Objectives:

• Students will apply what they have learned, from Eight Hands Round a Patchwork Alphabet, about how quilt blocks got their names by constructing and naming a quilt block pattern of their own using pattern blocks and pattern block paper.
• Students will demonstrate their knowledge of geometric shapes by manipulating pattern blocks to create a design block.
• Students will incorporate writing with math concepts by explaining their pattern, why the name was chosen, and describing (or labeling) the geometric figures used.

Materials:

• Eight Hands Round a Patchwork Alphabet by Ann Whitford Paul
• 8x8 squares of white paper
• Pattern Blocks
• Pattern Block paper (already cut)
• Glue
• Note cards or small sheets of paper
• Pencils

Procedure:

1. At "Morning Meeting" read Eight Hands Round a Patchwork Alphabet by Ann Whitford Paul. Discuss how different quilt patterns received their names and the relationship between the quilt patterns and daily life. Give directions to the activity and show the teacher made example.
2. Students will then, at a center, create one block of their own quilt pattern.
3. To make their design, students will manipulate pattern blocks on the square paper provided. There are two general ways to go about designing, some students may have an image in mind that they want to depict, while others will just create a pattern or design and then name it after they see the finished product.
4. Once they have arranged the pattern blocks how they want them, they will use the pattern block papers and glue down their design on another piece of the square paper.
5. The actual block design will be used as a model or template to guide them as they glue.
6. Once the design is complete, write the title of the design, reasons for choosing the name or design, and what shapes were used to create it on the note card provided.
7. After everyone has completed their designs, they can be put into a class design book or put together as a quilt on a wall or bulletin board.

Evaluation (informal):

1. I will be looking for students to tell what their pattern represents or reminds them of on the note cards. This will show an application of the understanding of how quilt patterns recieved names in the past.
2. Questioning and observation will be used throughout the lesson to monitor students' understanding of the concepts of pattern design and the different geometric shapes. For example as I am working with the students at the center I will ask questions like, "What shape is the red block and how do you know?" or "What is the difference between the diamond and the square?".
3. Students' final designs and explanation cards will be looked to see if the shapes used are correctly identified. If written descriptions do not meet the expectations have students go back and make additions and ask other students in the group to tell them about a shape if they are unsure of what it is.

Extension Activities:

1. We have many quilts displayed in our room along with a bulletin board that has pictures of every quilt that has been brought in. Students will be asked to identify the patterns of these quilts by applying what they have learned or using trade books as resources.
2. Activities using tessellation and/or tangrams have a solid connection to this activity because they deal with geometry and spatial relations.