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Jenny Johnson Shakerag Elementary


TAG Decision Making

Title: Spend, Save, Give

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
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
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.
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.
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.