## Geo Jammin' By Design - Day 7, Lesson 36: DeSign Sampler

### Katie KoehnemannBay District Schools

#### Description

Using pictures of quilts, student groups follow presented criteria and utilize the role of each student to write quilt reports. This exercise affords students another opportunity to prepare for the summative assessment given the following day.

#### 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 two-dimensional shapes.

The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).

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).

The student knows ways trade helps families in different places meet their basic needs of clothing, food, and shelter.

#### Materials

-Hard copy of a quilt design for each group of four students (See Weblinks)
-Transparency copy of each quilt design given to each group of four students
-Copy of Our Quilt Report for each group (See Associated File)
-Group assignment for each student (recorder, timekeeper, writer, reader)
-Procedure for getting students into groups
-Workspace for each group
-Pencils for each Recorder
-Transparency of ‘What Do We Do’ task sheet (See Associated File)

#### Preparations

1) Make transparency copy of What Do We Do.
2) Have a procedure for forming student groups.
3) Make copy of Our Quilt Report for each group.
4) Make transparency copy of a quilt design for each group. (See Weblinks)
5) Make a hard copy of the same quilt design for each group.
6) Overhead projector with viewing surface.

#### Procedures

1) Direct students to form groups of four.

2) Groups decide members’ job responsibility:
A timekeeper – watches the time and keeps the group moving along with the assignment Two recorders – record the group’s ideas and sentences as they are decided upon (One will write the first paragraph, the other the second paragraph.)
A reader – stands to share the group’s report with the class.
All students in the group contribute to the report. Students discuss and decide on sentences about the social studies aspects and geometry aspects of the quilt for the report. (These are bulleted on the What Do We Do? Task transparency in the Associated File)

3) Remind students of the writing session shared earlier in the day (Lesson 34, Flying Geese). Explain they are to write a similar report in their group.

4) Place ‘What Do We Do?’ transparency on the overhead. (See Associated File) Direct students to read silently. Have it read orally. Review the task with students. Clarify student questions.

5) Formative assessment occurs as students read the informational text and demonstrate knowledge and understanding of the task.

6) Distribute to groups a picture of a quilt (hard copy and transparency) and an Our Quilt Report sheet. (See Weblinks) Remind students the Quilt Word Board (Lesson 2, Dancing Duo) and personal Gloss-ary (Lesson 9, Bringing It to a Fine Gloss-ary) is a source for words they may want to use and spell correctly in the report.
OPTION I: Groups work on their report. They use ‘What Do We Do?’ transparency to guide discussion and decisions on what to include.
OPTION II: Read each item to be included in paragraph one. After each, ask the class for ideas that could be included.
For example: The first item is, tell what you know about quilts as an art form. Various students could offer ideas such as:
Different shapes had to make a design
Using colors made it like painting
Fancy stitches were used to show artistic designs
They could paint pictures with fabrics
Appliqué was like painting
Designs could be rotating or repeating
This was an artistic way to sew memories
Making designs was like painting, etc.
Follow this procedure for each item for the first paragraph. Let groups write their first paragraph. Then follow this procedure for items included in the second paragraph and then groups write the second paragraph.

7) Formative assessment occurs as group work is monitored. Listen for appropriate discussion about quilts and quilting, and geometric components of the quilt they are writing about. Also, listen for correct detail comments about the quilt. For example, if discussion is about the appliqué technique of the particular quilt, but it is a patchwork design, immediate feedback and guidance is needed. Also, use questioning to draw in students who seem to not participate in group discussion and decisions.

8) Direct group attention to ‘What Do We Do’ task transparency if discussion is off course.

9) Each group completes a two-paragraph report about the sample quilt given, within the allotted time. (Having students adhere to a time factor keeps the length of the lesson reasonable, gives a feel for the length of time the summative assessment should take, and it is good practice for future timed writings. However, please note, the summative report given the following day, has no time limit. Students should not be penalized for the amount of time needed to write their report. Students should have the amount of time needed to complete the assessment.)

10) As groups finish the report, writing materials are put away and they prepare to share their report with the class. This segues into the next lesson, Read Aloud, where student groups share their reports.

#### Assessments

Formative assessment occurs as students are monitored in work groups. Discussions and ideas being included in the paragraphs should be accurate with regards to quilts and quilting, and geometric aspects of the sample quilt they are writing about. Also, detail comments should be correct. See specific examples in Procedures.

#### Extensions

1) This is Lesson 36 – De’Sign Sampler; a Social Studies lesson
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 as a learning center. See Weblinks. If a journal is kept for this unit, allow students time to reflect on this activity.