Hackett 2011

Teacher Candidate: Alyssa Manning Unit Topic: Geometry Essential Question(s): How can we illustrate the world around us with shapes? How can we use shapes to help tell a story? Lesson Number: 5 Approximate Time: 30 Minutes - 45 Minutes Objectives
(Label Blooms)

State Standards
(performance indicators, key ideas, strands, etc.)

Acceptable Evidence and Type of Assessment

Geometry 3.G Reason with shapes and their attributes. 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Reading Standards for Literature K5 Integration of Knowledge and Ideas 7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

1. Students will recognize and describe the shapes that make up a tangram. (Knowledge) 2. Students will construct the images from the story, Grandfather Tangs Story, by Ann Tompert using their tangrams. (Synthesis)

1. Group Discussion of tangram pieces. (Informal Formative) 2. Observation of participation during read aloud. (Informal Formative)

1. Students will discuss in a group setting how the use of tangrams helped in telling the story, Grandfather Tangs Story. (Analysis)

1. Group discussion of Grandfather Tangs Story, by Ann Tompert. (Informal Formative)

Teacher Candidate: Alyssa Manning Unit Title: Geometry

help tell a story?

Hackett 2011 Date: November 16, 2011 Grade Level: 3rd

Subject: Math

Essential Question(s): How can we illustrate the world around us with shapes? How can we use shapes to

Lesson Title/Number

Grandfather Tangs Story / Lesson #5 Geometry 3.G

State Standards and Performance Reason with shapes and their attributes. Indicators 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Reading Standards for Literature K5 Integration of Knowledge and Ideas 7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Lesson Objectives: Lesson Objectives

(Blooms Taxonomy)

1. Students will recognize and describe the shapes that make up a tangram. (Knowledge) 2. Students will construct the images from the story, Grandfather Tangs Story, by Ann Tompret using their tangrams. (Synthesis) 3. Students will discuss in a group setting how the use of tangrams helped in telling the story, Grandfather Tangs Story. (Analysis) Acceptable Evidence: 1. Group Discussion of tangram pieces. (Informal Formative) 2. Observation of participation during read aloud. (Informal Formative) 3. Group discussion of Grandfather Tangs Story, by Ann Tompert. (Informal Formative)

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Hackett 2011 Prior Knowledge Tap: Teacher will ask students to look at their tangrams and to name the quadrilaterals and discuss the quadrilaterals attributes that define them as such.

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

________________________________________________________ 1. The teacher will ask the students to come up to the desk and pick up one sheet of white paper and one zip lock baggie containing a tangram puzzle, and to then take a seat on the carpet. 2. The students will gather their materials of one sheet of white paper and one zip lock baggie containing a tangram puzzle, and then take a seat on the carpet. 3. The teacher will instruct the students to place their white sheet of paper on the carpet in front of them. 4. The students will place their white sheet of paper on the carpet in front of them. 5. The teacher will instruct the students to quietly open their zip lock baggies and to spread the contents out onto their white sheet of paper. 6. The students will quietly open their zip lock baggies and spread the contents out onto their white sheet of paper. 7. The teacher will ask the students if any of the shapes are familiar looking. 8. The students will respond to posed question of if there are any shapes that are familiar looking. 9. The teacher will hold up a parallelogram and ask the students if it is a quadrilateral. 10. The students will respond to posed question of if a parallelogram is a quadrilateral. 11. The teacher will ask the students how they know it is a quadrilateral. 12. The students will respond to posed question of how they know it is a quadrilateral. 13. The teacher will ask if there is another name for the parallelogram besides quadrilateral. 14. The students will respond to posed question of if there is another name for a parallelogram besides quadrilateral. 15. The teacher will ask how the students know it is a parallelogram and ask what attributes a parallelogram has. 16. The students will respond to the posed questions of how they know it is a parallelogram and what attributes a parallelogram has. 17. The teacher will hold up a triangle and ask if it is a quadrilateral. 18. The students will respond to posed question of if a triangle is a quadrilateral.

Hackett 2011 19. The teacher will hold up a square and ask if it is a quadrilateral. 20. The students will respond to the posed question of if it is a quadrilateral. 21. The teacher will ask the students how they know it is a quadrilateral. 22. The students will respond to posed question of how they know it is a quadrilateral. 23. The teacher will ask if there is another name for a square. 24. The students will respond to posed question of if there is another name for a quadrilateral (square). 25. The teacher will ask how the students know it is a square and what attributes a square has. 26. The students will answer posed question of how the students know it is a square and what attributes a square has. 27. The teacher will ask if there are any other names for a square besides a quadrilateral and a square. 28. The students will response to posed question of if there are any other names for a square besides a quadrilateral and a square. 29. The teacher will introduce the 7 specific shapes the students have as a tangram puzzle. 30. The students will listen to the teachers introduction of tangram puzzles. 31. The teacher will inform the students of the task of making characters and animal shapes using their tangrams while listening to a story. 32. The students will listen to the teachers delivery of student task during the read aloud. 33. The teacher will ask the students to be thinking of the question of how shapes can be used to help tell a story during the read aloud. 34. The teacher will read the story, Grandfather Tangs Story, by Ann Tompert. 35. The students will listen to the story, Grandfather Tangs Story, by Ann Tompert. 36. The teacher will provide larger images of the tangram pictures from the story for the students. 37. The students will view larger images of the tangram pictures from the story. 38. The teacher will provide prompts to students for synthesis of tangram pictures from the story. 39. The students will synthesize the tangram pictures from the story. 40. The teacher will visually monitor the student construction of the tangram pictures from the story while doing the read aloud. 41. The students will work throughout the reading of the story on the construction of the tangram pictures from the story. 42. The teacher will ask the students how shapes can help tell a story. 43. The students will respond to the posed question of how shapes can help tell a story. 44. The teacher will ask the students if they could tell a story like grandfather Tang did using tangrams.

Hackett 2011 45. The students will respond to the posed question of if they could tell a story like grandfather Tang did using tangrams. 46. The teacher will instruct the students to take their tangrams home over the weekend and see if they can create or recreate a story using the tangrams to share with the class if they wish. 47. The students will take their tangrams home over the weekend and see if they can create or recreate a story using the tangrams to share with the class if they wish. 1. The teacher will ask the students if any of the shapes are familiar looking. 2. The teacher will hold up a parallelogram and ask the students if it is a quadrilateral. 3. The teacher will ask the students how they know it is a quadrilateral. 4. The teacher will ask if there is another name for the parallelogram besides quadrilateral. 5. The teacher will ask how the students know it is a parallelogram and ask what attributes a parallelogram has. 6. The teacher will hold up a triangle and ask if it is a quadrilateral. 7. The teacher will hold up a square and ask if it is a quadrilateral. 8. The teacher will ask the students how they know it is a quadrilateral. 9. The teacher will ask if there is another name for a square. 10. The teacher will ask how the students know it is a square and what attributes a square has. 11. The teacher will ask if there are any other names for a square besides a quadrilateral and a square. 12. The teacher will ask the students to be thinking of the question of how shapes can be used to help tell a story during the read aloud. 13. The teacher will provide larger images of the tangram pictures from the story for the students. 14. The teacher will provide prompts to students for synthesis of tangram pictures from the story. 15. The teacher will visually monitor the student construction of the tangram pictures from the story while doing the read aloud. 16. The teacher will ask the students how shapes can help tell a story. 17. The teacher will ask the students if they could tell a story like grandfather Tang did using tangrams. 1. Group Discussion of tangram pieces. (Informal Formative) 2. Observation of participation during read aloud. (Informal Formative) 3. Group discussion of Grandfather Tangs Story, by Ann Trompet. (Informal Formative)

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

Assessment Type and purpose

(sometimes called evaluation)

Hackett 2011 The teacher will ask the students how shapes can help tell a story. The teacher will instruct the students to take their tangrams home over the weekend and see if they can create or recreate a story using the tangrams to share with the class if they wish. The teacher will ask the students if they could tell a story like grandfather Tang did using tangrams.

Closure

Accommodations and/or Interactions with Support Staff Grandfather Tangs Story, by Ann Tompert Resources/Materials Tangram Puzzles for each student White sheet of paper for each student 30 minutes 45 minutes Time Required