Beacon Lesson Plan Library
Geo Jammin' By Design - Day 3, Lesson 15: The Quiltmaker's Gift
Bay District Schools
Using observation skills, students develop an eye for symmetry through literature. Class discussion is the arena whereby students hone in on the correct use of content language to enhance understanding and conceptualization of targeted concepts.
The student describes symmetry in two-dimensional shapes.
The student determines lines of symmetry of two-dimensional shapes by using concrete materials.
The student knows congruent shapes.
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
The student identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
The student knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).
-A copy of [The Quiltmaker’s Gift] by Jeff Brumbeau (Scholastic 0-439-30910-7)
-A gathering place for students to listen to a story
1) Obtain a copy of [The Quiltmaker’s Gift] by Jeff Brumbeau (Scholastic ISBN 0-439-30910-7)
2) Familiarize yourself with the illustrations making note of areas you will want to discuss with students.
3) Familiarize yourself with The Quilt Maker’s Gift Website.
This book was chosen for its breathtaking illustrations, historic quilt patterns, and beautiful story. The discussion questions offered in this lesson only scratch the surface of possible activities to do with students using the book. The Weblinks section gives a hotlink to the Quiltmaker’s Gift Website. There are numerous activities on the site. One such activity is an interactive puzzle poster of all the things the king owned. Hidden within the picture are 250 quilt patterns.
1) Gather students around the story area.
2) Explain this is a fable that celebrates the joy of giving. The giving begins with a generous quilt maker. Illustrations are very beautiful and the inside cover and each page offers different types of quilt patterns. Direct students to pay special attention to the illustrations as they listen to the story, being on the lookout for symmetrical designs, lines of symmetry, congruent shapes, shapes within a shape, slides, flips, and turns in pattern design, and repeating and rotating patterns.
3) Read the story aloud to students. Formative assessment occurs as each page is read and students participate in one or more of the suggested activities asterisked below. Monitor for accuracy of: identification of symmetry; characteristics/description of symmetry; location of the line of symmetry; identification of slides, flips, turns; type of design; and positive and corrective feedback by peers. These demonstrations of knowledge should come easily and confidently from students. Take note of students having difficulty and make arrangements for further instruction.
*Call on individual students to identify specific areas of the illustrations where symmetry is evident. After a student identifies an area, ask the student, why. This presents opportunity for students to verbalize a description of symmetry, as well as higher order thinking.
*Call on peer students to accept the description as correct, or offer suggestions to make it correct.
*Ask individual students to identify the type of design each illustration is. For example, students should identify designs as repeating or rotating. Always follow with the question, why, so students can reciprocally share their understanding.
*Call on students to look for slides, flips, and turns in the designs. To demonstrate, ask students to use their fingers on the face of the page to show the slide, flip, or turn. For example, if students identify a slide, they would take their fingers and demonstrate a sliding motion on the face of the page where the design is. For a flip, they could lay their hand over the picture and flip their hand. A turn could be demonstrated by moving their finger in a circular motion over the picture. Always follow with the question, why, so students can reciprocally share their understanding.
*At times, use the mirror to determine the line of symmetry and draw attention to the fact that both sides of a symmetrical design are congruent.
*Select individual students to use the mirror on various illustrations to demonstrate understanding of the line of symmetry.
*Look for symmetry in areas of the illustrations other than the quilt designs.
4) As students become keen observers and develop an eye for symmetry, guide them to think about the origin of designs. Make note of shapes that resemble trees, flowers, the sun, and other shapes that occur in nature. Discuss how these designs in the book are art forms that represent the daily life, history and beliefs of the pattern designer.
5) Visit The Quiltmaker’s Gift Website and allow students to search for and identify some of the 250 hidden quilt patterns. This same poster is located on the inside jacket of the hardcover copy of the story. Idea: Laminate the poster, hang in the classroom, and post next to it a list of the 250 patterns that are hidden.
Formative assessment occurs as each page is read and students participate in the suggested activities. Monitor for accuracy of: identification of symmetry; characteristics/description of symmetry; location of the line of symmetry; identification of slides, flips, turns; type of design; and positive and corrective feedback by peers. Discussion with regards to design as a work of art that reflects cultural heritage and the origin of some designs affords the opportunity for further assessment of student understanding of social studies concepts. Students’ demonstrations of knowledge should come easily and confidently. Take note of students having difficulty and make arrangements for further instruction.
1) This is Lesson 15 – Rave Review; 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.
1) Learning Center Activity: Have a copy of [The Quiltmaker’s Gift] at a table along with writing paper. Laminate the directions of the task and post for students to follow. Task Directions: Look through the book. Pick the use of symmetry that you like the best. Write to explain why you think as you do.
2) Laminate All The King’s Things poster (inside the jacket cover of the hardback copy of this book.) and hang in the room. Post along side the list of 250 quilt patterns that are hidden in the picture. Provide a supply of sticky dots (the removable kind) so students can mark patterns that are found.
3) If a journal is kept, allow students time to reflect on this activity.
4) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center. See Weblinks.
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=3004. 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).
Web supplement for Day 3, Lesson 15, The Quiltmaker's GiftThe QuiltMaker’s Gift
See Extensions for suggested use.Ask Hannah