Lesson Overview:
In Lilly’s Purple Plastic Purse, Lilly gets into trouble for interrupting class to show off her three shiny quarters and her purple plastic purse, which makes music when it is opened. In this lesson, students play with different kinds of coins to see which ones make the loudest and softest sounds. They locate the states represented by U.S. quarters on a map. They then make a purple purse that functions as a percussion instrument. Finally, students perform a dance using the coins and musical purse as percussion instruments.
Length of Lesson:
One 45-minute period
Notes:
This lesson is particularly suitable for grades K-3.
Instructional Objectives:
Students will:
- locate on a map the states represented on each of the 50 quarters.
- number the states by entry into the the United States.
- shake a container and identify the loudest and softest sounds using three of each of the following: penny, nickel, dime, quarter, half dollar, and dollar coin.
- make a musical purse by making a flat maraca/tambourine.
- express a variety of emotions presented in the play through free dance and improvisational music playing.
Supplies:
- Crayons
- Markers
- Colored pencils
- Pencils
- The text, Lilly’s Purple Plastic Purse.
- All of the 50 state quarters (or as many as have been made).
- Shiny new coins. Three each of the following:
- Pennies
- Nickels
- Dimes
- Quarters (the most recent ones in the state collection)
- Half dollars
- Dollar coins
- Six small non-transparent containers that will fit three coins of any size, such as a film canister or small covered cream cheese tubs.
- Index cards with A, B, C, D, E, and F written on them.
- White paper plates or white paper bowls.
- Beans, buttons, or pennies to shake inside an instrument.
- Stapler and staples.
- Yarn or ribbon.
- United States map, fairly simple with state outlines and names, enough for each student. One is available from National Geographic Expeditions, but any can be used.
Instructional Plan:
Warm Up
In Lilly’s Purple Plastic Purse, Lilly got into trouble because she disrupted Mr. Slinger’s class by showing off her movie star glasses, her three new shiny quarters, and her purple plastic purse that played a tune.
Ask students: Do coins make a lot of noise when shaken together? Does it depend on the container that holds the coins? Would coins make more noise in your hands or in a container? Explain your reasoning. (Answer: Containers. Because they are of a harder material than your hands.)
As a class, list the kinds of American coins. Ask students: Which coins will make the loudest noise? The softest noise? Have students write their predictions in the Student Journal. They should explain their reasoning.
Introductory Activity
Display six small non-transparent canisters or containers. Place index cards, lettered A through F, in front of each one. Place three of one of the following coins in each container: pennies, nickels, dimes, quarters, half dollars, and dollar coins. The newer the coin, the better. (Writing the names and values of the coins on the board will be helpful.)
Allow students to shake each container. They should record each container’s letter and write a prediction of the type of coins inside.
After all students have tested each container, survey the class to see which container made the loudest and softest noise.
Have students voice their predictions about what coin each container has in it. Record a tally of each on the board.
Check the containers to see which coins are inside each. Discuss with students how accurate their predictions were.
Discuss the loudest and softest coin sounds, and the explanations for each. Reasons for noise might be diameter, material, thickness, or weight of coin.
Guided Practice
Lilly had three shiny new quarters in her purple plastic purse. Ask students if anybody collects the quarters from all 50 U.S. states?
The U.S. Mint produces a new quarter every 10 weeks, and has done so since 1999. Place the issued quarters on a wall-sized U.S. map.
Hand out U.S. maps with state outlines and state names to each student.
Have students locate the states for which quarters were made and record when each of these states joined the U.S. They should then number the states, starting with the state that entered the U.S. first.
Students can check the U.S. Mint Web site for more information. This will give them the date of state entry, brief state information, and the date the coin was released.
Independent Practice
In Lilly’s Purple Plastic Purse, Lilly was also showing off a musical purple plastic purse.
Students will make a purple purse that is also a musical instrument:
- Distribute two white paper plates or bowls to each student. Give each student something to put inside that will make noise when the purse is shaken, such as beans or pennies. They will also need a small piece of yarn or ribbon for the handle.
- Have students use markers, crayons, or colored pencils to make a designs for their versions of Lilly’s purple purse. They should decorate both sides of what will be outside of the purse (the bottom of the plate or bowl).
- Match up the edges. Put one plate over the other plate (or one bowl over the other bowl) so that there is space for objects to move around inside.
- Staple fairly closely around the edges so that the objects will remain inside. Leave a small space to insert the objects used for shaking inside. Insert the objects and staple the space closed.
- Add the yarn or ribbon handle to the outside of the purse. Staple it.
If some students are finished with their purses, they can try to make additional instruments while the rest of the class finishes.
Closure
At the end of the play, Mr. Slinger and Lilly danced for fun. Lilly went through a variety of emotions in the play. Some were:
- Joy at going to school
- Love of friends
- Furious anger at Mr. Slinger
- Regret at her anger
- Dread at her nasty letter being read by Mr. Slinger
- Pride at being Lilly, queen of everything
- Excitement about her new things
- Bravery at scaring the bullies
- Jealousy over Julius
- Boredom in the uncooperative chair
Tell students that they will use their bodies to dance and their purse instrument to play to express Lilly’s emotions. Students can either do this as a class, as groups, as pairs , or individually . Kindergartners and first graders do better in a group situation, and may use the teacher’s lead as an inspiration for their dance. Second and third graders may dance as a group, in pairs, or individually.
If students are working in groups, pairs, or as individuals, you may wish to have them select an emotion to dance or pull it out of a hat. Allow them to rehearse and perform the dance. Have the class guess which emotion was performed in each dance.
Assessment:
Assess students based on the extent to which they successfully completed the following tasks:
- Students made predictions and recorded data in journals about the coins in containers.
- Students correctly located the states represented by quarters on the map, put the entry date on the state, and put a number under each indicating when it entered the United States.
- The musical purse (flat maraca/tambourine) was made following directions.
- Students danced their versions of Lilly’s emotions.
Sources:
Print:
- Binney & Smith, Inc. “Musical Maracas”; Crayola.com Inspiring Ideas; Binney & Smith, Inc., 2000.
- Braren, Loretta; Hart, Avery; and Mantell, Paul. Kids Make Music. Williamson Publishing, 1993.
- Henkes, Kevin. Lilly’s Purple Plastic Purse. Greenwillow Books, 1996.
- Wiseman, Ann. Making Musical Things. Charles Scribner’s Sons, 1979.
Web:
Authors:
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Mary Beth Bauernschub, Teacher
Kingsford Elementary School
Mitchellville, MD
