Original Work Progress Assessment #1 

Student: ​Maansi Chodavarapu 

Topic:​ Investments and Securities 

Date: ​March 10, 2019 

INTRODUCTION + STATEMENT OF PURPOSE 

Through the guidance of my mentor, Ms. Laurie Pertile, I will host a five-day 

boot camp for twelve sixth-graders at Maus Middle School, using games to teach 

essential versus discretionary expenses, types of investments, the three bucket 

budgeting method, and jobs in Finance.  

The camp will last for thirty minutes every day, as I will teach them about 

Finance using brief presentations and games, which will hopefully equip them with 

tools needed to finance their future. On the final day, the students will participate in a 

competition to showcase their newly gained knowledge. Ultimately, I intend for my 

program to convey the importance of financial literacy in an engaging way that 

encapsulates all of my skills and knowledge learned in ISM this year regarding 

Investments and Securities. 

CURRENT STAGE OF PROGRESSION (​DESCRIPTION​) 

On Monday, March 4, Ms. Pertile and I met for an hour to discuss my progress 

with my original work. The week before, I selected the topics to be taught in the 

seminar. Originally, I thought that the selection would be easy, however I 

underestimated my enthusiasm to teach and share all of my knowledge. Using the list 
compiled during the meeting with a few sixth graders, I narrowed down the fourteen 

possible topics to four: essential versus discretionary expenses, types of investments, 

the three bucket budgeting method, and jobs in Finance. Since I was slightly behind 

my planned schedule, I started drafting the curriculum plan which contained the topic, 

description, and game to be played for each day.  

During the mentor meeting, Ms. Pertile expressed concern about my pacing as I 

did not have a concrete curriculum yet. She suggested that I complete my curriculum 

plan and create one of the games by our meeting next week during Spring Break. I plan 

on finishing the curriculum by Tuesday and using it to craft a modified Jenga to teach 

essential versus discretionary expenses. 

  

CURRENT STAGE OF PROGRESSION (​DEPICTION​) 

List of Interested Topics Compiled by a few Sixth Graders: 

 
Current Progress of Curriculum Plan: 

Day 1: 

Topic: Types of expenses (Essential versus Discretionary) 

PPT: General description of essential and discretionary items 

Game: Jenga 

● Put the foundation pieces as essential expenses 

● And the other removable pieces as discretionary 

● Have them learn that life can go on without the discretionary items 

● Give them 5 turns to pick which 5 things they should spend their money on for 

the month 

○ Steer them toward choosing essentials 

CHECKPOINTS 

● Recent Checkpoint: 

○ March 4, 2019 

■ By this meeting, I was required to finalize four concepts out 

of my list of fourteen possible topics to teach in the 

bootcamp. I decided upon teaching essential versus 

discretionary expenses, types of investments, the three 

bucket budgeting method, and jobs in Finance. 

■ I shared my progress in compiling a curriculum plan, which 

included completing the outline for Day 1. 

 ■ Ms. Pertile expressed her concern over not having a 

tangible plan or game yet, especially given that I intend to 

host the camp by the last week of April (only one and a half 

month away). 

● Upcoming Checkpoint: 

○ March 14 or March 15, 2019 

■ Plan of Action: By the next mentor meeting, I intend on 

making significant progress on my Original Work to ease 

the pressure of time constraints, which include: 

● (1) ​Finish the Curriculum Plan:​ Include the topic, 

powerpoint information, and description of the game 

for each day 

● (2) ​Solidify Idea for Final Competition:​ ​ ​State the 

different mini-games and how to select the final 

winner 

● (3) ​Send an Email to Ms. Carthey:​ Describe the details 

and plan for the boot camp to the counselor for sixth 

grade at Maus Middle School, as a follow up to our 

conversation on Wednesday (March 6) 

● (4) ​Make the Jenga Game:​ Color-code the blocks and 

list the different costs to associate with essential 

versus discretionary spendings 

CONCLUSION 

In terms of my Original Work, I am currently falling behind the planned 

schedule. I originally hoped to contact Maus Middle School and finish the curriculum 

by March 4. However, I made the decision to focus on practicing for the Texas State 

Competition for Business Professionals of America. Although I do not regret this 

decision, I have to put in extra time this upcoming week to get back on schedule, which 

I find discouraging especially because it is Spring Break.  

At this point in my journey, I finalized the topics to be taught in the seminar and 

need to craft a concrete plan for the program. I must constantly remind myself that my 

audience is a group of sixth graders, requiring me to dramatically simplify the 

explanations of the concepts. Since I have a younger sibling in the same grade, I am 

motivated to make games that are informative yet engaging to help her and her peers.  

By planning and executing the bootcamp, I will get insight into the inner 

workings of the financial world while communicating my findings through strong 

writing and presenting skills. The work will teach me about advertising myself to 

establish credibility and trust in the desired audience, the sixth graders, and their 

parents. Even importantly, starting a camp with the aid of my mentor can even give me 

a taste of entrepreneurial spirit, as it will mimic starting a company from the ground 

up. Despite whether the program continues and further expands, I hope that my 

product will equip this generation with tools that ensure their financial security and 

success as adults.