Beacon Lesson Plan Library
Geo Jammin' - Day 1, Lesson 1: Gee Quiz!
Bay District Schools
Geo George, the geometric puppet, introduces the unit to students. The children are drawn into a conversation with George to check for prior knowledge about shapes. Once relaxed and warmed-up, the class participates in taking the diagnostic assessment.
The student uses basic computer skills for writing, such as basic word-processing techniques such as keying words, copying, cutting, and pasting; using e-mail; and accessing and using basic educational software for writing.
The student writes for familiar occasions, audiences and purposes (including but not limited to entertaining, informing, responding to literature).
The student uses volume, phrasing, and intonation appropriate for different situations (for example, large or small group settings, sharing oral stories, dramatic activities).
The student speaks for different purposes (for example, informing, entertaining, expressing ideas).
The student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles).
The student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).
The student sorts two- and three-dimensional figures according to their attributes.
-A geometric Chatter Box made into a puppet (See Associated File)
-Chart paper and markers
-A copy of Gee Quiz! Diagnostic Assessment for each student (See Extensions)
-An Assessment Management Tool for each student (See Preparations)
-A brief case, folder, or paper sack to store the assessments in (This will be the puppet’s bag.)
-For each child: pencil, scissors, paste, crayons
-Literature to use throughout the unit (See Extensions)
-OPTIONAL: Cunningham, Patricia M., Hall, Dorothy P., and Sigmon, Cheryl M. [The Teacher's Guide to the Four Blocks] (A Multimethod, Multilevel Framework for Grades 1-3). Greensboro, NC: Carson-Dellosa, 1999.
1. Prepare a sturdy puppet to use for the duration of this unit. It must be created by making a Chatter Box by geometrically folding an 8 1/2-inch square of paper. (It is ok to choose to make the puppet larger, but be cognizant of the size and keep it easy to manipulate with one hand.) Once made, create a character either by simply drawing a face, or by adding ornamental features. Directions for folding can be downloaded from the Associated File.
2. Have a briefcase, folder, paper sack, or something for storing the diagnostic assessments in until they are passed out.
3. Gather chart paper and markers.
4. Prepare a copy of the diagnostic assessment, Gee Quiz!, for each student. (See Extensions)
5. Gather materials (pencils, scissors, paste, crayons) for each student.
6. Plan a procedure by which materials will be distributed to students.
7. Plan a procedure by which materials will be collected from students.
8. Use the Assessment Management Tool to record student diagnostic assessment results. (See Associated File in the Unit Plan)
NOTE: GLEs referenced in this lesson are diagnostically assessed only.
NOTE: Throughout this unit, the puppet is the facilitator; the teacher acts as the puppet’s partner. Think of a ventriloquist interacting with a puppet, carrying on conversations, dialogues, and responding to what it does as if it is a real person. That is the same type of atmosphere to create with the geo puppet. In this unit, whenever the puppet is in use, take on a dual personality and play the part of both geo puppet and teacher, creating interaction between puppet, teacher, and class.
This lesson should be done at the beginning of the day and utilize Math time. Have the geo puppet ready. The puppet serves as the spokesperson throughout the duration of the unit.
1. Geo George welcomes students and begins a conversation with them about shapes. Ask such questions as, “What are shapes?, What do you know about shapes?, and Do you know about two-dimensional shapes?”
2. As students respond to questioning, the puppet engages the help of the teacher to be class recorder and asks that he/she chart ideas the children have about shapes.
3. Record a couple of suggested ideas, then have the puppet say something like, “Wow, you guys know so much, and this teacher writes kind of slow. I have a better idea! Do you like to cut and paste? Do you like to draw? Do you like to play matching games? O.K.! You can show me what you know about shapes on my Gee Quiz! I think they are in my bag here somewhere...”
4. Students should have pencil, scissors, paste, and crayons. Hand out a Gee Quiz! Diagnostic Assessment to each student. To maintain a progressive pace and reduce questions, have the puppet explain one section of the assessment at a time. Allow students to complete a section before giving directions for the next.
5. Direct students to put away materials.
6. Students keep their assessments. They use them in the next lesson to point out misunderstood vocabulary.
This is the first lesson of three for day one of a seven-day geometry unit, titled Geo Jammin’. This lesson is used to introduce the unit and to administer Gee Quiz! to diagnostically assess the standards addressed. Score using the diagnostic assessment, Gee Quiz! Answer Key, provided with the assessment handouts. Answers may vary from the sample response, and teacher judgment is appropriate when scoring created responses. Enter the outcome data for each student on their Assessment Management Tool, adding comments if appropriate. Maintain these records in a file. When summative assessment data is entered at the end of the unit, student growth will be easily determined.
*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.
1. This is the first lesson of the seven-day second grade unit, Geo Jammin’. The unit integrates Math and Language Arts.
2. Lessons included are for Math, Shared Reading, Writing, Working With Words, and Literacy Link. (Literacy Link provides literacy activities for students to do at home with parents.)
3. This lesson should begin the unit and the day. It diagnostically assesses targeted standards.
4. This is Lesson 1 – Gee Quiz!; a Math lesson
Lessons 1 – 3 are for Day 1 of the unit Geo Jammin’
Lessons 4 – 7 are for Day 2 of the unit Geo Jammin’
Lessons 8 – 11 are for Day 3 of the unit Geo Jammin’
Lessons 12 – 15 are for Day 4 of the unit Geo Jammin’
Lessons 16 – 19 are for Day 5 of the unit Geo Jammin’
Lesson 20 is for Day 6 of the unit Geo Jammin’
Lesson 21 is for Day 7 of the unit Geo Jammin’
5. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2959. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
6. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
7. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.
8. It is highly recommended that in planning for this unit, favorite math literature is pre-selected and used with lessons to enhance, enrich, and extend the learning of concepts. If the Self-Selected Reading component is part of the classroom design, appropriate literature books should be checked out from the library and put into your reading baskets. In some cases, there is a suggested literature selection to use with the Guided Reading and/or Shared Reading components, other times, no suggestions are given, and it is left to the discretion of the classroom teacher.
9. Below is a list of literature that could be used with the Geo Jammin’ unit. Some have been reviewed and various uses suggested. When selecting books, be sure the mathematical language used is aligned with the language of the selected standards. Do not introduce a book that investigates or introduces three-dimensional shapes until you have done so with the students. Books, stories, and pictures should help clarify content meaning for students, not create confusion by using different vocabulary words.
10. Use Sunlink at www.sunlink.ucf.edu to locate the materials needed for this lesson. This site is a search of all public school media centers for specific books and media materials.
Barton, Byron. [Building A House]. New York: Puffin Books, 1981.
Demonstrates two- and three-dimensional shapes within the environment. Also depicts simple to complex, diagonal lines, line segments, vertices, and angles. Could tie in art lesson on drawing 3D, vanishing point, and depth.
Carle, Eric. [The Secret Birthday Message]. New York: Harper & Row, 1986.
The content deals with two-dimensional shapes. Possible activities include: making predictions of what the shapes could be in the natural environment; identifying and pointing out attributes of the different 2D shapes; identifying shapes on the house.
Greene, Rhonda Gowler. [When a Line Bends...A Shape Begins]. Boston: Houghton Mifflin, 1997.
Shapes are introduced as two-dimensional, but it could easily lead to class discussions on which of the examples given are actually three-dimensional. A picture hunt will definitely find many wonderful examples of both two- and three-dimensional shapes in the environment. A winner! A book to read again and again.
Hoban, Tana. [I Read Signs]. New York: Mulberry, 1997.
This is kind of boring, but it provides examples of shapes in the environment. With one exception, all signs are two-dimensional. Also, it gives students lots of opportunity to read familiar signs.
Others to try:
Allington, Richard L. [Beginning to Learn About Shapes]. Milwaukee: Raintree Childrens Books, 1979.
Feldman, Judy. [Shapes in Nature]. Chicago: Childrens Press, 1991.
Hewavisenti, Latshmi. [Shapes and Solids]. New York: Glouchester Press, 1991.
Hoban, Tana. [Shapes, Shapes, Shapes]. New York: Greenwillow Books, 1996.
Hoban, Tana. [So Many Circles, So Many Squares]. New York: Greenwillow Books, 1998.
Klugman, Hertha. [Can You Swallow a Squiggle? A beginning book about shapes.] Putnam Publisher Group Library, 1972.
Morgan, Sally. [Triangles and Pyramids]. New York: Thomson Learning, 1995.
Podendorf, Illa. [Shapes: sides, curves, and corners]. Chicago: Childrens Press, 1970.
Siede, George and Preis, Donna. [Shapes/photography]. Lincolnwood, IL: Publications Intern, 1992.
Silverstein, Shel. [A Light in the Attic]. New York: Harper, 1981. [See the poem titled Shapes.]
Sitomer, Mindel & Harry. [Lines, Segments, Polygons]. New York: Crowell, 1972.
Tucker, Sian. [The Shapes Game]. New York: H. Holt, 1990.
Wyler, Rose and Elting, Mary. [Math Fun with Tricky Lines and Shapes]. New York: J. Messner, 1992.
Chatter Box information
File Extension: pdf