Group Text Reading

Lesson 1
Lesson Title/Subject: Kite Worksheets

Standards
G-CO. 1. Know precise definitions of angle, perpendicular line, distance along a line
G-CO. 7. Use the definition of congruence in terms of rigid motions to show that two triangles
are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are
congruent.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
ELD.A.1. Contribute to class, group, and partner discussions, sustaining conversations on a
variety of age and grade-appropriate academic topics by following turn-taking rules, asking and
answering relevant, on-topic questions, affirming others, providing additional, relevant
information, and paraphrasing key ideas.

Purpose/Rationale
The purpose of this lesson is to use the resources available to students such as each other and the
websites we have provided for them to use to define the important vocabulary terms we will
need. They must work in a group to discuss their own definitions/findings from the websites to
define the vocabulary terms. Then they must discuss the idea of how these terms relate to
building a kite.

Background Knowledge
Students are familiar with angle measurements and triangles. Some students are also familiar
with some of the words and their definitions.

Instructional Objectives: Assessment (formal/informal) HOW

SWBAT apply definitions of keywords
such as symmetry and congruent to a real-
life scenario given the layout of a kite.
SWBAT identify how these vocabulary
terms are related to their kite and begin
thinking how they will affect their
constructions.
you will assess: WHAT you will be
looking for:
I will be looking for key phrases such as
the kite needs to be symmetrical
because and it is important for the kite
to be congruent because
I will look for answers to the following
questions:
- Why these words are important?
- How do these relate to the project?
- How will you know if your kite is
congruent?

Language Objectives: Assessment (formal/informal) HOW

you will assess: WHAT you will be
looking for:
 SWBAT orally define symmetry using the
web pages provided and the definitions
they have written on their paper.
Given the conversation placemats,
SWBAT discuss their answers from the
worksheet their partners and ask each
other clarifying questions to enhance
understanding.
I will look for definitions found on the
website such as if a line can be drawn
through it so that either side of the line
looks exactly the same or their own.
While monitoring, I will check that each
group is using at least one Prompt Starter
and one Response Starter before moving
on to the next group.

Multicultural Objectives: Assessment (formal/informal)- HOW

Low-performing students will be able to
discuss their ideas in a safe environment
with advanced students. Students will also
be paired according to their
learning/performance level as to
accommodate for all types of learners.
you will assess: WHAT you will be
looking for:
I will monitor their conversations and
provide feedback such as make sure you
are taking turns using the placemat.

Materials and Safety Precautions (if applicable)

- Laptops
- Worksheets
- Constructive Conversation Placemats
- Protractor
- Ruler

Accommodations for special needs, advanced and English language learners

Low-performing and special needs students will be grouped with High-performing students to
help each other learn the vocabulary. The advanced students will act as tutors and they will also
be able to break down the topics in a much simpler form. ELs will have be given the opportunity
to write notes about what they will say before they say it to help build confidence.

Procedures
Students will be given independent time to complete the worksheets we have provided through a
WebQuest (students are given websites to look at to answer the questions from the website).
After 2 days, we will proceed with the group activity. This activity does not need to be
scaffolded, however, explicit directions will be given. I will work with them in a small group and
show them how to look up stuff they need in order to complete the worksheet.

Model/Focus Lesson
We will begin class by discussing Communication Norms which will be written on a large poster
so everyone can see them during this activity. We will have a What to do and What not to
do. I will do a Fishbowl introduction to the class to model how a group discussion should be. I
will tell them that I will demonstrate how to do a proper educated discussion using the placemat I
have passed out. We will use the first question on the Symmetry worksheet to model. I will
begin by saying We will use the Clarify section of the placemat. What does it mean to clarify
something? I will then have them look at the Prompt Starters and Response Starters. I will then
ask the class to discuss with their partners in a Think-Pair-Share fashion to define symmetry.
Once we begin sharing their definition, I will use the Prompt Starters to continue adding on to
the definition. I will say something like, can you elaborate on the definition you have
provided? I will then ask the class how they think they should answer. After someone defines
the word I will model a Response Starter by saying, to paraphrase what you just said, you
Then I will say, How is this important? Then they will need to reply with either another
question or a response. We will continue in this fashion until we have used a few bullet points
from each section. (Guided Instruction)

Collaborative Learning
Students will then be broken up into heterogenous groups that have been previously picked out
with minor adjustments depending on how many students there are. Each student will be given a
role. The role of Reporter will be given to the low-performing student (they will not know this).
The Leader will be assigned to a student who is typically shy in order to encourage them to take
charge of an assignment and remind others what they should be working on. The Reflector will
listen to what others say and explain it back in his or her own words, asking the original speaker
if the interpretation is correct. The Facilitator gets discussion moving and keeps it moving, often
by asking the other group members questions, sometimes about what they've just been saying.

They will have their worksheets with their answers to use if they cannot remember certain
definitions. They will have to practice conversational skills using the placemats while going
through the worksheets. I will monitor during this activity and check that they are using the
placemats and providing suggestions when needed. They will be required to discuss several
points such as:
- Why these words are important?
- How do these relate to the project?
- How will you know if your kite is congruent?

Independent Learning
Once every group has finished this activity, we will hand out the last worksheet Angle
Construction which they will need before they can create their sketch on graph paper. They must
use the protractor to measure angles and the ruler as a straightedge. If they do not finish this
worksheet, they will be given time to complete the next day.
 Kite Presentations
Lesson 2

Lesson Title/Subject: Kite Presentations

Standards
G-CO. 1. Know precise definitions of angle, perpendicular line, distance along a line
G-CO. 7. Use the definition of congruence in terms of rigid motions to show that two triangles
are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are
congruent.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
ELD. 5. Demonstrate comprehension of oral presentations and discussions on a variety of social
and academic topics by asking and answering questions that show thoughtful consideration of
the ideas or arguments, with moderate support.
ELD. C. 9. Plan and deliver a variety of oral presentations and reports on grade-appropriate
topics that present evidence and facts to support ideas by using growing understanding of register

Purpose/Rationale
The purpose of this lesson is to use the vocabulary terms we learned in order to make a
presentation of how these terms helped in building of the kite. This activity will help students
make connections between the words and their kites and find commonalities and differences
between finished products.

Background Knowledge
Students are familiar with the vocabulary terms and the properties of symmetry and congruent.
They have built their kites and are aware of how math took place in their constructions.

Instructional Objectives: Assessment (formal/informal) HOW

SWBAT describe how definitions apply
to their kites and what impact they made
on their individual kites given their own
constructions.
SWBAT identify the role surface area
plays in the kites success. For example,
the bigger the kite, the better flight.
you will assess: WHAT you will be
looking for:
I will look for phrases such as if a kite is
symmetrical then and if the kite did
not have perpendicular lines then the kite
would
I will look for phrases in the big group
discussion such as the kites that flew the
best were bigger

Language Objectives: Assessment (formal/informal) HOW

Given several kites in the group, SWBAT
compare orally and written to describe
similarities and differences between their
kites.
you will assess: WHAT you will be
looking for:
I will look for phrases in their
presentations such as they are the
same/different because
 SWBAT define key vocabulary terms in
their presentations given a
scaffold/organizer with all the information
previously written individually.
I will look for definitions in presentations
for symmetry as both sides mirror each
other and the angles and the sides are
the same on the top and bottom triangles
for congruency.

Multicultural Objectives: Assessment (formal/informal)- HOW

Students will be grouped according to
their performance levels to create a
balance between high and low performing
students. All students will participate in
the group presentation and will be graded
as a group effort to give all students an
equal opportunity to participate.
you will assess: WHAT you will be
looking for:
While monitoring, I will look for all
students to participate in the discussion
and I will only move on to a different
group once I have heard everyone make a
contribution to the group.

Materials and Safety Precautions (if applicable)

- Built kites
- Notecard

Accommodations for special needs, advanced and English language learners

Low-performing and special needs students will be grouped with High-performing students to
help each other learn the vocabulary. The advanced students will act as tutors and they will also
be able to break down the topics in a much simpler form.
EL students will also be allowed a notecard with bullet points for their part of the presentation
but will not be allowed to read directly from it.

Procedures
Focus Lesson
Students will work in the same groups from the conversation skills lesson. They will be given
these instructions:

You must use the worksheets, your sketch of the kite on graph paper, your experience of
constructing kites, and each other to answer the following questions during your presentation:
- Why are these words important?
- How do these relate to the project?
- How do you know if your kite is congruent?
- How do you know if your kite is symmetrical?
- What made your kite (un)successful?
- Compare at least 2 kites and explain their differences
- What are your next steps to either fix your kite or recreate one

You will present your kites to the class and answer these questions during your presentation. I
want you to pick two kites to talk about (preferably one that worked and one that didnt work) in
order to make comparisons between your kites.
Collaborative Learning
Students will finish answering the required questions and write their answers on the notecard if
they need it to remember. They will present as a group. Each person in the group is required to
answer at least one question. The student who has been assigned the role of the Reporter and
Leader must answer two questions during the presentation. The goal of this presentation is to
describe their experience and any difficulties they encountered. They must also explain how their
kites were built through using mathematics. Students will be allowed to work through the period
to prepare their presentations. They will need to present for no longer than 10 minutes. They will
also be given a rubric so they know what they will be graded on. Students will work within their
groups to decide what they want to present to the class to demonstrate their knowledge and
understanding of the mathematical concepts behind the constructions. Students will then present
the next day after signing up (we will have about 5 groups total).

Guided Practice
I will give students the opportunity to discuss as a whole what some of the similarities between
the successful kites were. They should know which kites didnt work after the presentations and
make connections as to why they didnt fly properly. I will pose the question how does the area
of the triangle affect the kites flight? This question should lead a discussion into the bigger the
kite, the better the flight. We will also discuss the factors that they encountered during
construction and how this could be improved next time.
 Writing Prompt
Lesson 3

Lesson Title/Subject: RAFT Writing Prompt

Standards
G-CO. 1. Know precise definitions of angle, perpendicular line, distance along a line
ELD. B. 4. Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns;
simple clause embedding) to create detailed sentences that accurately describe, explain, and
summarize information and ideas on a variety of personal and academic topics

Purpose/Rationale
The purpose of this lesson is to give students a method to share their knowledge of their kite
constructions through a writing assignment. The purpose is to use the appropriate academic
language to describe how their kites are the best.

Background Knowledge
Students already know how their kites work best and how to apply the key words to describe
their constructions. They filled in the organizer and must now take that information and apply it
to the writing prompt.

Instructional Objectives: Assessment (formal/informal) HOW

SWBAT explain how congruency and
symmetry play a role into creating a kite
that flies successfully.
SWBAT describe why their kites were
successful using mathematics and their
knowledge of vocabulary words.
you will assess: WHAT you will be
looking for:
I will look for explanations such as being
symmetrical will help distribute the
weight of the kite evenly.
I will look for examples such as my kite
was successful because

Language Objectives: Assessment (formal/informal) HOW

Given a writing prompt, SWBAT to
answer all the required questions through
writing a letter to a store by playing the
role of the kite.
Given the role of being a kite, SWBAT
write a letter to a store using the proper
pronouns when writing in the first person.
you will assess: WHAT you will be
looking for:
I will check their writing to include: I was
congruent/symmetrical because, I was
able to fly better because, I was successful
because, I am different from other kites
because
I will check for students to include the
pronoun I in their letters.
 Multicultural Objectives:
SWBAT demonstrate their knowledge of
the vocabulary we have learned through
another assessment that requires them to
be creative with words.
Assessment (formal/informal)- HOW
you will assess: WHAT you will be
looking for:
I will check that students are
incorporating their own ideas into their
writing but answer the questions.

Materials and Safety Precautions (if applicable)

- Graphic Organizer (already filled out)
- Writing Prompt
- Writing Utensil

Accommodations for special needs, advanced and English language learners

Low-performing students will be given sentence starters to help scaffold their writing.
Advanced students will be challenged to use words that we have learned in this unit that are not
in the Word Bank.

Procedures
Focus Lesson/Modeling/Guided Instruction
I will begin class by asking students to take out the Graphic Organizer they have already
completed. I will tell them that this paper will help them write their letter. I will ask a student to
read the prompt aloud. Then, through a Think-Pair-Share, students will be asked to describe the
prompt. I will ask:
- What is your role?
- Who is your audience?
- What is the format you are writing?
- What is the topic?
-
Once all these questions are answered, I will then begin with the sentence starters. I will ask
students how they would start a letter and write their response on the board. I will then prompt
them to read the first question I want them to answer. Through a Think-Pair-Share, students will
create a sentence starter for each one of the questions.
The outline of the letter should look something like:

Dear _____________,

I am a kite writing to you to tell you why you should sell me in your store. ___ congruent
because _______. This helps me fly better since ______. ___ symmetrical, thus _______. This
helps __ fly better because ______. Math helps __ fly better than others because _____. ___ a
successful/unsuccessful kite because _____. What makes __ different from other kites on the
market is _____. ADD ANYTHING ELSE YOU WOULD LIKE HERE.

Sincerely,
___________.
Independent Learning
Students will then take the remainder of the period to finish writing their letter as part of
independent work. I will monitor for those students who have difficulty with writing and guide
them into using their previously answered questions to help answer the prompt.
 Symmetry
Definition of Symmetry:

Non-Symmetrical Symmetrical

Definition of Line of Symmetry

Use the website (http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/symmetry/read/1/) to

draw three different figures below.
0 Lines of Symmetry 2 Lines of Symmetry 4 Lines of Symmetrical
 Symmetry Name Tag

Directions:
1. Open a new Google Drawing
2. Click Insert, Drawing, Actions, then Word Art
3. Type your name and click enter
4. Click on More and choose your font and formatting
5. Now, go to Edit, and click Copy
6. Then go to Edit, and click Paste
7. This will create a second image of your name that you will need to move
underneath the original copy of your name
8. Go to the tool bar at the top of the page and click Arrange, then Rotate
9. Choose Flip Vertically
10. Use the line tool to create your line of symmetry
11. Use the move tool to arrange your name, its reflection, and your line of reflection
around the page
12. Click File, then Download As, and choose JPEG Image
13. Save your file and share with Ms. Darity
 Congruence
Definition of Congruence:

What types of transformations can create congruent shapes?

What 4 things need to be the same to create a congruent shape?

What is the difference between congruent and similar?

Below, draw a picture of congruent set of shapes, and a similar set of shapes.
Congruent Similar

Go to: https://www.mathsisfun.com/geometry/congruent.html
 Oral Presentation Rubric
- Why are these words important?
- How do these relate to the project?
- How do you know if your kite is congruent?
- How do you know if your kite is symmetrical?
- What made your kite (un)successful?
- Compare at least 2 kites and explain their differences
- What are your next steps to either fix your kite or recreate one

Categories 1 2 3 4
Mathematical Displays errors in Explains Clearly states Fully and fluently
Concepts/Key knowledge of mathematical mathematical describes
Vocabulary mathematical concepts without concepts while mathematical
concepts and difficulty, but using most concepts using
misuses the expresses ideas in vocabulary terms proper vocabulary
definition of limited form or correctly terms. Develops
vocabulary does not properly connections
words. describe using among
vocabulary terms. mathematical
concepts and the
vocab

All Questions All questions Most questions All questions are All questions are
Answered assigned are not are fully answered with fully answered
fully answered or answered with little mistakes with no mistakes
answered many mistakes
incorrectly
Grammar use Uses proper use Uses most of the Several mistakes Does not have
based on of connectives connectives with of the connectives proper use of
questions such as because, few errors and does not connectives and
since, the same make a clear fails to use proper
because, different comparison comparison verbs
because, next between kites
steps are, etc
Oral Does not speak Speaks clearly Speaks clearly Speaks clearly
Communication clearly or with no and effectively and effectively in
demonstrates grammatical a sophisticated
consistent errors manner
grammatical
errors
 Graphic Organizer

In what ways was your kite symmetrical?

In what ways was your kite congruent?

1
The area for a triangle is . Use the triangles in your kite to find the total area of your kite.
2

What role did perpendicular lines play in the success of your kite?

Was your kite successful or not? What role did math play in the success of your kite?

What difference did you notice between successful and non-successful kites?
 Graphic Organizer [Scaffolded]

In what ways was your kite symmetrical? [What does it mean to be symmetrical?]

In what ways was your kite congruent? [What does it mean to be congruent?]

1
The area for a triangle is 2 . Use the triangles in your kite to find the total area of your kite.
[Remember that you have TWO small triangles and TWO big triangles]

What role did perpendicular lines play in the success of your kite? [What are perpendicular
lines?]

Was your kite successful or not? What role did math play in the success of your kite? [Did your
kite fly? Why do you think math helped it fly? If it didnt, what went wrong?]

What difference did you notice between successful and non-successful kites?
 Writing Rubric
Category 4 3 2 1
All Questions The readers The reader's The reader is left The reader is left
are answered questions are questions are with one or two with several
anticipated and anticipated and questions. More questions.
answered answered to information is
thoroughly and some extent. needed to "fill in
completely. the blanks".
Adding The writer seems The writer seems The writer The writer has
Personality to be writing to be drawing on relates some of not tried to
from knowledge knowledge or his own transform the
or experience. experience, but knowledge or information in a
The author has there is some experience, but personal way.
taken the ideas lack of it adds nothing The ideas and
and made them ownership of the to the discussion the way they are
"his own." topic. of the topic. expressed seem
to belong to
someone else.
Proper use of Writer has a Writer has a Writer does not Writer does not
Grammar with clear heading, heading not address the letter address the letter
Proper Format shows addressed to correctly, has correctly, does
connective anyone, uses several mistakes not have proper
words such as most of the of connective use of
because, connectives with usage and does connectives and
therefore, since, few errors, has not make clear fails to use
with clear mostly clear sentence proper
sentence sentence transitions, and comparison
transitions, and transitions, or is missing the verbs, missing
has a clear does not sign the closing the closing of
closing letter the letter
 IM 1 Name _______________________
Date ____________ Period _____

Congruency Kite Project: Individual Writing Assignment

Instructions: Pretend you are a kite writing a letter to a popular store explaining why
you are the best kite to be sold to the public. Use your answers to the questions on the graphic
organizer to help you. Include the following:
How is your kite congruent and symmetrical and how this help you fly better
Explain how math helps you fly better than others
Describe how you were successful (or not successful) at flying and why
What makes you different from other kites on the market

________________________________________________________
Word Bank
New vocabulary: ________________________________________________________
Congruent
Symmetry/symmetrical
________________________________________________________
Angles
Pythagorean Theorem
________________________________________________________
Other Words:
________________________________________________________
Because
First
Then ________________________________________________________
Last
As well ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
High Proficiency Level
Intermediate Proficiency Level
Low Proficiency Leve