Objective: Given the story, Uncle Jed's Barbershop, students will be able to identify reasons for spending and saving money. Students will create a time line of Uncle Jed's life focusing on why he saved and spent his money.
Uncle Jed's Barbershop by Margaree King Mitchell
Markers, Pens, Pencils
1. Tell students you want them to think of all the different reasons people save money. Ask why kids save money, teenagers, and adults. List all of their answers on one side of a large piece of chart paper. Next ask the students to name things that they spend money on. List these answers on the other side of the chart paper. Discuss the answers. Point out that there are many reasons we save our money and many reasons we spend our money.
2. Remind the class of the story, Uncle Jed's Barbershop, that you read previously. Make another class chart listing the reasons Uncle Jed saved his money and the reasons he spent or lost his money (i.e. Uncle Jed saved money to build his own barbershop, Uncle Jed spent $300 to pay for Sara Jean's operation).
3. In cooperative groups, have students make a time line of Uncle Jed's life. Give each group a large piece of chart paper and markers to use. Have them use the list of items the class made about how Uncle Jed saved and spent his money. Show them examples of time-lines done by yourself or others to give them a format to use. Let them be creative in the way they show the events. The format of the time-line is not as important as the ordering of the events.
Examine the time lines for the following points