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A State by Any Other Name

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Summary

Students will describe the purposes and origins of state nicknames. Students willidentify and describe the meaning of a specific state nickname.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

  • Students will describe the purposes and origins of state nicknames.
  • Students willidentify and describe the meaning of a specific state nickname.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Three
Session Length: 30-45 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • United States
  • Geography

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Nickname

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of "Quarter Reverse" pages from several states where the state nickname is included in the design, such as Delaware, Massachusetts, Maryland, or South Carolina (Resource Guide)
  • Copies of the following:
    • "A State by Any Other Name" worksheet
    • "Quarter Design" worksheet
  • Copy of the Resource Guide (available at www.usmint.gov/kids)
  • 1 class map of the United States
  • 1 copy of a text that gives information about the United States. For example:
    • –My America: A Poetry Atlas of the United States by Lee Bennett Hopkins
    • –Don’t Know Much About the 50 States by Kenneth C. Davis
    • –Our 50 States: A Family Adventure Across America by Lynne Cheney
  • Texts that provide information about specific states
  • Computers with Internet access
  • Chart paper
  • Markers
  • Construction paper

Preparations

  • Make an overhead transparency (or photocopy) of the State Quarter Reverses fromseveral states (Resource Guide)
  • Make copies of each of the following:
    • "A State by Any Other Name" worksheet (2 per student)
    • "Quarter Design" worksheet (1 per student)
  • Locate a text that gives information about the United States (see examples under"Materials"). Identify pages to read aloud based on the states to be studied.
  • Gather texts that give information about specific states.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/257.pdf.

Session 1

  1. 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 a state quarter reverse which includes the state nickname. Locate the state on a classroom map. Note its position in relation to your school’s location. Repeat this process with several examples of state quarter reverses which include the state nicknames.
  2. Start a class chart that lists states with their nicknames. Ask the students to brainstorm what some of these nicknames might mean and why the states have nicknames.
  3. Ask the students to provide the nickname of their home state. If they do not know, provide this information. Discuss the meaning of this nickname.
  4. Introduce the students to the selected text about the United States. Read aloud theselected text. While reading the text, select a few state names and nicknames to add to the chart paper. Highlight any information provided on the nickname of the home state.
  5. Tell the students that they will be continuing to research state nicknames in this lesson.
  6. Distribute one copy of the "What’s in a Name?" worksheet to each student. Ask the students to complete the worksheet based on their home state.

Session 2

  1. Review the material covered in the first session, including origins of state nicknames, in particular of the home state.
  2. Explain to the students that they will be researching a specific state nickname using books in the classroom and/or Internet Web sites. Ask students to choose the states they would like to study and list these choices on chart paper so that none is duplicated.
  3. Distribute one copy of the "What’s in a Name?" worksheet to each student. Allow the students time to conduct their research on their chosen states using the Internet and available texts, and complete the worksheet.

Session 3

  1. Review the material covered in previous sessions.
  2. Explain to the students that they will create a new quarter design based on the information they learned about the state nickname. The new quarter design should include the state name, the state nickname, and a large image that clearly illustrates the meaning of the state nickname.
  3. Distribute one copy of the "Quarter Design" worksheet to each student. Allow the students time to complete their quarter designs.
  4. Have the students cut out their quarter designs and mount them on construction paper. Display all of the quarter designs alongside all of the "A State by Any Other Name" worksheets. Display the students’ work in the classroom and provide an opportunity for them to share their work with peers and try to match the quarter designs with the worksheets.

Differentiated Learning Options

  • Allow students to complete the project in pairs.
  • Allow students to dictate their paragraphs about state nicknames.
  • Have students use texts at various reading levels for their research materials.

Enrichments/Extensions

  • Have students research other state nicknames.
  • Have students create new nicknames for states based on geography, history, etc.
  • Have students research the state mottos of various states, as well as their meanings and origins.
  • Create a class book of state nicknames, mottos, and/or other state features.

Use the students’ class participation, worksheets and final quarter designs to evaluate whether they have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by linking their comments to the remarks of others.
    • Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 

Discipline: Language Arts
Domain: L.2 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use collective nouns (e.g., group).
    • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • Use reflexive pronouns (e.g., myself, ourselves)
    • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize holidays, product names, and geographic names.
    • Use commas in greetings and closings of letters.
    • Use an apostrophe to form contractions and frequently occurring possessives.
    • Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: L.3 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • Form and use regular and irregular plural nouns.
    • Use abstract nouns (e.g., childhood).
    • Form and use regular and irregular verbs.
    • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    • Ensure subject-verb and pronoun-antecedent agreement.
    • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    • Use coordinating and subordinating conjunctions.
    • Produce simple, compound, and complex sentences.
  • L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize appropriate words in titles.
    • Use commas in addresses.
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • RI.2.8. Describe how reasons support specific points the author makes in a text.
  • RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6. Distinguish their own point of view from that of the author of a text.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
  • W.2.9. begins in grade 4.

This lesson plan is not associated with any National Standards.