UMF Unit-Wide Lesson Plan Template

Name: Program: Course: EDU 450

Melissa Eelman Elementary Education
Lesson Topic / Title:
Classifying Quadrilaterals/ re-teaching 15-1 -15-3
Lesson Date: 2/8/18 Lesson Length: 55 min Grade/Age: 5th

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences and
performance tasks that support learners in reaching rigorous curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will be able to identify and classify

quadrilaterals. This is the learning target that is in the book.
Students need to be able to classify quadrilaterals
Learning Target: We are learning to identify and before they can explain why the quadrilateral fits
classify quadrilaterals. into a specific classification.

Success Criteria
- Identify a quadrilateral
- Analyze the properties of the quadrilateral
- Classify the quadrilateral
-Explain why the quadrilateral fits in the
classification

Content Standard(s) Instructional Decisions / Reasoning

This is the standard for this topic in the Envisions
CCSS.MATH.CONTENT.5.G.B.3 curriculum.
Understand that attributes belonging to a category
of two-dimensional figures also belong to all
subcategories of that category. For example, all
rectangles have four right angles and squares are
rectangles, so all squares have four right angles

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and determines
best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Students will fill out a check in sheet to let me know Looking at the independent practice worksheets and

Rev 8/17
what they need assistance with.
Based on the responses, I will pull groups to work on
specific concepts. Each group will be about 5
minutes of re-teaching.
Self-assessment: Students will self- assess with a
sticky note on the traffic light after the guided
practice. I will check in with students who self-
assess as red or yellow first. If necessary, I will make
a small group for re-teaching and do more guided
practice problems
Formative assessment- Independent Practice:
Students will complete a worksheet of their choice,
re-teaching or practice depending on how
comfortable they feel with the concept.
Formative Assessment Quick check (the next day)
Students will complete the quick check to allow me
to see what information students retained and what
misconceptions still need to be addressed.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in reviewing
instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology
-Computer to play the learning bridge video
-Anchor chart to refer to the learning target
-Worksheets
-Index cards to make flashcards
Sticky notes and traffic light for the self- assessment
based on student comments, it seems that some
students can benefit from re-teaching. I want
students to assess themselves and see what they
think they need to work on.
The traffic light is a good way for students to think
about where they are at and also gives me another
opportunity to see which students need more
support with the topic. Students can determine
which worksheet they should take based on their
self-assessment. Re-teaching is for students who do
not feel comfortable with the topic and practice is for
students who feel that they have at least some
understanding of the topic. The choice of worksheet
is at the students’ discretion but I will strongly
suggest that students who self-assess as red, take the
re-teaching worksheet.
I anticipate that B.D, B. Q, and C.M. might self -assess
as red because they tend to struggle in math. I will
make a small group for students who self -assess as
red and we will work on one of the independent
practice problems together at the back table to help
them get started.
Independent Practice: The worksheets are leveled
so that students can work at their level. I will work
with students in a small group who struggle on the
independent practice the next day using the re-
teaching activity in the back of the book.
Quick Check: It is important to check that students
are retaining the information learned. Giving the
quick check the next day shows what the students
actually learned rather than just memorized or
copied.
Instructional Decisions / Reasoning
-Student books and teacher edition for practice
problems
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a
variety of instructional approaches, strategies, and technologies that make learning accessible to all learners and
support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence
Prior to the lesson (In the morning) Self-
assessment: Students will fill out a check in sheet to
let me know what they need assistance with.
Based on the responses, I will pull groups to work on
specific concepts. Each group will be about 5
minutes of re-teaching.
Return to the learning target (2 min)- We will
return to the learning target to remind students what
they are working towards.
Learning Bridge (5 min) Students will watch the
learning bridge video required by envisions to
reinforce the concept.
Guided Practice (5-10 min) We will do guided
practice problems 2,4 and 5.
Traffic Light Self-assessment(1min) Students will
self- assess with sticky notes on the traffic light
where they feel that they are with their
understanding of the concept.
Independent Practice (10-15 min) Students will
work on a worksheet of their choice.
Closure of 15-3 (2 minutes) Students will go back
to the learning target and assess if they feel that they
met the target or not. They will share with a partner
Instructional Decisions / Reasoning
Looking at the independent practice worksheets and
based on student comments, it seems that some
students can benefit from re-teaching. I want
students to assess themselves and see what they
think they need to work on.
It is important to remind students what they are
working towards
This video provides a visual way to reinforce the
concept.
Guided practice- it is important that students have
practice doing the problems with assistance but then
they need to be moving from working with me to
working independently.
The traffic light is a good way for students to think
about where they are at and also gives me another
opportunity to see which students need more
support with the topic. Students can determine
which worksheet they should take based on their
self-assessment.
The independent practice worksheets are leveled so
that students can work at their level. Giving students
choice keeps them engaged and allows them to feel
confident in themselves. I will work with students in
a small group who struggle on the independent
practice the next day using the re-teaching activity in
the back of the book.
1 example of a quadrilateral and describe one It is important to remind students what the focus of
attribute. I will walk around as they are discussing the lesson was on and determine if they feel that
this. they met the learning target.

Flash card making and Focus Groups: (15 min)

After looking at the formative assessment data,
independent practice and from my own observations At the ½ way point it is very important to help
(example… what is an irregular polygon again?), students feel more comfortable with the topic. It is
students still need practice with the vocabulary. I about to get more intense so I want to make sure
will allow students time to make flashcards for all of that students have a solid foundation before moving
the vocabulary words that we have discussed. on. Reinforcing the vocabulary will be helpful with
Students will write the word on one side and the this.
description with a picture on the other side. They
will also include a non-example
While students are making flashcards, I will pull
groups of students who need to work on a concept.
For about 5 minutes each.

Instructional Dialogue:

Regular and irregular polygons

Remember both regular and irregular polygons are

closed because polygons have to be closed.

What is a regular polygon? (A polygon with all sides

and angles the same.) “Correct, so if even one angle
is different the shape is not a regular polygon.”

Triangle classification

“What are types of angles?” (Right acute and

obtuse). “When we classify by angles we should be
using one of these words. Also, if you are given angle
measures you will want to classify by angles.”

Is it possible for a triangle to have 2 acute angles?

(no if more than 1 angle is greater than 90 then you
are above 180degrees which is the total amount that
you can have in a triangle.)

“In order to be acute, you need all 3 angles to be

acute. If even one is not acute then it is not an acute
triangle.”

“If the triangle has a right angle then it is a right

 triangle, don’t worry about the other angles in the
triangle, as soon as you see a 90 degree angle it is a
right triangle.”

Sides are separate from angles. “You can have a right

triangle that has 2 sides the same and that is a right
isosceles triangle.”

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)

Differentiation Differentiating worksheets allows all students to feel

Students have a choice of the worksheet that they
would like to take
I am creating focus groups to target individual
student needs.
Modification: B.Q, C.M, B.H and B.D struggled to
identify quadrilaterals and their attributes in the
formative assessment. During independent practice, I
will be helping them in a small group at the back
table.
Extension: Students who finish early can complete
the enrichment worksheet.
comfortable with their ability Giving students choice
keeps them engaged and allows them to feel
confident in themselves.
Students have varying needs at this point so the best
way to address that is through smaller focus groups.
That way the students who are comfortable are not
bored by the re-teaching.
No IEP modifications or accommodations are
needed.

Field Course Only – Post lesson

Reflection

The second part of 15-3 went smoothly. Students understood the concept and their worksheets demonstrate
this. All but 1 student got a score greater than 75 percent which means that the majority of students met the
learning goal.

The focus groups were extremely helpful. Students seemed to get a lot from the re-teaching session. I would
definitely use focus groups again, but they did feel rushed so next time I would devote a whole lesson period
to the focus groups.
Although students did not end up making flashcards, there are multiple improvements that I could make if I
were to use the idea again, I should have provided a list of definitions for students to use to make the
flashcards. I also should have put the flashcard example on the document camera. This would have made it
easier for students to understand what I wanted them to do with the flashcards 1

I was surprised that students did not want to make flash cards. Most of the students ended up in focus
groups anyway but one student refused to make flash-cards and I did not have another activity planned for
her. I ended up telling her to do practice problems in the book. If I were to teach this again, I would have an
enrichment activity planned for students who do not want to make flash-cards.
I ran out of time the closure part of the lesson so I am not sure if students felt that they met the learning
target or not. According to the assessments they did, but I realize that it is important to get student input as
well. Next time I would do the closure part of the lesson before the focus groups.

Teaching Standards and Rationale