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 lesson is the introductory lesson for a unit all about polygons.

cognitive- physical socio-

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

 Identify that three side lengths make a unique triangle.

x

 Identify that four side lengths do not make a unique quadrilateral.

x
 Construct a polygon with strips of paper of fixed lengths. x


Common Core standards (or GLCEs if not available in Common Core) addressed: 7.G.A.2
7.NS.A.1
(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 just be getting done with a unit about angles, so students will need to bring these
knowledge and skills. concepts of angles into this unit.

Pre-assessment (for learning): N/A

Formative (for learning): The teacher will ask if there are any questions throughout the lesson.
Outline assessment
activities Formative (as learning): While the students are constructing the polygons and answers the questions in the
(applicable to this lesson) activity, I will be checking to see if there are any struggles.

Summative (of learning): Practice Problems for the 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
In the opening exercise, students
will be able to demonstrate their
personal strategies for solving an
equation.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will be able to
compare the polygons that they
constructed with their table
partners. Students will work in
groups of two so that they may
collaborate.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
The teacher will highlight ideas
that are brought up in group
discussions about polygon
concepts. Students will grasp
what the polygons they created
are saying about them.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
In group discussions after the
polygons have been created, the
teacher will clarify what it
means for the polygons to be
identical and when the polygons
are not identical because of
floppiness.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
strategies
The teacher will be monitoring how
students are doing with constructing
polygons.
Provide options for expression and
communication- increase medium
of expression
The students will be able to
express their questions and
ideas through group discussions
held after the warm up and after
the construction of the
polygons. Students will be able
to share their polygons with
their table partners.

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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 choose
what side lengths they want for
their polygons. Students will
have the choice to show the
polygon that they created.
Students will need a unit packet, and the strips of paper with fixed lengths and fasteners.
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
The students will be able to see Students will interact with the
the polygon concepts right in polygon concepts by using the
their own hands when they strips of paper to actually
construct the polygons. construct their own polygons.
Students will also interact with
concepts of polygons through
group discussions.

The classroom will be set up with 7 tables of groups of 4 at each table, all facing the projector.

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 with a discussion about the Students will listen to the description of the new
min Motivation new unit of drawing polygons. After the discussion unit. Students will look at the equations in the
(opening/ of the new unit, the teacher will open up with a warm up activity and then choose the true wall of
introduction/ warm up activity. they think the equation is true and the false wall if
engagement) they believe the equation is false. After they
choose, students will volunteer to explain their
reasoning.
30 After the warm up, the teacher will introduce the The students will get into groups with their
min next activity. The next activity contains the use of shoulder partner and receive the bag of paper strips
the paper strips that will be used extensively and fasteners. They will then work in groups to
throughout the unit, so the teacher should model on construct different polygons (at least one triangle
how to put together the strips of paper to make the and one quadrilateral). After students construct the
polygons. The teacher will then set the students polygons, they are to measure the angles and also
loose to build their polygons, explaining the draw the triangles on paper. Students will compare
instructions. After the activity is completed, have a their polygons to see that triangles with same side
group discussion about the polygons created and lengths are identical, but that is not the case for
Development also have some people share their polygons. quadrilaterals.
(the largest
component or Then a similar activity follows, lead the students Students similarly stay with their shoulder partner
main body of through the instructions and let them loose to build and construct the polygons with the given
the lesson) their polygons. After the activity bring it in for a conditions, then answering the questions about the
group discussion about what stuff the students polygons. After the activity is complete, students
found out. will have the chance to volunteer to share what they
found out.

Work on practice problems if there is time.

Closure

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st (conclusion, In conclusion, the teacher will wrap up the last
culmination, activity and if there is any time left, the teacher will
wrap-up) let the students work on their 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.)
Overall, I believe that the lesson went very well. The only negative I would have to say was the warm up, which did not seem to have
a strong connection to the concepts of the lesson, and it was difficult for the students to understand the importance of the warm up.
Using the paper strips and fasteners went very well and it showed the students what side lengths make a unique triangle and what
don’t make a unique quadrilateral. Although, there was a lot of time for students to experiment, almost too much as students started
bending their paper strips into hats and such which is not the goal of the lesson.

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