Beacon Lesson Plan Library

Geo Jammin' - Day 5, Lesson 16: Capturing

Katie Koehnemann
Bay District Schools

Description

Students take to the Author's Chair and share poems written at home for the Capturing “Lions” of Poetry Literacy Link parent page. The class listens with purpose for the correct attributes of the shape for which each poem was written, as well as for quality speaking traits.

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 describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).

Materials

-Author’s Chair
-Student poems (from Capturing “Lions” of Poetry Literacy Link parent page, Lesson 15)
-Geo George puppet
-Quality Speaking poster
-Post-It notes
-“Lions” of Poetry Feedback page for each child (See Associated File)
-An Assessment Management Tool for each student (See Associated Files in the Unit Plan)

Preparations

1. Place the Author’s Chair at the front of the room.
2. Plan share time intervals.
3. Gather student-generated poems. (Lesson 15, Geo Jingo Jivin’)
4. Prepare the Geo George puppet.
5. Display the Quality Speaking poster. (Lesson 2, Math Mouth)
6. Gather Post-It notes.
7. Use the Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)
8. Associated File contains:
“Lions” of Poetry Feedback page

Procedures

1. Geo George asks students to take out poems.

2. He reviews quality speaking traits by asking leading questions about things to remember when speaking in front of a group. Formative assessment occurs as Geo George listens to student responses for accuracy, calls on other students to fill in ideas others may forget to mention, and directs students’ attention to the Quality Speaking poster.
*For example: Puppet prompts students by asking, “What would you have to do to your speaking voice if someone said, ‘I can’t hear you. You need to speak more audibly?’” Call on students to give a response, such as, “talk louder”. Geo George responds with, “Yes, because audible means…” Call on student to give meaning. As students respond, check for understanding of terms. Allow feedback from peers.

3. The puppet asks, “Who would like to talk?” (Yeah! Everyone wants to speak.) Ask, “Who wants to speak with a quality voice?” (Yeah! Everyone wants to speak with a quality voice.) Ask, “Who wants to speak with a quality voice by reading their poem aloud?” Call on students to come to the Author’s Chair to share.

4. Before beginning, Geo George divides the class in half. One half listens purposefully for the content of the poem to see if correct attributes of the shape are presented, the other half listens for quality speaking traits.

5. After each poem is read, call on one or two students from each half of the room to offer positive and corrective feedback. Formatively assess both the student performer and students giving feedback, listening for correct and accurate attributes and use of quality speaking voice.

6. Paraphrase and record comments and suggestions made by peers on “Lions” of Poetry Feedback page. (See Associated File) Add others that are necessary and helpful.

7. The performing student listens to peer comments, then turns in their poem. Attach each student’s feedback page to his or her poem. Use the feedback page for student conferences during Self-Selected Reading. Conference with regards to attributes and speaking quality. The poem is not being assessed.

8. OPTION: To hear all poems and give feedback may take considerable time. Shorten the activity by doing several poems at different times of the day. Do what works best with your students.

9. It is imperative all students get the chance to read their poem and that a feedback conference with each student takes place. This is a significant activity in preparing them for the summative assessment.

10. Send home the poem and feedback page with students.

Assessments

Students are formatively assessed for content accuracy with regards to attributes of two- and three-dimensional figures and for use of quality speaking strategies, as Geo George monitors responses for correct and accurate attributes. Peers offer positive and correct feedback. The teacher conferences with each student and gives a written feedback.

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 16 - Capturing “Lions” of Poetry; a Shared Reading 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. 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
4. Geo Cleo and the Shape Caper is an interactive Student Web Lesson that addresses the standard: the student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles). Students should visit the lesson regularly for optimal practice in describing three-dimensional attributes. Geo Cleo and the Shape Caper 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=3160
5. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
6. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.

Web Links

This 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).
The Facts Please, Mr. Mumble

This is an interactive Student Web Lesson that addresses the standard: the student describes attributes of three-dimensional sMA.C.1hapes using mathematical language (for example, curves, vertices, edges, faces, angles).
Geo Cleo and the Shape Caper

Attached Files

'Lions' of Poetry feedback form     File Extension: pdf

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