Geometry Through Literature and Technology, Author(s): Susan Jacobs, Grade Level: 5, Subject Area: Mathematics/Language Arts/Technology, - Word scatter for polygons will follow to discover how much is known about their characteristics. Collectively, a definition will be written for each polygon.

Planning Guide

Creating Learner-Focused
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* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Geometry Through Literature and Technology	Author(s): Susan Jacobs
Grade Level: 5 (could be adapted for any Elementary level)	School Address: Grant C. Madill Elementary School, 800 Jefferson Ave, Ogdensburg, NY 13669
Subject Area: Mathematics/Language Arts/Technology	School Phone/Fax: 315-393-7729

CONTENT KNOWLEDGE

Declarative	Procedural
Basic geometric plane figures	Write story adaptations and give an oral presentation and skit
Geometric properties and characteristics	Generate a word processing document
Patterns/Functions of polygons	Construct a geometry matrix
	Record math journal entries
	Generate a geometric quilt square on the computer and print it to transfer paper

ESSENTIAL QUESTIONS

Where can you find geometric shapes, 2 and 3 dimensional, in your life surrounding?
Can a variety of geometric shapes be combined to form 1, 2, or up to 5 other polygons?
What is the minimum number of triangles that could be used to form a square, trapezoid, rectangle, and parallelogram?

INITIATING ACTIVITY

Introduction to Geometry through the book The Greedy Triangle. Word scatter for polygons will follow to discover how much is known about their characteristics. Collectively, a definition will be written for each polygon.

The children will then experience polygons in Microsoft Word on the drawing toolbar. Each child will design a quilt square on paper and then design a similar square in a Microsoft Word document. Once a frame is created, the student will fill selected polygons using fill effects. The square will be printed onto transfer paper and ironed onto a T-shirt or attached to a class quilt.

Connection to State Learning Standards

Content Area: Mathematics--Geometry

Level: 5

Standard: MST 3 Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings and by solving problems through the integrated study of number systems, geometry, and probability.

Key Idea 4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.

-visualize represents, and transform two and three-dimensional shapes.

-use appropriate tools to construct and verify geometric relationships.

Standard: MST 3 Key Idea 7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.

-use properties of polygons to classify them.

Unit Theme: Geometry through Literature

Standard: MST 5 Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Key Idea 3: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

-use a computer system to connect to and access needed information from various Internet sights.

-use a computer as a modeling tool.

Standard: ELA 2 Students will read, write, listen, and speak for literary response and expression.

Key Idea 1: Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the test.

Key Idea 2: Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Characteristics of polygons. when they are used in combination with one another they can form a variety of polygons.

These shapes are all around us…what are we missing?

Literature exposure

-The Greedy Triangle, by Marilyn Burns

-Grandfather Tang's Story, by Tompert

Shape identification around school

3 minute pause

hands on manipulation of tangrams

Word Scatter

KWL

Chart findings

Mnemonic for Quadrilaterals

After listening to The Greedy Triangle, the students will be asked to complete a word scatter for a booklet of polygons. They will write as many characteristics as they can. The characteristics will be shared and definitions will be written.

Students will take a walking tour of the school and record polygons in our everyday life. (ex. wall tile, EXIT signs, windows, etc.)

Students will manipulate a set of tangrams while they listen to Grandfather Tang's Story. As grandfather tells the story it will be necessary for the children to make new animals.

Pupils Should Remember Railroad Tracks (This mnemonic will help students to remember the quadrilaterals.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Generate a quilt square on the computer and print it to transfer paper. Iron to T-shirt or class quilt.

Write a story adaptation for The Important Book, by Margaret Wise Brown and perform a geometry skit.

Construct a minimum of 5 polygons. Use various tangram pieces and classify their findings on a class matrix.

Communicate findings in journal entries.

Paper and cloth quilt square

Story adaptations and skit

Geometry Matrix

Journal entries

The students will create a paper quilt square using the 6X6 paper, a ruler pencil and crayons. This will be attached to a paper frame and all student squares will be attached to one another and laminated to look like a quilt.

The students will then generate a quilt square using the drawing features in Microsoft Word. They will use a combination of basic shapes, fill and fill effects. This will be printed to transfer paper to be ironed onto cloth to become a quilt or to a shirt for personal accomplishment pride.

The students will listen to the words of Margaret Wise Brown in this book and then they will listen to one extension of the book, given by their teacher, relating the book to geometry. The important thing about a polygon is that it is a plane figure made up of three or more line segments. It is true a polygon can be found as the frame of a window, a musical triangle, a stop sign or even a sheet of paper. But, the import thing about a polygon is that it is a plane figure made up of three or more line segments. ***

***The children will then work in collaborative pairs to write story adaptations. Groups will eventually be formed and the children will present their adaptations. Groups will eventually be formed and the children will present their adaptations in skit form. Their skits will be videotaped by a classmate, lights, curtains and sounds will be adjusted by their classmates.

The students will follow this sequence chain--Free explore>>Put shapes onto graph paper>>trace the shape>>Identify shapes>>Display on the class matrix and/or add to others shape list. This exercise allows for refining shape recognition and retention.

At various stages of this unit, the students will be asked to communicate their findings through writing and illustrating.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Polygons and their characteristics. Polygons can exist as a single plane shape, or in combination with other polygons, we can broaden our possible groupings of plane figures.

Comparing

Classifying

Inductive Reasoning
Deductive Reasoning
Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
Other:

Using a 7-piece Tangram set, the student will construct a square, triangle, trapezoid and parallelogram. The student will use just 1 or a combination of any of the 7 pieces. Once a shape is created they will trace it onto colored paper, cut the polygon out and attach it to the class matrix.

If a student can prove that a certain shape is not possible using a certain number of pieces, they must give their reasons for proof. If the proof is correct they will be allowed to write not possible on the chart.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
The students will be demonstrating their knowledge of polygons and their characteristics. They will also be demonstrating their knowledge through group presentations of their story adaptations.	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [X] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances Upon completion of the story adaptations for The Important Book, the students will be arranging a skit. Their skit will clearly demonstrate their knowledge of polygons. It will include the important characteristics of their given polygon and where we would find such shapes in our lives. The students will generate their props from the computer, drawings, or real life items that are specific shapes to be identified. They will type a script for a 2-minute presentation, prepare props & scenery, and organize for lights and videotaping. On the day of the presentation for the school, the students will wear their T-shirts designed on the computer and printed to transfer paper.
		Criteria for evaluation-based on group story adaptation/presentation 1. Introduction of presentation 2. Development of ideas, details, and visual elements of presentation 3. Organization of presentation and effective communication of ideas 4. Language use-demonstrating a clear understanding of topic

Rubric:

Key Questions: This response, product, or performance provides evidence of understanding of Geometry/Communicating Knowledge of polygons, their characteristics, and where they can be found in our lives.

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale
Weights
4	Introduces presentation in a way that hooks the audience on the topic.	Clearly identifies all characteristics of their shapes. Uses visual elements to enhance the presentation.	Organizes presentation with an appropriate and interesting introduction and conclusion.	Uses language in an interesting and varied way. Demonstrates a rich geometry vocabulary.
3	Introduction lacks some clarity.	Identifies most of the shapes' characteristics. Uses some visual elements to enhance the presentation.	Presentation seems to demonstrate knowledge of the topic but lacks transitions.	Uses language in an interesting way. Demonstrates appropriate vocabulary.
2	Introduction is weak.	Visual elements were too small, unclear. Presentation identified few characteristics.	Presentation may include digressions.	Vocabulary may include some inaccuracies.
1	Vague introduction.	Little knowledge of polygons' characteristics.	Presentation lacks organization.	Language is inappropriate. Vocabulary is inaccurate.

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions: Rubric for Tangram story

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
[ ]Story is organized in a logical manner.	[ ]Story seems to have been planned.
[ ]Few or no errors in mechanics.	[ ]Some errors exist in mechanics.
[ ]Language is clear, using vivid descriptions of characters and/or events.	[ ]Spelling and grammar mistakes are evident.
[ ]Illustrations are relevant, using a complete seven piece Tangram set. All pieces are clearly traced.	[ ]Illustrations aren't clear. Tracings are sloppy.

Score Point 2	Score Point 1
[ ]Story was not clearly planned.	[ ]Story was not planned.
[ ]Story includes digressions.	[ ]Illustrations are not clear and need to be traced with a seven piece Tangram set.
[ ]Spelling and grammar errors interfere with the communication.	[ ]An introduction and a conclusion for this adaptation does not exist. Spelling, grammar, and mechanics errors interfere with communication.
[ ]Student did not use all of the seven pieces for each illustration. Pieces were drawn free hand, not traced.	[ ]Handwriting is illegible.

Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Unit Schedule/Time Plan: 18 days

Written Overview:

This unit is intended for a fifth grade class but can be adapted up or down. although the theme is Geometry, it is a unit meant to incorporate Mathematics/Language Arts/Technology. The students will be exposed to:

1. Minimum of three pieces of literature

2. Computer-word processing, Internet, Design and Microsoft Word toolbars

3. Effective Communication through skits, journals, and completed matrix