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Unit:
Leuschner
Teacher: Meghan
Stage 1- Desired Results
Connections to Context:
Established Goals
Transfer
Students will be able to independently use their learning to
UNDERSTANDINGS
Students will understand that
Meaning
ESSENTIAL QUESTIONS
Students will keep considering
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
(1):
3.G.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.
(2):
Also the cross curricular aspect is
learning the English vocabulary and
applying it through holding
conversations as well as following
directions.
Identify shapes in
nature, architecture, and on
paper.
Use geoboards to
create shapes and then to
classify them.
Classify shapes,
lines, and angles according to
the textbook definitions.
Use knowledge of
angles and lines to classify triangles.
Explore geometric
concepts on Study Jams.
Distinguish what a
polygon is through geoboards.
List properties of
shapes.
Based on
properties, explain
relationships between shapes
Expand geometric
vocabulary through word wall
and handwriting
Explain
relationships between
quadrilaterals by creating
tree-like diagrams to
understand the relationship
between quadrilaterals.
Demonstrate how
to use a rubric.
Design a
Objectives
Create shapes
when given properties on a
geoboard
Sketch accurate
vocabulary words for word wall.
Sketch a
thanksgiving card using
shapes
Use a computer
to create final copy of card
cover.
Create tree-like
diagrams to understand the
relationship between
quadrilaterals.
Use a camera to
record identified shapes in
our world.
Practice
handwriting when reviewing
vocabulary and when writing
letter.
Discuss how we
can use our knowledge of
shapes to benefit others
instead of harming.
Collaborate with
partner to work through
study jams and group work.
Participate to fulfill
group treasure hunt.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Evaluative Criteria
The questions on the test must be
appropriately answered:
The names must be in English and
correct. The shapes drawn must be
complete with their properties. The
relationships between shapes must show
knowledge of a shape falling into more
than one category.
Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Use geometry to design Thanksgiving card for an elderly home. [Sentinel Pointe
Retirement Home: (616) 957-9767] or through a thanksgiving card for our troops. (individually)
Completed word wall with corresponding definitions, sketches, and pictures taken from
treasure hunt. (class as a whole)
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)
OTHER EVIDENCE:
Unit final test (see final assessment page on website) (taken individually)
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
RESULTS:
10 of the students got 3 or less of the 24
vocabulary words correct. 9 of the students got 46 of the 24 vocabulary words correct. One
student got 11 words of the 24 vocabulary words
correct. 0% of the students answered the
relationship questions for shapes. 0% of the
students gave a real life example of an octagon.
I have a lot to do laying down vocabulary for
these students. I need to give them lots of
support and time to use the vocabulary.
NAME:__________________________________
10/23/15
Draw a picture of the vocabulary that you know. SKIP ANY THAT YOU DO NOT KNOW.
Line:
Point on a line:
Line segment:
Intersecting lines:
Hexagon: Octagon:
Parallel lines:
Isosceles Triangle:
Ray:
Angle:
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)
Acquisition
Meaning
Progress Monitoring
(How will you monitor
students progress toward
acquisition, meaning, and transfer
during lesson events?) (Formative
Assessment)
Transfer
Lesson 1: (12th)
1)Discussion on why geometry is important in our lives today.
2) Posing problem with ELMO camera (ruler and pencil problem)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
3) Line song
4) Creating word wall
6) Self work
Lesson 2: (13th)
2) Discuss of V & L are the same and different
3) Use yarn to form angles under ELMO camera and as a class define them
using definitions on page. Pose question about adding a line segment to
make a triangle. How would be classify them by their angles?
4) Add angle definitions to word wall
5) Triangle song
6) Work on study jams with partner
7) Play triangle song
Lesson 3: (18th)
1)Work on self work triangles page for warm up + play triangle song
2) Use geoboards to classify what is or isnt a polygon
3) Add polygons to word wall
4) Outdoor shape treasure hunt
5) Self-work
Lesson 4: (19th)
1)Finish self-work from lesson 3.
2) Geoboards for discovering different quadrilaterals
3) Word wall: pre-made definitions (just adding drawn pictures)
4) family tree relationship diagrams
5) Study Jams
6) Self-Work
7) play quadrilateral song
Lesson 5: (20th)
1)Finish self-work, Reinforce cursive handwriting through cursive sheets on
shape names + review questions
2) Play quadrilateral song
3) Discussion on how we use geometry for good & bad (why it is important)
4) Sketch thanksgiving card for nursing home using shapes (10 gram pieces
may help visualize)
5) Re-create them on computer
d
(How will students
monitor their own progress
toward acquisition, meaning,
and transfer?)(Assessment as
learning)(rubric?)
1) Checking
understanding of group work
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
by asking partner.
2) Self-assessment of
understanding on self-work.
They will be assessing their
confidence levels before and
after receiving their paper with
the correction on it.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum