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 5th and final lesson in the unit for drawing polygons. This unit will bring together all of the concepts about polygons that the students have learned in the
unit.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

 Draw triangles given specific conditions.

x

 Determine if the triangles they are constructing are unique triangles or not.
x



Common Core standards (or GLCEs if not available in Common Core) addressed: 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 For this lesson, students will need knowledge about angles and the concepts taught throughout this
knowledge and skills. unit.

Pre-assessment (for learning): Students will complete the previous lesson summary for the teacher to see if the
students have correctly acquired the prerequisite knowledge.

Formative (for learning): The teacher will facilitate group discussions about the activities completed, and with
these group discussions will be able to tell if the students are understanding the content.
Outline assessment
activities Formative (as learning): The students will be able to gage their understanding through the construction of
(applicable to this lesson) polygons on the computer.

Summative (of learning): The students will complete the practice problems based on the lesson to check
their understanding.

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
Students will be able to use
personal skills and strategies
through group work and defending
their answers in group discussions.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will work through the
tough challenge of constructing
as many triangles as they can
with the computer with their
group partners.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
In group discussions, students
will be activated in
mathematical thought when
they are listening to their peers
defend their answers.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
In group discussions facilitated
by the teacher, the teacher will
stop and clarify/ highlight the
use of mathematical language
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 watch over all of
the students as they break up into
groups to work on the
constructions, monitoring how
students are doing.
Provide options for expression and
communication- increase medium
of expression
The teacher will provide
explanations verbally and also
visually on the computer for
students to see.

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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
interest- choice, relevance, value,
authenticity, minimize threats
Students will be able to make
their own understandings and
relevance about polygons by
constructing their own
polygons.
For this lesson, students will need their unit packets and their computers for the applet for constructing
polygons.
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
Students will be able to see the The students will be interacting
concepts of polygons when they with the content of polygons
begin to fool around with the through the use of the computer
applet on the computer for for constructing polygons.
constructing polygons.

The classroom will be split into tables for groups of fours so that students can easily work in groups.
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 The teacher will open up with questions about the The student will follow along through the previous
min Motivation practice problems with the previous lesson. After lesson summary. The student will also give any
(opening/ the questions, the teacher will go over the previous questions that they had about the questions from
introduction/ lesson summary with the students. the previous practice problems.
engagement)

30 After the previous lesson summary, the teacher will
min lead students on to the next activity. The next
activity will be a jigsaw activity. There are four
different triangles, each person at a table will have
a different triangle. The teacher will lead the class
and tell which people have each triangle. The
teacher will then lead all the people who have the
Development same triangle to talk about their triangle, so that the
(the largest students can go back to their original tables and
component or teach their peers about the given conditions and
main body of their triangles. After the activity, the teacher will
the lesson) lead a group discussion.
The students will follow along to the instructions of
the activity. The students will have 2-3 minutes of
quite think time, then the students will go meet
with their classmates who had the same triangle.
After meeting with their peers who have the same
triangle, they will then go teach their peers at their
original table about their discoveries about their
triangle.
.

10 Closure The teacher will hand out the practice problems for If there is time, the students will work through the
min (conclusion, the lesson, and if there is time the teacher will practice problems or their khan academy.
culmination, allow the students to work on the practice problems
wrap-up) and khan academy.

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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 the last lesson in my unit and it summarized everything found in my unit. In the previous lesson, I stated that students were
tired of doing the same activity over and over again. So, in this lesson, me and my mentor teacher brainstormed to have a jigsaw in
which each person had a table would have a different triangle. This forced the students to really dig deep into their triangle, and it
also fostered some good mathematical discussion, so this lesson was definitely a success with the jigsaw.

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