Beacon Lesson Plan Library

Geo Jammin' By Design - Day 4, Lesson 20: Listening for Patterns

Katie Koehnemann
Bay District Schools


Knowledge and understanding of patterns are extended through the use of literature as students make enriched connections to patterns in the real-world and transferring ideas.


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).

The student transfers patterns from one medium to another (for example, pictorial to symbolic).

The student identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).


-A copy of [The Important Book] by Margaret Wise Brown (ISBN 0-06-443227-0)
-Location for children to gather for purposeful listening
-Chart tablet to record selected student responses


11) Have a copy of [The Important Book] by Margaret Wise Brown ISBN 0-06-443227-0
2) Chart to record student responses.


1) Gather students to the listening area.

2) Read[The Important Book]. (Students should identify the repeat pattern and join in as the verse is read each time.)

3) After reading the story, use guiding questions (sample questions in # 4) to lead students to recognize that patterns occur naturally in places other than Math. Formative assessment occurs as students make connections and realizations about patterns occurring in other forms; in this case, a repeating pattern in literature. Also correlate tracing a pattern from one source to another. Record on chart paper correct response to question G. This repeat pattern is used in the next lesson.

4) Sample questions:
A. Tell something you recognize about each page of the story. (Each page said some of the same things every time.)
B. What is it called when the same thing happens again and again? We see this in quilts. (A pattern)
C. What different types of patterns have we learned about from looking at quilts? (Patchwork, repeating, rotational)
D. What pattern did the author use? (It was a repeating pattern. First an object is named along with the most important thing about it. Then the author tells other stuff about it, and then the most important thing is repeated again. The author did this every time!)
E. What types of objects did the author write about using the pattern? (Outside things like wind and rain, and food. Probably those things that are special to the author.)
F. What made this a repeating pattern? (There were certain lines that were used again and again on every page.)
G. What lines were repeated every time? (‘The important thing about’…. and ‘But the important thing about . . .is’).
H. Would it be possible to transfer the pattern this author created onto another page and write an important book of our own? (Yes)
I. What do we mean by the word transfer? (To trace; make an exact copy of)
J. Think about what we have been learning this week and tell me what you think a good topic would be for our Important Book. (Quilts, symmetry, coordinate, combining shapes, etc.)

5) Explain: Within the next few days, you will design your own quilt block. Each quilt block is placed together to create a class quilt. (Paper)

6) Explain: The class will write an Important Book using the author’s repeating pattern. Each page is a reminder of things learned, and things to keep in mind, as quilt blocks are designed.

7) This transitions to Lesson 21, The Important Thing.


Formative assessment occurs as students respond to the questions and make connections to and realization of patterns occurring in other forms; in this case, there is a repeating pattern in the literature selection. Listen for language used by students that signifies understanding such as the response to question B, C, D, and F. Listen for an understanding of the meaning of transfer from one source to another through responses to questions such as H and I.


1) This is Lesson 20 – Listening for Patterns; 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) 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: 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) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center
4) If a journal is kept for this unit, allow students time to reflect on this activity
Return to the Beacon Lesson Plan Library.