SESSION 4

START SESSION 2

Welcome & Allow Students to Get Settled: (5 minutes)

• Students enter classroom and get settled in their seats

• Grab snacks for the session

• Make sure they have their student curriculum books

• Make sure they have pen, pencil or marker

• Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers.

Attendance: (3 minutes)

IMPORTANT! Volunteers or Student CEO take attendance.

This qualifies them for alumnae benefits.

The attendance will be taken via a SurveyMonkey link. It will also be emailed to your Lead Volunteer and Student CEOs.

Students share out loud: Name, grade and a hobby they enjoy

outside of school.

Review Norms: (3 minutes)

• Remind students of the agreed upon norms from session #1.

• Read aloud the first three norms from session #1 and instruct students to write in the two norms that the whole group decided from session #1.

• Briefly discuss the agreed upon norms and address what these norms might look like in action during the session today.

Guiding Questions & Agenda: (3 minutes)

Talk through the guiding question and agenda as a whole group.

Students should be aware of what they will be learning about today and what they can expect from the session.

Today’s Guiding Question:

Why is a budget important in helping plan for short-term and long-term expenses and goals?

Let’s Teach!: (5 minutes)

As a class, look at the image of the budget within the student workbook. Before telling students this is an example of a budget, ask them to share aloud what they notice about the picture.

Once a student recognizes the image as a “budget” OR if no one identifies the image as a budget, tell students that this is an example of a monthly budget.

• Ask students to provide a thumbs up/thumbs down if they have seen a budget before

• Ask students to provide a thumbs up/thumbs down if they have made a budget before

• Ask students to provide a thumbs up/thumbs down if they currently have a budget or know someone

who has a budget

• Ask students what they notice about the budget

Key Term: Budget

Introduce the key term and discuss the different types of budgets with students.

Start to brainstorm out loud with students what types of revenue and what types of expenses could go on a budget.

BRAINSTORM:

Instruction: (5 minutes)

Review the difference between revenue and expenses.

Discussion points:

• What are the different types of revenue they might have now?

Examples: Pay from jobs, babysitting money, allowance, etc.

Read the excerpts from the article within the student workbook on how to read a paycheck.

Review the different infographics and discuss questions students may have about pay stubs, deductions and gross vs. net pay.

Discussion Tip:

As you read the article, note to students how important it is to ensure their pay stub is accurate.

As physical copies have more or less been replaced by electronic copies of paystubs, encourage students to check their online copies and become familiar with the details since they will likely not recieve physical copies to review.