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What’s the Story?

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Summary

Students will plan and organize a group writing assignment based on the 2002 quarter reverse designs.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will plan and organize a group writing assignment based on the 2002 quarter reverse designs.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: One
Session Length: 45-60 minutes
Total Length: 46-90 minutes

Groupings

  • Small groups

Background Knowledge

Students should have basic knowledge of symbols.

Terms and Concepts

Coin design

Materials

  • 5 copies of each of the 2002 quarter reverses
  • 5 envelopes
  • 50 State Quarters® Program State Information sheets

Preparations

  • Make 5 copies of the 2002 quarter reverses using the reproducible coin sheet on page 43, and cut out the quarters (25 coins).
  • Place one “coin” from each state into an envelope (5 envelopes in all).
  • Create story prompts on separate slips of paper and add one prompt to each envelope.
  • Gather and make copies of the 50 State Quarters® Program State Information sheets (on pages 40 and 41).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/347.pdf.

  1. Divide the class into five groups. Explain that each group will be working together to write a story.
  2. Instruct the students in each group to number themselves from one to five. (If groups are larger or smaller, adjust as necessary.)
  3. To each group, give one envelope containing a copy of the five 2002 quarter reverses and copies of the related 50 State Quarters® Program State Information sheets. The envelope will also contain a piece of paper with a story prompt, such as “It all happened one day after school…” or “I couldn’t believe my eyes when….”
  4. Have student number one pick a 2002 state quarter reverse from the envelope. The others should continue to pass the envelope around until each of the five students has picked out a state quarter reverse.
  5. Have one student read the story prompt to the rest of the group.
  6. Model the following process, and then instruct the students to take turns, in the same order as before. During each student’s turn, he or she will add to the group’s story, incorporating into their section a symbol, feature, or fact about the state on the coin that student selected.
  7. While one student is dictating part of the story, the student to the right will record the words on a sheet of paper as they are spoken. The paper is passed around the circle until the story is complete.
  8. When all five images have been incorporated and the final story is decided upon, the group members will edit it for spelling, capitalization, punctuation, and grammar.
  9. Have students from each group share their group story with the class!

Differentiated Learning Options

If personal word processors are available, ask students to type their part of the story.

Enrichments/Extensions

  • Have students make their own crossword puzzle based on the story that their group created.
  • Have students employ a variety of other literary styles, including plays, raps, songs, or poems. Students could perform or publish their work with illustrations.

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.

This lesson plan is not associated with any Common Core Standards.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
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

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
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: Applying Knowledge to Language
Grade(s): Grades K–12
Standards:

  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–12
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
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.

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