Reconciliation note: this plan was written to the scope and sequence and then reconciled to every lesson, the project, the rubric, and both assessments as they landed in the folder. Where a lesson page and this plan disagree, the lesson page wins; the calendar and this plan follow the lessons' window numbers, handout names, and check slots.

1. Why this unit (rationale, in Sal's voice)

I spent ten years around money before I taught it. Penn State gave me an entrepreneurship degree and an MBA. Oracle taught me to read numbers for a living. New York Life and my FINRA licenses taught me how ordinary families actually save, borrow, and invest, and how often nobody explained any of it to them until it was late. When I started teaching, I looked for a tool that would let a 12-year-old feel what a market does to a person, and there was not one. So I built ClassroomStreet.com. More than 150 students have traded on it, and math, ELA, and history teachers have used it too.

This unit starts with the student, not the dollar. Before anyone touches a budget, students name what they value, find out what they are good at, and set a goal with a date on it. Then the money comes in: a real pay stub, a personal budget they build from Long Island prices and revise at the end of the unit, seven ways to pay, what a minimum payment really costs, what compound growth really earns, and a candy market that shows them who gets paid on every trade. Then they invest for eight trading days on ClassroomStreet, survive a crash, see what they were really buying, and write a report about what they did and why. The unit closes with the 16 career clusters and a career research card, which is where I ran resume workshops for 87 or more students at Brentwood and where Unit 7 picks up.

I believe money skills at 12 change what a kid thinks is possible. A student who can read a pay stub, balance a budget, and sit still through a fake market crash is not the same student in June. This is the unit where I use everything I did before teaching, and it is the unit I would show a principal first.

2. Content identified (the concept map, written out)

2.1 What the NYS module lists for this unit

All 20 lines of the Individual Growth and Life Readiness module are taught or revisited in this unit. None are skipped. Four lines have their primary home in another unit and are named that way below: IGLR 3. b) and 3. c) are first taught in Unit 0 (Lessons 0.2, 0.3, and 0.4) and revisited here; IGLR 3. d) and 5. b) are primarily Unit 7 (Lessons 7.1 to 7.5 and 7.6 to 7.11) and are previewed here. The crosswalk (Part D.2) says that if Unit 0 or Unit 7 is ever cut, those four lines move here in full; Section 6 shows how.

2.2 How the CTE themes come in

• Financial and Consumer Literacy (primary): Topics 2.3 and 2.4 are built on FCL 1. Earning Income, 2. Saving, Investing, and Sharing, 3. Protecting and Insuring, 4. Buying Goods and Services, and 5. Payment Options and Credit; the Skittles Market Game and ClassroomStreet are the two simulations that make the theme real.
• Career and Community Opportunities: Topic 2.1 uses CCO 3. Employability Skills a) to find what a student is good at, and Topic 2.5 uses CCO 2. Career Clusters and 4. Career Plans to turn that into a top three and a research card.
• Problem Solving and Innovation: the five-step decision model from Unit 0 is applied to a real choice in Lesson 2.5 and to a market crash in Lesson 2.17 (PSI 1. e)), which is the same problem with higher stakes; Lesson 2.15 tests a news dispatch as a source (PSI 4. b) b.).
• Communication and Interpersonal Relationships: the All About Me share with written feedback (2.3), the Skittles trading floor (2.13), and the Investor Report with a peer read (2.19) all require a student to say what they think and listen to what someone else thinks (CIR 1. f)).
• Health, Safety, and Wellness: Lesson 2.6 treats sleep and energy as the resource a goal runs on (HSW 1. c) and f)), and Lesson 2.17 has students notice the signs of stress in their own body when the crisis dispatch lands and take one step before they tap Sell (HSW 6. c)), then stops where the health class and Unit 3 pick up.
• Sustainability: Needs vs Wants (2.7) asks what a choice costs beyond the price tag, and the revised budget in 2.19 puts a savings line before the wants, which is the household version of not using up a resource.

2.3 Trends, issues, and news

1. Buy now, pay later apps. Students see "four payments of $12.50" on the checkout page of every sneaker and game site. Lesson 2.11 gives them the tool for it: a balance, a rate, a minimum payment, and what the total comes to. I name the apps in the debrief as one more kind of credit.
2. Phone payment apps. Most students already send and receive money on a phone, often on a parent's account. Lesson 2.10 puts app payment next to cash, check, debit, credit, prepaid cards, and bank transfer and asks where the money comes from and what happens if the phone is lost.
3. Side hustles and creator income. Students watch people their age get paid for videos, reselling, and gaming. Lesson 2.8 lists selling things you make, tutoring, and dog walking as earned income now; the question I ask is what those people actually do all day and what most of them earn.
4. AI and jobs. Students hear that AI will take jobs. On the cluster walk in Lesson 2.21 the question for each poster is which of its three jobs a computer could do and which need a person in the room.
5. The cost of living on Long Island. Rent, a car, and groceries here cost more than the national average. Lesson 2.9's scenario cards use Long Island prices for 2026 so the budget is not a fantasy.
6. Sports betting ads. Students see them during every game. Lesson 2.14 puts every venture on a risk line from a savings account to a startup stock; a bet belongs past the far end of that line, and Lesson 2.13 shows who designed the game and why the house always gets paid.

2.4 What students this age find interesting

1. Finding out something about themselves from a quiz, and comparing with a friend.
2. Real numbers: what a job pays, what a pay stub takes out, what a phone plan costs.
3. A leaderboard, a rank title, and a crash that hits everybody at once.
4. Trading candy and figuring out who is winning.
5. Being trusted with a decision that adults usually make, and defending it in writing.

2.5 Links to other subjects

• Math: percent (deductions on a pay stub in 2.8, simple interest and the minimum payment table in 2.11, compound growth in 2.12, percent return on ClassroomStreet in 2.18), ratios (a budget as parts of a whole in 2.9), and exponents (compound growth as repeated multiplication in 2.12; a grade 8 stretch).
• ELA: the Investor Report (2.19) is an informational piece with a claim, evidence from the journal and the ledger, and a conclusion; the career research card (2.22) is a short research summary with a source named.
• Social studies: markets and crashes (2.15, 2.17): why prices move on news, what 2008 and 2020 looked like, and why the people who waited came out ahead.
• Health: stress and money (2.17): what panic does to a decision and how to notice it in the body; the health teacher and Unit 3 own stress management itself.
• Art: the All About Me one-pager (2.3) uses layout, one image, and color to say who a person is on one page, readable from three feet.

3. Enduring understandings and essential questions

Big ideas:

• Knowing what you value and what you are good at is the first step in every good decision, including money decisions.
• A goal without a plan and a date is a wish.
• Every dollar does one of three jobs: spend, save, or grow. A budget is the plan for which job each dollar gets, and savings goes first.
• Borrowed money costs money. Interest works for you when you save and against you when you owe.
• Markets go up and down. The person who panics loses; the person with a plan waits.
• Every career has a path, and the path starts with what interests you now.

Essential questions:

1. Who am I, and what do I want?
2. How do I turn a wish into a goal I can actually hit?
3. Where does money come from, where does it go, and who decides?
4. What does it cost to borrow, and what does it pay to wait?
5. When prices crash, what should I do?
6. What work could I do, and what would it take to get there?

4. Knowledge and skills

Knowledge (facts, vocabulary, ideas):

• What a value is, what a trait is, what a strength is, and the difference between an interest and a skill.
• The six interest types (realistic, investigative, artistic, social, enterprising, conventional) and what a two-letter code means.
• The five parts of a SMART goal; what a stretch goal is and when to use one; short term versus long term.
• The five-step decision model from Unit 0 (name the choice, list options, weigh each against what matters, decide, look back).
• Time and energy as resources that run out, and what a week looks like on paper.
• Needs, wants, and the gray zone, and how a value moves a thing from one column to the other.
• Sources of income, earned and not earned: allowance, chores, babysitting, dog walking, tutoring, selling things you make, an hourly job, a salary, interest on savings, a gift.
• The parts of a pay stub: gross pay, deductions (federal tax, state tax, Social Security, Medicare, health insurance), net pay.
• The parts of a budget: net income, savings first, fixed expenses, variable expenses, a bottom line at zero or above; what "balanced" means.
• Seven ways to pay: cash, check, debit, credit, prepaid card, phone or app payment, bank transfer; where the money comes from for each and what risk each one carries.
• How to write a check and keep a register; how to balance an account against a statement.
• Credit, debt, debit, loan, interest, principal, APR, minimum payment, and the credit score (300 to 850).
• Simple interest (I = P x r x t) versus compound growth; the Rule of 72 as a grade 8 stretch.
• Saving versus investing; risk and reward; the seven ClassroomStreet ventures and what each one really is (a big tech stock, a startup or IPO, corporate bonds, U.S. Treasury bonds, an IRA, a high-yield savings account, a REIT).
• Why prices move (a dispatch, supply and demand, fear and greed); what diversification is; what a crash and panic selling are; how to compute a percent return.
• What a fee and a commission are, and why the house always gets paid.
• Employability skills (soft skills) and the evidence rule: a skill you can name is a skill you can show with an example.
• The 16 national career clusters; the six paths after high school (a job with on-the-job training, an apprenticeship, a certificate program, a two-year degree, a four-year degree, the military).

Skills (what students will be able to do):

• Sort 24 value cards into matters a lot, some, and less; rank the top three and explain them in writing.
• Complete a strengths inventory with notice cards from tablemates, take the interest quiz, and read a two-letter code into two careers.
• Design a one-page All About Me (values, strengths, interests and letters, two careers, a "known for" sentence), present it to a partner in two minutes, and give one specific piece of written feedback.
• Write a SMART goal and a stretch goal for the same wish and tell them apart.
• Apply the five-step decision model to a real choice and write a Goal Plan with steps and dates.
• Map a week's time and energy and find where the goal's hours come from.
• Sort 30 item cards into need, want, or gray zone; with $100 and a price list, decide what to buy, skip, and save.
• Read a pay stub, compute net pay from gross pay, and check the percent taken out.
• Build a monthly budget from a scenario card that pays savings first, covers every fixed need, and does not spend more than the income; check a partner's.
• Describe seven ways to pay; write a check; keep a register of ten transactions to the cent; choose the safest way to pay in four situations.
• State four differences between a debit card and a credit card; compute simple interest at three rates; compare the $25 minimum payment to $50 a month on a $500 balance and recommend a plan with numbers.
• Compute compound growth on the same $100 and explain why it beats simple interest.
• Trade in the Skittles market, track the fees, and say who got paid.
• Log in to ClassroomStreet with a merchant number and PIN, sort the seven ventures by risk, make first trades with a written reason, and keep the Investor Journal every window.
• Read a dispatch, predict the price move, and check the prediction.
• Rebalance or hold when one slice of the portfolio is bigger than half, and say why.
• Fill the sell, hold, buy decision grid before a crisis window and follow it.
• Compute the percent return on the portfolio and on one venture with the formula written out.
• Write the Investor Report from the journal and the ledger, revise the personal budget with a savings line at the top, and check a partner's report.
• Rate six soft skills honestly with evidence and write a growth plan for one.
• Pick a top three from the 16 clusters matched to the interest code, research one career on a card with a source, and name the path from grade 8 to the job.

5. Unit objectives

One per topic, upper half of Bloom's:

• Topic 2.1: Students will evaluate their own values, traits, strengths, and interests using a value card sort, a strengths inventory, and an interest quiz, and create a one-page All About Me that presents the results to a partner with evidence.
• Topic 2.2: Students will design a Goal Plan for a real personal goal by writing a SMART goal and a stretch goal, applying the five-step decision model to the choice behind it, and justifying where the time and energy will come from.
• Topic 2.3: Students will analyze a pay stub, a scenario budget, seven ways to pay, two credit payment plans, and a savings table, and create a balanced monthly personal budget that they revise at the end of the unit.
• Topic 2.4: Students will make and justify investing decisions on ClassroomStreet across an eight-day, 40-window run that includes a market crash, compute the percent return, and evaluate their own decisions in an Investor Report with evidence from the Investor Journal and the ledger.
• Topic 2.5: Students will assess their own employability skills and interests against the 16 career clusters, select a top three, and create a career research card with the path from grade 8 to one career.

6. Topics, sequence, and timeline

Day counts: 5 + 4 + 8 + 10 + 3 = 30. The day-by-day placement is in Calendar 02.md.

The ClassroomStreet run, as the lessons set it. The market opens at window 1 on day 53 (Lesson 2.14 Day 1) with auto-advance off, so windows move only when I click. Each lesson in Topic 2.4 advances a block of windows inside its own timed procedure: 2.14 windows 1 to 6, 2.15 windows 7 to 18, 2.16 windows 19 to 24, 2.17 windows 25 to 32 (window 25 is the first crisis window and is the first thing students see on day 58), 2.18 windows 33 to 40 (the recovery). The market is frozen at window 40 at the end of day 60; Lesson 2.19 Day 1 is the closing bell, the leaderboard by merchant number, and the reveal, and Day 2 is the report. That eight-day, 40-window run is what Rubric 02 scores. Then Round 2, as Project 02 lays it out: Lessons 2.20, 2.21, and 2.22 each open with a 10-minute window block (windows 41 to 47, 48 to 54, 55 to 60) on the same board, same account, same rules, now that students know what every venture really is. Round 2 is the second experiment: does knowing what the ventures are change what you do. It counts as daily work (the three short Round 2 lines in the journal) and participation, not toward the rubric. The last window closes and the leaderboard freezes at the reset cue in Lesson 2.22 before the test; the Round 2 standings go up in the first 10 minutes of Unit 3 Day 1 (day 66), with two or three "sentence to my future self" lines from Entry 10 read aloud. [Sal: that borrows 10 minutes from Lesson 3.1; if you would rather post the standings on the wall and skip the read-aloud, do that. Freeze the market over any break inside the run so the leaderboard on a Monday matches Friday's exit cards.]

Flex lessons (drop first when time runs short): Lesson 2.6 (fold the 168-hour grid into the closure of Lesson 2.5 Day 2 as a homework sheet; IGLR 2. d) is still taught in 2.5) and Lesson 2.16 (fold diversification into Lesson 2.15 Day 2 as the do now and one journal prompt, "how many risk levels do you own," and advance windows 19 to 24 there; Lesson 2.6's time audit goes home as the first homework of the unit). For the 30-week version (Unit 2 at 26 days), also run Lessons 2.2 and 2.15 in one day each. In that version the scope and sequence folds the Unit 7 resume and STAR lessons into Topic 2.5, adding three days, so the 30-week Unit 2 is 29 days. Lessons that must not be cut: 2.9 (the personal budget) and 2.11 (credit and what interest costs). Those two are the safety lessons of this unit: a student who leaves without a budget and without knowing what a minimum payment does is the student who gets hurt.

Semester version (20 days): Topic 2.1 as 2.1 and 2.2 combined (1) and 2.3 in one day (1); Topic 2.2 as 2.4 and 2.5 combined in one day with the Goal Plan as homework (1); Topic 2.3 as 2.7, 2.8, 2.9 in one day, 2.10 and 2.11 combined, and 2.12 with the quiz in the last 15 minutes (5; the Skittles game is the one that goes, or runs as a reward day if a period frees up); Topic 2.4 as written (10, the whole 40-window run); Topic 2.5 as 2.21 with soft skills folded into the do now, and 2.22 with the test, each with a Round 2 window block (2). Total 20. Every-other-day version: the same 20 meetings, with the trading windows run as homework on the off days (manual advance means I click the windows the evening before) and the journal line checked at the next meeting.

7. Standards block

NYS module lines taught (every line, by code, with the lesson that teaches it)

• NYS IGLR 1. Personal Development a) Examine personal values : Lessons 2.1, 2.3
• NYS IGLR 1. Personal Development b) Discover and evaluate personality traits and strengths : Lessons 2.2, 2.3
• NYS IGLR 1. Personal Development c) Predict areas of personal interests relating to the future : Lessons 2.2, 2.3, 2.21
• NYS IGLR 2. Goal Setting a) Acknowledge the role of personal values and standards in goal setting : Lessons 2.1, 2.4
• NYS IGLR 2. Goal Setting b) Differentiate between SMART and Stretch goals : Lesson 2.4
• NYS IGLR 2. Goal Setting c) Establish a goal for personal improvement : Lesson 2.5
• NYS IGLR 2. Goal Setting d) Design, implement, and evaluate a plan to attain a desired goal : Lessons 2.5, 2.6, 2.17, 2.19
• NYS IGLR 3. Employability a) Explore employability skills : Lesson 2.20
• NYS IGLR 3. Employability b) Show understanding of interpersonal dynamics : Unit 0 Lessons 0.2, 0.3, 0.4 (first taught); Lessons 2.13, 2.20 (revisited, at unit level; neither page prints the line)
• NYS IGLR 3. Employability c) Demonstrate effective communication skills : Unit 0 Lesson 0.2 (first taught); Lessons 2.3, 2.19 (revisited, through CIR 1. f))
• NYS IGLR 3. Employability d) Explore and implement strategies for career readiness : Unit 7 Lessons 7.1 to 7.5 (primary); Lesson 2.22 (preview)
• NYS IGLR 4. Financial Readiness a) Identify sources of income : Lesson 2.8
• NYS IGLR 4. Financial Readiness b) Create and follow a budget : Lessons 2.7, 2.9, 2.14, 2.19
• NYS IGLR 4. Financial Readiness c) Explore options for money transfers : Lessons 2.10, 2.13
• NYS IGLR 4. Financial Readiness d) Examine how to balance a bank account : Lesson 2.10
• NYS IGLR 4. Financial Readiness e) Determine ways for saving money : Lessons 2.12, 2.14, 2.15, 2.16, 2.17, 2.18, 2.19
• NYS IGLR 4. Financial Readiness f) Compare and contrast different types of credit and loans : Lesson 2.11
• NYS IGLR 4. Financial Readiness g) Evaluate the impact of various family transitions on personal finance : Lessons 2.9 Day 2 (grade 8 stretch: the budget when income drops 25 percent), 2.17 (a family with and without a cushion in a crash); unit-level citation until a lesson page carries it, see Section 14
• NYS IGLR 5. Career Pathways a) Explore various careers within the 16 national career clusters : Lessons 2.21, 2.22
• NYS IGLR 5. Career Pathways b) Examine the skills needed to become an entrepreneur : Unit 7 Lessons 7.6 to 7.11 (primary); Lessons 2.13, 2.21 (preview, at unit level)

CTE theme lines used (text verbatim from the theme modules)

Lines cited on a lesson page are listed with the lesson. Lines marked "unit level" come from the crosswalk's IGLR rows and are carried by the unit even where no lesson page prints them.

Financial and Consumer Literacy:

• CTE FCL 1. Earning Income c) Analyze factors that affect gross and net income : Lesson 2.8
• CTE FCL 1. Earning Income d) Explain basic information found on pay stubs : Lesson 2.8
• CTE FCL 1. Earning Income e) Analyze systems for recording income and documenting expenditures : Lesson 2.9
• CTE FCL 1. Earning Income f) Understand that national and global economic factors that may impact personal income : Lessons 2.15, 2.17 (unit level; the state's line reads as printed)
• CTE FCL 2. Saving, Investing, and Sharing a) Describe the purpose of saving money as it applies to their future goals : Lesson 2.12 (2.4 at unit level)
• CTE FCL 2. Saving, Investing, and Sharing b) Define "investing" and explain how saving and investing are related : Lesson 2.14
• CTE FCL 2. Saving, Investing, and Sharing c) Explore different savings and investment tools and methods : Lessons 2.12, 2.15, 2.16, 2.18
• CTE FCL 2. Saving, Investing, and Sharing f) Apply decision-making skills to saving, investing, and donating decisions : Lessons 2.18, 2.19
• CTE FCL 3. Protecting and Insuring a) Identify various types of financial risk : Lesson 2.14
• CTE FCL 4. Buying Goods and Services b) Distinguish between needs, wants, values, and goals and tell how each impacts spending and savings decisions : Lesson 2.7
• CTE FCL 4. Buying Goods and Services c) Develop a spending and savings plan (budget) based on income and expenses : Lesson 2.9
• CTE FCL 4. Buying Goods and Services d) Explain the features of checking accounts and the roles of checking accounts in budgeting and consumer purchasing : Lesson 2.10
• CTE FCL 4. Buying Goods and Services f) Apply a decision-making model to maximize consumer satisfaction when purchasing goods and services : Lesson 2.13
• CTE FCL 5. Payment Options and Credit a) Explore and compare various payment options : Lessons 2.10, 2.13
• CTE FCL 5. Payment Options and Credit b) Define the terms "credit" and "debt" : Lesson 2.11
• CTE FCL 5. Payment Options and Credit c) Examine factors that affect the choice to use credit, the costs and benefits of using credit, and the personal and legal responsibilities of using credit : Lesson 2.11
• CTE FCL 5. Payment Options and Credit f) Understand and explain the basics of the "credit score" and the effects of consumer behaviors on their personal credit scores : Lesson 2.11 (unit level; the lesson teaches the score in one paragraph)
• CTE FCL 6. Careers in Financial and Consumer Services a) Investigate knowledge, skills, and practices needed for a career in the financial and/or consumer services fields : Lesson 2.21 (unit level; the Finance cluster poster)

Career and Community Opportunities:

• CTE CCO 2. Career Clusters c) Examine the 16 national career clusters and their use in guiding initial career planning : Lesson 2.21
• CTE CCO 2. Career Clusters d) Identify clusters for further investigation based on personal interests : Lessons 2.2, 2.21
• CTE CCO 3. Employability Skills a) Identify personal characteristics such as abilities, interests, and values and examine how they might impact career choices : Lesson 2.1
• CTE CCO 3. Employability Skills c) List and describe employability skills and ways they benefit individuals in community and work situations : Lesson 2.20
• CTE CCO 3. Employability Skills d) Demonstrate personal development of employability skills through practice of these skills in a variety of classroom applications : Lesson 2.20
• CTE CCO 4. Career Plans a) Examine potential career choices to determine knowledge, skills, and abilities associated with each : Lesson 2.22
• CTE CCO 4. Career Plans b) Assess personal characteristics such as interests, abilities, and aptitudes in relation to characteristics associated with careers of interest : Lessons 2.2, 2.22
• CTE CCO 4. Career Plans d) Formulate a personal career plan that includes short-term and long-term goals needed to carry out the career plan : Lessons 2.4, 2.5
• CTE CCO 2. Career Clusters a) Identify and use career resources to obtain information about careers and employment trends : Lesson 2.22 (unit level; the career sheets and the research card's source line)

Problem Solving and Innovation:

• CTE PSI 1. Problem Solving e) Demonstrate personal development of problem-solving skills through practice of these skills in a variety of classroom applications : Lessons 2.5, 2.17
• CTE PSI 4. Research Applications in CTE b) b. Evaluating the source to determine if the author(s) or publisher can be considered an authoritative source for the desired content : Lesson 2.15

Communication and Interpersonal Relationships:

• CTE CIR 1. Communication f) Demonstrate personal development of communication skills through practice of these skills in a variety of classroom applications : Lessons 2.3, 2.19
• CTE CIR 1. Communication e) Understand the role of communication skills in establishing cooperation, compromise, and collaboration in relationships : Lesson 2.13 (unit level; the teams and trades on the floor)
• CTE CIR 2. Listening c) Show understanding of active listening and feedback techniques : Lesson 2.3 (unit level; the two-minute share and the written feedback box)

Health, Safety, and Wellness:

• CTE HSW 1. Health Practices c) Identify personal health practices that promote overall good health : Lesson 2.6
• CTE HSW 1. Health Practices f) Describe how an individual's health status impacts performance of tasks at home, at school, and in workplace and community settings : Lesson 2.6
• CTE HSW 6. Stress Management c) Recognize signs of stress and take steps to reduce its impact on overall wellness : Lesson 2.17 (named and practiced once at the crisis window; stress management itself is health class and Unit 3, see Section 11)
• CTE HSW 5. Social-Emotional Learning c) Label, understand, and apply strategies for managing emotions; feeling and showing empathy for others; making responsible decisions; and handling challenging situations : Lessons 2.5, 2.17 (unit level)

Sustainability:

• CTE SUS 1. Resources b) Explain how sustainability can be a factor in decision making : Lesson 2.7 (unit level; the gray zone questions)
• CTE SUS 1. Resources f) Research the personal, environmental, and financial costs and benefits of sustainability-conscious decisions to individuals, families, schools, workplaces and communities : Lesson 2.7 (unit level)

NYS FACS Learning Standards (Intermediate)

The state's IGLR module lists Standards 2 and 3. Every lesson cites Standard 3 with the key idea and a PI; the crosswalk assigns Standard 2 (key idea only) to IGLR 3. b) and 3. c), which is a unit-level citation here.

Standard 3: Resource Management. Students will understand and be able to manage their personal and community resources.
Key Idea: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self.

• PI A: Students understand how the family can provide for the economic, physical, and emotional needs of its members. (Lessons 2.9 Day 2, 2.17; the IGLR 4. g) citation)
• PI B: Students understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources. (Lessons 2.4, 2.5, 2.7, 2.8, 2.10, 2.11, 2.12, 2.13, 2.14 to 2.19)
• PI C: Students are able to budget their time and money. (Lessons 2.6, 2.9, 2.10, 2.19)
• PI D: Students understand how working contributes to a quality living environment. (Lesson 2.20)
• PI E: Students identify their own abilities and interests as possible guides to career choice. (Lessons 2.1, 2.2, 2.3, 2.21, 2.22)

Standard 2: A Safe and Healthy Environment. Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Key Idea: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others. (Unit-level citation for IGLR 3. b) and 3. c), Lessons 2.3, 2.13, 2.19, 2.20; the fit is the key idea's last sentence, and no Standard 2 PI applies, as the crosswalk notes.)

The PI letters are NYLearns codes; the NYSED print document lists the indicators as bullets. [Sal: confirm the Standard 2 and Standard 3 wording against the NYSED PDF before the standards map goes live; see crosswalk E.4.]

CDOS (Intermediate)

• CDOS 1 Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. (Lessons 2.2, 2.21, 2.22)
• CDOS 2 Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. (Unit level: Lessons 2.8, 2.11, 2.12, 2.18, where percent and exponents do real work)
• CDOS 3a Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. Sub skills used in this unit:
  • Basic Skills: Students listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form. (Lessons 2.8, 2.11, 2.12, 2.18)
  • Thinking Skills: Students evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. (Lessons 2.4, 2.5, 2.13, 2.16, 2.17)
  • Personal Qualities: Students demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner. (Lessons 2.1, 2.3, 2.20)
  • Interpersonal Skills: Students demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. (Unit level: the peer reads in 2.3, 2.9, and 2.19 and the teams on the Skittles floor in 2.13)
  • Technology: Students select and use appropriate technology to complete a task. (Lesson 2.10; the trading windows at unit level)
  • Managing Information: Students select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). (Lessons 2.14, 2.15, 2.19)
  • Managing Resources: Students understand the material, human, and financial resources needed to accomplish tasks and activities. (Lessons 2.6, 2.7, 2.9)
  • Systems: Students understand the process of evaluating and modifying systems within an organization. (Unit level: Lesson 2.13, who designed the game and why; Lesson 2.18, rebalancing)

National FCS 3.0 (LEAD FCS Education, 2018 to 2028; text verbatim from the 3.0 compilation)

Core competencies for this unit:

• 1.1.6 Build a life plan that lays out how to gain what a person must know and be able to do to reach personal, family, and career goals. (Lesson 2.22; 2.5 at unit level)
• 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (Lessons 2.2, 2.3, 2.21, 2.22)
• 1.2.4 Demonstrate teamwork skills in school, community and workplace settings and with diverse populations. (Unit level for Lesson 2.13; the IGLR block omits "and with diverse populations"; the 3.0 wording is cited)
• 1.2.8 Show the work habits, ethics, and professional conduct employers expect. (Lesson 2.20)
• 2.1.1 Use time management, organization, and step-by-step process skills to rank tasks and reach goals. (Lessons 2.1, 2.4, 2.5, 2.6)
• 2.1.2 Examine how people and families choose among needs and wants. (Lessons 2.1, 2.5, 2.7, 2.17; also on Project 02)
• 2.1.3 Analyze decisions about providing safe and nutritious food for individuals and families. (Unit level: the food line of the Lesson 2.9 budget, priced the way Unit 1 priced the $40 dinner)
• 2.5.1 Examine how resources get used when individuals, families, and communities choose among needs and wants. (Lesson 2.13; 2.6 and 2.7 at unit level)
• 2.6.1 Judge why personal and family financial planning matters. (Lesson 2.12; 2.9 at unit level)
• 2.6.2 Use sound money management principles in personal and family finances. (Lessons 2.8, 2.9, 2.10, 2.13, 2.19; also on Project 02)
• 3.3.4 Compare different ways to save and invest. (Lessons 2.12, 2.14, 2.15, 2.16, 2.18, 2.19; also on Project 02)
• 13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication. (Unit level for the two-minute share in 2.3 and the peer read in 2.19)

Secondary competencies cited on individual lesson pages (all confirmed in the 3.0 text; see crosswalk B.1 and E.1):

• 2.4.3 Weigh how technology use affects quality of life. (Lesson 2.10)
• 3.3.1 Explain how the economy shapes personal income, family security, and consumer choices. (Lesson 2.8)
• 3.3.3 Examine how using credit affects money plans in the short run and the long run. (Lesson 2.11)
• 3.3.8 Examine what builds or damages a credit rating and how that rating changes the rates and terms offered for credit and insurance. (Lesson 2.11; confirmed in the 3.0 text, not printed in the IGLR block)
• 13.2.1 Examine how personal characteristics affect relationships. (Lesson 2.2)

Unit-level competencies from the crosswalk's IGLR rows, not printed on a lesson page:

• 1.2.2 Show the skills used to find a job and to keep one. (Lesson 2.22, preview of Unit 7)
• 2.5.3 Analyze economic effects of laws and regulations that pertain to consumers and providers of services. (Lesson 2.11, the numbers a lender has to print; Lesson 2.13, the rules of the game)
• 3.1.2 Examine openings for jobs and for starting a business. (Lesson 2.13; the IGLR 5. b) preview)
• 3.3.2 Demonstrate components of a financial planning process that reflect the distinction between needs, wants, values, goals, and economic resources for a variety of diverse populations. (Lessons 2.7, 2.9)
• 3.3.6 Analyze the effect of key lifecycle transitions on financial planning. (Lessons 2.9 Day 2, 2.17; the IGLR 4. g) citation)
• 12.2.4 Analyze the influences of life events on individuals' physical, emotional, social, moral and cognitive development. (Lesson 2.9 Day 2; the IGLR block prints "influence"; the 3.0 wording is cited)
• 13.1.1 Analyze processes for building and maintaining interpersonal relationships. (Lesson 2.13)
• 13.3.3 Show how to listen well and give useful feedback. (Lesson 2.3)

Not cited: 2.7.2, 2.7.3, and 2.7.4, which the IGLR module block prints but which do not exist in the 3.0 text (crosswalk E.1). The same content is covered by 2.6.1, 2.6.2, 3.3.2, 3.3.3, and 3.3.4 above. Two lesson writers looked for a 2.6 credit or payment competency and found none in the 3.0 text; their notes on the lesson pages (2.10 and 2.11) say so. Also not cited: 2.1.7, 12.1.1, 13.3.1. Credit LEAD FCS Education on the site.

Career Ready Practices (as the IGLR module lists them; wording from the extract's assembled list)

• CRP 1. Act as a responsible and contributing citizen and employee
• CRP 3. Attend to personal health and financial well-being
• CRP 4. Communicate clearly and effectively and with reason
• CRP 8. Utilize critical thinking to make sense of problems and persevere in solving them
• CRP 9. Model integrity, ethical leadership, and effective management
• CRP 10. Plan education and career paths aligned to personal goals
• CRP 11. Use technology to enhance productivity

Career Ready Practices are a secondary citation on the unit page only; the CCTC source text has not been fetched (crosswalk E.2).

8. Project

Name: ClassroomStreet Investor Report and Personal Budget. Full sheet in Project 02 - ClassroomStreet Investor Report and Personal Budget.md (handed out in Lesson 2.14 and reread in 2.19); rubric in Rubric 02 - Investor Report and Personal Budget.md. The paper ledger version of the whole run is in Project 02 and Handout 02.19 - Paper Ledger.md.

The scenario: Every student is a new merchant in the Golden Land with AQ25,000 on ClassroomStreet.com and seven ventures to choose from (Sparkstone Mines, Cloudberry Expeditions, The Iron Vault, Crown Seal Notes, Willowbrook Grove, The Honeypot Coffer, Meadowgold Acres). Students log in with a merchant number and a PIN; no name touches the board. For eight trading days (40 windows) the student reads the dispatch, decides what to buy, sell, or hold, and writes one Investor Journal entry saying why. Window 25 is the crisis: the risky ventures fall hard. The market freezes at window 40. On the closing bell the leaderboard goes up by merchant number, then the reveal: every venture mapped to its real instrument, AQ to dollars, the dispatches to financial news, the crisis to 2008 or 2020. Then the student writes it up on the report template and revises the personal budget from Lesson 2.9 with a savings line at the top. [Sal: the lessons use AQ25,000 and seven ventures, from your Desktop files; your August portfolio says the live site has ten ventures. Confirm the list, and any extra three need a line on the reveal slide.]

Deliverables: (1) the Investor Journal, Entries 1 to 10, one per class day plus the three short Round 2 lines, stapled behind the report; (2) the Investor Report on Handout 02.19 - Investor Report Template.md, seven parts: starting and ending balance; percent return with the formula written out; three decisions with a ledger number each and what happened; what the crisis taught me; one thing I would do differently; the reveal table; the revised personal budget with a savings line; (3) the sell, hold, buy decision grid from 2.17 and the Return Math handout from 2.18, stapled behind; (4) a peer read with three boxes checked and two comments, one specific.

Steps by day: Day 1 (Lesson 2.14, day 53): venture risk cards, login cards, first buys across at least three ventures with AQ1,000 kept in cash, windows 1 to 6 over two days. Day 2 (2.14, day 54): read the portfolio screen, Entry 2. Days 3 and 4 (2.15, days 55 and 56): news cards and price changes, the three tests on a headline, windows 7 to 18. Day 5 (2.16, day 57): three portfolios and a shock, the pie sketch, rebalance or hold, windows 19 to 24. Days 6 and 7 (2.17, days 58 and 59): the crisis at window 25, the decision grid, signs of stress, windows 26 to 32. Day 8 (2.18, day 60): return math, the recovery, windows 33 to 40, freeze. Day 9 (2.19, day 61): closing bell, leaderboard, reveal, three ledger paths, Entry 9. Day 10 (2.19, day 62): write the report, revise the budget, peer read, submit; part 7 may finish at the start of Lesson 2.20. Round 2 (2.20 to 2.22, days 63 to 65): windows 41 to 47, 48 to 54, and 55 to 60, ten minutes per period, on the same board after the reveal, with three short Round 2 lines in the journal; the leaderboard freezes before the test; Round 2 standings go up in the first 10 minutes of Unit 3 Day 1. [Sal: the Project 02 sheet is the authority on the due date and the Round 2 rules if it says otherwise.]

Group or individual: individual portfolio and individual report. Each student has a trading partner who checks the return math and does the peer read. Partners are the same pairs as the Skittles trades where that worked.

Choice built in: which ventures to hold and how many; hold or rebalance at every window; the form of the report (written on the template, typed, dictated to a partner, or recorded as a voice note with the template numbers on paper); which three decisions to write about; whether the revised budget's savings line goes to a savings account first and a slow, spread-out investment second, or to a goal from Lesson 2.5.

ELL and IEP supports: sentence starters for the journal and the report in Turkish, Portuguese, and Spanish (Vocabulary 02.md and the template boxes); the reveal slides with one picture per venture; the return math as a fill-in with the subtraction line and the division line in separate boxes; calculators for all; the paper ledger for any student without a device; the printed ledger path from the export in place of a lost journal; three decisions can be two; extended time into the Round 2 window; a seat away from the leaderboard on the closing bell if rank is a stressor; the report may be written in the first language with the numbers in English, marked [check with a native speaker] for scoring.

How it is presented: the closing bell debrief has two rules said before anyone speaks: nobody is named unless they name themselves, and nobody says "loser" about anyone. Two or three volunteers from the top and the bottom say what they did in one sentence. Three anonymized ledger paths from the export (one safe, one risky, one that sold at the bottom) are the texts the class reads. The grade is the rubric, not the rank: a student who finished last with a diversified portfolio, a calm crisis grid, correct math, and an honest report scores higher than a student who got lucky. I say that on day 1 and again on the closing bell. [Sal: your Fortune Street rubric scored participation, analysis and decision making, emotional control, and reflection; Rubric 02 keeps those four and adds the revised budget as the fifth criterion, 20 points.]

9. Assessment plan

• Formative (daily): the do now, a check for understanding in every lesson (thumbs, a clipboard walk with a yes or no per student, a quick sort, a cold call), a 3-2-1 or one-line exit card most days, the Investor Journal entry on every trading day, and the pair check on the Budget Builder. All daily work is scored complete, partial, or missing.
• Formal at the end of each topic:
  • Topic 2.1: the All About Me one-pager, scored by the teacher on the three-criterion mini rubric (Complete, Clear, Connected; 12 points) printed on page 3 of Handout 02.03 - All About Me Template.md, with a peer feedback box, inside Lesson 2.3 Day 2.
  • Topic 2.2: the Goal Plan (page 1 the SMART goal and ladder, page 2 the decision grid on a real choice, page 3 the cover with a self-score), scored on the mini rubric on page 3 of Handout 02.05 - Goal Ladder and Decision Grid.md, assembled in Lesson 2.5 Day 2 and handed back scored at the start of Lesson 2.6.
  • Topic 2.3: Assessment 02.1 - Money Basics Quiz.md, 12 items, 25 points, given in the last 15 minutes of Lesson 2.13 (Step 7) after the Skittles debrief. It covers Lessons 2.7 to 2.12: matching (fees and interest words), a pay stub, a budget line, interest math with work shown, and a scenario with a savings choice. Retake after a review for anyone under 20; items 6 and 11 are the arithmetic the budget revision in Project 02 depends on.
  • Topic 2.4: the project, scored on Rubric 02 - Investor Report and Personal Budget.md (criterion 1 trading participation and journal, from the ledger export and the journal count; 2 analysis and decision making; 3 emotional control, from part 4 and the decision grid; 4 the report's math and reflection; 5 the revised budget; 20 points). Submitted at the end of Lesson 2.19 Day 2.
  • Topic 2.5: the career research card, scored 0 to 4 on the printed checklist in Handout 02.22 (the topic's formal check) and kept in the FACS folder for Unit 7, and the unit test.
• Unit test: Assessment 02.2 - Unit 2 Test.md, given in the last 15 minutes of Lesson 2.22 after the career research card and the last Round 2 window. Twenty items, 44 points, four per topic: matching and short answer on values, goals, money vocabulary, the ClassroomStreet run, and clusters, with a scenario and a numbers item; a grade 6 version omits items 16 and 20 and scores out of 38. Retake once after a review.
• Grade weights within the unit follow the course grading plan: labs and projects 40 percent (the project rubric), topic assessments 25 percent (the All About Me mini rubric, the Goal Plan mini rubric, the Money Basics Quiz, the unit test), daily work 20 percent (including the Investor Journal, the Round 2 journal lines, and the research card), participation 15 percent (trading window conduct counts here; a student who trades on someone else's merchant number or shares a PIN gets a zero for that day's participation and a conversation).
• Marking period note: days 36 to 45 are the end of marking period 1, so the All About Me product and the Goal Plan land in MP1 and everything from the Money Basics Quiz on lands in MP2. [Sal: if your school's MP1 ends on a different day, the calendar says which checks move.]
• Missed days: a student who misses a trading day writes the journal entry from the posted dispatch the next day ("what I would have done and why") and loses no points; the printed ledger path replaces a lost journal. A student who misses the quiz or the test takes it during the next do now.

10. Materials, budget, and room

Room assumptions: a regular classroom setup, no kitchen needed; tables that seat four (Lessons 2.1 to 2.3 keep the same fours so the notice cards come from people who have seen the student work), wall space for 16 posters, and tables that push together for the Skittles trading floor. A projector for the dispatch and the leaderboard. One device per student for the trading window, or one per pair, with the paper ledger as the fallback for any day the devices or the network fail. Auto-advance off on the Command Bridge so windows move only when I click. [Sal: set the device plan once you know what your school has. ClassroomStreet ran on the school Wi-Fi at Brentwood with your laptop as the server; confirm whether the public site removes that step, that the leaderboard shows merchant numbers or trading-house names and never real names, and whether any student name touches a server you control.]

Consumables, per section:

Unit total for one section: about $50 in consumables the first year (about $30 after that, once the card decks, the counters, and the posters exist), under the $60 target. The Skittles line is the only one a second section repeats in full. Calculators are the one equipment item most rooms are missing: a class set of 30 basic calculators is about $30 one time and is used in 2.8, 2.9, 2.11, 2.12, and 2.18. [Sal: put your school's supply budget here; the Skittles line is the only one that repeats every section.]

Equipment (already in a regular classroom; buy what is missing): projector and screen; one device per student or per pair for the trading window; a class set of calculators; a document camera or a phone on a stand for the pay stub and the check demo; a timer visible to the room; the reset cue; painter's tape for the risk line on the floor (2.14) and the poster walk (2.21).

Handouts (in 05 Materials/Unit 02/, as the lessons name them):

• Topic 2.1: Handout 02.01 - Value Cards and Sort Sheet.md; Handout 02.02 - Strengths Inventory and Notice Cards.md; Handout 02.02 - Interest Quiz.md; Handout 02.03 - All About Me Template.md (draft template, layout guide, mini rubric with peer feedback box).
• Topic 2.2: Handout 02.04 - SMART Goal Builder.md; Handout 02.05 - Goal Ladder and Decision Grid.md (ladder, six scenario cards and the decision grid, Goal Plan cover and mini rubric); Handout 02.06 - 24-Hour Time Audit and Weekly Plan.md.
• Topic 2.3: Handout 02.07 - Needs vs Wants Cards and 100 Dollar Sheet.md; Handout 02.08 - Sample Pay Stub and Detective Sheet.md; Handout 02.09 - Budget Builder and Scenario Cards.md; Handout 02.10 - Ways to Pay and Register Practice.md; Handout 02.11 - Interest Math Practice.md; Handout 02.12 - Compound Growth Table.md; Handout 02.13 - Skittles Market Game Rules and Ledger.md.
• Topic 2.4: Handout 02.14 - Venture Risk Cards.md; Handout 02.14 - Investor Journal.md (used every window); Handout 02.15 - News Card and Price Change.md; Handout 02.16 - Three Portfolios and a Shock.md; Handout 02.17 - Sell Hold Buy Decision Grid.md; Handout 02.18 - Return Math.md; Handout 02.19 - Investor Report Template.md; Handout 02.19 - Paper Ledger.md (the no-device fallback for the whole run).
• Topic 2.5: Handout 02.20 - Soft Skills Self-Rating and Growth Plan.md; Handout 02.21 - Career Cluster Walk Posters and Match Sheet.md; Handout 02.22 - Career Research Card and Pathways.md.

[Sal: if a handout name on a lesson page does not match this list, the lesson page wins.]

Slides: one slide outline per lesson, 2.1 through 2.22, in the same folder, Slides 02.MM - [Title].md. The site build renders every outline as an HTML deck.

No-device plan for the whole unit: ClassroomStreet is the only part of the unit that needs a device, and every trading day has the paper version: the dispatch is read aloud and projected, the window's prices are on the board from the paper price table, each student records trades on Handout 02.19 - Paper Ledger.md, and the trading partner checks the math; on the closing bell the leaderboard is written on the board from the ledger sheets collected the day before, and Lesson 2.19 Day 2 is paper already. The Round 2 windows run the same way from the price table's Days 10 to 12 (Project 02 and Lesson 2.20 describe it). The Skittles game, the pay stub, the budget, the register, and the cluster walk are all paper; the All About Me has a poster option; the career research card has printed career sheets. [Sal: your Fortune Street docs describe the app running on a laptop with no internet on the school LAN; that is a second fallback if your school's Wi-Fi blocks the public site.]

11. Health and other-department coordination

Health: the health course covers sleep and stress management. Lesson 2.6 uses the sleep range for this age as one line of the time audit and names the health teacher as the source; agree on the numbers so both rooms say the same thing. FACS does not teach the stress toolkit here. Lesson 2.17 does one thing with it: when the crisis dispatch lands, students name two signs of stress they notice in themselves or the room and take one step (wait, breathe, reread the decision grid) before they tap Sell. That is HSW 6. c) practiced once, on purpose, with fake money. Everything else about stress belongs to the health teacher and to Unit 3 (Lessons 3.7 and 3.8). Anything a student says in 2.17 about money worry at home is treated as a referral to the counselor, not a class discussion, and the lesson says so. [Sal: tell the health teacher in the first week that 2.17 will name the signs of stress, so the words land the same way in both rooms.]

Math: the math teacher covers percent in grade 6 and 7 (percent of a number, percent change) and exponents in grade 8. Lessons 2.8, 2.11, 2.12, and 2.18 use the same words and the same setup (part over whole, times 100; end minus start over start) so the skill transfers. Lesson 2.14 Day 2 gives math a real integer data set (gain or loss from 25,000), and the four scenario cards from 2.9 make a percent practice set. Compound growth as repeated multiplication is the grade 8 stretch in 2.12 and is not required of grade 6. [Sal: ask the math teacher which grade has percent change by December, because 2.18 depends on it.]

Social studies: if the social studies course runs an economics unit or reaches the 1929 crash or the 2008 crisis, Lessons 2.15 and 2.17 can use the same examples, and the reveal in 2.19 names 2008 and 2020. FACS stays on what a person does with their own money when a market falls; the causes of a crash belong to social studies.

ELA: the Investor Report is an informational piece with a claim and evidence from a source (the journal and the ledger). Lesson 2.19 uses the same claim, evidence, and conclusion words the ELA teacher uses. Share the report template with the ELA teacher so students see one structure.

Art: the All About Me one-pager (2.3) borrows the art room's layout rules (one focal point, one image, white space, readable from three feet) and can borrow its 11 by 17 paper.

12. Connections (in-building and community)

• Inside the building: the math teacher, for Lessons 2.12 and 2.18. FACS gives the math class a real percent change problem set with a ClassroomStreet price history attached, the Day 2 gain or loss numbers for integer practice, and a compound growth table students already built; the math teacher gives FACS the method and the vocabulary students already know, and, if willing, five minutes in math class on the day of Lesson 2.18 to check the return math.
• Inside the building: the school counselor, for Lessons 2.21 and 2.22. FACS gives the counselor a class that has picked a top three from the 16 clusters with an interest code behind it and a career research card the counselor can put in the student's file; the counselor gives FACS the NYS Career Zone login routine, your school's high school course sheet for the six paths, and a ten-minute visit on day 64 or 65. [Sal: name the counselor once you know the building.]
• Community: a local credit union or bank branch, for Lesson 2.10 or 2.12. FACS gives the branch a class of future members who know the difference between debit and credit and a thank-you card from each student; the branch gives FACS a ten-minute visit (in person or on video) on ways to pay and what a savings account and a certificate pay right now, and a stack of real deposit slips and blank check samples for the register practice. [Sal: name the nearest branch to your school; a credit union is the better fit because it can explain what "member" means.]
• Community: a Junior Achievement volunteer, for Lesson 2.14 or 2.20. FACS gives the volunteer a class that has already built a budget and is trading a market, so the visit is a conversation and not a lecture; the volunteer gives FACS a working adult who can say what they do all day and what they earn, and one real story of a money decision that went wrong. [Sal: Junior Achievement of New York serves Long Island; confirm the request lead time, which is usually several weeks.]

13. Vocabulary for translation

See Vocabulary 02.md: 54 Tier 3 terms across the five topics with a one-line student definition and columns for Turkish, Portuguese, and Spanish, marked [check with a native speaker] until a native speaker verifies them, plus sentence starters for the Investor Journal, for the All About Me share, and for giving feedback in all four languages. Lesson 2.19 adds its own reveal words (stock, startup or IPO, corporate bond, treasury bond, IRA, high-yield savings account, REIT) on picture slides; they are not in the table.

14. What Sal should replace

Placeholders in the three unit-level files (Unit 02, Calendar 02, Vocabulary 02). The lesson, project, rubric, and assessment files list their own.

In this unit plan:

1. Section 6: [Sal: that borrows 10 minutes from Lesson 3.1; if you would rather post the standings on the wall and skip the read-aloud, do that. Freeze the market over any break inside the run so the leaderboard on a Monday matches Friday's exit cards.]
2. Section 7: [Sal: confirm the Standard 2 and Standard 3 wording against the NYSED PDF before the standards map goes live; see crosswalk E.4.]
3. Section 8: [Sal: the lessons use AQ25,000 and seven ventures, from your Desktop files; your August portfolio says the live site has ten ventures. Confirm the list, and any extra three need a line on the reveal slide.]
4. Section 8: [Sal: the Project 02 sheet is the authority on the due date and the Round 2 rules if it says otherwise.]
5. Section 8: [Sal: your Fortune Street rubric scored participation, analysis and decision making, emotional control, and reflection; Rubric 02 keeps those four and adds the revised budget as the fifth criterion, 20 points.]
6. Section 9: [Sal: if your school's MP1 ends on a different day, the calendar says which checks move.]
7. Section 10: [Sal: set the device plan once you know what your school has. ClassroomStreet ran on the school Wi-Fi at Brentwood with your laptop as the server; confirm whether the public site removes that step, that the leaderboard shows merchant numbers or trading-house names and never real names, and whether any student name touches a server you control.]
8. Section 10: [Sal: put your school's supply budget here; the Skittles line is the only one that repeats every section.]
9. Section 10: [Sal: if a handout name on a lesson page does not match this list, the lesson page wins.]
10. Section 10: [Sal: your Fortune Street docs describe the app running on a laptop with no internet on the school LAN; that is a second fallback if your school's Wi-Fi blocks the public site.]
11. Section 11: [Sal: tell the health teacher in the first week that 2.17 will name the signs of stress, so the words land the same way in both rooms.]
12. Section 11: [Sal: ask the math teacher which grade has percent change by December, because 2.18 depends on it.]
13. Section 12: [Sal: name the counselor once you know the building.]
14. Section 12: [Sal: name the nearest branch to your school; a credit union is the better fit because it can explain what "member" means.]
15. Section 12: [Sal: Junior Achievement of New York serves Long Island; confirm the request lead time, which is usually several weeks.]
16. Not a placeholder but a gap to close: IGLR 4. g) (family transitions and personal finance) is taught in Lessons 2.9 Day 2 and 2.17 as this plan reads them, but no lesson page prints the line in its standards block. Add it to one of them (2.9's grade 8 stretch, the budget when income drops 25 percent, is the natural home; 2.12's emergency fund, three months of bills, is the other) so the standards map has a lesson page to point to.

In Calendar 02.md:

1. Header: [Sal: the calendar is in day numbers; map them onto your school's calendar.]
2. Day 45 cell: [Sal: if your school's marking period 1 ends before day 45, the Goal Plan and the All About Me product still land in MP1; only the Needs vs Wants day moves.]
3. Day 53 cell: [Sal: if a school break lands right after day 53, the market is on manual advance, so it holds at window 2 over the break. Tell the class which window they come back to.]

In Vocabulary 02.md:

1. Header: [check with a native speaker] on all three translation columns.
2. Sentence starters: [Sal: swap in the Turkish and Portuguese starters from your Brentwood Fortune Street run if they read better than these.]