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Sample Educator's Preview Packet

The Money $avvy Teen

A preview of the 9-Week Quarter / Supplemental Unit — a complete, self-contained financial literacy module designed to integrate within an existing Economics, Social Studies, or Life Skills course. Grades 9–12.

This packet includes a full contents overview and selected sample pages from the complete educator's package — lesson plans, student handouts, assessments, and rubrics — all professionally designed and ready to print.

Book Author
Robbie Hyman
Book Publisher
Bloomsbury Academic, 2026
Format
9-Week Quarter Unit
Grade Level
Grades 9–12
Complete Package Overview

What's in the 9-Week Quarter Package

The complete package gives teachers everything needed to deliver a rigorous, engaging 9-week financial literacy module within an existing course — no additional prep required. Items marked Sample Included appear in this preview packet.

Lesson Plans 45 full daily plans
★
Week 1, Day 1 — Full Lesson Plan
UbD Stage 1 (Desired Results), Stage 2 (Assessment Evidence), Stage 3 (Daily Learning Plan)
SAMPLE →
✓
Week 1 — Full UbD lesson plan (5 daily plans)
✓
Weeks 2–9 — Expanded daily plans with WHERETO sequencing
✓
All 45 days: Teacher moves, student activity, exit ticket
✓
9-week pacing guide with week-by-week overview
Student Handouts & Activities 8 handouts + activities
✓
Financial Autobiography & Money Map (Week 1)
★
Peer Pressure Scenario Cards (Week 7)
Role-play activity · escalating difficulty · all formats
SAMPLE →
✓
Whole Money Picture Worksheet (Chapter 1)
✓
Credit Card Math Worksheet (Chapter 10)
✓
Personal Budget Project (Chapter 14)
✓
Lending & Borrowing Decision Framework (Chapter 17)
Assessments 3 quizzes + 1 exam
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Chapter Quiz — Part I (Chapters 1–7)
Multiple choice, T/F, short answer · Answer key included
SAMPLE →
✓
Quiz 2: Money Toolkit (Chapters 8–16)
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Quiz 3: Social Side of Money (Chapters 17–27)
✓
Culminating Exam (50 pts) · All 9 weeks
Essays & Rubrics 2 essays + rubrics
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Personal Financial Manifesto Rubric
Culminating task · reflection-based scoring · instructor copy
SAMPLE →
✓
Mid-unit essay: "My Money Mindset" (Week 5)
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Culminating essay + rubric (Week 9)
Shared Resources (All Formats) included
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Full Educator's Guide with teacher notes
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Standards alignment: Jump$tart · CEE · CCSS
✓
Vocabulary word wall (all 3 parts)
✓
Entry/exit survey with scoring guide
✓
Middle school adaptation guide (Grades 7–8)
★ Sample Included — preview page in this packet ✓ Included — in the complete package
Sample Educator's Preview — 9-Week Quarter Unit
From: Lesson Plans — Week 1, Day 1
Sample · Lesson Plan · Week 1 · Day 1

Money Mindset: Why We Spend What We Spend

9-Week Quarter Unit · Grades 9–12 · UbD Framework (Wiggins & McTighe, ASCD)
The Money $avvy Teen
Ch. 1 · 50 minutes
Week 1 of 9
1
STAGE 1 — DESIRED RESULTS
Standards
Jump$tart: Spending (SS1), Financial Decision-Making (SS3) · CEE Standard 2 · CCSS.ELA-LITERACY.RI.9-10.6
JS: SpendingCEE 2CCSS RI.9-10.6
Enduring Understandings
  • Our brains are wired to spend — by biology, habit, and advertising. Awareness is the first step toward control.
  • The "Monday Me" concept gives students a concrete tool for connecting today's spending decisions to their future selves.
  • Financial literacy is not about knowing facts — it is about building habits that stick.
Essential Questions
  • What is your money actually doing — and do you know?
  • What forces are pulling you toward spending without your awareness?
  • What would your future self say about a financial decision you made this week?
Know / Do
Know: The Whole Money Picture framework; the "Monday Me" concept; the difference between emotional and rational spending.
Do: Complete a Financial Autobiography; identify one spending force they recognize in their own life.
2
STAGE 2 — ASSESSMENT EVIDENCE
Performance Task
Financial Autobiography (Day 3): Students write a 1-page snapshot of their current financial life. All sources of income, regular expenses, one financial goal. Not graded for accuracy — graded for completeness and reflection.
Other Evidence
  • Day 1 exit ticket: "What do I already know about money?"
  • Day 5 exit ticket: "One financial habit I want to examine this unit."
  • Class participation in opening discussion
3
STAGE 3 — DAILY LEARNING PLAN
DayWHERETOTeacher MovesStudent Activity
Day 1W — Where & WhyIntroduce unit: what personal finance is, why it matters for students right now, how this unit is structured. Administer entry survey.Complete entry survey. Free-write: "What does it mean to be good with money?"
Day 2H — Hook & HoldRead Ch. 1 opening with class. Discuss Will Smith going broke at 22. Ask: does knowing advertisers are trying to plant beliefs in your head change how you feel about ads?Annotate Ch. 1. Share one fact that surprised them. Identify one Spending Rip Current force in their own life.
Day 3E — Equip & ExploreStudents complete Financial Autobiography worksheet. Model with a fictional example. Introduce the Whole Money Picture framework. Introduce key vocabulary: income, fixed expenses, variable expenses.Write financial autobiography. Share with a partner. Set one financial goal for the unit.
Day 4R — Rethink & ReviseSocratic discussion: "Is it rational to prioritize Present You over Future You?" Teacher facilitates; students cite evidence from Ch. 1.Participate in discussion. Listen for ideas they hadn't considered. Revise their goal if needed.
Day 5E/O — Evaluate & OrganizeReview and reflect on Ch. 1. Preview Week 2 (Chapters 2–4: Monday Me and Spending Rip Current). Collect journals for teacher review.Exit ticket: "One financial habit I want to examine this unit." Review autobiography with teacher feedback.
Support (Struggling Learners)
Provide a pre-filled Whole Money Picture template with categories labeled. Offer the "Letter from Future You" as a structured fill-in-the-blank. Allow drawing/visual representation for Financial Autobiography instead of written response.
Extension (Advanced Learners)
Research the full UCLA future-self study and present a 2-minute summary to the class. Compare the book's Monday Me concept to the economics idea of "hyperbolic discounting." Write a persuasive argument: should teens be legally restricted from taking on debt?
ELL / Language Support
Vocabulary focus: endorphin, discretionary, spontaneous. Use visual Whole Money Picture diagram. Allow journal entry in home language with key English terms labeled. Pair with bilingual peer for Day 4 discussion.
Materials / Tech Needed
Entry survey · Financial Autobiography worksheet · Ch. 1 of book · Age-imaging app printout (optional) · Journal/composition book · Whiteboard space for class diagram
Sample Educator's Preview — 9-Week Quarter Unit
From: Student Handouts — Peer Pressure Scenario Cards
Sample · Student Handout · Week 7 · Chapter 19

Peer Pressure Scenario Cards

Role-play activity · Cut apart and use in pairs or small groups · Escalating difficulty
The Money $avvy Teen
Chapter 19 · Grades 9–12
Print, cut, and distribute
How to use: Cut along the dotted lines. Give each pair one card. Student A plays the "Pressurer" and Student B practices responding with their standard phrase: "I'm watching my money for a while." After the role-play, switch roles. Then discuss: What made it hard to say no? What made it easier? Progress to harder cards as students build confidence.
1
Level: Easy

Your friend says: "Come on, everyone is going to the mall after school. You have to come — it'll be so fun. Just a little shopping." You have $20 left until next week and you need it for lunch.
Your standard phrase:
What happened in your body when you said it?
2
Level: Easy

Your group of friends is all buying the same $35 hoodie to wear on a class trip. "Everyone's getting one — don't you want to match?" You haven't budgeted for it and your paycheck doesn't come for another week.
Your standard phrase:
What might you say if they push back?
3
Level: Medium

A close friend says: "I know you said you're saving money, but this is a once-in-a-lifetime concert. If you don't come you'll regret it forever. I'll pay and you can pay me back eventually." The ticket costs $75.
Your standard phrase + follow-up:
What does Ch. 18 say about this situation?
5
Level: Hard

"I just feel like you never want to do anything fun anymore since you started this 'saving money' thing. Are we still even friends?" This is your best friend. You don't want to hurt their feelings, but you also can't afford what they want to do.
Your standard phrase + a follow-up:
What would the author say about a friend who says this?
Teacher Notes: Cards 1–2 are good starting points for most students. Cards 3–4 introduce the borrowing/lending dimension from Ch. 18. Cards 5–6 are emotionally harder and work well for older or more advanced students. The goal is not to script responses but to build the muscle of saying no comfortably. The debrief is as important as the role-play itself — look for students who can identify what made their body feel uncomfortable when declining, and validate that discomfort as normal.
Sample Handout — Peer Pressure Scenario Cards
From: Assessments — Chapter Quiz (first 5 of 10 questions)
Sample · Chapter Quiz · 9-Week Format · Chapters 1–7

Chapter Quiz: Part I
The Psychology of Money

The Money $avvy Teen
Total: 40 points · 25 minutes
Answer key included (instructor copy)
Score
___
/ 40

The complete quiz includes 10 multiple choice questions, 5 true/false, and 3 short answer covering Chapters 1–7.

Section A — Multiple Choice  2 pts each

Circle the letter of the best answer.

1
The author argues that spending money is enjoyable because it releases:
A
Adrenaline — the same chemical released during competition
B
Endorphins — the same feel-good chemicals released by exercise and food
C
Dopamine — a chemical only released by addictive behaviors
D
Serotonin — a chemical released exclusively during social activities
2
Which of the following BEST describes the "Monday Me" concept?
A
A motivational technique where you plan your week on Mondays
B
A budgeting method that resets your spending limit each week
C
A framework for consulting your future self before spending decisions
D
A habit-tracking app recommended in Chapter 2
3
What is a "Spending Rip Current"?
A
A viral social media trend encouraging impulse purchases
B
The invisible combination of emotional triggers, habit, and credit that pulls spending beyond your means
C
A type of credit card with an exceptionally high interest rate
D
A term for the psychological discomfort of not spending money
4
According to Chapter 4, which of the following BEST explains habituation?
A
The brain's ability to form healthy financial habits over time
B
The process by which new purchases quickly lose their appeal
C
A clinical term for compulsive spending behavior
D
The social pressure to own the same things as one's peers
5
Advertising is designed to:
A
Inform shoppers about the best available prices
B
Build brand loyalty through honest product comparison
C
Penetrate the public mind with desires and beliefs they would not naturally have
D
Connect buyers and sellers in a mutually beneficial exchange
Answer Key (Instructor Copy):  1-B   2-C   3-B   4-B   5-C   · Questions 6–10 and short answer included in complete package
Sample Educator's Preview — 9-Week Quarter Unit
From: Assessments — Personal Financial Manifesto Rubric (Instructor Copy)
Sample · Rubric · Instructor Copy · 9-Week Format

Personal Financial Manifesto — Grading Rubric

Total: 20 points · Scored on depth of reflection, not financial accuracy · Do not distribute to students
The Money $avvy Teen
Week 9 Culminating Task
Grades 9–12
Grading philosophy: This manifesto is a reflection task, not a content quiz. Award points for genuine engagement, specificity, and evidence that the student connected the material to their own life — not for "correct" financial decisions. A student who honestly admits they struggle with peer pressure and articulates a specific plan earns full credit over a student who writes generic commitments.
Section Exemplary (4 pts)4 Proficient (3 pts)3 Developing (2 pts)2 Beginning (1 pt)1
§1 Whole Money Picture
/ 4 pts
 Accurately describes current financial life with specific income/expense details; identifies one concrete change with a reason Describes financial situation with some detail; mentions a change but vaguely General description with little specificity; no clear change identified Incomplete or single-sentence response with no reflection
§2 Credit Card Commitment
/ 4 pts
 States a specific, actionable commitment (e.g., "pay in full within 3 days of bill arrival"); identifies a meaningful concept learned with explanation Commitment is clear but general (e.g., "pay it off each month"); identifies a concept learned Commitment is vague; learning stated without connection to personal action Incomplete; repetition of prompt language without personal engagement
§3 Lending Policy
/ 4 pts
 States a clear, specific policy (e.g., "I will not lend more than $10, only if I can afford to lose it, with repayment terms set upfront") with brief reasoning States a policy that is clear but lacks full specificity; no reasoning given Policy is implied but not stated clearly No clear policy articulated; general statement only
§4 One Principle
/ 4 pts
 Names a specific concept from the book, explains it accurately in own words, and connects it to a personal experience or future scenario Names a concept and explains it, but connection to personal life is thin Names a concept; explanation paraphrased from the book without personal connection Vague reference to a concept; no explanation or personal connection
§5 30-Day Challenge
/ 4 pts
 Names a specific life hack; describes exactly what they will do (how often, when, what it will replace); explains why they chose this one over others Names a life hack; describes what they'll do but lacks full specificity; gives a reason Names a life hack; describes it in general terms; no clear commitment or reason Life hack named only; no description or reasoning provided
Total: _____ / 20
18–20 = Exemplary  |  14–17 = Proficient  |  10–13 = Developing  |  Below 10 = Revise & Resubmit
Sample Rubric — Personal Financial Manifesto
Book approved by Jump$tart Clearinghouse
Ready to Adopt

The complete package.
Nothing left
to build.

The 9-Week Quarter Unit is one of four formats included in the full Money Savvy Teen Educator's Resource Packet — each professionally designed, standards-aligned, and ready to print and teach on Day 1.

9-Week Quarter Unit (this package)
  • 45 full day-by-day lesson plans (UbD format)
  • 8 student handouts + activity materials
  • 3 chapter quizzes + 1 culminating exam (50 pts)
  • 2 essay prompts + rubrics + personal manifesto
  • Middle school adaptation (Grades 7–8)
3-Week Mini-Unit
  • 15 full day-by-day lesson plans (UbD format)
  • 5 student handouts + activity materials
  • Mini quiz, manifesto template, rubric
  • Entry/exit survey + vocabulary word wall
  • Middle school adaptation (Grades 7–8)
Shared Across All Formats
  • Full Educator's Guide with TOC + teacher notes
  • Standards alignment: Jump$tart · CEE · CCSS
  • 3 pacing guides (3-week, 9-week, 18-week)
  • Vocabulary word wall + financial autobiography
  • Entry/exit survey with teacher scoring notes
Middle School (All Formats)
  • Adaptation guide for every lesson plan
  • Simplified vocabulary and scaffolded activities
  • Grade 7–8 appropriate handouts and assessments
  • Reduced reading load with visual supports
Request Full Package & Desk Copy
bloomsbury.com/academic
Jump$tart Clearinghouse: jumpstart.org
The Money Savvy Teen: Building Smart Financial Habits That Will Last a Lifetime
Robbie Hyman · Bloomsbury Academic, 2026
HB: 979-8-7651-8912-2  ·  ePDF: 979-8-7651-8914-6  ·  eBook: 979-8-7651-8913-9