Beacon Lesson Plan Library
Geo Jammin' By Design  Day 5, Lesson 24: Read All About It!
Katie Koehnemann Bay District Schools
Description
The most important thing about this lesson is the class wrote the book themselves. It reviews symmetry, line of symmetry, congruent, slide, flip, turn, shapes within a shape, and patterns. But the important thing is that the class wrote the book themselves.
Objectives
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 describes symmetry in twodimensional shapes.
The student determines lines of symmetry of twodimensional shapes by using concrete materials.
The student knows congruent shapes.
The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).
The student predicts the reflection of a given twodimensional shape.
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
The student combines two attributes in creating a pattern (for example, size and color).
The student transfers patterns from one medium to another (for example, pictorial to symbolic).
The student identifies patterns in the realworld (for example, repeating, rotational, tessellating, and patchwork).
Materials
Class big book, The Important Thing About Quilt Design, published and ready to share with students. (See Day 4, Lesson 21, The Important Thing)
A listening area where students gather together to read and enjoy illustrations.
Preparations
1) Have the class big book completed and made into a book. (See Day 4, Lesson 21, The Important Thing)
Procedures
1) Gather students in the listening area.
2) Hold up The Important Thing book they wrote. (Day 4, Lesson 21, The Important Thing)
3) Read the book through once. Students listen to their text and view their illustrations.
4) For review, enjoyment, and celebration of their work, read the book several times. Share reading in various ways. Suggestions might be: allow the group who created each page read their page aloud in unison; boys one page, girls another; one side of the group then the other; teacher reads with students joining in unison on the repeat verse, etc.
5) Ask students what kind of pattern the book represents (repeating pattern). Once students are comfortable with the text, ask some to do the slide, flip, and turn motions (Day 1, Lesson 2, Dancing Duo) as the class reads the page for each of those elements.
6) Shared Reading is students listening with purpose. With that in mind, direct students to listen to see if the text describing each item is correct.
7) To clarify any confusion or misconceptions, call on another student to offer the answer. Formative assessment occurs as students question and offer explanations to each other. Listen for that which is still unclear and to responses offered by peers to develop a deeper understanding of what concepts need to be retaught. If students are reluctant to ask questions, ask questions of particular students or of the class in general and listen how students justify their responses. (For example: In the book the class wrote the important thing about symmetry is that ‘it is the same.’ Ask, ‘What is meant by saying symmetry is the same?’)
8) Note those individual students who seemingly struggle. Plan to miniconference with them at an appropriate time of the day to give individualized clarification of misconceptions.
9) Announce to students a summative assessment is the next day. The task will is to show slide, flip, turn, congruent, line of symmetry, and reflection using tangram pieces.
Assessments
Formative assessment occurs as students ask questions and other students offer answers for those questions. Listen for what is still unclear to students with questions and listen to the responses offered by peers to develop a deeper understanding of what concepts need to be retaught. Students should be able to correctly identify, define, explain symmetry, line of symmetry, shapes within shapes, all items that are included in The Important Book about Symmetry.
Extensions
1) This is Lesson 24 – Read All About It; 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: 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).
3) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use it as a learning center.
4) If a journal is kept for this unit, allow students time to reflect on this activity.
