HowMightaBankAffecttheCommunity?

Author:MelodieMiller
Datecreated:03/26/201611:41AMEDTDatemodified:04/14/20165:17PMEDT

LessonTitle
Subject/TopicArea

SocialStudies

Grade/Level

Grade5

ContextforLearning

Thisclassroomhas18girlsand11boys.Theyareinthe5thgrade,ages1011.ThisclassroomisinaTitleIschooland
manystudentscomefromlowincomefamilies.ThesestudentscomefromCaucasian,AfricanAmerican,andHispanic
ethinicbackgrounds.5studentshaveIEPsand4ofthemgetresourceroomformath,languagearts,andreading.

Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade5students:
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiverse
partnersongrade5topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
a.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterialexplicitlydrawonthatpreparationand
otherinformationknownaboutthetopictoexploreideasunderdiscussion.
b.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
c.Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionandelaborateon
theremarksofothers.
d.Reviewthekeyideasexpressedanddrawconclusionsinlightofinformationandknowledgegainedfromthe
discussions.
Indicator:
1.a.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterialexplicitlydrawonthatpreparation
andotherinformationknownaboutthetopictoexploreideasunderdiscussion.
Indicator:
1.c.Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionandelaborate
ontheremarksofothers.

LessonObjectives

Studentswillknow:
SavingandBorrowing
RoleofBanks
Howaloanstimulateseconomicactivity
Studentswillbeableto:
Understandmultiplecausesanduseinformationtopredictlikelyeffects
Usesocialstudiesmaterialsandknowledgeasevidencetosolveproblemsandtomakeandsupportreasoned
decisions,explanations,conclusions,orpredictions
Explainthereasoningusedinmakingdecisionsorpredictions,solvingproblems,anddrawingconclusions

LessonRationale

Myclasswillunderstandthattheyarelearningtheseconceptsbecausetheywillneedtoknowaboutbankaccountsand
moneywhentheybeginworkinginsociety.

LessonEssentialQuestion(s)

Howmightabankaffectthecommunity?

BeginningOfTheLesson/Orientation
InstructionalStrategies

Studentswilllearnabouttheeffectsofborrowingandlendingbyparticipatinginaroleplayactivity.Clickhereforthe
Resources14notedbelow.

Distributerolecards(Resource1)andcopiesoftheplay(Resource2)to14students.Explainthatthesecardsdescribe
eachcharacterintheplay.Oneadditionalstudentisneededtobethenarratoroftheplay.

DistributeacopyoftheRecordtheActionActivitySheet(Resource3)tothestudentswhodonotreceiverolecards.
Explainthatthesestudentswillbeaskedtolistentothestoryandkeeptrackofwhathappenswhenloansaremade.

FormativeAssessment
(ongoing)

Askstudentsiftheyhaveanyquestionsregardingtheirpartinthisactivity.

TimeFrame

14minutes

Assessment/Rubrics

PresentationOfTheLesson

Page 1 of 3

InstructionalStrategies

Askthe14studentswithrolecardstotaketurnsintroducingtheircharactersbyreadingtheinformationontheircardto
therestoftheclass.Thiswillpreparestudentswhoareintheaudienceandthosewhoareintheplaytounderstand
therolesintheplay.

Studentswhoareplayingrolesshouldassembleatthefrontoftheroom.Giveeachstudentanametag(Resource4)
showinghisorhercharactersname,andhavethestudentsdisplaythenametagsonthemselvesusingtape.

Allowstudentstopresenttheplay.Whentheyhavefinished,havethemreturntotheirseats.

FormativeAssessment
(ongoing)

Ensurethatstudentsunderstandeachroleinorderforthemtofollowthestoryline.

TimeFrame

10minutes

Practice:
InstructionalStrategies

Havetheclasscreateadiagramtoillustratetheeconomicimpactoftheloanonthecommunity.Allthecharacters
exceptthenarratorwillusetheirsignstocreatethediagram.

Atoneendoftheboard,writeinlargeletters,CommunityBankMakesaLoan.

Whoreceivedtheloan?
TyroneWashington.
AskthestudentwiththeTyroneWashingtonsigntotapethesignseveralinchestotherightofthewords
CommunityBankMakesaLoan.AskthestudentwiththeCathyAlberichisigntotapethesignbelowthe
bankname.DrawalinefromCommunityBanktothesignlabeledTyroneWashington.

WhomdidMr.Washingtonhiretodothework?
AlishaDenzel.
AskthestudentwiththeAlishaDenzelsigntotapethesignseveralinchestotherightofthesignlabeled
TyroneWashington.DrawalinefromTyroneWashingtontoAlishaDenzel.

FromwhomdidAlishaDenzelbuyelectricalsupplies,cabinets,and
lumber?
BarbaraFlowers,ThomasCollier,andMichaelSutter.
HavethestudentswiththeBarbaraFlowers,ThomasCollier,andMichaelSuttersignstapethesignsseveral
inchesabovetheAlishaDenzelsign.DrawalinefromAlishaDenzeltoBarbaraFlowers,fromAlishaDenzel
toThomasCollierandfromAlishaDenzeltoMichaelSutter.

WhodidAlishaDenzelhiretohelpwiththeelectricalandcarpentrywork?
SuzanneJones,Electrician,andAndrewSmith,Carpenter.
HavethestudentswiththeSuzanneJonesandAndrewSmithsignstapethesignsseveralinchesabovethe
AlishaDenzelsign.DrawalinefromAlishaDenzeltoSuzanneJonesandfromAlishaDenzeltoAndrew
Smith.

FromwhomdidMr.Washingtonbuypaintandwallpaper?
JuanMiller.
HavethestudentwiththeJuanMillersigntapethesignneartheTyroneWashingtonsign.Drawanarrow
fromTyroneWashingtontoJuanMiller.

FromwhomdidMr.Washingtonbuywindowtreatments?
TomAndrews.
HavethestudentwiththeTomAndrewssigntapethesignseveralinchesaboveorbelowtheTyrone
Washingtonsign.DrawanarrowfromTomAndrewstoTyroneWashington.

FromwhomdidMr.Washingtonbuyceramictile?
BeckyThomas.
HavethestudentwiththeBeckyThomassigntapethesignseveralinchesaboveorbelowtheTyrone
Washingtonsign.DrawanarrowfromBeckyThomastoTyroneWashington.

WhomdidBeckyThomascontacttoinstallMr.Washingtonsfloor?
Aninstaller.
WriteInstalleronablankpieceofpaper.TapethepaperseveralinchestotherightoftheBeckyThomas
sign.DrawalinefromBeckyThomastoInstaller.

FromwhomdidMr.Washingtonbuyappliances?
MarthaCohan.

Page 2 of 3

HavethestudentwiththeMarthaCohansigntapethesignneartheTyroneWashingtonsign.Drawanarrow
fromTyroneWashingtontoMarthaCohan.

WhoboughtlunchatYolandaLovellsrestaurant?
AlishaDenzel,AndrewSmith,andSuzanneJones.
PlacetheYolandaLovellsignneartheAlishaDenzel,AndrewSmithandSuzanneJonessigns.Drawlines
fromYolandaLovelltoAlishaDenzel,AndrewSmith,andSuzanneJones.
FormativeAssessment
(ongoing)

TimeFrame

TyroneWashingtonreceivedtheloan,buttheloanhadaneconomicimpactonothers.Theotherpeople
receivedincomeormoneyfortheirservices.
HavestudentsdrawadiagramthatexplainstheeconomicimpactfromMr.Washingtonreceivingaloanfromthe
bank.
35minutes

ClosureAndSummarizing:
InstructionalStrategies

Havestudentsrepsondtothefollowingquestiononpaper:
"Howmightthatcharactermakeadditionalconnectionstoothercharactersintheplay?Howmightthose
connectionsaffectthecommunity?"

SummativeAssessment

HandstudentstheAnticipationGuidethattheycompletedbeforeyoustartedteachingtheunit.Afterteaching
theunit,havestudentscompletetheAftercolumnontherightsideofthechart.Studentsshouldthenchoose
oneofthestatementsintheanticipationguidetojustifytheiranswerastowhethertheyagreeordisagreewith
thestatement.

TimeFrame

10minutes

AnalysisOfData,Reflections/Adaptations
Analysis

MaterialsNeededForTheLesson
Materials

Resources14
AnticipationGuidefromLesson1
Attachments:
1. ReasonsForBanks(Lesson3).notebook
2. ReasonsforBanksgr52.docx

References

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