Following Directions to Make a Tangram

Guided reading strategies are utilized to teach students how to effectively read informational text. Challenged to cut a tangram, students read how-to directions and demonstrate their understanding of geometric terms to complete the task successfully. The directions are written on a second grade level. However, students will need background knowledge on specialized geometry terms in order to complete this lesson.

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient...
CCSS.ELA-Literacy.SL.7.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use...
CCSS.ELA-Literacy.SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language...
CCSS.ELA-Literacy.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.7.6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with...
CCSS.ELA-Literacy.W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further...
CCSS.ELA-Literacy.W.7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each...
GLE 0201.6.1
Follow simple multi-step directions in a short informational text.
GLE 0701.2.6
Deliver effective oral presentations.
GLE 0701.3.3
Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0701.4.1
Define and narrow a problem or research topic.
GLE 0701.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0701.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
GLE 0701.4.4
Write a research paper, using primary and secondary sources and technology and graphics, as appropriate.
SPI 0701.1.20
Recognize and use grade appropriate and/or content specific vocabulary within context.
SPI 0701.2.4
Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
SPI 0701.3.5
Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0701.3.8
Select an appropriate concluding sentence for a well-developed paragraph.
SPI 0701.4.1
Select the most focused research topic.
SPI 0701.4.3
Determine the most appropriate research source for a given research topic.
SPI 0701.7.2
Select the visual image that best reinforces a viewpoint or enhances a presentation.
TSS.ELA.7.RI.IKI.8
Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient to support the claims.
TSS.ELA.7.SL.CC.3
Explain a speaker's argument and specific claims, focusing on whether the reasoning is sound, relevant, and sufficient.
TSS.ELA.7.SL.PKI.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use...
TSS.ELA.7.SL.PKI.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
TSS.ELA.7.W.PDW.6
Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in...
TSS.ELA.7.W.RBPK.7
Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.
TSS.ELA.7.W.RBPK.8
Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding...
TSS.ELA.7.W.TTP.1
Write arguments to support claims with clear reasons and relevant evidence.
TSS.ELA.7.W.TTP.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of...
TSS.ELA.7.W.TTP.3
Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Objectives:

  • The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).
  • The student knows congruent shapes.
  • The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).

Lesson Variations

Blooms taxonomy level: 
Applying
Extension suggestions: 
  • This is Lesson 8 – Could You Please Give Me Directions?; Component – Guided Reading Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ By DeSign Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ By DeSign Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ By DeSign Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ By DeSign Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ By DeSign Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ By DeSign. Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ By DeSign. 
  • Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom. 2)The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3004. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Helpful Hints

Materials:

  • An ample supply of 6 x 6 inch squares of colored construction paper
  • Scissors for each student
  • Printed copies of the directions for cutting a tangram
  • Marker for adding Tangram to the word board
  • Envelope 
  • Print and prepare Literacy Link page to send home

References

Contributors: