Description

Using pictures of quilts, student groups follow presented criteria and utilize the role of each student to write quilt reports. This exercise affords students another opportunity to prepare for the summative assessment given the following day.

Materials

-Hard copy of a quilt design for each group of four students (See Web Links)
-Transparency copy of each quilt design given to each group of four students
-Copy of Our Quilt Report for each group (See Attached Files)
-Group assignment for each student (recorder, timekeeper, writer, reader)
-Procedure for getting students into groups
-Workspace for each group
-Pencils for each Recorder
-Transparency of What Do We Do task sheet (See Attached Files)
-Overhead projector with viewing surface

Procedures

1) Direct students to form groups of four.

2) Groups decide members' job responsibility:
A timekeeper watches the time and keeps the group moving along with the assignment Two recorders record the group's ideas and sentences as they are decided upon (One will write the first paragraph, the other the second paragraph.)
A reader stands to share the group's report with the class.
All students in the group contribute to the report. Students discuss and decide on sentences about the social studies aspects and geometry aspects of the quilt for the report. (These are bulleted on the What Do We Do Task transparency in the Attached Files)

3) Remind students of the writing session shared earlier in the day (Lesson 34, Flying Geese). Explain they are to write a similar report in their group.

4) Place What Do We Do transparency on the overhead. (See Attached Files) Direct students to read silently. Have it read orally. Review the task with students. Clarify student questions.

5) Formative assessment occurs as students read the informational text and demonstrate knowledge and understanding of the task.

6) Distribute to groups a hard copy and transparency copy of a picture of a quilt. (See Web Links) and an Our Quilt Report sheet (See Attached Files). Remind students the Quilt Word Board (Lesson 2, Dancing Duo) and personal Gloss-ary (Lesson 9, Bringing It to a Fine Gloss-ary) is a source for words they may want to use and spell correctly in the report.
OPTION I: Groups work on their report. They use What Do We Do transparency to guide discussion and decisions on what to include.
OPTION II: Read each item to be included in paragraph one. After each, ask the class for ideas that could be included.
For example: The first item is, tell what you know about quilts as an art form. Various students could offer ideas such as:
Different shapes had to make a design
Using colors made it like painting
Fancy stitches were used to show artistic designs
They could paint pictures with fabrics
Appliqu was like painting
Designs could be rotating or repeating
This was an artistic way to sew memories
Making designs was like painting, etc.
Follow this procedure for each item for the first paragraph. Let groups write their first paragraph. Then follow this procedure for items included in the second paragraph and then groups write the second paragraph.

7) Formative assessment occurs as group work is monitored. Listen for appropriate discussion about quilts and quilting, and geometric components of the quilt they are writing about. Also, listen for correct detail comments about the quilt. For example, if discussion is about the appliqu technique of the particular quilt, but it is a patchwork design, immediate feedback and guidance is needed. Also, use questioning to draw in students who seem to not participate in group discussion and decisions.

8) Direct group attention to What Do We Do task transparency if discussion is off course.

9) Each group completes a two-paragraph report about the sample quilt given, within the allotted time. (Having students adhere to a time factor keeps the length of the lesson reasonable, gives a feel for the length of time the summative assessment should take, and it is good practice for future timed writings. However, please note, the summative report given the following day, has no time limit. Students should not be penalized for the amount of time needed to write their report. Students should have the amount of time needed to complete the assessment.)

10) As groups finish the report, writing materials are put away and they prepare to share their report with the class. This segues into the next lesson, Read Aloud, where student groups share their reports.

Extensions

1) This is Lesson 36, De'Sign Sampler; a Social Studies lesson
Lessons 1-6 are for Day 1 of the unit Geo Jammin' By DeSign
Lessons 7-11 are for Day 2 of the unit Geo Jammin' By DeSign
Lessons 12-17 are for Day 3 of the unit Geo Jammin' By DeSign
Lessons 18-23 are for Day 4 of the unit Geo Jammin' By DeSign
Lessons 24-28 are for Day 5 of the unit Geo Jammin' By DeSign
Lessons 29-32 are for Day 6 of the unit Geo Jammin' By DeSign
Lessons 33-38 are for Day 7 of the unit Geo Jammin' By DeSign

Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom.

2) Click here to view the Beacon Unit Plan associated with this lesson. See Attached Files to download the Unit Plan Overview, Unit Assessments, and other attached files.

3) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center. See Web Links. If a journal is kept for this unit, allow students time to reflect on this activity.

Attached Files

Student task sheet and report form     File Extension: pdf