Book approved by Jump$tart Clearinghouse
Sample Educator's Preview Packet

The Money $avvy Teen

A preview of the 18-Week Full-Semester Course — a complete standalone personal finance elective for Grades 9–12. Built for state graduation mandate compliance in all 30 states currently requiring personal finance.

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
18-Week Full Semester
Grade Level
Grades 9–12
Complete Package Overview

What's in the 18-Week Full-Semester Package

The complete package includes everything a teacher needs to deliver a full semester personal finance course. 90 lesson plans, all assessments, all handouts — zero additional prep. Items marked Sample Included appear in this preview packet.

Lesson Plans 90 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 →
✓
Weeks 1–5 — Full UbD lesson plans (25 daily plans)
✓
Weeks 6–18 — Expanded daily plans with WHERETO sequencing
✓
All 90 days: Teacher moves, student activity, exit ticket
✓
18-week pacing guide with week-by-week overview
Student Handouts & Activities 12 handouts + activities
✓
Financial Autobiography & Money Map (Week 1)
★
Peer Pressure Scenario Cards (Week 16)
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)
✓
Investment Red Flag Activity (Chapter 15–16)
Assessments 6 quizzes + 3 unit exams
★
Mini End-of-Unit Quiz — Part I (Chapters 1–7)
Multiple choice, T/F, short answer · Answer key included
SAMPLE →
✓
Quizzes 1–6 covering all 27 chapters
✓
Part I Unit Exam (100 pts) · Chapters 1–7
✓
Part II Unit Exam (100 pts) · Chapters 8–16
✓
Part III Unit Exam (100 pts) · Chapters 17–27
Essays & Rubrics 5 essays + rubrics
★
Personal Financial Manifesto Rubric
Culminating task · reflection-based scoring · instructor copy
SAMPLE →
✓
5 essay prompts with rubrics (one per unit + final)
✓
Personal Financial Plan template (End of semester)
✓
Student journal prompt list (100 prompts, 18-week)
Shared Resources (All Formats) included
✓
Full Educator's Guide with teacher notes
✓
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 — 18-Week Full Semester
From: Lesson Plans — Week 1, Day 1
Sample · Lesson Plan · Week 1 · Day 1

Introduction: Why This Book Exists — and Why It's for You

18-Week Full Semester · Grades 9–12 · UbD Framework (Wiggins & McTighe, ASCD)
The Money $avvy Teen
Intro · 50 minutes
Week 1 of 18
1
STAGE 1 — DESIRED RESULTS
Standards
Jump$tart: Financial Decision-Making (SS3) · CEE Standard 12 · CCSS.ELA-LITERACY.RI.9-10.6
JS: Decision-MakingCEE 12CCSS RI.9-10.6
Enduring Understandings
  • Personal finance is not about deprivation — it is about awareness. The Whole Money Picture gives students a tool to see, for the first time, what their money is actually doing.
  • Every financial decision has a future consequence. The "Monday Me" framework makes that consequence visible before the decision is made.
  • Even high earners can go broke — not from lack of money, but from lack of awareness. Will Smith's story is the course's opening case study.
Essential Questions
  • What is your money actually doing right now — and do you know?
  • Who is your "Monday Me" — and what would that person say about your spending habits today?
  • Why do so many people earn a lot and still end up broke?
Know / Do
Know: The Whole Money Picture framework; the "Monday Me" concept; the three forces of the Spending Rip Current.
Do: Complete a personal Financial Autobiography; identify one habit they want to change.
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, and one financial goal. Shared in small groups; not graded for accuracy.
Other Evidence
  • Day 1 exit ticket: "What do I already know about money?"
  • Day 5 exit ticket: "One money question I want answered this semester."
  • Class participation in introductory discussion
3
STAGE 3 — DAILY LEARNING PLAN
DayWHERETOTeacher MovesStudent Activity
Day 1W — Where & WhyIntroduce course: state mandate context, what personal finance means, and why it matters for students right now. Administer entry survey.Complete entry survey. Free-write: "What do I already know about money?"
Day 2H — Hook & HoldRead introduction aloud with class. Discuss Will Smith going broke at 22. Why does a person with $10M go broke? What's the real story?Annotate introduction. Share reactions. Identify one fact that surprised them.
Day 3E — Equip & ExploreStudents complete Financial Autobiography. Introduce the three-part book structure. Explain how class will work (discussions, quizzes, activities).Write financial autobiography. Share with a partner. Set one financial goal for the semester.
Day 4R — Rethink & ReviseSmall group discussion: "What does a financially healthy life look like at 18? At 30? At 60?" Bring groups together to compare.Participate in discussion. Listen for ideas they hadn't considered. Revise their goal if needed.
Day 5E/O — Evaluate & OrganizeEstablish class norms for discussing money. Preview Week 2 (Chapter 1). Return entry surveys with teacher's observations.Exit ticket: "One money question I want answered this semester." Collect for teacher use in planning.
Support (Struggling Learners)
Provide sentence starters for the Financial Autobiography. Allow verbal response for the exit ticket instead of written. Pair with a supportive partner for Day 4 discussion. Focus on 1–2 concepts rather than full overview.
Extension (Advanced Learners)
Research one of the Jump$tart National Standards and write a half-page explanation of why it matters. Compare two states' financial literacy graduation requirements. Find a news article about teen financial habits and bring to Day 5.
ELL / Language Support
Pre-teach key vocabulary: income, expense, budget, credit, savings. Provide a visual glossary. Allow home language for entry survey if needed. Partner with a bilingual peer for Day 2 discussion.
Materials / Tech Needed
Entry survey (printed or Google Form) · Financial Autobiography worksheet · Whiteboard or chart paper · Copies of book introduction · Student journals or composition books (used throughout course)
Sample Educator's Preview — 18-Week Full Semester
From: Student Handouts — Peer Pressure Scenario Cards
Sample · Student Handout · Week 16 · 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 · Part I · Chapters 1–7

Part I Quiz: Chapters 1–7
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
According to the book, 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
Which of the following is TRUE about habituation?
A
It is a positive habit that helps people save more money over time
B
It refers to the tendency for new purchases to quickly lose their appeal
C
It was first described by behavioral economists in the 1990s
D
It only affects people who are prone to compulsive spending
5
According to Chapter 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 — 18-Week Full Semester
From: Assessments — Personal Financial Manifesto Rubric (Instructor Copy)
Sample · Rubric · Instructor Copy · 18-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 18 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 18-Week Full-Semester course 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.

18-Week Full Semester (this package)
  • 90 full day-by-day lesson plans (UbD format)
  • 12 student handouts + activity materials
  • 6 chapter quizzes + 3 unit exams (100 pts each)
  • 5 essay prompts + rubrics + personal financial plan
  • Student journal prompt list (100 prompts)
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