The document outlines a lesson plan focused on teaching economic vocabulary through reading fiction and nonfiction texts about trade. Students will read stories about a Saturday market and trade along the Silk Road to learn terms like consumer, producer, goods, and trade. Comprehension questions ask students to analyze the texts and demonstrate understanding of concepts like supply and demand.

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Disciplinary Vocabulary Strategies
RED 6545
Dr. Christine Joseph
Spring 2014

2. Content
• Vocabulary
- consumer
- demand
- goods
- producer
- service
- trade

3. Standards
• RL.5.1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
• RI.5.4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
• RI.5.7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
• RI.5.9. Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.

4. Standards
• W.5.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
• RL.5.9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
• RI.5.8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence support
which point(s).
 SS.5.G.1.4. Construct maps, charts, and graphs to display geographic
information.

5. Standards
• SS.5.E.1.1. Identify how trade promoted economic growth in North
America from pre-Columbian times to 1850.
 SS.5.E.2.1. Recognize the positive and negative effects of voluntary
trade among Native Americans, European explorers, and colonists.
 SL.5 Make strategic use of digital media and visual display of data to
express information and enhance understanding of presentations.

6. Investigation
• Text 1: Fiction
Students will read the books “Saturday Market” by Patricia
Crossman and Enriquez G. Sanchez and “Ox-Cart Man” by Donald
Hall and learn the economic vocabulary.

7. Comprehension Questions
Q: In the story it does not explain how the prices of goods in the Saturday market were set.
In the Saturday market, how do you think people set their prices?
A: Consumers and producers may haggle for the purchase price because Many prices are not
marked clearly as in our stores.
Q: What were the sellers/producers hoping for during market day?
A: Sellers hoped to sell all their goods to buyers at high prices so the sellers could make a profit.
Q: What were the buyers/consumers hoping for during market day?
A: Buyers hope to buy the goods they want at low prices or purchase unique items they cannot
locate in stores.
Q: How did the producers estimate the amount of goods to be brought to the market
for sale?
A: They considered the amount consumers purchased during the previous week and if an item
sold well, sellers would bring more the next market day. If an item sold poorly, they would
bring less.

8. Comprehension Questions
Q: Carmen sold only two rebozos last week. What was the reason for her poor sales?
A: There were other producers selling rebozos in the market or her rebozos were priced
higher than the other sellers.
Q: What advice would you give to Carmen?
A: Carmen could sell her rebozos at a lower price. This will probably increase the quantity
of rebozos she sells. She could try to change the design on her shawl so that her product
appears to be different from the other sellers. She may also decide to change her
product and start selling something else which may appeal more to her customers.
Q: Who were some of the sellers/producers and what goods did each sell?
A: The producers are: included Miguel, who brought sacks of chile peppers,
Carmen, who had beautiful shawls for sale and Estela, with her flowers.

9. Investigation
• Text 2: Informational
Students will gain an understanding of the dynamics of trade in China along
the Silk Road and the role of trade throughout the several dynasties.
Http://artedge.kennedy-center.org/educators/lessons/grade-6-
8/Puppets_on_the_Move_China_and_the_Silk_Road#Instruction
http://artsedge.kennedy-center.org/educators/lessons/grade-6-
8/Puppets_on_the_Move_China_and_the_Silk_Road#Instruction
 Ask Asia: Silk Roads: An Introduction to Trade
http://www.askasia.org/teachers/Instructional_Resources/Materials/Readings/Asia_General/R_asia_4.htm

10. Comprehension Questions
Q: How was the Silk Road important to the Chinese trade?
A: The road was instrumental in the civilization of the countries along China to the
Mediterranean Sea.
Q: Why did traders risk their lives for certain goods only found on the Silk Road?
A: Some goods were scarce, or not readily available, and needed for survival i.e.. Medicine.
Q: What is trade?
A: Trade is the bartering for goods and services with other food or services.
Q: If many items were traded on the Silk Road, why was the road named as such?
A: Silk was a rare commodity consumers were interested in because it was used to
make textiles and other goods.

11. Comprehension Questions
Q: What would you consider as fair trade for your I-Phone on the Silk Road?
A: Students responses may vary.
Q: How is trade different today than it was in the past?
A: Today we purchase goods or services with money. In the past, people traded other
goods and services for what they needed or wanted.
Q. What was a supply or service that was in high demand on the Silk Road?
A. Spices, silk, and jade were some items in high demand and still remains today. Spices were
used for medicinal purposes. The exchange of culture was another reason people traveled on
the Silk Road. Cultural knowledge would signify people of status or wealth.

12. Comprehension Questions
Q: How was the Silk Road important to the Chinese trade?
A: The road was instrumental in the civilization of the countries along China to the
Mediterranean Sea.
Q: Why did traders risk their lives for certain goods only found on the Silk Road?
A: Some goods were scarce, or not readily available, and needed for survival i.e.. Medicine.
Q: What is trade?
A: Trade is the bartering for goods and services with other food or services.
Q: If many items were traded on the Silk Road, why was the road named as such?
A: Silk was a rare commodity consumers were interested in because it was used to
make textiles and other goods.

13. Comprehension Questions
Q: What would you consider as fair trade for your I-Phone on the Silk Road?
A: Students responses may vary.
Q: How is trade different today than it was in the past?
A: Today we purchase goods or services with money. In the past, people traded other
goods and services for what they needed or wanted.
Q. What was a supply or service that was in high demand on the Silk Road?
A. Spices, silk, and jade were some items in high demand and still remains today. Spices were
used for medicinal purposes. The exchange of culture was another reason people traveled on
the Silk Road. Cultural knowledge would signify people of status or wealth.

14. Report
1. Students will use Cube creator to show their comprehension of key
economic vocabulary.
http://www.readwritethink.org/files/resources/interactives/cube_creator/
2. Students will assume the role as a producer and create a book cover of a
book to trade at a book swap within their class or grade.
http://www.readwritethink.org/files/resources/interactives/bookcover/