Dollars and Sense Teacher

Download as pdf or txt
Download as pdf or txt
You are on page 1of 65

Unit 2: Dollars and Sense

Teacher Lesson Plans


4th Grade
Santa Ana Unified School District Common Core Unit Planner

Unit Title: Dollars and Sense: Henry Wells and William G. Fargo

Grade Level/Course: 4th / Unit 2 Anchor Story Time Frame: 10 days

Big Idea (Enduring Profitable businesses are made up of many components.


Understanding):

Essential Questions: How do we measure success in a business?


 What steps are necessary to form a successful business?
 What motivates people to start a business?
 What personal qualities contribute to the success of a business?

Instructional Activities: Activities/Tasks

21st Learning and Innovation: Information, Media and Technology:


Century ■ Critical Thinking & Problem Solving ■ Information Literacy
Skills: ■ Communication & Collaboration ■ Media Literacy
■ Creativity & Innovation ■ Information, Communications & Technology Literacy

Essential Tier II: netted, yearned, deposit, promoted, Tier III: founders, entrepreneur, business plan,
Academic ambitious, valued, establish, venture, profit, business market
Language nonprofit, investments, destination, stanza, tone
:

What pre-assessment will be given? How will pre-assessment guide instruction? Teacher
Ask students to do a quick write to explain what they should use this as a way to revisit the Big Idea and
know about the business market based on their readings Essential Questions, and validate students’ thinking as they
of “Starting a Business” (OCR text). progress throughout the story. In addition, this provides a
scaffold for the performance task.

End of Performance Task: Students will be grouped in teams of 4 to create a business plan for a business and present it
to the class.

Standards Assessment of Standards (include formative and summative)

Content

1
Santa Ana Unified School District Common Core Unit Planner

Standard(s): Historical and Social Sciences Analysis Skills


Chronological and Spatial Thinking
2. Students correctly apply terms related to time, including past, present, future, decade, century, and
generation.
Research, Evidence, and Point of View
1. Students pose relevant questions about events they encounter in historical documents, eyewitness
accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.
2. Students distinguish fact from fiction by comparing documentary sources on historical figures
and events with fictionalized characters and events.

Common Core Learning Standards Taught and What assessment(s) will be What does the assessment
Assessed (include one or more standards for one utilized for this unit? tell us?
or more of the areas below. Please write out the (include the types of both
complete text for the standard(s) you include.) formative assessments (F) that
will be used throughout the unit
to inform your instruction and
the summative assessments (S)
that will demonstrate student
mastery of the standards.)

Bundled Reading Literature Standard(s): F: Assessed informally through  Do students correctly


RL.4.1, RL.4.2, RL.4.4, RL.4.5, RL4.10 discussions, quick writes, and answer questions in pairs
observations and refer to the text?
S: Students will use  Are students gaining an
evidence from the text to understanding of unfamiliar
assign a character trait to language by using
Wells or Fargo vocabulary strategies and
collaborative talk?

Bundled Reading Informational Text S: Assessed formally through  Can students recognize text
Standard(s): RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.7, quick write structure and create an
RI 4.9. R4.10 F: Vocabulary strategies appropriate Thinking Map
will be used to determine to demonstrate their
the meaning of academic thinking?
language.  Can students express in
writing, the connection
between the expository texts
and literature?

Bundled Foundational Skill(s) Standard(s): F: Reading Henry Wells and  Decode and read fluently in
FS4.3.a, FS4.4.a,c, William Fargo and articles order to comprehend text

Bundled Writing Standard(s): W4.1, W4.2, S: Students respond to journal  Can students effectively
W4.5, W4.6, W4.8, W4.9 prompts to demonstrate the support their ideas in writing
using evidence from the text?
connection to the Big Idea
S: Students assign a character
trait and support with evidence
S: Performance Task

2
SAUSD 4th Grade Common Core Lesson Planner

Bundled Speaking and Listening F: Working in Collaborative  Ability to speak clearly,


Standard(s): SL4.1, SL4.2, SL4.3 groups (pairs, groups, whole present ideas and build on
class) others ideas as well.

Bundled Language Standard(s): L4.1a- g, L4.2 F: Participate in collaborative  Understand vocabulary in


a-d, L4.3.a,c, L4.4a,b, L4.5, L4.6 conversations and express ideas context & usage in speaking
clearly and effectively. and writing
S: Respond to journal prompts  Use correct grammar and
as assigned by teacher writing conventions
S: Performance Task  Use appropriate and precise
words and phases
 Demonstrate understanding of
figurative language

Resources Complex Texts to be used


/ Materials: Informational Text(s) Titles: “Ideas on How to Start a Small Business for Kids”, “Henry Wells and
William G. Fargo”, “Kid Entrepreneurs”
Literature Titles: Lemonade Stand
Primary Sources:

Media/Technology: YouTube Videos

Other Materials: Student Journal

Interdisciplinary Cite several interdisciplinary or cross-content connections made in this unit of study (i.e.
Connections: math, social studies, art, etc.)
Science, History/Social Science, Art

Differentiated Based on desired student outcomes, what Based on desired student outcomes, what
Instruction: instructional variation will be used to address instructional variation will be used to
the needs of English Learners by language address the needs of students with
proficiency level? special needs, including gifted and
talented?
Linguistic patterns/Stems Special Needs:
Small group and paired work Differentiated questions available
Chunking of text
Read Aloud opportunities GATE: Extended activities with science,
art, and characterization

3
SAUSD Common Core Planner

Unit: 2 Grade Level/Course: Duration: One Day


4th
Lesson:
1

Big Idea: Profitable businesses are made up of many components.


Essential Question:
1. How do we measure success in a business?
2. What steps are necessary to form a successful business?
3. What motivates people to start a business?
4. What personal qualities contribute to the success of a business?

Common Core and RI4.1 Refer to details and examples in a text when explaining what the text says
Content Standards explicitly and when drawing inferences.
RI4.4 Determine the meaning of general academic and domain specific words or
phrases in a text relevant to a grade 4 topic or subject area.
RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it
appears.
RI4.9 Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
W4.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline specific tasks, purposes, and audiences
writing.

Materials/ Video – Episode 126 http://bizkids.com/season/season-1


Resources/ Butcher/Chart Paper for Tree Map
Lesson Student Journal
Preparation

Objectives Content: Students will read an Language: Students will classify


informational text in order to classify the the main ideas and details of a text.
main ideas and details of a text.
SAUSD Common Core Planner

Depth of ▢ Level 1: Recall X Level 2: Skill/Concept


Knowledge Level
▢ Level 3: Strategic Thinking ▢ Level 4: Extended Thinking

College and
X 1. Demonstrating independence
Career Ready
Skills X 2. Building strong content knowledge
▢ 3. Responding to varying demands of audience, task purpose, and discipline
▢ 4. Comprehending as well as critiquing
▢ 5. Valuing evidence
▢ 6. Using technology and digital media strategically and capably
▢ 7. Coming to understand other perspectives and culture

Common Core X Building knowledge through content­rich nonfiction texts


Instructional Shifts
X Reading and writing grounded from text
X Regular practice with complex text and its academic vocabulary

Academi KEY WORDS ESSENTIAL TO


c UNDERSTANDING
Vocabul WORDS WORTH KNOWING
ary

profit
PROVIDES nonprofit
TEACHER
SIMPLE
EXPLANATION

abilities
opportunity
STUDENTS
FIGURE OUT
THE MEANING

Pre­teaching Students should be able to identify the main ideas and details of a text.
Considerations
SAUSD Common Core Planner

CCSS Foundational Continue Open Court Green Section


Standards (K­5 only)

Lesson Delivery

Check method(s) used in the lesson:


Instructional ▢ Modeling X Guided Practice X Collaboration
Methods
▢ Independent Practice ▢ Guided Inquiry ▢ Reflection

Preparing the Day 1


Learner 1. Quick Write Pre­Assessment
● Remind students that we read the text, “Starting a Business”. Have them answer the
following question: “Why is it important to think about the business market before
starting a business?” Have students share their answer with a partner.
2. First View Unencumbered: Set the purpose for watching the video: “As you watch
the video, think about the steps that Taylor followed to form her successful nonprofit
business.” http://bizkids.com/season/season-1 (Taybear)
3. Second View: Tell students to look closely for the details in the video to answer
questions on the Note Taking Guide.
4. Ask students to share their notes with a partner or small group. They should make any
necessary changes to their Note Taking Guide.
SAUSD Common Core Planner

Interacting with
Reading Informational Text: Ideas on How to Start a Small Business for Kids
the Text/Concept
5. Have students look at the structure of the informational article, “Ideas on How to Start a
Small Business for Kids”. Based on the structure, ask them what Thinking Map would
help us classify the information. One way would be to use a Tree Map (Main idea and
details).
6. First Read: As students read the informational article, they should write down the details
on their map.
7. Have students share their ideas with a partner or small group. After sharing ideas,
students will discuss if the the map they chose was appropriate for understanding the text.
This allows students the opportunity to modify their maps is necessary.
8. Second Read: After sharing, read the article aloud to the students. The focus for this
reading will be to answer the text dependent questions. (Available for Doc Camera)
a. Why does the author include the picture? Starting a business is usually for
adults. This picture is of a child dressed as an adult. It shows that the
child is serious about starting a business and is acting responsibly.
b. What are the steps to consider when looking at the need for a business? You
should see what task needs to be done around you. Next, you should
determine if you are able to do the task. Finally, you can approach the
person to see if they would pay for the services.
c. Why does the author tell us that it’s “more complicated” to start a business
with a group? Working in a group can be difficult because everyone has
their own ideas about how to do things. Some people may not want to
do the smaller jobs.
d. How did your notes help you answer the questions? By taking notes I was
able to remember important details of the text.

9. Create a class Tree Map to categorize the components of a successful business. This
Tree Map will be revisited throughout the unit.


10. Add information from the video and text to the Tree Map.
SAUSD Common Core Planner

11. Using both the video clip and the informational article, have students answer the essential
Extending question in their Student Journal. “What components are necessary to form a successful
Understanding business?”
a. Lead students to look at the motivation, interest, ability, and organization.
7KLVFDQEHGRQHLQFROODERUDWLYHJURXSV

Differentiated English Learners: Students Who Need Additional Accelerated Learners:


Instruction: Have students highlight Support: Have students watch additional
the subheadings in the Pause the video at video clips from Bizkids. With
informational text to appropriate times to allow the additional information they
help them classify their students to write their notes in can share with the class different
information. their Note Taking Guide. business opportunities.
A Tree Map with scaffolding
has been provided.

Lesson Reflection

Teacher
Reflection
Evidenced by
Student
Learning/
Outcomes
Quick Write

Recently we read the text, “Starting a Business”. Why it is important to think about the business market
before starting a business?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________
BizKids Video “Taybear” Note Taking Guide
BizKids Video “Taybear” Note Taking Guide
Ideas on How to Start a Small Business for Kids
Taken from an article by Kay Miranda

What are some reasons or opportunities you might have to start a


small business? You might be looking for some extra money to buy
that shiny new bike. It is important that you learn the value of money
and budgeting what you spend.

Examine Interests
Every child has a different set of interests that help make them unique.
This is a great place to start when considering what type of business
you want to start.. If you love animals, you may start a dog walking or
pet sitting business. If you are older, you may want to start a
babysitting service in the neighborhood.

Look at Need And Ability


Take a look around the neighborhood and see if there is a common need. Perhaps several elderly
people in the neighborhood are unable to do the general yard upkeep. Look at the task and determine
whether you can do it. The job may be sweeping up leaves in the fall or shoveling snow in the winter.
You can approach the neighbor and inquire, in a professional manner, whether they would like to pay for
these services. Don't forget that safety is important, and never enter a stranger’s home. Remember to
always let your parents know where you are.

Gathering Friends Or Group


Starting a business as a group is more complicated than starting one on your own. Each member has
different ideas about how to organize and run a business. When starting a business with a group of
kids, friends or classmates, each kid should have a title and job description within the company.
Although a hierarchy should exist, explain remember that there is no small job.. A group business
teaches us how to work together toward a common goal and solve problems that occur in executing
business plans.
Questions for Ideas on How to Start a Small Business for Kids

1. Why does the author include the picture?

2. What are the steps to consider when looking at the need for a business?

3. Why does the author tell us that it’s “more complicated” to start a business
with a group?

4. How did your notes help you answer the questions?


Directions: Write down your thoughts as you read the article.
How to Set Up a Small Business for Kids
Reflection

How to Start a Small Business

Think about the video you watched (Taybear) and the article that you read (How
to Start a Small Business for Kids) and answer the essential question: “What
steps are necessary to form a successful business?”

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________
SAUSD Common Core Planner

Unit: 2 Grade Level/Course: Duration: Three Days


4th
Lesson:
2

Big Idea: Profitable businesses are made up of many components.


Essential Question:
1. How do we measure success in a business?
2. What steps are necessary to form a successful business?
3. What motivates people to start a business?
4. What personal qualities contribute to the success of a business?

Common Core and RI4.1 Refer to details and examples in a text when explaining what the text says
Content Standards explicitly and when drawing inferences.
RI4.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
RI4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the
text.
RI4.4 Determine the meaning of general academic and domain specific words or
phrases in a text relevant to a grade 4 topic or subject area.
RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it
appears.
RI4.10 By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4­5 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
W4.8 Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes, paraphrase, and categorize information, and
provide a list of sources.
W4.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline specific tasks, purposes, and audiences.
SL4.1 Engage effectively in a range of collaborative discussions with diverse partners
on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
L4.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L4.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L4.3 Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
SAUSD Common Core Planner

Materials/ Video – Quest for Gold https://www.youtube.com/watch?v=­0KjeUDoqxY (3:59)


Resources/ Lesson Class Tree Map
Preparation Open Court Anthology ­ “Henry Wells and William G. Fargo”
Student Journal

Objectives Content: Students will read an Language: Students will sequence


informational text in order to sequence the order of events in the text.
the business events of Wells and Fargo.

Depth of ▢ Level 1: Recall X Level 2: Skill/Concept


Knowledge Level
X Level 3: Strategic Thinking X Level 4: Extended Thinking

College and
X 1. Demonstrating independence
Career Ready
Skills X 2. Building strong content knowledge
X 3. Responding to varying demands of audience, task purpose, and discipline
▢ 4. Comprehending as well as critiquing
▢ 5. Valuing evidence
▢ 6. Using technology and digital media strategically and capably
X 7. Coming to understand other perspectives and culture

Common Core X Building knowledge through content­rich nonfiction texts


Instructional Shifts
X Reading and writing grounded from text
X Regular practice with complex text and its academic vocabulary

Academic KEY WORDS ESSENTIAL TO


Vocabulary WORDS WORTH KNOWING
UNDERSTANDING
netted profit, investments, destination, “among the latter”,
PROVIDES yearned “pay dearly”
TEACHER
SIMPLE deposited
EXPLANATION

promoted founders, “close on its heels”, rugged


STUDENTS
ambitious
FIGURE OUT valued
THE MEANING establish
venture
SAUSD Common Core Planner

Pre­teaching Students should be able to sequence the events of a text.


Considerations

CCSS Foundational Continue Open Court Green Section


Standards (K­5 only)

Lesson Delivery

Check method(s) used in the lesson:


Instructional ▢ Modeling X Guided Practice X Collaboration
Methods
X Independent Practice ▢ Guided Inquiry X Reflection

Preparing the Day One


Learner 1. Have students watch the video: “Quest for Gold”. Set the purpose for watching the
video ­ What business opportunities could arise because of the Gold Rush?
2. On the first view of the video, have students notice everything about the people during
the gold rush.
3. On a 2nd view have them look to see what the people might need ­ what businesses
could be started with all the people coming to a new place with nothing but wilderness?
They can create a thinking map (cause and effect) for their note­taking. A sample is
below:

4. Have students share their Thinking Map with a partner and then have the class
discuss on the topic ­ what business opportunities could arise because of the Gold Rush?

5. Have students preview the Henry Wells and William G. Fargo text for nonfiction text
features. Note that these sub­headings are different than what we are used to seeing. The
title and sub­headings are silver plated plaques. However, they still provide the same purpose
­ to inform the reader as to what the section will be about.
SAUSD Common Core Planner

Reading the Text:


6. Purpose: Revisit the Big Idea and Essential Questions. As students read the text, they
should keep in mind how this story fits in with the Big Idea and Theme of the unit.

7. First Read: Briefly explain the text features of the genre, biography. (About a person’s
life, but written by someone else).

8. Have students share their ideas about which Thinking Map could be used based on the
structure of the text (biography). Responses may vary. (This story lends itself to a
Flow Map as there are many dates mentioned and the story follows a sequence as to
how Wells and Fargo established their businesses.)
● Have students look for time order words to help them sequence the events of this
biography. Remind students that new events, setting, or time determine when a new
box is started in their Flow Map.

9. Have the students read the text. Teacher’s discretion as to how the text is read. The
first time the text is read the purpose is for students to sequence the business events of
Wells and Fargo. There will be additional readings to make sure students have a
complete understanding of the text.

10. As students are reading the text they should complete their map.

11. If students complete the Thinking Map on their own, they should share with a partner to
confirm their findings. NOTE: during the second read, the teacher will help lead the
students to make sure they only have relevant information in their Thinking Map.
12. Reflection: Have students answer the question in their Student Journal ­ “What
motivated Wells and Fargo to start their different businesses?” Students should cite
evidence from the text.

Day Two (Review previous day’s work)


13. Second Read: Return to the text to reread with students. The focus for this reading
Interacting with will be to sequence the events necessary to start a business in this biography through
the Text/Concept
questioning. Questions have been written to be displayed on your document camera.
Students can also check their flow maps to make sure they are sequenced correctly.

14. Students will keep track of the steps that were necessary to form a business (EQ1).
a. Page 134 ­ What is the first business that Henry Wells and William Fargo started? Wells
Fargo & Company was established on May 18, 1852. (First event of the Flow Map.)
b. Page 135 ­ “There, Wells and Fargo laid plans for their new business venture.” What
new venture is the author referring to? In the Spring of 1852, Wells and Fargo opened
their first office in California. (Second event in the Flow Map.)
c. Page 137 ­ What motivated Wells to begin a mail delivery service? Since miners moved
around a lot, it was difficult for the U.S. Postal Service to deliver their mail. Wells
SAUSD Common Core Planner

decided to start a mail service where miners would leave their information at the local
Wells Fargo office.” (Third event of the Flow Map.)
d. Page 138 ­ “Wells soon reached another decision.” What does the author mean by
this? The offices would need to be banks with safes to protect the gold. The company
would charge a small fee to hold the golddust for its customers. (Fourth event in the
Flow Map.)
e. Page 140 ­ The last business venture was a dangerous one ­ stagecoaches along
wilderness trails. What business plan did Wells put in place to make the company “one of the
most trusted firms of the day”? First, if drivers were stopped by robbers they were to turn
over their “treasure boxes” without a fight. Secondly, the company offered rewards to
track down the robbers to discourage robberies. (Fifth event in the Flow Map.)
14. Students should compare their Thinking Map to the events above. Students may
volunteer additional information from the text. This would be a good opportunity to
determine the validity of the information and decide if it belongs in the Thinking Map.
15. Add information from the text to the class Tree Map.
16. Reflection: Using information from all sources, have students answer the essential
question in their Student Journal ­ “What steps are necessary to form a successful
business?”
Day Three (Review previous day’s work)
17. Third Read ­ This read will focus on the essential questions What personal qualities
contribute to the success of a business?” Divide the class in half. One half of the class
will read page 133 “Henry Wells” and the other half will read page 134 “William G.
Fargo”.
● Copies of the text have been provided in the Student Journal for annotating
purposes. As students read, they will create a Tree Map to gather information about
their person. (What did they say, do, think, etc.)

18. After students have created their maps, they should compare their information with their
peers. If the activity was done individually they can work with a partner. If pairs
completed the activity, small groups can compare their information.

19. As a class, use the information from the tree Maps to determine 2 qualities that make
Henry Wells and William Fargo successful in their business ventures. Draw a frame of
reference around the tree map and write the qualities or characteristics in the frame

20. Add any new information to the class Tree Map on businesses.

21. Reflection: Using their TreeMap and the information from the class discussion, have
students answer the essential questions in their Student Journal:
Extending
Understanding ● “What motivated Wells and Fargo to start a business? Do Wells and Fargo have
character traits that contributed to the success of Wells Fargo & Company?”
SAUSD Common Core Planner

Differentiated English Learners: Students Who Need Additional Accelerated Learners:


Instruction: Have students look for Support: Students can read informational
words that show the Chunk the text by event to article about Levi Strauss and
passage of time or allow students to determine complete a Thinking Map of their
order of events in a the next event in the story. new learning ­ focus on the
story. essential question, What
motivates people to start a
business?

Lesson Reflection

Teacher
Reflection
Evidenced by
Student
Learning/
Outcomes
Note Taking Page: “Quest for Gold”

1. Watch the video and notice what the people are doing and what they are wearing. Take Notes:

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Create a Thinking map that shows how the Gold Rush caused many business opportunities to arise when the Gold Rush happened.
Henry Wells and William G. Fargo
There is an odd fact about two of the most important men in California history. Neither
ever lived in the state. Yet they gave California a giant company of stagecoaches, freight
wagons, banking offices, and mail deliveries. The two men were Henry Wells and William
G. Fargo, the founders of Wells Fargo & Company.
Henry Wells
Born December 12, 1805, Henry Wells was raised at Thetford, a small Vermont
town. As a young man, he moved to New York State and went to work for Harnden’s
Express. In keeping with the word express - which means “rapid conveyance” - the
company was in the business of making deliveries as swiftly as possible. It delivered all
kinds of things, from letters and packages to merchandise and money.
Harnden’s was just one of many such companies. They were all a great help to
businesses and families in the time before today’s systems of rapid communication and
transportation came into being.
The slender Wells began as one of Harnden’s deliverymen. He proved so good at
his job that he was promoted to positions of greater responsibility. He also proved to be
an ambitious man who wanted to be in business for himself. And so, in 1842, he formed
his own express company with two friends. Close on its heels came a second firm, which
he called Wells & Company. A third firm took shape in 1850 - the American Express
Company, today a giant operation doing business throughout the world.
By now, Wells was forty-five years old and a wealthy man. And, by now, he and
WIlliam G. Fargo had been close friends for eight years.
William G. Fargo
William George Fargo was thirteen years younger than Wells. The date of his birth
was May 20, 1818. His birthplace was the city of Albany, New York. After working as a
railroad conductor, he took a job as an express company deliveryman. He went to work
for Wells in 1842 when Wells formed his first company.
Fargo was a fine employee. His deliveries were very swift because he was an
excellent horseman. He became such a valued worker that Wells made him a partner when
Wells & Company was formed. Fargo became a high-ranking executive with American
Express when that company took shape.
By 1852, the two friends were important businessmen in the East. They began to
look to the West. Because of the gold rush that had started in 1848, northern California
had become one of the busiest regions in the nation. Its many mining towns were all in
need of food and supplies. They were being served by a number of express companies,
some large and some small. But the region was so busy that the two men were certain it
could use another. They decided that they must establish a company in the new state. On
May 18, 1852, Wells Fargo & Company was established.
The California Visit
The company’s main office was located in New York City. There, Wells and
Fargo laid plans for their new venture.
First, they decided that the company would build offices in the many mining towns
now dotting the Sierra Mountains. Then it would purchase gold from the miners, ship it
down to San Francisco, and send it to New York. The company would make a profit by
buying the gold for slightly less than it was worth in the East and then selling it or using it
to make investments when it reached New York. Next, the company would provide a
stage coach service for travelers going to and from the gold fields. Finally, it would ship
all types of needed goods from the East to San Francisco.
Two of the firm’s top employees traveled to San Francisco in the spring of 1852.
There, they opened the first Wells Fargo office in California. Henry Wells followed them
a few weeks later. He wanted to visit the Sierra mining towns so that he could learn
firsthand the problems that working among them might bring. His trek into the mountains
netted him a number of fine ideas for the company. On of the first had to do with mail
from home for the miners.
Wells learned that nearly all of the miners had come west alone, leaving their families
safe at home. Their hope had been to “strike it rich” fast and return to give their loved
ones a better life. Now they yearned for news of family and friends. But mail delivery
was a problem because the miners were constantly on the move. They were always
moving to new diggings when the earth failed to reveal its hidden wealth. They were often
impossible for the U.S. Postal Service to find.
Wells decided that his company would take on an extra job. It would start a mail
service. The service would carry letters for a slightly higher fee than the Postal Service
charged. He was sure no one would mind the fee because of a plan that had come to
mind. It was a plan to make the miners easy to find and thus insure that their mail reached
them.
The plan called for a miner to leave his name at the local Wells Fargo office
whenever he came into a new town. The name would be placed on a card that would be
sent to the San Francisco office. Then, when mail arrived in San Francisco, the
employees there would look up the miner’s latest card and forward the letter to its proper
destination. The system worked beautifully. It was used by countless families
everywhere.
Wells soon reached another decision. He knew that the offices in the mining towns
would need rugged safes to hold the gold dust purchased by the company. There was no
other way to protect the gold before it was shipped off to the East. Now he decided that
the offices would have to be more than buildings with safes in them. They would have to
be actual banks.
He knew that not all miners wanted to sell their gold to the company. Some
planned to take all or a portion of their dust home for everyone to see. Until then, they
needed a place where it could be safely stored. Wells said that each company office
would hold the gold dust for them, just as banks held money for their customers. The
company would charge a small monthly fee for this service.
The system worked this way: A miner could store his dust in any Wells Fargo
office. In return, he was given a slip of paper with the exact amount of the deposit written
on it. He could then hand the slip in at any Wells Fargo office at any time and receive a
like amount in gold. The company promised that it would be completely responsible for
the deposit. If the gold were misplaced or stolen, Wells Fargo would make good the loss.
The system proved so popular that the company was soon providing all types of banking
services.
Stolen Gold!
Those two words haunted Wells throughout his trip and brought him to yet another
decision. The company planned to have its offices place its gold in boxes that would be
shipped down to San Francisco aboard stagecoaches and wagons. For much of the time,
the shipments would be moving along wilderness trails. Those trails would make fine
places for robberies.
Wells had good reason to fear robberies. The gold rush had attracted all types of
men from over the world -- from the very finest to the very worst. Among the latter were
cutthroats, burglars, shady gamblers, and bandits. They had already robbed and cheated
miners everywhere. The rich gold shipments were bound to be their next prey.
Wells set down two rules concerning the robberies that were sure to come. First,
since much of the gold was to be shipped aboard stagecoaches, he issued orders to his
drivers. If they were held up by bandits while carrying passengers, they were not to put
up a fight. They were to hand over their “treasure boxes” without a word. This would
protect the passengers. The passengers must always know that they were safe when
traveling with Wells Fargo.
Second, no matter how small the amount taken, the company was to spare no
expense in tracking down the robbers. By letting highwaymen know that they would pay
dearly for their crimes, Wells hoped to discourage at least some robbery attempts.
Throughout its history, Wells Fargo never strayed from these rules. They made the
company one of the most trusted firms of the day.
Flow Map ­ Wells and Fargo
Sequence the business events of Wells and Fargo.
Questions for Henry Wells and William Fargo Text

1. What is the first business that Henry Wells and William Fargo started?

2. “There, Wells and Fargo laid plans for their new business venture.” What
new venture is the author referring to?

3. What motivated Wells to begin a mail delivery service? “

4. Wells soon reached another decision.” What does the author mean by this?

5. The last business venture was a dangerous one stage coaches along wilderness
trails. What business plan did Wells put in place to make the company “one of
the most trusted firms of the day”?
Reflection

What motivated Wells and Fargo to start their different businesses? Be sure to cite evidence from the
text.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________
Reflection

What steps are necessary to form a successful business?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________
Henry Wells
From Open Court page 133

Born December 12, 1805, Henry Wells was raised at


Thetford, a small Vermont town. As a young man, he
moved to New York State and went to work for Harnden’s Express.
In keeping with the word express - which means “rapid conveyance”
- the company was in the business of making deliveries as swiftly as
possible. It delivered all kinds of things, from letters and packages to
merchandise and money.
Harnden’s was just one of many such companies. They were all
a great help to businesses and families in the time before today’s
systems of rapid communication and transportation came into being.
The slender Wells began as one of Harnden’s deliverymen. He
proved so good at his job that he was promoted to positions of greater
responsibility. He also proved to be an ambitious man who wanted to
be in business for himself. And so, in 1842, he formed his own
express company with two friends. Close on its heels came a second
firm, which he called Wells & Company. A third firm took shape in
1850 - the American Express Company, today a giant operation doing
business throughout the world.
By now, Wells was forty-five years old and a wealthy man.
And, by now, he and WIlliam G. Fargo had been close friends for
eight years.
William G. Fargo
From Open Court page 134

William George Fargo was thirteen years younger than


Wells. The date of his birth was May 20, 1818. His
birthplace was the city of Albany, New York. After working as a
railroad conductor, he took a job as an express company deliveryman.
He went to work for Wells in 1842 when Wells formed his first
company.
Fargo was a fine employee. His deliveries were very swift
because he was an excellent horseman. He became such a valued
worker that Wells made him a partner when Wells & Company was
formed. Fargo became a high-ranking executive with American
Express when that company took shape.
By 1852, the two friends were important businessmen in the
East. They began to look to the West. Because of the gold rush that
had started in 1848, northern California had become one of the
busiest regions in the nation. Its many mining towns were all in need
of food and supplies. They were being served by a number of express
companies, some large and some small. But the region was so busy
that the two men were certain it could use another. They decided
that they must establish a company in the new state. On May 18,
1852, Wells Fargo & Company was established.
Tree Map ­ “Wells and Fargo”

What personal qualities contribute to the success of a business? Look for what the characters
did, said, thought, felt, and what others thought of them.
Reflection

Using your Tree Map and the information from the class discussion answer the following questions.

What motivated Wells and Fargo to start a business? Do Wells and Fargo have character traits that
contributed to the success of Wells Fargo & Company?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________
Levi Strauss

“Who Made America?”

Blue Jeans Empire


A Jewish peddler turned Gold Rush merchant created the garment of choice
for Forty-Niners and cowboys. A century and a half later, blue jeans are an
international symbol of independence, equality, freedom, and youth.

Immigrant Peddler
Levi Strauss, along with Nevada tailor Jacob Davis, invented blue jeans in
1873. Strauss had come to New York on a ship with his mother and three sisters at
age 18, in 1847. Carrying as much as 100 pounds of sewing goods, blankets, and
kettles, he walked the streets of New York as a peddler.

Gold Rush
Seeking to take advantage of the giant sales opportunity created by the
California Gold Rush, Strauss booked passage to San Francisco, arriving in March
1853. The city’s 70,000 residents were already served by 117 dry-goods stores, but
many lacked merchandise. With Strauss’ brothers supplying goods from their new
store on New York’s Houston Street, Levi and his brother-in-law, David Stern, joint
the competitive merchandise market.

Tough, Riveted Pants


One of Strauss’ customers, a Reno, Nevada tailor named Jacob Davis, designed
heavy cotton work pants in 1870, hammering rivets onto the pocket corners to make
them more durable. Unable to afford a patent application, Davis proposed a
partnership with Levi Strauss & Co. in 1872. “The secret of them Pants,” he wrote,
“is the Rivets that I put in those Pockets and I found the demand so large that I
cannot make them up fast enough.” Strauss took Davis up on his offer, and the
Nevada man moved to San Francisco to become head tailor and production foreman.
Their “waist high overalls” became popular among the region’s miners, teamsters,
lumberjacks, and farmers. By the end of 1873, thousands of San Franciscans were
wearing Strauss and Davis’s pants. The company would later register the name
“Levi’s” as a trademark.
International Symbol
Levis Strauss & Co. sent sales representatives across the nation and around the
globe, preaching the value of their clothing to workers. Anyone who needed durable
pants – and that was nearly everyone – wanted a pair. Levi Strauss retired from
day-to-day work as early as 1886. When he died in 1902, he left the company to his
four nephews. But in a way, the story was just beginning. The pants found
immortality by coming to represent the rebellion and romance of the untamed
American West. Hollywood stars wore them, kids adopted them, and they became a
social phenomenon: a worldwide symbol of youth, independence, ruggedness, and
freedom.
SAUSD Common Core Planner

Unit: 2 Grade Level/Course: Duration: One Days


4th
Lesson:
3

Big Idea: Profitable businesses are made up of many components.


Essential Question:
1. How do we measure success in a business?
2. What steps are necessary to form a successful business?
3. What motivates people to start a business?
4. What personal qualities contribute to the success of a business?

Common Core and RL4.1 Refer to details and examples in a text when explaining what the text says
Content Standards explicitly and when drawing inferences.
RL4.2 Determine the theme of a story, drama, or poem from details in the text;
summarize the text.
RL4.4 Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology.
RL4.5 Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems (e.g., verse, rhythm, meter) and drama when writing or
speaking about a text.
RL4.10 By the end of the year, read and comprehend literature, including stories,
drama, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
W4.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline specific tasks, purposes, and audiences.
SL4.1 Engage effectively in a range of collaborative discussions with diverse partners
on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
L4.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L4.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

Materials/ Open Court Anthology - “Lemonade Stand”


Resources/ Lesson Class Tree Map
Preparation Student Journal
Butcher Paper for Class Circle Map
SAUSD Common Core Planner

Objectives Content: Students will read a poem in Language: Students will classify
order to classify the main ideas and the main ideas and details of a text.
details of a text.

Depth of ▢ Level 1: Recall X Level 2: Skill/Concept


Knowledge Level
X Level 3: Strategic Thinking ▢ Level 4: Extended Thinking

College and
X 1. Demonstrating independence
Career Ready
Skills X 2. Building strong content knowledge
X 3. Responding to varying demands of audience, task purpose, and discipline
▢ 4. Comprehending as well as critiquing
▢ 5. Valuing evidence
▢ 6. Using technology and digital media strategically and capably
▢ 7. Coming to understand other perspectives and culture

Common Core ▢ Building knowledge through content­rich nonfiction texts


Instructional Shifts
X Reading and writing grounded from text
X Regular practice with complex text and its academic vocabulary

Academic KEY WORDS ESSENTIAL TO


Vocabulary WORDS WORTH KNOWING
UNDERSTANDING
stanza
PROVIDES tone
TEACHER
SIMPLE
EXPLANATION

shirtboard sign

STUDENTS
FIGURE OUT
THE MEANING

Pre­teaching Students should be able to work in a collaborative group.


Considerations
SAUSD Common Core Planner

CCSS Foundational Continue Open Court Green Section


Standards (K­5 only)

Lesson Delivery

Check method(s) used in the lesson:


Instructional ▢ Modeling X Guided Practice X Collaboration
Methods
▢ Independent Practice ▢ Guided Inquiry X Reflection

Preparing the 1. Brainstorm - As we have studied over the last couple of days, businesses are started
Learner because of needs. What needs are in your community that would allow you to be a young
entrepreneur? Students list their responses in their Student Journal.
2. Have students participate in a “Whip Around”.
a. “Whip” around the room calling on one student at a time. Have students share one
of their responses. When called on, students should not repeat a response, they
must add something new.
b. After the “Whip Around” have students discuss which ideas showed up the most.
c. Record ideas on a class Circle Map.
SAUSD Common Core Planner

3. Explain to students that authors use lines and stanzas instead of sentences and paragraphs
in a poem. The lines and stanza still tell a story, but the structure of the poem sets the
tone.
4. Have students preview the text for text features. Point out the punctuation and stanzas in
the poem.
5. Revisit the Big Idea and Essential Questions. As students read the text they should keep
in mind how this story fits in with the Big Idea and Theme of the unit.
6. First Read: Have the students read the text. Teacher’s discretion as to how the text is
read. The first time the text is read the purpose is for students to get the “gist” of the
text. There will be additional readings to make sure students have a complete
understanding of the text.
7. Have students share their findings with a partner.
8. Second Read: After sharing, read the text aloud to the students. The focus for this
reading will be to answer Text Dependent Questions.
● This poem has an end rhyming pattern. Identify some end rhymes. Why do you
think the author used an end rhyme? Shade/lemonade, ice/price. The author uses
end rhyme to keep the tone light and happy.
● What does “shirtboard sign” mean? How do you know? The author states that the
shirtboard sign is used to tell the price. Using word structure it sounds like a
board for shirts that you can write on. You can explain that the term was used
years ago when cleaners packaged men’s shirts with stiff cardboard.
● Reread the 5th stanza. What does this mean? The position of the sun does not
allow for shade any more. Now it is too hot and people do not want to stop to
buy lemonade.
9. Revisit the class Tree Map. Think about the elements of a successful business. What
elements do you see within this poem? Add any new information to the map.

Interacting with
the Text/Concept
SAUSD Common Core Planner

Extending 10. Journal Response: Based upon what you have learned, how could you make the
Understanding business plan stronger in Lemonade Stand? What could the kids have done to make the
business more profitable?

Differentiated English Learners: Students Who Need Additional Accelerated Learners:


Instruction: Students practice Support: Have students create a poem of
reading the poem for Students can use the their own for the business venture
fluency to capture the illustrations to help them of their choice.
tone of the poem. comprehend this text.

Lesson Reflection

Teacher
Reflection
Evidenced by
Student
Learning/
Outcomes
Quick Write

As we have studied over the last couple of days, businesses are started because of needs. What
needs are in your community that would allow you to be a young entrepreneur?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________
Reflection

Based on what you have learned, how could you make this business plan in Lemonade Stand stronger?
What could the kids have done to make their business more profitable?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________
SAUSD Common Core Planner

Unit: 2 Grade Level/Course: Duration: Two Days


4th
Lesson:
4

Big Idea: Profitable businesses are made up of many components.


Essential Question:
1. How do we measure success in a business?
2. What steps are necessary to form a successful business?
3. What motivates people to start a business?
4. What personal qualities contribute to the success of a business?

Common Core and RI4.1 Refer to details and examples in a text when explaining what the text says
Content Standards explicitly and when drawing inferences.
RI4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the
text.
RI4.4 Determine the meaning of general academic and domain specific words or
phrases in a text relevant to a grade 4 topic or subject area.
RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it
appears.
RI4.10 By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4-5 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
W4.8 Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes, paraphrase, and categorize information, and
provide a list of sources.
W4.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline specific tasks, purposes, and audiences.
SL4.1 Engage effectively in a range of collaborative discussions with diverse partners
on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
L4.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L4.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L4.3 Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
SAUSD Common Core Planner

Materials/ Video – Young Icons https://www.youtube.com/watch?v=q6fGhRjsm0w (4:09)


Resources/ Lesson Class Tree Map
Preparation Photos for Gallery Walk
Student Journal

Objectives Content: Students will read an Language: Students will sequence the
article about young entrepreneurs events in a business plan. They will
in order to sequence the steps in present their business plan to the class
the business plan. answering the essential questions of the
unit.

Depth of ▢ Level 1: Recall X Level 2: Skill/Concept


Knowledge Level
X Level 3: Strategic Thinking X Level 4: Extended Thinking

College and
X 1. Demonstrating independence
Career Ready
Skills X 2. Building strong content knowledge
X 3. Responding to varying demands of audience, task purpose, and discipline
▢ 4. Comprehending as well as critiquing
X 5. Valuing evidence
▢ 6. Using technology and digital media strategically and capably
X 7. Coming to understand other perspectives and culture

Common Core X Building knowledge through content­rich nonfiction texts


Instructional Shifts
X Reading and writing grounded from text
X Regular practice with complex text and its academic vocabulary
SAUSD Common Core Planner

Academic KEY WORDS ESSENTIAL TO


Vocabulary WORDS WORTH KNOWING
UNDERSTANDING
ordinance
PROVIDES
TEACHER
SIMPLE
EXPLANATION

franchise
refurbished
STUDENTS enlisted
FIGURE OUT
THE MEANING spurred

Pre­teaching Students should be able to work in a collaborative group.


Considerations

CCSS Foundational Continue Open Court Green Section


Standards (K­5 only)

Lesson Delivery

Check method(s) used in the lesson:


Instructional ▢ Modeling X Guided Practice X Collaboration
Methods
▢ Independent Practice ▢ Guided Inquiry ▢ Reflection

Preparing the 1. Have students watch the video “Young Icons”. Set the purpose for watching the video:
Learner Today you will learn about a young entrepreneur. As they watch the video they should
take notes in their Student Journal. The page in the Student Journal is blank. Students
should complete a Tree Map duplicating the class Tree Map for the unit.
2. After the video, have students share with a partner or small group to discuss their findings.
3. Have a class discussion about Maddie Bradshaw’s business focusing on how she started
her business and how successful she has become at such a young age.
SAUSD Common Core Planner

1. First Read: Students will now read a text, “Kid Entrepreneurs”. This is about a
brother and sister team that started their own business. The first read is for students to
get the “gist” of the text. As they read, they should complete a Flow Map of how these
children started their business.
2. After reading, have students share their map with a partner or small group. At this time,
students should make any necessary changes to their Thinking Map.
3. Second Read: After sharing, read the text aloud to the students. The focus for this
reading will be to answer Text Dependent Questions and share the sequence of events
for Kool Kidz Sno Knoz.

7. Text Dependent Questions:


a. How did Jaden and Amaya start their business? They started selling snow
cones out in their front yard one summer.
b. Why do you think they added an ice shaver to their business? An ice shaver
would allow them to serve customers faster.
c. Why do you think their goal is to franchise their business? By franchising they
would be able to serve more customers and make more money.
d. What does Jaden mean when he says, “...he wants to work smart instead of
Interacting with working hard…”He would like to grow the business and add more employees.
the Text/Concept By doing this he would have other people to help him make money.
8. Revisit the class Tree Map. Add any new information to the map.
SAUSD Common Core Planner

9. Gallery Walk. Have students look at the different photographs of young entrepreneurs.
The purpose of this activity is to get kids to think bigger about the types of business that
are out there. As they are walking the photographs, they should be noticing the variety
of business opportunities.
10. Collaborative Conversation. As a class, have a discussion about the pictures that
they reviewed. Ask students, “What are the different types of businesses that kids can
operate.”
11. Tell students that their task is to work with a small group to create a business plan that
they will present to the whole class. This presentation will be along the lines of the
television show Shark Tank. (An additional video is on You Tube for a young
entrepreneur and her father for BooBoo Goo
Extending (https://www.youtube.com/watch?v=LutYr3UQOKI ). The section of the video is 16:55
Understanding - 24:26. ) The business plan should focus on a business that is needed in their
community. Each group will be responsible for completing a sequence of events that
reflects all the steps necessary to start their business.
12. Included in their business plan students should answer all essential questions:
a. How do we measure success in a business?
b. What steps are necessary to form a successful business?
c. What motivated you to want to start this business?
d. What personal qualities do you have that will help your business be
successful?
13. Review the rubric with students. Let them know that they will be evaluated on their
individual presentation and as a group for their project.
Day Two
14. Student groups will present their business plan to the class.

Differentiated English Learners: Students Who Need Additional Accelerated Learners:


Instruction: homogeneous Support:
groupings homogeneous groupings

Lesson Reflection

Teacher
Reflection
Evidenced by
Student
Learning/
Outcomes
Kid Entrepreneurs Jaden Wheeler And Amaya
Selmon's 'Kool' Idea Leads To Food Truck
Business
By Jennifer Biggs

Jaden Wheeler and Amaya Selmon are the youngest owners of a food truck in Memphis, and by a few
critical years. Neither is yet a teenager.
The brother and sister team ­­ he's 12, she's 11 ­­ own and operate Kool Kidz Sno Konez, a little
enterprise that started in their front yard two years ago.
"We were always asking my mom for stuff, because we wanted her to buy us toys and things, and she
said 'Why don't y'all make your own money?'" Amaya said.
"So I said to do a lemonade stand, but Jaden said we wouldn't make any money, and he wanted to do a
yard service. But Mama said no, because he could get hurt."
They loved Jerry's Sno Cones, a good drive from their southeast Memphis home, and that spurred the
idea.
"We started out with a card table in front of our house, with an extension cord," Jaden said. "We even
used a blender."
They enlisted friends to stand at the busier streets around the neighborhood, waving signs to lure
customers.
Success came right away, and last summer they did the same thing, though they had an ice shaver by
then. In two summers, they earned about $1,000. Their mother, Katrina Robinson, was willing to step in
a help them grow.
"She came to us about the food truck," Jaden said. "She said we were making enough money to get a
truck."
Robinson laughed. "Well, in their minds, they thought because they were doing so well that they should
open a shop. I told them a food truck might be a better idea."
Amaya: "Well, it was probably my idea, because I'd see stores for lease and say we should open up a
store there. We want to be bigger and more out there."
They found an old transport van for sale on Craigslist, bought it in February (with considerable help from
Robinson), had it refurbished to food truck standards and ready to go by May. The inside is up to
food­truck standards so they could be licensed by the Shelby County Health Department; the outside
was painted a bright yellow and a serving window was put in the side.

Taylor Berger, the president of the Memphis Food Truck Association, confirmed that the kids are the
youngest food truck owners in town. While there are more than 100 licensed, he said that number is
misleading as many of those are concession stands, not true food trucks, of which there are 30. The
ordinance allowing them to operate was adopted in 2011.
"These kids are a perfect example of what the ordinance has done for Memphis," Berger said. "It's
allowed people who wouldn't have been able to start a business to get into business ­­ even preteens."
Jaden makes the snow cones; Robinson, a single mom who is a registered nurse, drives the truck; and
Amaya works the window ­­ usually.
There was the incident at the Memphis Zombie Walk last month.
"She was scared of the zombies," Robinson said. "She didn't want to work the window, but she came
around."
Kool Kidz has been out in the community, at Tom Lee Park, around Beale Street during the Grizzlies
playoffs, and at parks in Collierville, for several weeks. They've worked at birthday parties and private
events. They typically work on Saturday and Sunday, though they'll go out during the week for special
events. You can find them by following them on their Facebook page.
They sell more than 20 flavors, and last weekend added hot dogs and nachos to their menu.
Amaya has her mind set on making Kool­Aid pickles, because while they offer pickles now, "they're just
not a big seller," she said.

This isn't a short game for these kids, either: Jaden has big plans.
"Our goal with the truck is to franchise it, so I don't have to work when I grow up," he said.
Not work? From a kid who started his own business when he was 10 years old?
"What I mean is that I want to work smart instead of working hard," he said.
Note Taking Page ­ Kid Entrepreneurs
Fifteen-year-old Catherine Cook and
her brother were looking at a
yearbook and thought it would be a
good idea to build a social media
website built around an online version
of a person's yearbook.
MyYearbook.com was launched and
later merged with an ad-supported
site that allows users to post and
complete online quizzes. By 2006, the
site had raised $4.1 million in venture
capital funding and had 3 million
members worldwide. The site has
attracted large advertisers like Disney
and ABC. Cooks reports annual sales
of "seven figures."
Eight dollars started Qualls' journey
that has led her to $70,000 per month
in revenue. When MySpace was
popular, people complimented Qualls
on her MySpace page designs. She
posted the designs online for people
to purchase and that propelled her to
a $70,000 per month revenue with 7
million monthly visitors. She made so
much money that she dropped out of
school to devote her time to her
business. She was offered $1.5 million
for her business, but turned it down
Hart Main is a 14-year old that came
up with the idea of manly scented
candles when he was teasing his sister
about the girly scented ones she was
selling for a school fundraiser.
Although she didn't expect him to
fully pursue the manly scented
candles idea himself, he did, and the
idea has turned into a nationwide
success. Main put in an initial
investment of $100, his parents put in
$200, and they all worked together to
develop the candles as a group. The
available scents include: Campfire,
Bacon, Sawdust, Fresh Cut Grass,
Grandpa's Pipe and more. Today,
ManCans candles are in over 60
stores across the country and have
sold about 9,000 units. Main will stick
with selling ManCans' inventory until
he has to shift his focus back into
school in the fall. I mean, he is only 14
after all.
Caine Monroy is only nine years old
and already a business owner. He's an
arcade owner to be exact. After
constructing a makeshift cardboard
arcade and setting it up in his father's
auto parts store in L.A., his business
has been the talk of the town with
television crews and enthusiastic
children coming through daily.
Probably because Caine sells $1 and
$2 tickets that allow 4 plays and 500
plays respectively. Caine also sells $15
T-shirts that say, "Caine's Arcade" on
them. Although it is unclear how
much money his arcade business has
made so far, in donations alone he
has already raised over $212,000. His
success is supposedly largely owed to
an 11-minute video that features the
young entrepreneur that ended up
going viral on Vimeo and YouTube
At the age of 14, Doherty began
making jams from his grandmother's
recipes. As the word got out, he
began receiving more orders than he
had time to fill. He dropped out of
school and rented a 200-person
factory a few days each month. In
2007, a high-end U.K. supermarket
approached Doherty about selling his
jams leading to his products gaining
shelf space in 184 stores. By 2007,
his company had $750,000 in sales.
Since then, his company has
continued to grow throughout
Europe.
Group Presentation Rubric

3 Points 2 Points 1 Point

Neatness/ The business plan was The business plan was The business plan was
Organization well presented and all well presented and presented, however it
information was easy most of the information was not easy to
to understand. was easy to understand.
understand.

Business Plan The business plan is The business plan is The business plan is
feasible. It would be feasible. However, the not feasible.
easy to implement the implementation of the
plan for a successful plan may be difficult.
business.

Use of Visuals The proposal included The proposal included The proposal does not
visuals to show the some visuals, but it is include any visuals that
connections to the difficult to see the connect it to the
business plan. connection to the business plan.
business plan.

Total Points:____________

Group Presentation Rubric

3 Points 2 Points 1 Point

Neatness/ The business plan was The business plan was The business plan was
Organization well presented and all well presented and presented, however it
information was easy most of the information was not easy to
to understand. was easy to understand.
understand.

Business Plan The business plan is The business plan is The business plan is
feasible. It would be feasible. However, the not feasible.
easy to implement the implementation of the
plan for a successful plan may be difficult.
business.

Use of Visuals The proposal included The proposal included The proposal does not
visuals to show the some visuals, but it is include any visuals that
connections to the difficult to see the connect it to the
business plan. connection to the business plan.
business plan.

Total Points: __________


Individual Presentation Rubric

3 points 2 points 1 point

Delivery • Holds attention of entire • Consistent use of direct • Displays minimal eye
audience with the use of eye contact with contact with audience,
direct eye contact, seldom audience, but still returns while reading mostly from
looking at notes to notes the notes
• Speaks with fluctuation • Speaks with satisfactory • Speaks in uneven
in volume and inflection to variation of volume and volume with little or no
maintain audience interest inflection inflection
and emphasize key points

Content/Organization • Demonstrates full • Is at ease with expected • Is uncomfortable with


knowledge by answering answers to all questions, information and is able to
all class questions with without elaboration answer only rudimentary
explanations and • Has somewhat clear questions
elaboration purpose and subject; • Attempts to define
• Provides clear purpose some examples, facts, purpose and subject;
and subject; pertinent and/or statistics that provides weak examples,
examples, facts, and/or support the subject; facts, and/or statistics,
statistics; supports includes some data which do not adequately
conclusions/ideas or evidence that supports support the subject;
with evidence conclusions includes very thin
data or evidence

Audience Awareness • Demonstrates strong • Shows some • Shows little or mixed


enthusiasm about topic enthusiastic feelings about feelings about the topic
during entire presentation topic being presented
• Significantly increases • Raises audience • Raises audience
audience understanding understanding and understanding and
and knowledge of topic; awareness of most points knowledge of some points
convinces an audience to
recognize the validity and
importance of the subject

Total :

You might also like