Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Mr. Kool

Date Subject/ Topic/ Theme Drawing Polygons Grade 7th

I. Objectives
How does this lesson connect to the unit plan?
This is the 4th lesson in the unit for drawing polygons. In this lesson, students will begin to incorporate their knowledge of angles and how that affects triangles.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Analyze which angles and side lengths make a unique triangle. x
 Understand how the location of the given conditions affect the polygon. x
 Create different polygons with different given conditions. x


Common Core standards (or GLCEs if not available in Common Core) addressed: 7.G.A
7.G.A.2

(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 Students will need the prior knowledge of angles and the knowledge garnished from the previous three
knowledge and skills. lessons for this lesson.

Pre-assessment (for learning): The lesson summary of the previous lesson to make sure students are ready for
this lesson.

Formative (for learning): Throughout the lesson, the teacher will be asking if there are any questions and if
everyone understands the concepts.
Outline assessment
activities Formative (as learning): Students will construct polygons with given conditions, and will be able to see if they
(applicable to this lesson) are doing it correctly on the computer.

Summative (of learning): At the end of the lesson, students will do practice problems based on the
previous lesson.

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Throughout the lesson, students
will be able to a lot of reflection
about polygons through polygons
constructions on the computer.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will be able to
collaborate with their shoulder
partners during the construction
activities. There will be multiple
times where students will run
into challenges with different
kinds of polygons.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Students will work with
computer programs and apply
their previous knowledge to
discover properties about
polygons.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
In the group discussions,
teachers will clarify the
mathematical concepts with the
correct mathematical languages
and symbols.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
The teacher will walk around and
monitor how the students are doing
with the construction of the
polygons.
Provide options for expression and
communication- increase medium
of expression
Students will have the
opportunity to express their
understandings through
constructions, small group
work, and whole group
discussions.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Students will have a couple Students will interact with the
In the opening activity, students different ways of seeing the concepts of the polygons
will be able to choose a corner information: in the group through constructing the
in the room which corresponds discussions and the use of the polygons with using the
to the answer they choose from computer programs. computer program.
the warm up. This is a fun
activity that gives choice and
minimizes threats in group
discussions.
The materials needed for this lesson will be the unit packet and computers for every single student.

The students will be arranged into 7 tables of groups of 4.

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10-15 To start off the lesson, the teacher will lead the Students will follow along with the teacher through
min Motivation students through the lesson summary, covering the lesson summary, answering questions when the
(opening/ each question. After the lesson summary, the teacher asks them. The students will then work with
introduction/ teacher will lead the students through the warm up the warm up activity. They will choose a triangle in
engagement) for the lesson. The teacher will pose the question of which they think doesn’t belong, and then choose
what triangle does not belong, and facilitate a time the corner in the room with their triangle. The
to think and then a time to choose a corner in the students will then partake in a group discussion to
room corresponding to their answer, followed by a defend their answer.
group discussion.
30 Development
min (the largest After the warm up lesson, the teacher will then lead The students will then listen to the instructions of
component or the class into the next activity. The next activity the next activity. The students will get their
main body of involves using a computer to create triangles with computers out and work through the three
the lesson) given conditions. The teacher will explain the questions in the first activity. Students will play
directions, and then model how the computer around with what conditions give a unique triangle
program works by showing the students on the and which don’t, and also what does it mean for a
projector. After the students finish the lesson, the triangle to be identical. After the activity, students
teacher will lead a group discussion asking will share their findings in a group discussion.
questions like if the conditions give us enough to
make an identical triangle.

The teacher will then lead the students into the final The students will finish up with the last activity by
activity. This activity is very similar to the first using their computers once again. The students, like
activity, so the teacher will not need to model on the first activity, will construct triangles on their
how to use it. After the students complete the computers with given conditions. After the students

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 activity, the teacher will then lead a group have finished, they will partake in a group
discussion on what conditions give 1, more, or 0 discussion.
triangles.

5-10 Closure The teacher will let the students work on practice The students will work on practice problems or
min (conclusion, problems or khan academy if there is any time left khan academy with left over time.
culmination, over.
wrap-up)

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.)
This was probably the least effective lesson in my unit. This lesson had a lot of activities that were used previously in this unit, and
students ended up being very very bored with the lesson and quite literally begged for the homework. The students were participating
in the activities, but the activities did the same thing over and over again, so they were burned out half way throughout the lesson.
This lesson needs to be diversified to meet students interests.

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