Beacon Lesson Plan Library
Geo Jammin' - Day 1, Lesson 3: Math Moments on My Mind
Bay District Schools
Students begin a Math Moments journal in which they freely write about the day's math immersion, recording personal thoughts about what they learned, something they are wondering about, a response to a lead question, and/or a letter to Geo George.
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 knows the names of two-dimensional and three-dimensional figures presented in various orientations in the environment.
-Spiral notebook (or similar) for each student
-The word geometry printed on sentence strip
-Geo Junk Journey Literacy Link parent page for each student (See Associated File)
-Time for students to create a title page for the math journal. This could be a learning center activity. It is not recommended that it be done during this lesson; however, as students begin to write in their journals remember to leave space for the title page. (See Extensions)
-Quality Speaking poster (Lesson 2, Math Mouth)
-Posters or sentence strip portions to be used periodically throughout the unit as leads to guide students in getting their thoughts started. (For example: Today I; I learned; I’m not sure about; I am wondering about; I didn’t know that; etc)
-An Assessment Management Tool for each student (See Associated File in the Unit Plan)
-OPTIONAL: Cunningham, Patricia M., Hall, Dorothy P., and Sigmon, Cheryl M. [The Teacher's Guide to the Four Blocks] (A Multimethod, Multilevel Framework for Grades 1-3). Greensboro, NC: Carson-Dellosa, 1999.
1. In advance, purchase a spiral notebook, or similar, for each student. (Or ask students to bring in a notebook for journal writing.)
2. Be prepared to add geometry to the Math Mouth word board.
3. Prepare lead phrases on poster or sentence strip. Although these will not be needed for this particular writing lesson, they will be needed in subsequent writing lessons.
4. Make copies of Geo Junk Journey Literacy Link parent page, cut in half. (See Associated File)
5. Use Assessment Management Tool to record student formative assessment results. (See Associated File in the Unit Plan)
6. Associated File contains:
Geo Junk Journey Literacy Link parent page
NOTE: This lesson should come after students have learned more about shapes through the reading process. Literature that supports the study of geometry, shapes, and its components should be used for Guided Reading each day, and provided during Self-Selected Reading time. Suggested use of this lesson is the last framework component of the day. This ensures students have been exposed to the vocabulary of geometry in several different venues before being asked to reflect on them.
1. If feedback for Many Mumbling Mice (Lesson 2, Math Mouth) was teacher-facilitated, this is an excellent time for Geo George to return and address students. If the puppet facilitated the feedback session, then he continues with this lesson.
2. It is important that students write about what they have learned. Direct students to date the first page (remember to allow for a title page) of their Math Moments journal. Explain the purpose of the journal is to record their thoughts. They are to freely write about what they are learning, things they have questions about, what they have enjoyed, etc. It is not for assessment, grade, or score. The journal is their memory box.
3. Review the day's learning and formatively assess students' knowledge and understanding of concepts by listening for accurate responses as Geo George asks such questions as, “What are some things we have talked about, discovered, and learned today?” Allow for student sharing accompanied by reinforcement from the puppet, and if necessary, prompting about important points of the day. (See detailed suggestions in step #5 of Procedures) As sharing begins, remind students of the qualities of good speaking listed on the class chart.
4. Allow children time to freely write about what they learned about shapes.
5. Once complete, Geo George invites individuals to read aloud from their journal. (Author’s Chair) Formatively assesses student understanding and provide formative feedback by listening for accuracy of journal entries. Listen for: (a) correct geometric vocabulary naming and/or describing two-dimensional shapes; (b) students’ thinking and writing mathematically; and (c) qualities of their speaking voice, to include volume, intonation, and phrasing.
6. Puppet asks if anyone knows what the study of shapes, points, line segments, angles and vertices is called. Allow wait time. Students offer ideas. Respond, “It is called geometry.” Geo George guides students to add a sentence to their journal to show they know they are studying geometry. Add geometry to the Math Mouth word board.
7. Students put journals away in their desks or on the counter. (This depends on individual classroom organization.)
8. Send home with each student a Geo Junk Journey Literacy Link parent page. (See Associated File)
Talking and orally sharing thoughts prior to students beginning to freely write, provides opportunity to formatively assess student understanding. Use data gleaned to re-direct misconceptions. Read student journal entries to formatively assess individual student understanding of geometric terms and comprehension of lesson content. Journal writing will increase confidence and participation, encourage independence of and responsibility for student learning, enhance communication between teacher and student, and record growth.
*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 3 – Math Moments On My Mind; a Writing 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. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
4. 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
5. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.
6. Learning Center Activity – Students design the title page of their journal. (Review with students what should be on the title page, or have a sample at the center. Suggestion: The title page should reflect the subject of the journal. Include the title Math Moments on My Mind. The illustration should reflect different two-dimensional shapes, line segments, points, etc.)
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