Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Meghan Leuschner

Date 12th Nov.

Subject/ Topic/ Theme Geometry (importance & lines)

Grade ___3rd____

I. Objectives
How does this lesson connect to the unit plan?

Articulates in English the importance of geometry in our lives today

Identify shapes and lines in English

There are many regular shapes that make up our world and play an important part to our
lives

Helps answer why do we learn about math?

cognitiveR U Ap An E C*

Learners will be able to:

Discuss why geometry is important.

Use ruler to construct the visual problem.

Use vocabulary terms to identify lines on visual problem.

Appreciate Line song by singing it.
Move to song with the motions for each type of line.
Write definition of line with picture to add to class word wall.
Apply concepts to self work which is done individually
Self evaluate learning on top of self-work sheet

physical
development

socioemotional

X
X
Ap & U
X
X
R
Ap
E
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
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.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

2.G.1 state standard (recognize and draw basic shapes)

2.G.2 state standard (break shapes into parts)
2.G.3 state standard (makes parts portions)
Pre-assessment (for learning):

PRE-TEST: The students took a pretest in October to see if they understood the English vocabulary to
match with shapes attributes and their relationships. I found that very few students new more than 11
out of the 24 vocabulary words, while most of the students got 3 or less correct.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

-Ask: What is geometry? (study of shapes)

-I will correct their home/self-work & then rate 1-4 understanding of topic
Formative (as learning):

-students check to make sure their partner is understanding

-students rate their own understanding at top of page
Summative (of learning):
-End of unit test
What barriers might this
1-19-13

Provide Multiple Means of

Representation

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Write important reasons on a large

post-it

Creating the lines with a ruler

(solving problem)

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

lesson present?
ELL students
-Student with sensory
difficulties
-Students who struggle
with attention
-Student who only has 4
fingers and likes to use one
hand
I will add words to word
wall and focus a lot on the
vocabulary. The lesson will
be interactive for the
students who struggle with
attention. I will give the
student with sensory
difficulties the option of his
weighted sock.

Add vocab to word wall

(diverse medium of expression)

Disscussion on relevance (why we

learn geometry)
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Posed problem (can you make

two lines that dont cross one
another?)
Collaboration to make word
paper for word wall.
Mastery through
homework/selfwork

Provide options for comprehensionactivate, apply & highlight

applying group work/lesson on

homework/self-work that will
highlight the main ideas
& highlighted vocab in book

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Creating lines (hands on),

solving homework problems
(on paper), and a song

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-goal to understand
-finish work
-if they need help they can go to
back table to work on their
progress

-They will evaluate their

homework/self work for
understanding (1-4)

*Large Post-it note (with marker)

*Text book
*Paper & makers for word wall
*A pencil for each student for the homework/self-work
*Whiteboard & markers (in front of class)
*Self-work sheet
5 grouped tables

How will your classroom

be set up for this lesson?

III. The Plan

Time
15-20
min

Components
Motivation
(opening/
introduction/
engagement)

10
min
max
1-19-13

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Take lunch count
Catch up in handwriting book.
-Ask for good news
Put in lunch choice.
-Go over review questions (in teachers book)

Start/Monitor discussion on why geometry is

important?

1. DISCUSSION: What is
geometry and why is it important to learn?
Where do we see shapes? Have them ask
questions. Write their answers and
questions down on a large post it note.
Development
(the largest
component or
main body of
the lesson)
10-15
min

2. Pose problem: Can you draw two lines that

crosses the number line at 1 point? Two points? No
points? (write this question(s) on the board with a
marker).

1. What is geometry and why is it

important? Discussion

2. Follow directions to draw lines from teacher (and

that are written on the board).

Ask three students to draw an example on the

white board. Have them open their books to page
276 & 277. Read the definitions of lines and line
segments. Have different set of students label the
lines on the board. If there are any examples
missing, ask how you would change the example to
become a ______.

5 min

3. Explain hand motions. Point a finger to the

other palm for point. Have your two pointer fingers
face out (horizontal stretched out arms) for line.
Talk about how lines can be vertical, horizontal,
and diagonal (using motions). Close fists with
horizontal lines for line segment. Intersecting lines
(find a partner or two, and cross your lines). For
parallel lines, make an equal symbol (one arm
above the other with finger pointing). Practice.

3. Lines song on Study Jams with motions (5 min)

Listen to song twice. Second time sing and do

motions.
4 min

5-6
min

4. Give an example of a word going on word wall

(Geometry- study of shapes and their
relationships). Show how I have the word, the
definition, and a drawing on my paper before I can
add it to the word wall. Give each group a blank
piece of paper and ask them to do the same but
with: point, or line, or line segment, or intersecting
lines, or parallel lines. Each group will take
ownership of one.

4. Add to word wall

5. Guide problems 1-6 on page 276.

5min

10
min
(inclu
ding
1-19-13

6. Self-work (#7-12): First have them write

down all the names of the lines on the back of
their paper. This way they will have a key. The
problems on the sheet handed out are #7-12, but
this way they can hand in their work to me. Make
sure their name is on the top. Also give direction
for them to check their understanding 1-3. 1=
They dont understand and need help. 2= They
kinda understand, but need more practice. 3= they

5. 276 & 277 do guided practice with class.

6. Homework/Self work

going
over
answe
rs)

have got it down. Circle your number at the top of

the page.
Once they are finished with self-work, they may
begin F.R.E.D. time..

10
min

Open back table for those who are struggling.

Collect homework/self-work. Correct & give back.

Closure
(conclusion,
culmination,
wrap-up)

Open back table for those who are struggling.

Collect homework/self-work. Grade & give
feedback.

7. Hand in self-work and evaluation of self work. If

there is time the class will hold up 3 fingers to give
me a quick evaluation.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Overall, my students did a great job on their self-work. There were only a few mistakes with using the geometric term that they were
supposed to identify on a couple of sheets, but at least 7 students rated themselves a 1. I decided that during warm up the next day,
that is a review of lines, I would go over any confusion with the students who rated themselves a 1.
I also did not plan on having to have a discussion about the classroom atmosphere that we were going to be creating for math. At first
when I asked them to draw what they had on the board, they all wanted to check with me if it was right. I had to pause the lesson to
talk about how a question might have multiple answers or multiple ways to find that answer. I want them to not look for the right
answer but rather use reasoning to solve problems in the world around us. I told them that even finding answers that do not work
reasonably are great to have for learning in class. When we try to classify shapes, it is perfectly fine to have come up with a shape
that doesnt get classified in the category we were looking for, because it is a perfect example of a shape that doesnt get classified
the same as the others. Math anxiety is real, but I hope that if I stress reasoning and talk about how it is ok to not be right, then they
will be more willing to take chances. That is when the learning really happens. Our class may not have gotten over their fear of math
in one day, but it is a start.
I definitely did not have as much time as I wished. Since the classroom Im in only includes language arts and social studies, I never
saw how this class learns mathematics. I planned to have them also include partner problems, but I think Im going to have them do
partner OR self work. This will give me more time to show more examples and answer questions.
Flexibility is a big theme in a math lesson I learned. It depends on the day and topic that my students react to a topic. I have to be
flexible enough to change my lesson depending on their needs as I assess their learning and as they assess their own.

1-19-13