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Simple Symbols (Texas)

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Summary

Students will recognize and use the word “symbol” and create a glyph using symbols about themselves.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will recognize and use the word “symbol” and create a glyph using symbols about themselves.

Major Subject Area Connections

  • Art
  • Language Arts
  • Math
  • Social Studies

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Two
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Body parts
  • Colors
  • Symbols of our country

Terms and Concepts

  • Quarter
  • Reverse (back)
  • Symbol
  • Glyph
  • Texas

Materials

  • Images of the Statue of Liberty, a bald eagle, and the United States flag
  • 1 overhead transparency (or photocopy) of the Texas quarter reverse
  • 1 overhead projector
  • 1 class map of the United States
  • Chalkboard or chart paper
  • Chalk or markers
  • 1 copy of an age-appropriate text that relates to Texas, such as:
    • Tumbleweed Tom on the Texas Trail by Jackie Mims Hopkins
    • I’m going to Texas/Yo voy a Tejas by Mary Dodson Wade
    • The Armadillo from Amarillo by Lynne Cherry
  • 1 copy of an age-appropriate text that relates to your state
  • 1 overhead transparency (or photocopy) of your own state’s quarter reverse (if available) or other materials depicting your state’s symbols
  • Copies of the “All About Me” glyph
  • 1 overhead transparency of the “All About Me” glyph
  • 1 overhead transparency of the “Glyph Symbols Chart”
  • Crayons

Preparations

  • Locate images of the Statue of Liberty, the American flag, and a bald eagle.
  • Make an overhead transparency (or photocopy) of:
    • The Texas quarter reverse
    • Your own state’s quarter reverse (if available)
    • The “Glyph Symbols Chart”
    • The “All About Me” glyph
  • Locate an appropriate text that relates to Texas (See examples under “Materials”).
  • Locate an appropriate text that relates to your state.
  • Make copies of the “All About Me” glyph (1 per student).
  • Complete the “All About Me” page yourself before session 2.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/224.pdf.

Session 1

  1. Show your students a picture of a United States flag. Ask your students to identify the picture.
  2. Once students have correctly identified the flag, ask students to discuss what this picture means to them. Explain to students that the United States flag is a symbol of our country. Explain that Americans see this flag as a symbol of our country.
  3. Show your students a picture of a bald eagle. Ask students to identify the picture. If necessary, explain to students that this is a very special bird because it is our country’s bird. Explain that Americans see this bird as a symbol of our country.
  4. Show students a picture of the Statue of Liberty. Ask students to identify the picture. Discuss the statue and its location. Explain that Americans see this statue as a symbol of our country.
  5. Continue with a discussion of symbols, explaining that a symbol is a picture that has more than one meaning. Use examples from around the room or those students might recognize (i.e. a heart symbolizes love, etc.) to go over this idea.
  6. Introduce the next activity to students by explaining that they will become symbols experts today by looking at the symbols on quarter reverses.
  7. Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available. Then display the transparency or photocopy of the Texas quarter reverse. Locate Texas on a classroom map. Note its position in relation to your school’s location.
  8. Create a T-chart on the board or on a piece of chart paper. Label the left column “Texas” and the right column with the name of your state.
  9. Ask students to identify what symbols they see on the Texas quarter reverse. Guide them to respond that they see some rope, a star, and the outline of the state. Write student responses in the “Texas” column of the T-chart.
  10. Ask students why these symbols are important to people who live in Texas.
  11. Select an appropriate children’s text about Texas. Introduce students to the selected text. As a group, preview the text and illustrations to generate observations about what might be occurring at different points in the book.
  12. Read the selected text aloud to the class. During the reading, attend to any unfamiliar vocabulary.
  13. On the T-chart, have students add any additional Texas symbols based on the information in the book.

Sessions 2 and 3

  1. Select an appropriate children’s book about the students’ home state. Introduce them to the selected text. As a group, preview the text and illustrations to generate observations about what might be occurring at different points in the book.
  2. Read the selected text aloud to the class. During the reading, attend to any unfamiliar vocabulary.
  3. On the T-chart from the previous session, have students list symbols of their home state.
  4. Looking at your state quarter if available (or another symbol of your state, i.e. a stamp, your state flag, etc.), list any additional state symbols. Ask students to predict what these symbols mean.
  5. Explain to students what each state symbol means.
  6. Introduce the next activity by telling students that now they will select symbols that represent them in order to create an “All About Me” glyph. Explain that a glyph is a picture representation of different attributes. Distribute one “All About Me” glyph to each student.
  7. Using the overhead transparency of the “Glyph Symbols Chart”, model the activity by reading aloud the first example. Indicate to students which answer best fits you. Color in the corresponding body part in the appropriate color on the “All About Me” glyph transparency.
  8. Direct students to select the correct choice for them in this example. Have students color in the corresponding body part in the designated color on their “All About Me” glyph.
  9. Repeat steps 7 and 8 for each of the examples on the “Glyph Symbols Chart.”
  10. Have students complete their “All About Me” glyphs.
  11. With partners, have students share what their glyphs mean.
  12. Display the student glyphs. Invite students walk around the classroom and look at all of the student coins.

Differentiated Learning Options

Prior to the glyph activity, play several rounds of the “Simon Says” game to review facial features.

Enrichments/Extensions

  • In order to extend this activity, create an “All About Us” coin, selecting symbols that represent your class as a whole.
  • Using a blank coin outline, invite students to create a coin about themselves including illustrations which accurately symbolize them.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: L.K Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print many upper- and lowercase letters.
    • Use frequently occurring nouns and verbs.
    • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    • Produce and expand complete sentences in shared language activities.
  • L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize the first word in a sentence and the pronoun I.
    • Recognize and name end punctuation.
    • Write a letter or letters for most consonant and short-vowel sounds (phonemes).
    • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RI.1.1. Ask and answer questions about key details in a text.
  • RI.1.2. Identify the main topic and retell key details of a text.
  • RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Discipline: Language Arts
Domain: L.1 Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print all upper- and lowercase letters.
    • Use common, proper, and possessive nouns.
    • Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
    • Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    • Use frequently occurring adjectives.
    • Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    • Use determiners (e.g., articles, demonstratives).
    • Use frequently occurring prepositions (e.g., during, beyond, toward).
    • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  • L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize dates and names of people.
    • Use end punctuation for sentences.
    • Use commas in dates and to separate single words in a series.
    • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: SL.K Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • Continue a conversation through multiple exchanges.
  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.
  • RI.K.5. Identify the front cover, back cover, and title page of a book.
  • RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
  • RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.
  • RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RI.K.1. With prompting and support, ask and answer questions about key details in a text.
  • RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
  • RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
  • RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
  • RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.1.7. Use the illustrations and details in a text to describe its key ideas.
  • RI.1.8. Identify the reasons an author gives to support points in a text.
  • RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Discipline: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 6: Making connections between visual arts and other disciplines
Grade(s): Grades K–4
Standards:

  • Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
  • Students identify connections between the visual arts and other disciplines in the curriculum

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–4
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–4
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–4
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features

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