## Geo Jammin' By Design - Day 1, Lesson 5: Do You Hear What I Hear?

### Katie KoehnemannBay District Schools

#### Description

Following directions given in poetry fashion, students apply newly learned geometric vocabulary to successfully create an animal. Reading informational text for key words and specific purpose and comprehension of geometric terms is the focus.

#### 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 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 two-dimensional shape.

The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.

#### Materials

-For each child a plain white 8 ½ inch square of paper (sheets of copy paper cut to size) (Cut extras. Students may want to try it a second time or some might mess up so badly they will need another sheet of paper.)
-A brown crayon for each child
-A copy of the poem for you to read aloud (See Associated File)
-A transparency copy of the poem
-A copy of the poem on chart paper
-A blank sheet of writing paper for each student

#### Preparations

1) Print a copy of the poem for you to use to read aloud to students.
2) Make a transparency copy of the poem.
3) Cut 8 ½ inch squares of white paper. (At least enough for one for each student, more if you think you will need it. See comment in Materials section.)
4) Practice the poem and follow the directions yourself to be sure you read it with fluency and rhythm and that you can make the dog.
5) Have a Vis-à-vis.
6) Each child should have a brown crayon.
7) Print a wall copy of the poem for display.

#### Procedures

1) Ask students to clear their desks of everything.

2) Instruct them to take out a brown crayon.

3) Distribute to each student an 8-½ inch square of white paper.

4) Explain to students you will read a poem aloud. Listen to the poem in its entirety, listening for instructions on how to make something out of the paper square.

5) Read the poem aloud to students. Students are only listening.

7) Read the poem as many times as necessary. Keep the rhythm apparent, but read slowly enough for students to follow directions of the poem.
Formative assessment occurs as you observe individual students working on the folding process. Monitor students’ processing of new vocabulary to see if they understand well enough to perform the task. For example, some observations may reveal that they are completely lost and copying neighbors’ actions, or that they comprehend some of the words, but get stuck on other part(s). As you watch students deal with comprehension and application make note of the vocabulary that is difficult for the children.

8) You may have to read the poem two or three times to get everyone to a finished product.

9) Place the poem on the overhead. Guide the class in reading the poem aloud. Help students through the language of the toughest spots and to identify new vocabulary words, circling each with a Vis-à-vis.
*For example, you note that many students were thrown off by verse six. Explain that a lot of them had trouble with this verse. Ask what was particularly difficult in verse six. Students may say they didn’t understand ‘on the nose make a turn.’ To model the directions, tell students to put their left pointer finger on the dog’s nose. Have them determine right from left, and re-teach that when a figure turns, one point must stay in place. Have all students turn the shape to the right. Continue on with the words horizontal and vertical in the verse so all students can ‘see’ the outcome of the directions.

10) Ask students if they found themselves thinking ahead and trying to predict or guess what the shape would look like when it turned, or flipped. Formative assessment occurs as students explain their thought processes. Offer positive and corrective feedback.
*For example, if one child says I slid it over here when it said to flip, have him experiment with the dog face doing a slide and a turn, thereby experiencing the difference between the two.

11) Students write their names on their dog faces. Collect.

12) On another sheet of paper, students write to tell about their folding experience, what they liked and/or didn’t like about this activity, and give their opinions of the art of folding paper and/or making art from shapes. Collect and read for insight to understanding, misunderstandings, difficulties, and joys of applying what is being learned.

13) At a break in the day or at the end of the day, post the poem and attach all dog faces around it. Rereading the poem and making a dog face may be used as a center activity during the week.

#### Assessments

Formative assessment occurs as students’ performance in following the directions of the poem is observed, as you listen to their responses as to which parts of the task gave them particular difficulty, as they experiment with what they did and what they should have done, and as they describe the accuracy of predictions made. After products have been handed in, assess each individual figure for correctness. Positive and corrective feedback should be given and data outcome should be used to drive instructional questions that you may ask.

#### Extensions

1) This is Lesson 5 – Do You Hear What I Hear; 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) Have the poem posted or placed in a plastic sleeve at a learning center. Students can visit the center to practice reading, understanding math vocabulary with purpose, following directions to complete a task, and for practicing slide, flip, turn with a manipulative.

#### Attached Files

Support Material     File Extension: pdf