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Who IS That Woman?

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Summary

Students will participate in a jigsaw reading activity about the contributions of Sacagawea to the Corps of Discovery. They will also write a poem to reflect what they learned.

Coin Type(s)

  • Dollar

Coin Program(s)

  • Native American $1 Coin

Objectives

Students will analyze the characteristics and contributions of Sacagawea, and will reflect the analysis through artistic and written means.

Major Subject Area Connections

  • Language Arts

Minor/supporting Subject Area Connections

  • Art
  • Social Studies

Grades

  • Third grade
  • Fourth grade
  • Fifth grade

Class Time

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

Groupings

  • Whole group
  • Small groups
  • Individual work

Terms and Concepts

  • Corps of Discovery
  • Golden Dollar
  • Lewis and Clark
  • Poetry
  • Sacagawea

Materials

  • One Golden Dollar (dollar coin featuring Sacagawea)
  • Several age-appropriate texts about Sacagawea’s participation in the Corps of Discovery
  • Lined paper
  • Pencils
  • Colored pencils and/or crayons
  • Drawing paper
  1. Show the class a Golden Dollar. Ask if the students have ever seen the coin. Ask them what they know about it, who the woman shown on it is, and what they know about her and her life. (You may want to use a K-W-L chart.)
  2. Divide the class into small groups for a “jigsaw” activity. Each group will explore contributions that Sacagawea made to the Corps of Discovery.
  3. Distribute a different story about Sacagawea to each group. Direct the students to take turns reading their group's book aloud. Explain that as they read the text, they are to take notes about Sacagawea’s life, characteristics, and how she aided the Corps of Discovery.
  4. After the students have read and taken notes on the stories, move each student into a second group that contains one member from each of the previous reading groups.
  5. In these new groups, have each student take turns sharing the plot and information of the story that their first group read.
  6. After each group has completed their discussion, regroup the class to conduct a brainstorming activity about their Sacagawea findings. You may want to develop a mind map to list and link ideas relating to the main topic instead of or in addition to the K-W-L chart.
  7. Explain that the students will use the information they collected to write a poem (using a familiar style or format) to describe why Sacagawea was important to the development of our country. The students will follow the writing process in the development of this poem.
  8. Have the students develop their poems and draw a picture to illustrate it.

Differentiated Learning Options

  • Have students work in pairs to write their poems.
  • Allow students to write a song rather than a poem.
  • Monitor the summarization process to evaluate whether the students were able to clearly summarize the stories they read.
  • Use the written work to evaluate whether the students were able to follow all the steps of the writing process to successfully develop the poem.
There are no related resources for this lesson plan.

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

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

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

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: 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: Research
Grade(s): Grades K–12
Standards:

  • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 

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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