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PR - Lesson Plans - Christina

Page history last edited by Christina Sifuentes Garcia 13 years, 11 months ago

 

Submitted by:

Christina Sifuentes-Garcia

Date:

April 25, 2010

Edited by:

 

Date:

 

 

Unit Name: Geo-Fashion: What are you wearing?

Unit Length: 6 weeks

Overview: The students are doing a culminating vocabulary activity.  They have been keeping a vocabulary journal where they are writing the words down as they learn them and drawing a picture to go with them.  Now they are going to look through magazines and find photos that illustrate examples of the vocabulary on each page.

DESIRED RESULTS

TEKS and SEs

4.8 Geometry and spatial reasoning.  The student identifies and describes attributes of geometric figures using formal geometric language.  The student is expected to (C) use essential attributes to define two- and three-dimensional geometric figures. 

Critical Vocabulary

Point, line segment, endpoint, line, ray, plane, dimension, one-dimensional, two-dimensional, angle, vertex, degree, acute angle, right angle, obtuse angle, intersecting lines, parallel lines, perpendicular lines

Enduring Understandings (Big Ideas)

Attributes of geometric figures can be seen in advertising and in fashion.  The students understand this and can identify critical attributes in everyday clothing and advertisements.

Essential Questions

What attributes of geometric figures can be seen in advertising and in fashion?  Are there any shapes that are more prevalent than others?

Learning Goals and Objectives

We will analyze fashion advertisements for geometrical attributes, shapes, and transformations using fashion portfolio.

Materials Needed

Students created geometry glossary with words, definitions and illustrations, magazines, scissors, glue

ASSESSMENT PLAN

Performance Tasks

Students will correctly identify geometric attributes of two- and three-dimensional figures found in fashion and in advertisements and link them to the corresponding definitions in their geometric vocabulary journals.

 

Other Evidence

Students will use the correct mathematical vocabulary when justifying their reasons for matching the advertisements with the vocabulary.

 

 

LEARNING PLAN

 

Engage: Teacher will play rapid fire with the students where she will show them an advertisement and the students will shoot out as many geometric terms that they can identify in the advertisement within one minute.  After one minute students discuss the terms they have listed so far to determine weather or not they want to add to the list.  Once they feel they have listed all the terms possible, they will be shown another picture and will be given another minute to rapid fire geometric terms present in the advertisement.  Students are given time to reflect on and adjust the list.

 

 

Explore: In groups of 4 students will be given a specific geometric attribute to search for in a magazine.  The geometric attribute may be present in an advertisement for an article of clothing, a logo, or any other type of advertisement for accessories or shoes.

 

 

Explain:  How did your group select the picture that you selected.  Explain what your picture was an appropriate match for the geometric attribute that you were asked to search for.  What other geometric attributes are present in the picture that your group selected?

 

 

Elaborate: Shift focus from the magazines to the clothes that the students are wearing and explain to students that they will be coming up with ways to sort each other into groups based on geometric attributes present in their clothing.  Students will work in pairs to come up with a guess my rule type game for sorting. This game will allow students to begin to focus on the geometric attributes that may be present in the clothing that the students are wearing.  After the game explain to the students that they will now be looking for their own representations of the geometric attributes that they have been studying and finding pictures for their vocabulary journals.  They will also need to be thinking of ideas for designing their own clothing line

 

Evaluate:  In groups the students will be evaluated as they work together to select pictures that represent specific geometric attributes.  Individually the students will be evaluated on the pictures they select to represent the words in their individual vocabulary journals.

 

 Time 

5 – 10 minutes

 

 

 

 

 

 

 

 

 

15 minutes

 

 

 

 

 

20 minutes

 

 

 

 

 

30 minutes

Extension: The students will design an original article of clothing containing specific geometric attributes.  This article of clothing will be featured in their original line of clothing that they will later create a marketing slogan for in order to try and sell.

 Modifications: The required number of geometric attributes that a student is required to complete can vary depending on the student's needs.  Also, in designing the article of clothing, the number of geometric attributes that must be present in the design may vary based on the students needs and level. 

       

 

Submitted by:

Christina Sifuentes-Garcia

Date:

April 25, 2010

Edited by:

    

Date:

     

 

Unit Name: Geo-Fashion: What are you wearing?

Unit Length: 6 weeks

Overview: The students will be writing persuasive texts in the form of slogans and sales pitches.

DESIRED RESULTS

TEKS and SEs

4.19 (A) Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues; create persuasive text (1-2 sentences) for an advertisement 

Critical Vocabulary

audience, persuasion

Enduring Understandings (Big Ideas)

Advertisements usually target specific audiences to buy their products.

Essential Questions

Who do you want your audience to be?  What do you need to know about your audience to persuade them to buy your product?  What is the best way to persuade your target audience?

Learning Goals and Objectives

We will generate persuasive texts using original advertisement slogans.

Materials Needed

Magazines in languages other than those spoken by the students.

ASSESSMENT PLAN

Performance Tasks

Students will write a persuasive text to persuade an target audience to buy their product.

 

Other Evidence

Students have carefully selected their target audience and can justify why their product will appeal to their target audience.

LEARNING PLAN

 

Engage: Teacher will show advertisements from Japanese (or other types of advertisements where words are either missing or unknown to the students) magazines to students and the students will try to guess what the advertisement is selling.

 

 

Explore: In groups of 4 students will examine advertisements of popular selling items and determine what about the advertisement slogan makes it appealing to its target audience.  Students explore the following website and judge the student created slogans in terms of power to persuade.

 

http://volweb.utk.edu/Schools/bedford/harrisms/eagle.htm

 

 

Explain:  How do marketing companies come up with ideas for campaigns?  What do you think makes a successful campaign?  How do they choose a target audience? 

 

 

Elaborate: Think about the article of clothing you are creating in Math class.  How would you market it?  Who would you target to buy it?  How would you persuade them to buy your product?  After you have thought of these questions, write a 1 – 2 line slogan advertisement persuading your target audience to buy your product.

 

Evaluate:  Students will be evaluated as they work in groups and on their final products.  They will need to have created a slogan that reaches a specific audience and sells the article of clothing that they have designed in their math class.

 

 Time 

15 minutes

 

 

 

 

 

50 minutes

 

 

 

 

20 minutes

 

 

 

 

30 minutes

Extension: The students will create an advertisement without words to try to sell their article of clothing in another country. 

 Modifications: For students who may have difficulty with writing, support such as computers or peer tutors may be helpful for completing this task.  A book of popular idioms may be useful to have on hand especially for ELL students. 

       

 

 

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