few words? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapters 2 and 3 independently.

Say: As you read, use the same process we used with chapter 1. Read the chapters to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss and compare the summaries you have written for each section.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reading with teacher support Ask: What have we learned so far about summarizing information? Share your ideas with a partner. Have the students read chapter 2 to themselves. Review what the students have read. Ask: What new information do you have about where money came from? Invite the students to talk about their understandings. Have the students read chapter 3 and the conclusion to themselves.

Say: Now add your summaries of the chapters to your Graphic Organizer, then fill in the summary of the whole book at the bottom of the Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: How did noticing key words help you to summarize each chapter? What did you think about when writing each summary? How did you make sure that you did not simply copy out the text?

Why did money come to be? How has the idea of money changed over time? (Inferential) What would happen if there was no money of any kind in the world?

Why does the author insist that money has value only because we agree it does? (Synthesizing) The author presents a picture of money that is fairly simple. Is this a realistic explanation of where money came from or is the story of money more complicated? Explain why you think this. (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students plan a short oral presentation on the history of money.

Vocabulary Have students refer to the word web they made before reading the book, adding to and deleting from this as they see fit. Ask them to select five or more words from the web and use them to write summary sentences about the ideas in the book.

Visual literacy Have students examine the ways the value of money is displayed in the pictogram on page 6 and in the illustrations on pages 8, 25, and 26. Have the students summarize the information in these visual devices.

Download the template at www.worldwise-reading.com/teacherresources Say: What do you think about this statement? Do you agree or disagree with it? What reasons do you have for your point of view? Encourage the students to talk about their ideas with a partner, then write their argument. Say: You will need to research what other people have said about money.

Alternatively, the students could choose to design their own currency and create a brochure explaining how it works and what it can buy.

Activity card

Graphic Organizer: Where did money come from?

Name/s:

Summarize as you read.

WorldWise

™

Lesson Plan Xx

Content-based Learning

Page reference

Key words

Summary (20 words or less)

Level V (50)

First

Xxxxxxxxx

Money: Where Does It Come From? explores the history of money from the bartering of goods through simple agreed units of trade, to the development of bills and coins, and finally the advent of a semi-cashless world. It examines the relationship between work and profit and loss throughout the supply chain.

Informational text types: Explanation

Next

WorldWise

Then

Content-based Learning

C3 Social Studies Curriculum links

• D2.Eco.3.3–5 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services • D2.Eco.4.3–5 Explain why individuals and businesses specialize and trade • D2.Eco.5.3–5 Explain the role of money in making exchange easier

After that

Key concepts

• Money makes exchanging goods and services easier • Money, as a form of exchange, has evolved from bartering to a paperless and cashless society Content vocabulary

Finally

bank, barter, bills, buy, change, check, coins, counterfeit money, currency, debit cards, distributer, exchange, farmer, importer, issue, money, paid, producer, profit, purchase, spend, supplier, supply chain, trade, value, wealth, worthless

Text features

• Illustrations, map, pictogram, sidebar, tables, text boxes, captions, glossary

After reading the book, summarize the whole book in 20 words or less.

Reading strategy

• Summarizing information

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Money: Where Does It Come From? © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading

Writing

5(6) (F) Make inferences and use evidence to support understanding.

5(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

5(7) (D) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.

Speaking and Listening

5(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

5(7) (G) Discuss specific ideas in the text that are important to the meaning.