Beacon Lesson Plan Library
Geo Jammin' By DeSign - Day 7, Lesson 37: Summarizing for the Summative
Katie Koehnemann
Bay District Schools
Description
Purposeful listening and discretionary ears are a must as peers listen to group reports and offer positive and corrective feedback with regards to content criteria. This summarizing activity prepares students for the summative assessment of like design.
Standards
Florida Sunshine State Standards
LA.A.2.1.3.2.1
The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).
MA.C.2.1.1.2.1
The student describes symmetry in two-dimensional shapes.
MA.C.2.1.1.2.4
The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).
MA.D.1.1.2.2.5
The student identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
SS.A.3.1.2.2.1
The student knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).
SS.B.2.1.3.2.1
The student knows ways trade helps families in different places meet their basic needs of clothing, food, and shelter.
SS.B.2.1.4.2.1
The student knows ways people can conserve and replenish natural resources.
Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.
Numeric Problem Solvers
03 Florida students use numeric operations and concepts to describe, analyze, communicate, synthesize numeric data, and to identify and solve problems.
Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Resource Managers
06 Florida students will appropriately allocate time, money, materials, and other resources.
Materials
-Student group quilt reports (Lesson 36, DeSign Sampler)
-Author's Chair
-What Do We Do transparency (Lesson 36, DeSign Sampler, Attached Files)
-Transparency of each group's quilt (See Lesson 36, DeSign Sampler, See Web Links)
-Overhead projector with viewing surface
Preparations
1) Students remain in groups established in Lesson 36, DeSign Sampler.
2) Author's Chair
3) Each group has a transparency of the quilt they wrote about.
4) Have What Do We Do task sheet transparency (Lesson 36, DeSign Sampler).
5) Register for SiteMaker at the Beacon home page. (See Web Links)
Procedures
NOTE: There are three options for Summative Assessment B, Piecing Together What I Know. (See Extensions for link to Unit Plan) In preparation for the assessment the following day, explain the options to students. Students choose which they want to do.
OPTION I: Online SiteMaker report (This online authoring tool is an option if the teacher registers with SiteMaker. You must be in compliance with your district's Internet Use Policy for online student reports. Registering is free. See Web Links.)
OPTION II: Students produce a written report consisting of two paragraphs aligned with criteria on the task sheet. This was practiced in Lesson 36, DeSign Sampler. Handout for Option II is in Summative Assessment B, Piecing Together What I Know. (See Extensions for link to Unit Plan)
OPTION III: The student may give an oral report, the content of which is aligned with criteria on the task sheet.
**Suggestion: Group students writing a report together, allowing for collaborative practice. Group students giving an oral report together, allowing for collaborative practice. If grouped in this manner, adjustments to Procedures may be necessary.
1) Students are in their quilt report groups. (Lesson 36, DeSign Sampler)
2) The reader from each group reads his/her group's report aloud. The reader places the transparency of the quilt on the overhead, and takes the Author's Chair on behalf of the group. Classmates view the quilt on transparency, as the reader reads the report aloud to the class.
3) Explain to students they are to listen with purpose to each report. The first paragraph must include something about each of the three points listed on the task sheet. (From Lesson 36, DeSign Sampler, if needed as a reminder.)
4) Allow groups to volunteer to determine order of presentation.
5) Formative assessment occurs as student reports are read. Listen for each criteria item (What Do We Do task sheet, Lesson 36, DeSign Sampler, Attached Files) to be sufficiently and correctly included. Also, listen as peers respond to reports. Ask: Did you hear correct information for each criteria item? Listen for accuracy of student responses. If information about an item cannot be recalled, ask the reader to read again the part in question. Students listen carefully for correct information.
6) To enhance and extend understanding with regard to any task criterion, call on students to offer other suggestions. Formative assessment occurs as students give further ideas.
7) Each group should have the opportunity to share their report and receive peer feedback as described above.
8) Explain to students the summative assessment is the following day. Given a criteria list and a picture of a quilt, they will report on it. This is an individual assessment.
9) Clarify questions from students. Be prepared to give Summative Assessment B the following day. (See Extensions) Note: The following day, Summative B and D are given. It is recommended that B (Piecing Together What I Know) be given before D (Up, Down and All Around).
Assessments
Formative assessment occurs as students respond with comments about each report with regards to the criteria list and what is included in each particular report. Listen for accuracy of information included and as peers offer further ideas as additions or corrections.
Extensions
1) This is Lesson 37, Summarizing for the Summative; Component: Read Aloud
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)
4) If a journal is kept for this unit, allow students time to reflect on this activity.
Web Links
Student Web Lesson Ask HannahFrom the left menu select Student Resources, then SiteMaker and follow the directions. Access to SiteMaker should be secured prior to beginning this lesson plan. Beacon Learning Center
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