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Pair Us Down White Mountain

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Summary

Students will demonstrate an understanding of acrostic poetry. Students will understand the medium of watercolor.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

  • Students will demonstrate an understanding of acrostic poetry.
  • Students will understand the medium of watercolor.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies

Grades

  • Kindergarten
  • First grade

Class Time

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

Groupings

  • Whole group
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of forests.

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • White Mountain National Forest
  • Acrostic poetry
  • Descriptive words
  • Watercolors

Materials

  • 1 overhead projector or other classroom technology (optional)

  • 1 overhead transparency (or equivalent) of each of the following:

    •  White Mountain National Forest Quarter page

    • Describing White Mountain worksheet

    • Pair Us Down White Mountain worksheet

    • Checking My Poem worksheet

    • Painting White Mountain worksheet

  • Copies of the following:
    • White Mountain National Forest Quarter page
    • Describing White Mountain worksheet
    • Pair Us Down White Mountain worksheet
    • Checking My Poem worksheet
    • Painting White Mountain worksheet
  • 1 copy of an age-appropriate text on acrostic poetry, such as:
    • Silver Seeds: A Book of Nature Poems by Paul Paolilli and Dan Brewer
    • Amazing Apples by Consie Powell
    • Autumn: An Alphabet Acrostic by Steven Schnur
  • 1 copy of an age-appropriate text that gives examples of watercolors, such as:
    • Poetrees by Douglas Florian
    • Weaving the Rainbow by George Ella Lyon
    • Hummingbird Nest: A Journal of Poems by Kristine O’Connell George and Barry Moser
  • 1 class map of the United States
  • Images of forests
  • Images of White Mountain National Forest
  • Images of watercolor pictures
  • Chart paper
  • Markers
  • Pencils
  • Watercolors
  • Cups
  • Water
  • Brushes

Preparations

  • Make an overhead transparency (or equivalent) of each of the following:
    • White Mountain National Forest Quarter" page
    • Describing White Mountain worksheet
    • Pair Us Down White Mountain worksheet
    • Checking My Poem worksheet
    • Painting White Mountain worksheet
  • Make copies of each of the following:
    • White Mountain National Forest Quarter page (1 per student) (option: print on watercolor paper, cardstock or other specialty paper)
    • Describing White Mountain worksheet (1 per student)
    • Pair Us Down White Mountain worksheet (1 per student)
    • Checking My Poem worksheet (1/2 sheet per student, cut)
    • Painting White Mountain worksheet (1 per student)
  • Locate a text that gives basic information on acrostic poetry (see examples under "Materials").
  • Locate a text that gives basic examples of watercolor pictures (see examples under "Materials").
  • Create a sample of an acrostic poem for the class.
  • Gather images of national forests or other forests.
  • Gather images of the White Mountain National Forest from Web sites such as:
  • Gather images of watercolor pictures from Web sites such as:

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/372.pdf.

Session 1

  1. Display and examine the "White Mountain National Forest Quarter" page. Study the image more in depth at www.usmint.gov/mint_programs/atb/?local=WhiteMountain. Locate the national forest on a class map. Note its position in relation to your school’s location. Tell the students that the front of a coin is called the "obverse" and the back is called the "reverse." Explain that the United States Mint began to issue the quarters in the America the Beautiful Quarters® Program in 2010. By the time the program ends in 2021, there will be a total of 56 designs on the back of the quarter. Each design will focus on a different national site—one from each state, territory and the District of Columbia.
  2. Discuss the image on the coin with the students. Tell the students that the image depicts Mount Chocorua with birch trees surrounding it. Explain that White Mountain National Forest is one of the most visited national forests in the country because of its beautiful landscapes and natural resources.
  3. Discuss descriptive words with the students. Tell them that descriptive words give details about things, often in terms of look, smell, taste, sound or feel. Brainstorm examples of descriptive words. Record student responses on a class chart. Include a visual clue next to each written word.
  4. Tell the students that they will be walking around the room to the various pictures of forests that are up and record descriptive words that can be used for these images on the chart paper next to the image. Allow time for students to list some words for each image.
  5. As a class, review student responses and then discuss forests.
  6. Display the other images of White Mountain National Forest. Ask the students what can be found in this forest and the colors that would be seen. Record student responses on a class chart.
  7. Distribute a "Describing White Mountain" worksheet to each student. Have them complete the worksheet using descriptive words, which they will also use in the next session to create an acrostic poem. Allow time for the activity, then collect the worksheets.

Session 2

  1. Review the charts and the "Describing White Mountain" worksheets from the previous session.
  2. Introduce the students to a text on acrostic poetry. Preview the text and illustrations and allow students to generate observations about acrostic poetry. Read the text. During the reading, attend to any unfamiliar vocabulary.
  3. After the reading, discuss the elements of an acrostic poem. Tell the students that the subject of an acrostic poem is written vertically. The words or phrases of each line start with the corresponding letter at the beginning of that line. List the characteristics on a class chart. Demonstrate for the students your own acrostic poem.
  4. Distribute both the "Describing White Mountain" worksheet from the previous session and the "Pair Us Down White Mountain" worksheet. Have the students create their own acrostic poem about the White Mountain National Forest. Encourage them to use the descriptive words from their worksheets in their poems.
  5. Allow time for the students to complete the assignment. Once they’ve finished, distribute and have them complete the "Checking My Poem" worksheet to evaluate their work.

Session 3

  1. Review the previous sessions’ worksheets and charts.
  2. Display examples of watercolor pictures, including those found in the suggested texts. Discuss why artists use watercolors as compared to other media. Explain and model for the students how to paint with watercolors and use the materials. Distribute both the "Painting White Mountain National Forest" worksheet and the watercolor materials. Explain to the students that they will be completing their own watercolor of the White Mountain National Forest to go along with their poem.
  3. Allow appropriate time for the students to work on their watercolors.
  4. Discuss their choice of color and whether watercolor was a good medium for White Mountain National Forest.
  5. Share the paintings and poems with the class and display them.

Differentiated Learning Options

  • Allow students to work in pairs.
  • Allow students to use a scribe to complete their worksheets.
  • Allow students to type their poem on a computer.
  • Provide the students with the subject to get started on their acrostic poems.
  • Provide the students with the "White Mountain National Forest Quarter" page to complete the watercolor part of the lesson.

Enrichments/Extensions

  • Have students research another national park or forest. Create an acrostic poem for their chosen site.
  • Have students use other art media and create an original work based on the White Mountain National Forest or a site of their choice.
  • Take anecdotal notes about the students’ participation in class discussions.
  • Evaluate the students’ worksheets for understanding of the lesson objectives.
  • Use the "Checking My Poem" worksheet to evaluate students’ use of descriptive words in their poem.

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: 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: Comprehension and Collaboration
Standards:

  • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    • Ask questions to clear up any confusion about the topics and texts under discussion.
  • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

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: W.K Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
  • W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
  • W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

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: Social Studies
Domain: All Thematic Standards
Cluster: Time, Continuity, and Change
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use
  • help learners apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity
  • enable learners to identify and describe significant historical periods and patterns of change within and across cultures, including but not limited to, the development of ancient cultures and civilizations, the emergence of religious belief systems, the rise of nation-states, and social, economic, and political revolutions
  • guide learners in using such processes of critical historical inquiry to reconstruct and interpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, searching for causality, and distinguishing between events and developments that are significant and those that are inconsequential
  • provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; and enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

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 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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