Penny, Penny, Easily Spent…
The Coin and the President
Teaching with Primary Sources
Illinois State University
Jennifer Crawford
Germantown Hills Elementary School
Summer 2011
Teaching with Primary Sources
Illinois State University
Abraham Lincoln, head-and-shoulders
portrait, facing front. Photo taken
Nov. 8, 1863.
Students will learn about Abraham Lincoln and the different kinds of pennies that have been in circulation.
Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· learn about the penny and Abraham Lincoln.
Recommended time frame / 5 days – 30 to 45 minute lessons
Grade level / 1st grade
Curriculum fit / Math and Social Studies
Materials / · Pencil and Eraser
· Yellow Highlighter (or Yellow Marker)
· Small Magnifying Glasses
· Crayons, Colored Pencils, and/or Markers
· Posterboard
· Small butter tub lid
· Handouts—KWLH Chart, Penny Observation Sheet, Compare and Contrast Sheet
· Class set of Lincoln Memorial penny—1 for each student
· Examples of Other Pennies—1 Wheat Penny, Lincoln Bicentennial Pennies, Preservation of the Union
· Various books about Abraham Lincoln
· Enchanted Learning Unit about the Penny http://www.enchantedlearning.com/math/money/coins/penny/
· Enchanted Learning Unit about Abraham Lincoln
http://www.enchantedlearning.com/history/us/pres/lincoln/
· United States Mint: Parents and Teachers Home Page
http://www.usmint.gov/kids/teachers/
Illinois State Learning Standards Back to Navigation Bar
Common Core Standards /
Common Core Standards
English Language Arts Standards
Reading: Informational Texts: Grade 1
Key Ideas and Details
· 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.
Craft and Structure
· 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.
Integration of Knowledge and Ideas
· 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).
Range of Reading and Level of Text Complexity
· RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.Writing
Text Types and Purposes
· 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.Research to Build and Present Knowledge
· W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).· W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
Comprehension and Collaboration
· 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.o 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).
o Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
o 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.
Presentation of Knowledge and Ideas
· 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.
Math
There are no common core standards for MONEY in first grade.
Procedures Back to Navigation Bar
Day One: Learn about the Penny
· Review the Penny Coin Song…
Penny, Penny
Easily spent
Copper Brown and
Worth ONE CENT!
· Students will use small magnifying glasses to explore the penny (Lincoln Memorial on back). Teacher will write down observations and the students will copy them onto the Penny Observation Sheet (see Handout section).
· Students will use the US Penny Worksheet from the Enchanted Learning website. After reading it aloud together, we will play I Spy Highlighter. Using the facts from the information, the teacher will read a part of the information and the students will highlight it on the coin sheet.
Day Two: What Do You Know About Abraham Lincoln?
· KWLH Chart (What I Know, What I Want to Know, What I Learned, How I Could Learn It or How I Learned It) about Abraham Lincoln—K, W, and the first part of the H chart. Keep this for future days. (See Handout section)
Day Three: Read and Learn about Abraham Lincoln
· Abraham Lincoln: Printable Book. This is an early reader perfect for First Graders. There is also a more difficult book for fluent readers.
· Give students a little bit of time to explore other books (from the classroom or school library) to discover other facts and information about Abraham Lincoln. They could do this independently or with a partner.
· Continue the KWLH chart—mainly the “W” section.
Day Four: Learn More about the Penny
· In your classroom meeting area, start the lesson off with this discussion question…Did pennies always look like this? (Show the Lincoln Memorial penny.) (Remember—discussion is not just answering the teacher question, it is speaking to the others and addressing their thoughts as well.)
· Show the students example of the following coins (or use the links to show examples to show on a large computer monitor or LCD) … the current penny in circulation (Preservation of the Union), Wheat Penny, and the Lincoln Bicentennial coins. Students will compare and contrast two pennies. (See Handouts.)
Day Five: Create Your Own Coin
· Students will create their own coin with their portrait on the front and a symbol of their choosing on the back. Students will also put their birth year on the coin and create a class motto.
· Each student will need a posterboard coin. I use a small butter tub lid to trace for circles. They may use markers, crayons, or colored pencils.
· Instead of having your students’ drawing their own portraits, you may want to take the student’s picture, print them out, and cut the profile out.
Evaluation Back to Navigation Bar
Students will be graded on their participation during the lessons, effort in completing their assignments, and creating their own coin.
Extension Back to Navigation Bar
Do more activities from the Enchanted Learning US Penny and Abraham Lincoln pages.
Make posters about the Penny and how they are used in different sayings. (See Penny Lexicon section of this link.)
Continue to do this lesson for the other coins—Nickel, Dime, and Quarter. Just change the handout title and search the same websites for each President and the coins. Students could also do this as an extra credit project at home.
Historical Background
Back to Navigation Bar
Primary Resources from the Library of Congress
Back to Navigation Bar
Image / Description / Citation / URL/
Log cabin of Abraham Lincoln--Kentucky
/ Log Cabin of Abraham Lincoln. 1929. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA. 11 July 2011. <http://www.loc.gov/pictures/item/90712467/.> / http://www.loc.gov/pictures/item/90712467// New Salem, home of Abraham Lincoln 1831 to 1837. Drawn by Arthur L. Brown. Lithographed by J. W. Franks & Sons. / Library of Congress, Geography and Map Division / http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4104n+pm001760))
/
President Lincoln's first home in Illinois—photograph of drawing
/Ward, Joseph. President Lincoln’s first home in Illinois. 1865. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA. 11 July 2011. <http://www.loc.gov/pictures/item/2004680086/
/ http://www.loc.gov/pictures/item/2004680086// [Abraham Lincoln, head-and-shoulders portrait, facing front]. / Library of Congress, Prints and Photographs Division [reproduction number, LC-USZ62-13016 DLC] / http://memory.loc.gov/cgi-bin/query/r?ammem/presp:@field(NUMBER+@band(cph+3a53289))
/
Ford's Theatre box where Abraham Lincoln assassinated, Washington, D.C.
/ Highsmith, Carol M. Ford’s Theater Box where Abraham Lincoln Assassinated, Washington, D.C. 27 June 2007. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA 11 July 2011. <http://www.loc.gov/pictures/item/2010630767/>. / http://www.loc.gov/pictures/item/2010630767// Washington, April 14th, 1865. [MacClure, MacDonald & MacGregor depiction of Lincoln's assassination. / Library of Congress, Rare Book and Special Collections Division, Alfred Whital Stern Collection of Lincolniana. / http://memory.loc.gov/cgi-bin/query/r?ammem/scsmbib:@field(DOCID+@lit(scsm000406))
Rubric
Back to Navigation Bar
Class Participation and Effort
Category / Smiley Face/ Straight Face
/ Frowning Face
I enjoyed this lesson. / It was fun! / I enjoyed some parts of this lesson. / I did not like this lesson at all.
I learned a lot of new things during this lesson. / I learned many new things. / I learned one new thing. / I already knew all of this.
I participated in class by listening and speaking at the appropriate times. / I spoke up when it was my turn to speak and was quiet when it was time to listen. / I had trouble talking when it was my turn, but I was a good listener. / I spoke out of turn and was talking when I needed to be listening.
I followed the teacher’s directions and rules. / I did my work correctly and followed classroom rules. / I followed directions or classroom rules, but not both. / I did not follow directions or the classroom rules.
Coin Project
Category / Excellent / Good / Nice TryPortrait / My portrait is complete. / My portrait is mostly complete. / My portrait is missing a lot.
Birth Year / I have the correct year and it is in the correct place. / One but not the other: correct year
correct placement / I don’t have the correct year or correct placement.
Class Motto / I wrote it with correct spelling and in the correct place. / I wrote it with mostly correct spelling and/or it is in the correct place. / I have spelling mistakes and it isn’t in the correct place.
Symbol on Back / I have a symbol that is complete and it describes me. / I have a symbol that is mostly complete and/or it kind of describes me. / I don’t have a symbol and/or it doesn’t describe me.
Coloring / My coin is completely colored. / My coin is mostly colored. / My coin has a lot of uncolored spaces.
Neatness / My coin is very neat. / My coin is mostly neat. / My coin is sloppy.
Additional Items / I added 2 extra items to my coin. / I added 1 extra item to my coin. / I added no extra items to my coin.
Handouts
Back to Navigation Bar
Name______
______/ KWhat do I want to know?
______/ W
What do I want to learn?
______/ L
What did I learn?
______/ H
How can I learn it?
How did I learn it?
Teaching with Primary Sources
Illinois State University
Name______
Penny Observation Sheet
Front / ____________
______
______
______
______
Back / ______
______
______
______
______
______
Edges / ______
______
Size / ______
______
Name______
Compare and Contrast Sheet
Abraham Lincoln Penny Wheat PennyBoth
Teaching with Primary Sources
Illinois State University