## Geo Jammin' - Day 5, Lesson 18: By George!

### Katie KoehnemannBay District Schools

#### Description

Taking on the identity of their geometric puppet, students write a script. The script describes the attributes the puppet had as a two-dimensional square and the attributes it has now as a three-dimensional character.

#### Objectives

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 describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).

The student sorts two- and three-dimensional figures according to their attributes.

The student knows the names of two-dimensional and three-dimensional figures presented in various orientations in the environment.

#### Materials

-All unit resources available to students (song lyrics, poems, Math Mouth word board, Math Moments journals, student folders of class work with formative feedback, etc.)
-Transparency of By George! Task Sheet (See Associated File)
-Copy of By George! student writing page (See Associated File) for each student
-Pencils
-Literacy Link parent page for each student (NOTE: On the Literacy Link, reference is made to audiocassettes. Audiocassettes are in the Materials list of Lesson 19, Hey, Hey, Whaddaya Say!)
-An Assessment Management Tool for each student (See Associated Files in the Unit Plan)

#### Preparations

1. Make sure all student resources are available and in place. (Quality Speaking poster, song lyrics, etc.)
3. Make a transparency of By George! Task Sheet. (See Associated File)
4. Make copies of By George! student writing page. (See Associated File)
5. Make copies of the Literacy Link parent page. (See Associated File)
6. Use the Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)
7. Associated File contains:
By George! student writing page

#### Procedures

1. Geo George asks students to see all his new friends. Students put the geometric puppets on their hands and have them look at Geo George.

2. Walk around the room, with Geo George engaging in short conversations with various puppets as if the students are not there. Have fun! Students make their puppets respond. Suggested questions:
*What were you like when you were two-dimensional?
*What did you like about being a two-dimensional square?
*How were you like a picture on a page?
*How were you different from a cereal box?
*Do you like being three-dimensional?
*What is special about being 3-D?
*How are you different from a picture in a book?
*How are you like a cereal box?
*What is different about being 3-D?

3. Questions should draw out of students the ideas to be included in their oral presentation. Formative assessment occurs as student puppets respond to questions. Listen for correct and accurate responses and comparisons that demonstrate understanding and for quick responses showing students are mastering concepts.

4. Give specific praise for components correctly included, as well as corrective feedback so students can make adjustments to the responses.

5. Remind puppets of the quality of their speaking voice, and direct attention to the traits listed on the Quality Speaking poster. Give positive and corrective feedback with regards to speaking voice as students respond to the content questions.

6. Conversations with student puppets serve to “prime the pump” and get students thinking about ideas that need to be conveyed in their script.

7. Ask students to set the puppet down. Explain their puppet will present to the class their own ideas about being two-dimensional and three-dimensional.

8. Display By George! Task Sheet. (See Associated File) Go over each point with students. Ask for questions and have Geo George clarify and explain.

9. Hand out to students the blank By George! student writing page. (See Associated File)

10. Hand out to students their unit folders, and direct their attention to the resources around the room.

11. Instruct students to imagine their puppet talking to someone. They write what the puppet is saying.

12. As students write, circulate around the room offering individual guidance.
*For example: “How creative! Comparing his three-dimensional body to a cereal box! That really shows me you understand what edges are.” OR “I see you have included that he has edges, but you haven’t explained that an edge is made when two faces touch.”
NOTE: A sample script is included in Summative Assessment A. Located on the Literacy Link page, it is sent home to parents the first day.

#### Assessments

Content area knowledge and the ability to speak in large-group settings are formatively assessed as students respond to higher-order thinking questions. Students receive positive and corrective feedback as they demonstrate their comprehension through creative and accurate oral responses. Individual feedback is given as students work independently to write the script for their puppet.

#### Extensions

* 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 18 – By George!; 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. 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
4. Geo Cleo and the Shape Caper is an interactive Student Web Lesson that addresses the standard: the student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles). Students should visit the lesson regularly for optimal practice in describing three-dimensional attributes. Geo Cleo and the Shape Caper 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=3160
5. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
6. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.
7. Ask each student to bring in an audiocassette tape from home.