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 second lesson in a unit about drawing polygons. This lesson will build on polygon concepts that the students learned in the first lesson.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Connect facts about angles and how they relate to circles. x
 Construct polygons with given conditions. x
 Evaluate what conditions make a polygon and which ones do not x
 Use a computer program to experiment with angles. 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 This is the second lesson of this unit, so students will need the information from the first lesson about
knowledge and skills. polygons and information from the previous unit about angles.

Pre-assessment (for learning): Students will work through the lesson 1 summary to make sure they understand
the concepts.

Formative (for learning): Students will defend their perspectives about polygons in the class discussions.
Outline assessment
activities Formative (as learning): The teacher will walk around and see if the constructions of polygons and the related
(applicable to this lesson) questions are going well.

Summative (of learning): Students will work on the practice problems located after the lesson.

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

1-19-13
 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 all participate in a Students will see many different Students will interact with the
group discussion which requires ways of how polygons work concepts of the polygons
them to choose a place to go, through the mediums of the paper
through constructing the
which is a very fun activity that strips and the computers. polygons with paper strips and
minimizes threats. using the computer program.
Materials-what materials The students will need the unit packet, the paper strips in order to construct the polygons, and their
(books, handouts, etc) do computers in order to access the computer program.
you need for this lesson
and are they ready to
use?

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 The teacher will open up with the lesson summary The students will follow along to what the teacher
min Motivation from the previous lesson. The teacher will walk is doing in the lesson summary and write in their
(opening/ through the review problems in the lesson packets what the answers to the review problem
introduction/ summary. After the lesson summary, the teacher are, meanwhile answering questions that the
engagement) will discuss about the warm-up for the new lesson, teacher asks. During the warm up lesson, the
and explain the situation of the warm-up, and then students will go stand where they think fits for the
coordinate where the students should go. After the situation presented to them, and then defend their
warm-up, the teacher will explain how all of the answers on why they chose that spot if called upon.
possible points make a circle around the swings.
30 Development
min (the largest The teacher will then lead the students into the first The students for the first activity will get into
component or activity, in which the teacher will explain that they groups of 2 with their shoulder partner, and
main body of are given two side lengths and they need to build as construct as many triangles as they possibly can
the lesson) many triangles as they can with the paper strips. with their given side lengths. After the students
(maybe model 1) After the students are done construct the triangles, they are to answer the
constructing the triangles, the teacher will lead the questions in the activity about the triangles. After
students through the questions, highlighting how the students have completed the questions, the
the angle was a hinge and when and when you students will then participate in a group discussion
can’t have a triangle from given side lengths. in which they will have to elaborate on they came
After this first activity, the teacher will move on to up with their answers to the questions.
the second activity. In this activity, students will In the second activity, students will get there
need a computer, so the teacher will lead the computers out and find the address to the computer
students to the location of the computer program in program in the google classroom. In groups of two,
which students can fiddle around with the triangles students will collaborate with each other and fiddle
and angles. The teacher will then model how to use around with the triangles and angles in the

1-19-13
 the program, and after setting the students loose to computer program to answer the questions in the
complete the questions. After the students are done, activity. After the students complete, they will
the teacher will facilitate a group discussion about participate in a group discussion and defend their
the questions. answers.

10 Closure The teacher will wrap up the lesson by saying if If there is left over time, students will either fiddle
min (conclusion, there is time, the students can either fiddle around around with the computer program or work on their
culmination, some more on the computer program or work on practice problems.
wrap-up) the practice problems.

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.)
I tried setting up the warm up so that everyone could partake in looking at how the end of a line segment makes a circle around the
beginning point. The students were able to pick up on it well. Using the strips of paper once again did a good job showing what side
lengths can be used to make a triangle and which ones can’t. Similarly in the first lesson, there was a little too much time for student
experimentation as students were getting off task on the computer program and with the strips and fasteners. I needed to do a better
job teaching this lesson as well, as I did not do a good job talking to how circles and triangles relationships connect.

1-19-13