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Are You Money Smart?

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Summary

Students will discuss the irony of this coin-centric poem. They will also practice letter writing, and will be able to identify and count coin/money values.

Coin Type(s)

  • Cent
  • Nickel
  • Dime
  • Quarter

Coin Program(s)

  • Generic

Objectives

  • Students will analyze poetry for rhyming patterns.
  • Students will gain appreciation for humor in poetry.
  • Students will practice letter writing.
  • Students will be able to identify and count coin/money values.

Major Subject Area Connections

  • Language Arts

Minor/supporting Subject Area Connections

  • Math

Grades

  • Third grade
  • Fourth grade
  • Fifth grade

Class Time

Sessions: One
Session Length: 30-45 minutes
Total Length: 0-45 minutes

Groupings

  • Whole group
  • Individual work

Terms and Concepts

  • Coins
  • Money
  • Poetry
  • Value

Materials

  • "Smart" by Shel Silverstein at http://www.sln.org/pieces/knox/smart.pdf or a copy of "Smart" from Shel Silverstein's book Where The Sidewalk Ends
  • A $1 bill, 2 quarters, 3 dimes, 4 nickels, 5 pennies (for use when acting out the poem)
  • Writing paper
  • Pencils

     

  1. Read Shel Silverstein's poem "Smart" from the Internet or from the book Where the Sidewalk Ends.
  2. Ask the students if they think the character in the poem understands money values.
  3. Read the poem again but have a volunteer record the money exchanges that happen in the poem on the board. Have volunteers come to the board to figure out how much the character loses with each transaction.
  4. Discuss the irony portrayed in the poem.
  5. Identify the rhyming pattern used in the poem.
  6. Have the students write a letter to the boy explaining why he didn’t get a good deal. The letter should include mathematical sentences illustrating each of his transactions and why it wasn’t a smart money choice.

Differentiated Learning Options

  • Have students perform a pantomime of the poem.
  • Have students act out the money exchanges of the poem using coins.
  • Evaluate the persuasive letter written to the boy in the poem.
  • Use a rubric that includes conventions, clarity of arguments, and quality of illustrations of their arguments to help persuade the boy.

Discipline: Math
Domain: 4.MD Measurement and Data
Grade(s): Grade 4
Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Standards:

  • 4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm, kg, g, lb, oz, l, ml, hr, min and sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table.
    • For example, know that 1ft is 12 times as long as 1in. Express the length of a 4ft snake as 48in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
  • 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
  • 4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. 

Discipline: Language Arts
Domain: RL.3 Reading: Foundational Skills
Grade(s): Grade 4
Cluster: Fluency
Standards:

  • RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
    • Read grade-level text with purpose and understanding.
    • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Discipline: Language Arts
Domain: RF.4 Reading: Foundational Skills
Grade(s): Grade 4
Cluster: Fluency
Standards:

  • RF.4.4. Read with sufficient accuracy and fluency to support comprehension.
    • Read grade-level text with purpose and understanding.
    • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Discipline: Language Arts
Domain: RF.5 Reading: Foundational Skills
Grade(s): Grade 4
Cluster: Fluency
Standards:

  • RF.5.4. Read with sufficient accuracy and fluency to support comprehension.  
    • Read grade-level text with purpose and understanding.
    • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Discipline: Language Arts
Domain: RL.3 Reading: Literature
Grade(s): Grade 4
Cluster: Range of Reading and Level of Text Complexity
Standards:

  • RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Discipline: Language Arts
Domain: RL.3 Reading: Literature
Grade(s): Grade 4
Cluster: Craft and Structure
Standards:

  • RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
  • RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
  • RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

Discipline: Language Arts
Domain: RL.3 Reading: Literature
Grade(s): Grade 4
Cluster: Key Ideas and Details
Standards:

  • RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
  • RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Discipline: Language Arts
Domain: RL.4 Reading: Literature
Grade(s): Grade 4
Cluster: Craft and Structure
Standards:

  • RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
  • RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
  • RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Discipline: Language Arts
Domain: RL.4 Reading: Literature
Grade(s): Grade 4
Cluster: Key Ideas and Details
Standards:

  • RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

This lesson plan is not associated with any National Standards.