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Yum-onomics: Cupcake Economics—Babymouse & Fancy Nancy Teach Fancy Economics Words

Yum-onomics: Cupcake Economics—Babymouse & Fancy Nancy Teach Fancy Economics Words. Presented by: Deborah Kozdras: USF Stavros Center dkozdras@usf.edu Website: http://yumonomics.com. http://www.parcconline.org/parcc-content-frameworks. Reading. Key Points In English Language Arts.

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Yum-onomics: Cupcake Economics—Babymouse & Fancy Nancy Teach Fancy Economics Words

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  1. Yum-onomics:Cupcake Economics—Babymouse & Fancy Nancy Teach Fancy Economics Words Presented by: Deborah Kozdras: USF Stavros Center dkozdras@usf.edu Website: http://yumonomics.com

  2. http://www.parcconline.org/parcc-content-frameworks

  3. Reading Key Points In English Language Arts • Staircase of complexity (texts are multiple and multimedia) • Reading classic & contemporary literature & informational texts (of different genres). • Critical types of content: classic myths and stories, foundational texts, classic literature, primary source documents.

  4. Writing Key Points In English Language Arts • Write logical arguments based on substantive evidence (fact/opinion). • Research- Both short focused projects and longer term in depth research • Annotated samples for arguments, informational/expository, and narrative writing.

  5. Speaking & Listening/Viewing Key Points In English Language Arts • Students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. • Focus on academic discussion: one-on-one, small-group, and whole-class. Formal presentation is important. But student collaboration is essential (answer questions, build understanding, solve problems).

  6. Language Key Points In English Language Arts • Grow vocabulary (direct instruction, conversation, reading). Determine and expand word meanings (academic vocabulary & discipline specific vocabulary). • Real life experiences in 21st century careers. Speak and communicate using formal English and through a variety of media. • Vocabulary and conventions extend across all other literacies.

  7. Media and Technology Key Points In English Language Arts • Just as media and technology are integrated in school and life in the 21st century, skills related to media use–both critical analysis (text consumer) & production of media (text producer)–are integrated throughout the standards

  8. Text Consumer to Text Producer

  9. Fancy Nancy ReadAloud/ThinkAloud Before Reading: Preview During Reading Pick out: Think Aloud/Read Aloud questions and prompts. Close reading of text. After Reading: Put In: Other texts • http://www.harpercollins.com/browseinside/index.aspx?isbn13=9780061882685 see inside the book • http://www.fancynancyworld.com/ everything Fancy Nancy • http://www.fancynancyworld.com/#/kids/fungames/ kids’ games • http://www.fancynancyworld.com/#/educators/ educator resources • http://www.thinkpinkalicious.com/games/cupcake pinkalicious cupcake game • http://togetherville.com/games-for-kids/cupcake-frenzy

  10. Babymouse: ReadAloud/ThinkAloud Before Reading Preview During Reading Pick out: Think Aloud/Read Aloud questions and prompts. After Reading: Put In: Other texts • http://www.readingrockets.org/articles/books/39637/ • http://cupcakestakethecake.blogspot.com/2010/09/4-babymouse-cupcake-recipes-online.html • http://www.readwritethink.org/parent-afterschool-resources/podcast-episodes/babymouse-extravaganza-30555.html book chat with authors • http://www.randomhouse.com/catalog/teachers_guides/9780375832321.pdf babymouse teacher’s guide • http://www.randomhouse.com/kids/babymouse/homepage.htm • http://pbskids.org/dontbuyit/advertisingtricks/createyourownad_flash.html create your own ad PBS site

  11. Econ. Standards Activities: Kindergarten K:SS.K.E. 1.1. Describe different kinds of jobs that people do and the tools or equipment used. Before Reading: Quick draw—jobs and tools to make cupcakes. View video (Writing, speaking, listening, viewing). During Reading: Thumbs-up (pick-out) when they see a job or tool as you read the story. After Reading: Put In their ideas about the jobs and tools needed to make and sell cupcakes. Make a shared digital story with one job/tool per page. PowerPoint + sound After Reading: Make pictures of all of the jobs and tools from the story. Place them inside a paper bag. Decorate the bag with words and images. As you take out images, discuss how they were used in story. Research: They create (produce) their own text (recipe, digital story, story, compare/contrast, poster, etc.)

  12. Brown Bag Ideas • Make pictures of all of the jobs and tools from the story. Place them inside the bag. Decorate the bag with words and images. As you take out images, discuss how they were used in story. • Make puppets to retell parts of the story. Students do a retell of the story based on econ-cepts. • Brown bag with characters and props from book for retell. Decorate the bag with images and words from the story. The bag is used to illustrate the main concepts: • Wants: what did characters want in the story? • Goods/services: what were examples of goods/services? • Money: What did the different characters use as currency/money? Make some items and money. Price items.

  13. Econ. Standards Activities: Grade 1 Grade: 1 SS.1.E.1.6. Distinguish people as buyers, sellers, and producers of goods and services. • Before Reading Predict: Vocab 3P-Guided Discussion using vocabulary/word-wall cards.

  14. Standards Activities: Grade 1 During Reading Pick-out: Each student has a set of the word cards you wish to use. Ask them to hold up a card when they hear a concept (Pick-out) in the story. After Reading: Students can get in small groups and create their own videos about the goods and services in the story. They can re-read parts of the story and discuss the goods and services. • Put-In – What are the ingredients (goods) necessary to make cupcakes (use recipes or video)? What are the services the characters provided in producing and selling cupcakes? • Put-In new text: Fancy Nancy Recipe & There Was a Fancy Girl • Produce: Students create their own recipes/videos discussing the goods and services necessary to produce cupcakes and sell them at a fundraiser. (advertisements, games, etc.)

  15. Recipes: Instructional Texts

  16. Paper Plate Pop-Up • Fold plate taco-style and cut tab as in image. • Draw the character. Glue her on the pop-up tab. • Choose economic concepts to illustrate or write. • Decisions and consequences • Goods and services she used. • Resources needed for cupcakes. • Things you would need to make your food of choice. (image of self. Take photos and make into pop-up puppets!)

  17. Standards Activities: Grade 2 SS.2.E.1.1 People make choices because of limited resources. Before Reading Predict: Discuss the concepts: choices, scarcity, goods, services, and resources. When someone is cooking and has limited (scarce) resources, what choices can they make? During Reading: Students record (pick out) the scarce resources in the stories. In both stories, the characters made choices to sell cupcakes because the library had scarce resources (books). What choices did they make? After Reading Put In: Create a Decision Apron about what choices you could make if you had scarce resources. Then make a decision paper-plate activity. Produce: Choose from ReadWriteThink.org interactives…

  18. ReadWriteThink.org

  19. Other Cool Cupcake Texts! Teacher domain NSF video on making cupcakes http://www.teachersdomain.org/resource/vtl07.math.number.fra.cupcakemix/ Hello Cupcake Anatomy of a Cupcake • http://hellocupcakeonline.com/anatomy.html If You Give a Cat a Cupcake: Decorate your own • http://www.harpercollinschildrens.com/Kids/GamesAndContests/Printables.aspx Pinkalicious: Pinkalicious game with cupcake sprinkles • http://thinkpinkalicious.com/games/cupcake Elmo http://pbskids.org/sesame/games/elmocupcakes.html#/elmo

  20. Cupcake History Texts • Food timeline http://www.foodtimeline.org/foodcakes.html#cupcakes • Slideshare cupcakes story history http://www.slideshare.net/guesta44159a/the-history-of-cupcakes • cupcake history http://iml.jou.ufl.edu/projects/spring07/ayers/history.html http://iml.jou.ufl.edu/projects/spring07/ayers/sources.html • nice timeline http://www.allculinaryschools.com/culinary-careers/article/the-rise-of-cupcakes

  21. Other Texts How To Make Cupcakes Creating Advertisements Public Service Announcements Lesson Plan http://www.readwritethink.org/classroom-resources/lesson-plans/mytube-changing-world-with-1069.html PBS website http://pbskids.org/dontbuyit/advertisingtricks/ From How Stuff Works http://videos.howstuffworks.com/tlc/41320-dc-cupcakes-three-minute-ganache-video.htm http://videos.howstuffworks.com/tlc/45128-dc-cupcakes-operation-cupcake-video.htm http://videos.howstuffworks.com/food-and-recipes/cupcake-videos-playlist.htm#video-43451

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