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DAY 1
OBJECTIVES
Build vocabulary by finding words related to the lesson concept.
Target Skill Listen for sequence.
Concept Vocabulary
barter to trade by exchanging one kind of goods for other goods without using money
exchange to give something to someone in return for something else; trade
precious having great value
Monitor Progress
SUCCESS PREDICTOR
then… review the lesson concept. Place
the words on
the web and
provide additional
words for
practice, such
as market-place
and worthless.
If… students are unable to place words on the web,
Check Vocabulary
Whole Group
Introduce and discuss the Question of the Week. Then use pp. 42l–44b.
Group Time
Reading
Differentiated Instruction
Read this week's Leveled Readers. See pp. 42f–42g for
the small group lesson plan.
Whole Group
Use p. 63a.
Language Arts
Use pp. 63e–63h, 63k–63m.
DAY 1
Grouping Options
Set Purpose
Have students listen for explicit clue words and implicit details that indicate sequence in "The Story of Money."
Creative Response
Have students work in pairs to write a short script that dramatizes the example (in the fourth paragraph) of four people meeting to barter. Then have a group of four students perform the skit for the rest of the class. Use the skit to discuss the drawbacks of the barter system. Drama
ELL
Activate Prior Knowledge Before students listen to the Read Aloud, ask them when they have traded something, such as a snack or baseball cards.
Access Content Before reading, share this summary: The marketplace has been an important part of life from ancient times to the present.
Homework Send home
this week's Family Times newsletter.
School + Home
Vocabulary: SUCCESS PREDICTOR
Build Concepts
FLUENCY
MODEL APPROPRIATE PACE/RATE As you read "The Story of Money," model a
steady rate that is neither too slow or too fast. Explain that reading too slowly may
cause students to lose the thread of the story and that reading too quickly may cause
them to skip words and ideas.
LISTENING COMPREHENSION
After reading "The Story of Money," use the following questions to assess listening comprehension.
  1. What happened soon after people learned how to give themselves a
    permanent supply of food?
    (Since there was no need to wander, small
    villages grew.)
    Sequence
  2. What clue words does the author use to show sequence? (Clue words
    include: Long ago; about 10,000 years ago; now; gradually; over the years;
    when; about 2,700 years ago; later.)
    Sequence
BUILD CONCEPT VOCABULARY
Start a web to build concepts and vocabulary related to this week's lesson and the unit theme.
  • Draw a Getting What We Need Concept Web.
  • Read the fourth sentence of the second paragraph with the word exchange again. Ask students to pronounce exchange and discuss its meaning.
  • Place exchange in an oval attached to Trade. Explain that exchange is related to this concept. Read the sentences in which barter and precious appear. Have students pronounce the words, place them on the web, and provide reasons.
  • Brainstorm additional words and categories for the web. Keep the web on display and add words throughout the week.
Concept Vocabulary Web
Exchange of goods
Long ago, people had to wander from place to place searching for food. But about 10,000 years ago, people found that if they collected seeds and planted them, a crop would grow. They also learned to tame wild animals. Now they had a permanent food supply, and there was no need to wander. Gradually, small villages grew up.
These people made baskets, sacks, and pots for storing their food. They also made tools to dig the land, harvest their crops, and build their homes. Over the years, they discovered that some people were better at making pots, while others were better at making baskets or hoes. The pot-maker might exchange a pot for some food, or a tool. Someone who made an ax might feel it was worth four pots because the ax took longer to make. The people must have agreed upon a fair way of exchanging items.
The marketplace
People carefully chose the place where they settled. Villages often grew up where there was good soil for growing crops, or plenty of clay for making pots, or reeds for making baskets. As a result, some villages might have more grain than they needed or more pots than they needed. If the people could not trade goods within the village, they took them to a marketplace. Here people from several villages met to exchange their goods for items they needed. This system of trading is called barter. Often it works well, but sometimes there are problems, as in the following example.
Four people, each with something to barter, arrive at the marketplace. One has fish and wants a spear, another has a spear and needs grain, a third has grain and would like a pot, and the fourth has a pot but wants a spear. Unfortunately, no one gets anything.
Precious objects
It became obvious that a system of exchange does not always work, so people in different parts of the world developed ways of solving this problem. Certain objects were agreed upon as being precious. If you sold something, you received a number of these objects. If you then wanted to buy something, you would pay with them. These objects were used as money.
In some Pacific Islands, people used stone wheels for buying and selling goods. Cattle, tools, weapons, packets of salt, cacao beans, glass beads, and bricks of pressed tea have all been used as money. In parts of Africa, people used cowrie shells. But when traders arrived from India, they would not sell their goods for cowrie-shell money. In India, thousands of these shells were washed up on the beaches, so to the Indians, this kind of money was worthless.
continued on page TR1
by Carolyn Kain
Read ALOUD
The Story of Money