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Unit 9

Spending Time & Money

Week 1

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What do our economic choices tell us about ourselves?

U9 W1 L1

Objective: We can explore ideas about the essential question. We can ask questions to check our understanding. We can link our comments to those of our classmates.

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U9 W1 L1

Objective: We can explore ideas about the essential question. We can ask questions to check our understanding. We can link our comments to those of our classmates.

I had to make an economic choice when I had to choose between ______ and ______.

One thing you can learn from a person’s economic choices is ______.

It is important to think about economic choices because ______.

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“Making Choices”: Identify Main Idea and Key Details

Purpose: Read both texts to figure out the important idea about making economic choices that they share.

Annotate: Underline the key details in each text.

U9 W1 L2

Objective: We can use text features to make predictions about texts. We can read to identify and annotate the key details in texts. We can use the key details to determine the main idea of a text or texts. We can recount key details and a main idea in writing. We can share our ideas through collaborative conversation and in writing.

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U9 W1 L2

Objective: We can use text features to make predictions about texts. We can read to identify and annotate the key details in texts. We can use the key details to determine the main idea of a text or texts. We can recount key details and a main idea in writing. We can share our ideas through collaborative conversation and in writing.

Key Details: “Ben Franklin’s Two Cents”	Key Details: “The Ants and the Grasshopper”

Main Idea Statement:

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Reread and Write to Apply Understanding

Reread the selection and then write a paragraph that recounts the key ideas from both texts and your shared main idea.

U9 W1 L2

Objective: We can use text features to make predictions about texts. We can read to identify and annotate the key details in texts. We can use the key details to determine the main idea of a text or texts. We can recount key details and a main idea in writing. We can share our ideas through collaborative conversation and in writing.

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Introduce the Unit 9 Research Project

Model Prompt: One of Ben Franklin’s most famous sayings is “A penny saved is a penny earned.”

Identify one way people save money, and conduct research about how people use this method of saving. Present your findings in an informative essay.

U9 W1 L3

Objective: We can read and analyze a research prompt. We can ask questions of other students to clarify our understanding. We can share ideas through collaborative conversation.

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Analyze the Prompt

U9 W1 L3

Objective: We can read and analyze a research prompt. We can ask questions of other students to clarify our understanding. We can share ideas through collaborative conversation.

Analyze the Prompt Question	Answer
What is the main topic of my research?
What information will I need to find?
What decision will I need to make about my topic?
What am I asked to present based on my research?

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Productive Engagement: Partner

Prompt:

Think of a product that you and your family use every day, and research how that product is produced and used. Present your findings in an informative essay.

U9 W1 L3

Objective: We can read and analyze a research prompt. We can ask questions of other students to clarify our understanding. We can share ideas through collaborative conversation.

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Analyze the Prompt

U9 W1 L3

Objective: We can read and analyze a research prompt. We can ask questions of other students to clarify our understanding. We can share ideas through collaborative conversation.

Analyze the Prompt Question	Answer
What is the main topic of my research?
What information will I need to find?
What decision will I need to make about my topic?
What am I asked to present based on my research?

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Share

Why did you choose that product?

What do you think might be involved in making that product?

What else do you want to find out about how it is made?

U9 W1 L3

Objective: We can read and analyze a research prompt. We can ask questions of other students to clarify our understanding. We can share ideas through collaborative conversation.

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Use Context Clues to Define Domain-Specific Vocabulary

Remember that informational texts sometimes contain difficult content words that are specific to the topic.
Understanding these words is important to fully grasping the whole text and its message.
Skim the selection and circle words you did not understand during the first reading.
We’ll make a list of these words.

U9 W1 L4

Objective: We can use context clues to determine the meaning of content words. We can use a dictionary to expand on our definitions. We can write sentences that show we understand the meanings of the words. We can share our ideas through collaborative conversation and in writing.

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U9 W1 L4

Objective: We can use context clues to determine the meaning of content words. We can use a dictionary to expand on our definitions. We can write sentences that show we understand the meanings of the words. We can share our ideas through collaborative conversation and in writing.

Word (paragraph)	Context Clues	Our Definition	Revised Definition Using References

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Apply Vocabulary Knowledge

Use one or more content words in an original sentence that demonstrates your understanding of the word.

U9 W1 L4

Objective: We can use context clues to determine the meaning of content words. We can use a dictionary to expand on our definitions. We can write sentences that show we understand the meanings of the words. We can share our ideas through collaborative conversation and in writing.

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Challenge Activity: Use one or more of the content words in a summary of the selection.

U9 W1 L4

Objective: We can use context clues to determine the meaning of content words. We can use a dictionary to expand on our definitions. We can write sentences that show we understand the meanings of the words. We can share our ideas through collaborative conversation and in writing.

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Distinguish Literal from Nonliteral Language: Proverbs

Proverbs are wise old sayings that are passed down from generation to generation to teach people important lessons about life.

“If a man empties his purse into his head, no one can take it away from him.”

U9 W1 L5

Objective: We can Determine the meanings of proverbs. We can distinguish literal from nonliteral language. We can share ideas through collaborative conversation.

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U9 W1 L5

Objective: We can Determine the meanings of proverbs. We can distinguish literal from nonliteral language. We can share ideas through collaborative conversation.

Proverb	Literary Techniques	Meaning

Guided Practice

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Write to Apply Understanding

Recall a proverb or moral about using money. Write a short fable in the style of “The Ants and the Grasshopper,” making sure to incorporate the proverb into the action of the story.

U9 W1 L5

Objective: We can Determine the meanings of proverbs. We can distinguish literal from nonliteral language. We can share ideas through collaborative conversation.

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Pre-Search: Use Print Sources to Identify Research Topics

Model Prompt: One of Ben Franklin’s most famous sayings is “A penny saved is a penny earned.”

U9 W1 L6

Objective: We can locate information using text and graphic features. We can create a list of possible research topics. We can share our ideas through collaborative conversation.

Pre-Search Topics for Saving Money

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Use Abstract Nouns

When discussing or writing about a subject such as economics, we use a special type of noun called an abstract noun. Abstract nouns are different from other nouns - they describe things that we cannot see, hear, taste, smell or touch.

Concrete noun - land, tool

Abstract noun - talent, love

U9 W1 L7

Objective: We can use abstract nouns. We can explain the difference between concrete and abstract nouns. We can ask questions to clarify understanding. We can share our ideas through collaborative conversation and in writing.

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Guided Practice

U9 W1 L7

Objective: We can use abstract nouns. We can explain the difference between concrete and abstract nouns. We can ask questions to clarify understanding. We can share our ideas through collaborative conversation and in writing.

Proverb	Concrete Nouns	Abstract Nouns
Waste neither time nor money, but make the best use of both.
If a man empties his purse into his head, no one can take it away from him.
The way to wealth depends on just two words: frugality and industry.
Early to bed, early to rise, makes a man healthy, wealthy, and wise.
A penny saved is a penny earned.

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Write to Apply Word Knowledge

Write five sentences that incorporate at least one abstract noun.

U9 W1 L7

Objective: We can use abstract nouns. We can explain the difference between concrete and abstract nouns. We can ask questions to clarify understanding. We can share our ideas through collaborative conversation and in writing.

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Introduce Suffixes: -able, -ful, -less

Look at the words valuable timeless, and useful. They each have a suffix: -able, -less, and -ful.

-able means “can be done,”
-less means “without,”
-ful means “full of.”

Suffixes help us figure out words we may not otherwise know.

U9 W1 L8

Objective: We can identify and know the meanings of the suffixes -able, -ful, and -less. We can use spelling rules and word parts to write words correctly. We can determine the meaning of a new word that is formed when a suffix is added.

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Introduce Suffixes: -able, -ful, -less

U9 W1 L8

Objective: We can identify and know the meanings of the suffixes -able, -ful, and -less. We can use spelling rules and word parts to write words correctly. We can determine the meaning of a new word that is formed when a suffix is added.

-able	-ful	-less

Where would each word go? What does each word mean?

spotless, healthful, affordable

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Productive Engagement: Partner

U9 W1 L8

Objective: We can identify and know the meanings of the suffixes -able, -ful, and -less. We can use spelling rules and word parts to write words correctly. We can determine the meaning of a new word that is formed when a suffix is added.

Where would each word go? What does each word mean?

spotless, healthful, affordable

Word	Base Word	Suffix	Meaning
hopeless
colorful
washable
careful

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Reread to Apply Word Knowledge

Reread “Ben Franklin’s ‘Two Cents’” with a partner, pay close attention to the words useful, valuable, and timeless. Tell each other how your understanding of the suffixes- ful, -able, and -less helped you better understand the text.

Challenge Activity: Think of things you could classify as timeless.

U9 W1 L8

Objective: We can identify and know the meanings of the suffixes -able, -ful, and -less. We can use spelling rules and word parts to write words correctly. We can determine the meaning of a new word that is formed when a suffix is added.

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U9 W1 L8

Objective: We can identify and know the meanings of the suffixes -able, -ful, and -less. We can use spelling rules and word parts to write words correctly. We can determine the meaning of a new word that is formed when a suffix is added.

Spelling Word	Sample Sentences
countless
penniless
fanciful
delightful
tearful
profitable
valuable
sizeable

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Pre-Search: Use Online Sources to Identify Research Topics

Model Prompt: One of Benjamin Franklin’s most famous sayings is “A penny saved is a penny earned.”

Identify one way people save money, and research the advantages of this way of saving money. Present your findings in an informational essay.

U9 W1 L9

Objective: We can use online sources to identify research topics.

Use key words effectively in online searches. We can refine our search using more precise words and phrases. We can analyze effective key words and search results. We can share our thoughts in collaborative conversation.

Step	Instructions	Think Aloud
1	“saving money”
2	“ways to save money”
3	“savings account”

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“Let It Grow”: Identify Main Idea and Key Details

Purpose: Read paragraphs 1–2 to identify the main idea and key details of this part of the text.

Annotate: Underline the key details.

U9 W1 L10

Objective: We can determine the main idea of a text. We can identify key details. We can ask and answer questions to demonstrate understanding of a text. We can share our ideas through collaborative conversation and in writing.

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U9 W1 L10

Objective: We can determine the main idea of a text. We can identify key details. We can ask and answer questions to demonstrate understanding of a text. We can share our ideas through collaborative conversation and in writing.

Paragraphs	Key Details	Possible Main Idea
1–2
3–4
5–10

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Reread and Write to Apply the Strategy

Reread paragraph 11 and reflect on how your understanding of the key ideas helps you understand why people like farmers markets. Use the paragraph’s key details to create a main idea statement and then write both the key details and the main idea.

U9 W1 L10

Objective: We can determine the main idea of a text. We can identify key details. We can ask and answer questions to demonstrate understanding of a text. We can share our ideas through collaborative conversation and in writing.

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Practice Suffixes: -able, -ful, -less

U9 W1 L11

Objective: We can identify and know the meanings of the suffixes -able, -ful, and -less. We can use spelling rules and word parts to write words correctly. We can determine the meaning of a new word that is formed when a suffix is added..

-able	-ful	-less
affordable	careful	spotless
washable	colorful	hopeless
valuable	useful	timeless

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Productive Engagement: Read & Annotate

U9 W1 L11

Objective: We can identify and know the meanings of the suffixes -able, -ful, and -less. We can use spelling rules and word parts to write words correctly. We can determine the meaning of a new word that is formed when a suffix is added..

-able	-ful	-less

Read “The Milkmaid.” Circle words that have the suffixes -able, -ful, and -less. Use their knowledge of the base word, the suffix, and the context to help you understand the meaning of each word. Jot down your definitions in the notation column of the page next to the word.

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Formulate and Evaluate Guiding Research Questions

U9 W1 L12

Objective: We can evaluate guiding questions based on specific criteria. We can write strong guiding questions. We can provide reasons for my ratings of the guiding questions. We can share different opinions about the guiding questions in a productive way.

Criteria	Rating
The question addresses the topic. The question can be answered with facts and details from research. The question does not have one simple answer.	1 2 3
3 = strong; 2 = acceptable; 1 = weak

Strong guiding questions have certain characteristics.

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Formulate and Evaluate Guiding Research Questions

U9 W1 L12

Objective: We can evaluate guiding questions based on specific criteria. We can write strong guiding questions. We can provide reasons for my ratings of the guiding questions. We can share different opinions about the guiding questions in a productive way.

Let’s look at these sample questions based on my writing about savings accounts

Guiding Research Questions	Rating
Are savings accounts good?	1
How do you start a savings account?	2
What are the advantages of starting a savings account?	3

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U9 W1 L12

Objective: We can evaluate guiding questions based on specific criteria. We can write strong guiding questions. We can provide reasons for my ratings of the guiding questions. We can share different opinions about the guiding questions in a productive way.

Guiding Research Questions	Rating
How does a savings account compare to other ways of saving money?
Can kids have a savings account?
Can money I get as a gift go in a savings account?
What are the features of a savings account?
What are the advantages of a savings account?
How many people have savings accounts?
What responsibilities are involved in having a savings account?

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Analyze Text Connections: Steps in a Procedure

One way writers organize texts is the use of sequential structure, describing events or actions in the order in which they happen. Writers use language that signals time order, including phrases such as “in the middle of the night,” and specific words.

U9 W1 L13

Objective: We can describe the steps in a procedure in an informational text. We can describe the connection between parts of a text using sequence signal words. We can share our understanding in collaborative conversations and in writing.

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U9 W1 L13

Objective: We can describe the steps in a procedure in an informational text. We can describe the connection between parts of a text using sequence signal words. We can share our understanding in collaborative conversations and in writing.

Paragraph	Sequential Words and Phrases	Purpose

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Apply Text Structure Knowledge

Write down a list of examples of sequence signal words and phrases.

U9 W1 L13

Objective: We can describe the steps in a procedure in an informational text. We can describe the connection between parts of a text using sequence signal words. We can share our understanding in collaborative conversations and in writing.

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U9 W1 L14

Objective: We can compare and contrast messages and details in two or more texts. We can contribute to the group discussion by asking questions and explaining our own ideas. We can write a short piece that compares two texts.

Categories for Comparison/Contrast	“Making Choices”	“Let It Grow”
Text Type
Language
What support does the author use to reinforce his or her ideas about economic choices?
The author’s message or purpose for writing
Text evidence (paragraph)

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U9 W1 L14

Objective: We can compare and contrast messages and details in two or more texts. We can contribute to the group discussion by asking questions and explaining our own ideas. We can write a short piece that compares two texts.

Share

Our group would like to add ________. This idea is supported by _______ in the text.
Our group had different ideas about the author’s purpose. We thought ______ because _____.
We don’t understand why you think the author’s purpose in _______ is ____. Could your group provide more information about that?

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U9 W1 L14

Objective: We can compare and contrast messages and details in two or more texts. We can contribute to the group discussion by asking questions and explaining our own ideas. We can write a short piece that compares two texts.

Apply Cross-Text Knowledge

Write two or more paragraphs comparing and contrasting “Let It Grow” with either “Ben Franklin’s ‘Two Cents’” or “The Ants and the Grasshopper.” Remember to include reasons for your comparison/contrast and evidence from the texts

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Categorize Information and Identify Possible Sources

U9 W1 L15

Objective: We can identify categories of information needed to answer questions. We can suggest possible sources to use for information. We can share our ideas through collaborative conversation.

Guiding Question	Categories of Information Needed	Possible Sources
What are the advantages of starting a savings account?	Advantages Disadvantages	Bank and credit union websites, money management websites and books
What responsibilities are involved in having a savings account?	Weekly Monthly Yearly	Kid-friendly websites on how savings accounts work
How does a savings account compare to other ways of saving money?	Comparisons Contrasts	Bank and credit union websites, books with information about savings accounts

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Categorize Information and Identify Possible Sources

U9 W1 L15

Objective: We can identify categories of information needed to answer questions. We can suggest possible sources to use for information. We can share our ideas through collaborative conversation.

Guiding Question	Categories of Information Needed	Possible Sources