ISAIL – Standard 2: Evaluate information critically and competently
Library Objective #3 Draw a conclusion about the main idea
Library Objective #4 Choose appropriate information for individual and collaborative projects
ISAIL – Standard 3 Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a
member of a democratic society
Library Objective #3 With guidance, organize information using such differentiated techniques as webbing, pictograms, KWLs, Y charts, story boarding
Library Objective #4 Present, perform, share, and evaluate the results of information searches in a new form
Common Core Standards
CC.2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
CC.2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Standards (ISAIL,
Common Core, AASL,
NETS)
Grade Level
Subject
Topic
Resources
Classroom Teacher’s
Role
AASL
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.3.1 Connect understanding to the real world.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
NETS-S
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
b. create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of
others. Students:
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
2nd grade
Math
Money and Economics
Fancy Nancy and the Fabulous Fashion Boutique by Jane O’Conner
Examples of posters from KidsEconPosters: Literature Connection or Econ Poster Winners
Microsoft Word, Microsoft Publisher, Power Point, or paper
http://www.readwritethink.org/classroom-resources/student-interactives/book-cover-creator-30058.html
http://www.readwritethink.org/classroom-resources/student-interactives/readwritethink-printing-press-30036.html
http://www.kidseconposters.com/keb/Literature%20Connection.htm
http://www.niu.edu/icee/econposter_winners.shtml
http://www.readwritethink.org/classroom-resources/student-interactives/stapleless-book-30010.html
rubric for Stapleless book
rubric for Economics poster
Read Aloud guide
1. The teacher will complete the math unit on money which focuses on identifying all coins, making change with mixed units, counting coin money, adding
and subtracting money.
2. The teacher will introduce the economy word cards to familiarize students with vocabulary terms (wants/needs, goods, services, consumer, money, job,
tools, scarce, decision-making)
3. Teacher will read Fancy Nancy and the Fabulous Fashion Boutique as a class read aloud prior to coming to the media center. This will help students
become more familiar with the story and will help them develop a context for discussion.
Librarian’s Role
Day 1
(Lesson adapted
from
Readwritethink.org)
Assessment
Day 2 – 3
(Lesson adapted
from
Readwritethink.org)
Librarian’s Role
Day 4 – 6
(Lesson adapted
from
Readwritethink.org)
Assessment
Day 7
(Lesson adapted
from
Readwritethink.org)
1. The librarian will read the story again to the class and will introduce the vocabulary words as well as talk aloud about the text using the economics
concepts/vocabulary.
2. Students will fill out a vocabulary graphic organizer and give examples from the story of each term.
3. The librarian will have the students discuss the difference between needs and wants. She will discuss the concept of income. Possible questions: How did
Nancy earn the money to get what she wanted? What did Nancy do when she found out her money was scarce and she wanted to buy the fan? The
librarian will discuss with students what different types of items could be used for buying and trading. Review what buyers and sellers did in the story. Discuss
the difference between goods and services.
4. Librarian will show examples from KidsEconPosters: Literature Connection or Econ Poster Winners.
1. Students will create an economics poster. They will choose one word and give the definition, an example from the story, and a real-life example.
Choices are: wants, needs, goods and services, consumers/customers, entrepreneur, job (human resources), tools and equipment (capital resources), trade
and money, price. They can use Microsoft Word, Microsoft Publisher, Power Point, or paper
2. In their classroom, they will make a rough draft during their Writer’s Workshop time. The teacher will circulate to help make sure all kids are on task and
that they are including all the required elements.
3. When the rough drafts are approved, the students can come down to the media center for assistance with Microsoft Word, Power Point, or Microsoft
Publisher to make their final drafts of their posters.
4. In the classroom, the students will present their economic posters to the rest of the class. A rubric will be used to guide the assessment.
1. The librarian will guide students in using Book Cover Creator on www.readwritethink.org to create an advertisement and book cover for their new
business. Students will use the economics vocabulary they learned in order to create materials for a business they would like to create.
2. Students will use the vocabulary graphic organizer from an earlier lesson. They will turn and talk to a partner about an example from their own life (text to
self connection). There will become the ideas that they put on a brainstorming chart. Some possible guiding questions would be: Describe a time when
you wanted something. How did you earn the money? What would you have done if you were Nancy? What kind of boutique or store would you like to
start up? What types of goods would you sell? Who would be your customers?
3. Students will use the Book Cover Creator to make a book cover of themselves in their fantasy store. They will include the name of their store in the title.
They will also include the type of store, goods or service, and proposed customers in the images or words in the book.
4. Students will create advertisements or brochures for their stores by using the ReadWriteThink Printing Press. They will include their key economics
vocabulary. For example, they could write: Welcome to the _________store. We sell these goods__________. We provide these services___________. We
have a sale on __________. Our prices are _______________.
1. Students will show that they understand the economic vocabulary by completing a Stapleless book. The book will have students type the words on each
page and write or draw about them. A rubric will be used to guide the assessment.
Read Aloud Bookmark (fold in half and use while reading/discussing story)
Cover: What is a fashion boutique? Boutique is a fancy word for store.
What goods does a fashion boutique sell? In this story, Nancy becomes
an entepreneuer – someone who starts a business.
Page 1: What is a shopping spree? Why are they on one? What type of
store are they shopping in? What services does a party store provide?
They need to get goods for the birthday party. What kinds of goods will
they want?
Page 5: She what that fan. What can she do? She decides to become
an entrepreneur and open her own boutique. What is she selling? She
says everything will be a bargain- what does that mean? She will accept
money in exchange for goods.
Page 6-7: What would you sell if you had your own boutique? What
price will she charge? What goods is she selling? What are the tools or
equipment needed (capital resources) to help her sell her goods? What
jobs (human resources) are people doing?
Page 8: What are customers or consumers? What do they do? Right.
They are the buyers. Nancy is the seller.
Page 9: What happens during her first sale?
Page 10-11: What is an allowance? How do you get one? What does
money piling up mean?
Page 13-14: Freddy and her little sister want to use forms of currency she
does not accept. Can you use chocolate coins to buy things? Why did
Nancy not accept a penny for a money trade?
Page 14 – 15: What is Nancy’s incentive to sell to Wanda over her sister?
What are the possible consequences of Nancy’s decision?
Page 16-17: Nancy persuades Wanda to sell her the fan, but the fan is a
scarce resource so Wanda charges her more for the necklace.
Pages 18 -19: What was Nancy’s incentive to get the necklace back?
How were the consequences good? How were they bad?
Pages 22 – 25 Nancy sold goods in her boutique. Now she is putting on a
show and providing a service for the guests. What resources( tools,
equipment, jobs) are needed to set up her fashion show?
Pages 28-29 What types of goods were used at the party? What do you
think they bought at the party store? What other goods are there?
Where do you buy these items? If you made them, what ingredients do
you think you would need? How could you find out?
Page 30: Why did Nancy receive a present? Did you ever receive
something in exchange for a good deed? What if she didn’t receive the
fan at the end of the story? What could she have done is she still
wanted to buy the fan on her own? What other goods or services could
she provide until she saved enough money?
Fancy Nancy and the Fabulous Fashion Boutique Vocabulary
Vocabulary Word
Prediction of word meaning
Examples from the story
Real – Life Examples
Rubric for Economics Poster
Elements
Economic word definition example
using words and images
Definitions
Example
Appearance
Images
3
Poster includes all requirements in
as well as additional
effort/information.
Definitions are thorough and
accurate.
Student uses both images and
words to exemplify clear
understanding of words and
definitions.
Poster is clear, attractive, and easy
to read.
Pictures are related to the concept
and help explain the example.
2
Poster includes required
information.
1
Poster is missing one or more
required element.
Definitions are accurate.
Definitions need more work.
Student uses some words and
images to explain example.
Example is not accurate.
Poster is relatively clear and easy
to read.
Pictures are related to the concept
Poster is messy or poorly designed.
It is difficult to see how the pictures
are related to the concept.
Rubric for Stapleless Book
Elements
Stapleless book using economic
vocabulary and images
Economic vocabulary
Example
Appearance
Images
3
Book includes all requirements in as
well as additional
effort/information.
Definitions are thorough and
accurate.
Student uses both images and
words to exemplify clear
understanding of words and
definitions.
Book is clear, attractive, and easy
to read.
Pictures are related to the concept
and help explain the example.
2
Book includes required information.
1
Book is missing one or more
required element.
Definitions are accurate.
Definitions need more work.
Student uses some words and
images to explain example.
Example is not accurate.
Book is relatively clear and easy to
read.
Pictures are related to the concept
Book is messy or poorly designed.
It is difficult to see how the pictures
are related to the concept.