Subject(s): Language Arts, Math Grades(s): Grades 2-3, Grades 4-5
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Title – Building Geometric Shapes with Standards:
Reading-
Writing-
3WS2C6:PO1-Use capital letters for a. proper nouns, b. titles, c. names of places, d. abbreviations; 3WS2C6:PO2-Punctuate endings of sentences using a. periods, b. question marks, c. exclamation points; 3WS2C6:PO12-Use subject/verb agreement in simple sentences. Day 1 Anticipatory Set: Teacher will give each student a ziplock bag with tangram pieces. T will give S 2 minutes to explore pieces. T will circulate to clarify S observations utilizing the natural approach. T will ask S to TPS what they are and how they are used. T will post answers on the whiteboard. T will tell S that these are tangrams and they are Chinese puzzles that are used today to make pictures. T will ask S to give a thumbs up/thumbs to the side if their prediction was correct. Each piece (teacher hold one up) is called a tan. T will post definitions on whiteboard. Procedures: Teacher will post the content and language objectives orally, visually and with graphics: Overall Content Objective-Day 1: Students will be able to demonstrate comprehension of the use tangrams by constructing geometric shapes and tangram fox. Overall Language Objectives-Day 2: Students will be able to demonstration application of sentence writing by constructing 3 sentences with correct subject/verb agreement, capitalization and punctuation. T will say; “Tomorrow I am going to read you a Chinese story about fox fairies. A fox fairy is a fox that is magical and can change into different animals.” T shows a labeled picture. T and S chorally read word. T says: “According to this Chinese folk tale, fox fairies live for eight hundred to one thousand years and can change themselves into any animal. In this story, I will use the tangrams to show the animals the fox fairies change into.” Materials: Tangram puzzles, ziplock bags, whiteboard, fox fairy picture. Evaluation: T will observe each student to check for comprehension and clarify understanding. T will evaluate understanding by S participation. Objective: Students will be able to demonstrate comprehension of tangrams by completing cloze statements. Students will be able to demonstrate knowledge of geometric shapes by labeling tangram pieces with 2-D geometric shapes (triangles, rectangles and squares). Procedures: T will handout cloze worksheet and post on the overhead projector. T will explain and visually point out to students that we will work together to complete the cloze statements: ——————————————— 1. A tangram is a ___________. ——————————————— T will show the class the seven pieces of the tangram puzzle on the overhead projector. T will ask S to TPS “What do you remember about what a tangram is?” Yes, a tangram is a Chinese puzzle used to make pictures.” T will say to S: “Let’s fill that in on our worksheet.” T will model completion. T will ask S: “What does the tangram begin with?” T will say: “Yes, a tangram begins with a square.” T will say to S: “Let’s fill that in on our worksheet.” T will model completion. T will ask S: “How many pieces are there in a tangram?” T will say: “Yes, a tangram is divided into seven pieces. You can arrange the seven pieces to create a picture of anything you want.” T will say: “Let’s fill that in on our worksheet.” T will model completion. T will say to S: “What shapes are in a tangram?” T will say: “Yes, there are triangles, a square…” The last piece is a trapezoid. T holds up the piece and says: ” A trapezoid is a rectangle in which two sides are heading in the same direction.” T uses TPR to model the shape and say the word. T says the word slowly emphasizing and clapping the syllables. T asks S to find their trapezoid pieces and hold it up. T and S say word chorally. T says: “Now, let’s fill in the name of the pieces on our worksheet.” T will ask S to chorally read the completed cloze statements. T will circulate through the room to review S responses, listen to choral responses and evaluate. Materials: Tangram transparency pieces, tangram diagrams, cloze worksheet, cloze transparency, overhead projector. Evaluation: T observation, Completion of cloze statements (+/-), Naming of geometric shapes (+/-). Objectives: Students will be able to demonstrate application of tangrams by constructing various geometric shapes and a fox using tangram pieces. Procedures: T will bring class together in a circle on the floor. T shows the class the seven pieces of the tangram puzzle on the felt board. T will say: “Can we make geometric shapes, like squares, from 2 or more of these tangram pieces?” T asks for S volunteer to demonstrate. T uses natural approach to clarify the shapes the student is making and process of student used to make them. T sends S back to desk to explore formation of geometric shapes using tangram pieces. T states that S have 5 minutes to use 2 or more pieces to make other geometric shapes. T circulates and clarifies S findings and scaffolding using the natural approach. After 5 minutes, T asks S to put their heads together and share with their table the shapes they made and how they made them. T asks for S volunteers to come up to the overhead and show the shapes that they made. T will say: “Now I am going to use all seven pieces to make one of the fox fairies from the story.” T will model construction of the fox using a diagram as a reference. T will verbally model step by step procedures using sequencing words such as “first, then, next, after that, and, and finally.” T will say: “Now you will make a fox.” T will distribute diagram. T will instruct S explore making this first animal using the diagram as a reference. T will instruct S to share their efforts with their tablemates. T will circulate around the room and clarify S statements and scaffold using the natural approach. After S have explored, T will ask S to share their observations with the class. T will post observations on the whiteboard. Materials: Tangrams, diagrams, felt board, overhead projector. Evaluation: Teacher observation, completion of geometric shapes and tangrams. Objectives: Students will be able to demonstrate comprehension of tangrams by drawing a picture of their tangram in their math journal and completing 3 sentences . T will say: “Now that we’ve had a chance to explore our tangrams, you will draw a picture of your tangram in your math journal and write three complete sentences about what you learned today. You will use complete sentences in journal entries, including the correct subject/ verb agreement, capital letters and end punctuation.” T will instruct S to use their cloze statements to help them complete their journal entry. T will model procedure on the overhead projector. T will talk out loud as she completes the picture and the journal entry. T will use vocabulary and sequencing words as she works. T will inform S that they cannot use what the T just wrote. Evaluation: Written Product (E, S, I, U) Closure: Teacher will ask students to share about what they learned about tangram. T will show objective again and ask students to show Thumbs Up/Thumbs to the Side if the objectives were met. Enrichment: As pictures and diagrams are shown, T will say: “There is also a dog, hawk, crocodile, goose, rabbit, squirrel, turtle, goldfish, and lion in the story. See how many you can make with your tangrams using the diagrams as a reference.” T will provide S with diagrams and list animals on a chart, so enrichment S can refer to the list. S will build animals. S will draw a picture of and label everything they built in their math journals. Remediation: S uses diagram to place the pieces on. T will work with S to complete the diagrams. T will also scaffold journal writing. Day 2 Anticipatory Set: T will hold up book, Procedures: Teacher will post the content and language objectives orally, visually and with graphics: Overall Content Objectives-Day 2: Students will be able to demonstrate comprehension of the use tangrams by constructing tangram fox, dog, rabbit, squirrel, hawk, turtle, crocodile, goose, goldfish, and lion utilizing a tangram pattern as a reference. Overall Language Objectives-Day 2: Students will be able to demonstrate application of transitions by using them to sequence a list of “fox fairy” transitions. Procedures: T says: “Before we begin, let’s review what we learned yesterday and look at some vocabulary words we will read in the story.” T posts cloze worksheet on the overhead and asks S to take out their completed cloze worksheets from yesterday. T asks S to help her complete the cloze statements. 1. “A tangram is___________. 2. A tangram begins with a _______. 3. ” A tangram has _____ pieces.”, and 4. The shapes in a tangram are __________, a _____________ , and a ___________. “ T says: “Now let’s look at some new vocabulary that we will hear in the story.” T holds posts picture and definition of each word. T uses TPR to T says the words slowly, breaking the words into syllables. T ask S to say and clap each new word. The words are: Whiskers, Shivered, Hawk, beak, shell, claws, scales,spiked, goose, squirrel, bow Materials: Overhead transparency, overhead projector, cloze statements, vocabulary/pictures Evaluation: T observation, S participation Objective: Students will be able to demonstrate synthesis of story content by predicting story content. Procedures; T will do a book walk with the students. T will show some of the pages. T will probe S to see if they have any predictions about what the book may be about. T will point out vocabulary words and show S where they are so S will be prepared. T asks S to set purpose for reading. T and S reviews sequencing words, such as: first, next, then, finally, last, etc. T will instruct S to listen for story sequence. T will explain that S will work in pairs. One S will be Chou and one will be Wu Ling. Each will change your tangram pieces into the new animal. T will stop each time either Chou or Wu Ling change. T will state that S will help tell the story. T will give each S a set of tangram pieces. T will assign pairs by providing S with tags with the names of either Chou or Wu Ling. T will post on the overhead the tangram picture of the fox. T will instruct each S that we will begin the story by making the fox. T will model assembling the fox from tangram pieces using talk aloud to identify transition word, clarify vocabulary and processes. T will instruct each S to place his or her pieces into the form of the fox. T will begin to read the story. The first page has Wu Ling changing into a rabbit. “I can change myself into a rabbit as quick as a wink,” boasted Wu Ling. T will ask S for Wu Ling to raise their hands. T will say: “All those S who are Wu Ling make your rabbit.” T will post a picture of the rabbit on the overhead to use as a reference. T gives S ample time to make a rabbit. T states that partners may help each other, if asked. T continues reading until “not bad” said Chow. “But watch me do better than that.” And before Wu Ling could blink, Chou changed from a fox into a dog!” T asks those S who are Chou to raise their hands. T will say: :”All those S who are Chou make the dog.” T will post a picture of the dog on the overhead to use as a reference. T gives S ample time to make a dog. T states that partners may help each other, if asked. T continues with this format. T encourages teamwork and verbal sharing. After reading the book, T will review the sequence of the story with the entire class. T and S will generate a list of the transformation of Wu Ling and Chou. T will instruct S that they sequence animal transformations in their math journals using transition words and the names of the animals they turned into. T will review sequencing words with S. T will model completion of cloze statements __(sequencing word)_______ he changed into a ____(name of animal)________. Closure: Teacher will ask students to share about what they learned about tangram. T will show objective again and ask students to show Thumbs Up/Thumbs to the Side if the objectives were met. Materials: Book, Sequencing Chart, Name tags, animal transparencies, animal photocopies. Extension: S will be given a story format and will create a new story using tangrams Remedial: S use diagram to place the pieces on. T will work with S to complete the diagrams and journal entries. Pre/Post Assessment-Tangrams Name:________________________ 1. What is a tangram? A tangram is _____________________________________________ _____________________________________________ _____________________________________________ 2. How many pieces in a tangram?
B. 7 C. 10 D. 20 3. A tangram begins with a _____________________. 4. The geometric shapes I can made with a tangram are a
and a ________________________.
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