## Geo Jammin' - Day 2, Lesson 7: Roll, Roll, Unroll the Scroll

### Katie KoehnemannBay District Schools

#### Description

Entry in the Math Moments journal begins with student reflections on the day, recording personal thoughts about what they learned and/or something they are wondering about. Response to a higher-order thinking question rounds out the writing experience.

#### Objectives

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 knows the names of two-dimensional and three-dimensional figures presented in various orientations in the environment.

#### Materials

-Student Math Moments journals
-Geo George puppet
-The writing lead, “Through songs, poems, and discussions about shapes I have learned . . .” written large and clear on sentence strip and rolled tightly like a scroll into a cylinder shape.
-The writing lead, “Would you rather be a two-dimensional or a three-dimensional geometric figure? Explain why . . .” written large and clear on sentence strip and rolled tightly like a scroll into a cylinder shape.
-Tape
-Plain sheet of copy paper for each student
-Rubber bands
-An Assessment Management Tool for each student (See Associated Files in Unit Plan)
-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.

#### Preparations

1. Write each lead on sentence strip.
2. Roll it up scroll fashion to make a cylinder shape. Secure with rubber band.
3. Gather student Math Moments journals.
4. Prepare a location where leads can be displayed.
5. Use adhesive (tape, pins, thumbtacks, etc.) to mount written leads on the wall, board, wherever.
6. Use the Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)

#### Procedures

1. Hold cylinder roll up for students to observe. Quiz with questions, for example, “Is this object two-dimensional?, Why?, What dimension is it?, Why?” Once established as a three-dimensional shape, ask, “What is its name?” Formatively assess student understanding as responses are given. Listen for correct reasons as to what determines the scroll to be three-dimensional as opposed to two-dimensional.

2. Geo George announces he needs three helpers to assist with the cylinder.

3. Choose three students to come to the front of the class. One student holds the open edge of the scroll, one student holds the rolled side, and the third student reads, as the scroll is unrolled.

4. Instruct the one child to slowly begin to unroll the cylinder. As he/she does, the reader will read the writing lead aloud to the class. (“Through songs, poems, and discussions about shapes I have learned. . .”)

5. Geo George praises the reader for loudness, voice quality, etc. (Refer to the Quality Speaking poster displayed in the classroom during Lesson 2, Math Mouth.)

6. Puppet calls on other students to practice their speaking and reading skills by rereading the lead aloud. More reluctant readers should be called on after the lead has been read several times so as to assist them in the reading process by hearing it more than once before having a turn. (When appropriate, Geo George gives feedback to students on their voice quality.)

7. Once the lead has been reread several times, ask students to predict what they are to do. (Respond to the lead by writing in their Math Moments journal.)

8. Student helpers tape opened scroll to chalkboard or wall so students can refer to it.

9. Students get out their journals and freely write for five minutes responding to the lead.

10. Repeat steps 3 thru 9 using the second cylinder. Before addressing the lead, ask students thought questions about the unrolled scrolls, for example, “What shape is the paper now?, Is it two-dimensional or three-dimensional?, and How do you know?” Students should come to the realization that now the scrolls are two-dimensional rectangles. Formatively assess student understanding as responses are shared. Listen for correct reasons as to what determines the rectangle to be two-dimensional as opposed to three-dimensional.

11. Call on individual students to read their response to “Would you rather . . .” to the class for an enjoyable review of a child’s perspective on being a shape and the opportunity to formatively assess students’ understanding of the attributes of two- and three-dimensional figures.

12. Hand out to each student a sheet of plain copy paper. Allow them to roll it into a cylinder, secure it with a rubber band, and use it as a mouthpiece. I know, this may drive you nuts, but allow them to talk through it responsibly . . . for a while anyway!

13. Read individual student journal entries at the end of the day to formatively assess content understanding. Be cognizant of correct use of math vocabulary, accuracy of descriptions of what they learned, and clear reasons for wanting to be a two- or three-dimensional figure.

#### Assessments

Formative assessment occurs as students accurately respond to thought questions, giving insight to comprehension, understanding, and transfer of information. Journal entries formatively assess the level of understanding of geometric terms and comprehension of lesson content for individual students.

#### Extensions

*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 Lesson 7 – Roll, Roll, Unroll the Scroll; a Writing 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’
2. 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).
3. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
4. The Facts Please, Mr. Mumble is an interactive Student Web Lesson that addresses the standard: the student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles). Students should visit the lesson regularly for optimal practice in describing two-dimensional attributes. The Facts Please, Mr. Mumble can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3161
5. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.