UMF Secondary Education Inclusive Lesson Plan Template

Name: Madison Nadeau Program: Secondary Course: EDU 460 - Student

Education Teaching

Unit Topic: Polygons

Lesson Topic / Title: Pre-Assessment / Geogebra Activity

Date: 3/8/24 Lesson Length: 75 Grade/Age: 11th Grade

minutes

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 can calculate what the sum of the
interior and exterior angles are in a polygon
○ Students can identify the difference
between interior and exterior angles
● I chose this objective because
students will be completing an activity
that will help them understand how to
find the sum of both the interior and
exterior angles of any polygon
● This objective connects with the
content standard that the students are
expected to meet for their subject and
grade level.

Content Standard(s) Instructional Decisions / Reasoning

M-CPI-14 ● I chose this standard because the

● T1 Students will be able to find interior and students will be introduced to what
exterior angles for any regular polygon interior and exterior angles are in a
polygon and how to find them.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner

performance and determines best supports for continued learner growth.
Assessments
Unit 5 Pre-Test
● The pre-assessment contains questions on
finding the interior and exterior angles of a
polygon. It also contains questions on finding
the angle, diagonal, or perimeter of
parallelograms, squares, rectangles,
rhombuses, trapezoids, and kites.
○ Calculators are allowed
○ I will provide feedback to the
students through my teaching.
Based on well all of the students did
on the pre-assessment will influence
what I will teach them for the Unit.
Geogebra Activity
● Students will go to Geogebra and complete
the “Interior and Exterior Angles in Polygons
Explorations” Activity
○ Students will be manipulating shapes
and discovering how to find the sum
of the interior and exterior angles of
any polygon
○ I will provide feedback to students as
I walk around to each student as they
work on the activity. I will answer
any questions they have if they get
stuck, or provide more guidance to
some students if I notice they made
an error.
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
Teacher
● Projector
● Computer
Student
● Pre-Tests
● Computer
● Pen/pencil
Instructional Decisions / Reasoning
● Pre-assessment
● I will provide extensions for students
who are unable to finish the test in the
class period. They can schedule a
time to meet with me to finish the test
● Students are allowed to use
calculators
● The Pre-Test will be used to help
better inform my teaching and lesson
planning in the Unit.
● Students will be given a pre-test to
assess how much of the material they
already know or don’t know so I can
better plan the Unit.
● Formative Assessment
● Students will have the choice to
complete the activity on their own or
with a partner. Whichever choice will
help them understand the material
better.
● I will also make frequent check-ins to
all of the students during the activity.
● I will use this activity to help plan the
lesson for the next class.
Instructional Decisions / Reasoning
● I will be using the projector and my
computer to project my screen as I go
over the Geogebra activity
● Students will need the Pre-Tests so
that they can complete them
● Students will need a pen/pencil and
calculator for the Pre-Test
 ● Calculator
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
● Take attendance and inform students are
taking a Pre-Test (5min)
○ Inform students to put phones in the
center of the room before giving out
the Pre-Test
● Students will take the Pre-Test (40 min)
● Once everyone has passed in the Pre-Test, I
will introduce the Geogebra Activity (15 min)
○ Students will either partner with
someone or work on their own
○ They will take out a laptop, go to
Google Classroom and click on the
link to get to the Geogebra activity
○ I will go over how to complete the
activity
○ Students will complete the rest of the
activity on their own
● I will then go over the last two questions in
the activity (10 min)
○ “What is the sum of the interior
angles of a 7-sided polygon?”
○ “What is the sum of the exterior
angles of a 7-sided polygon?”
Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
Differentiation
● Students can have the choice of completing
the activity on their own or with a partner.
● Students will need a computer so they
can complete the Geogebra Activity
○ If a student doesn’t have their
laptop with them or it isn’t
charged, they can share a
laptop with another student or
move their desk to charge their
laptop.
Instructional Decisions / Reasoning
● I will inform students that the Pre-Test
will not be graded and it is only being
used to help better my planning for the
Unit
● Since the students had just taken a
Pre-Test, I decided to have them do an
interactive activity on Geogebra
instead of taking notes right away after
the Pre-Test. This activity will help
students discover how to find interior
and exterior angles in a polygon
visually through manipulating shapes
in the activity. This activity will help
those students who are more visual
learners than auditory or writing.
● At the end of class I will wrap up the
activity by going over the two
takeaways in this activity, how to find
the sum of the interior angles of any
polygon and how to find the sum of the
exterior angles of any polygon.
○ For the students who weren’t
able to make this connection
on their own, by me going over
these two takeaways, it will
better help them to make this
connection afterwards.
Instructional Decisions / Reasoning
● I gave students the option to work on
their own or with a partner because
some students can concentrate better
on their own or with the help of a peer.
Extensions ● Plenty of students benefit from
● If students are unable to finish the frequent check-ins so I dedicated a
pre-assessment in class, they can have the portion of class time for students to be
chance to schedule a time with me outside of able to complete practice problems so
class to finish it. I will be able to go around the class
and check in to all of the students.
Modifications ● There are no assignments that will be
● In Student 2’s504 plan, they require practice assigned for this lesson. So students
problems to emphasize quality over quantity won’t have to worry about needing
extra time to complete problems
Accommodations
Student 1
● Needs frequent check-ins, so during time
while students are working on problems on
their own, I will check on them over the
course of the period
● They will need copies of notes for quizzes
● They will need visual support. So during the
lesson, I will make sure to visually show how
to solve the problems during the lesson
● They will need extra time to complete
assignments, so I will make sure to give them
opportunity to come in outside of class time
to finish any assignments
● They need to use a calculator. Calculators
are always available for all students to use.

Student 2
● They need extra time to complete their work.
● They need to be able to take breaks to
improve focus and to be able to use fidgets
● They need assignments to be broken into
manageable portions and to monitor their
progress
● They will need extra thinking time to
formulate their thoughts before responding to
questions.

Student 3
● They can leave class up to five minutes early
so they won’t be in crowded hallways
● They can leave the classroom if they feel
very stressed, as long as they are within sight
of the classroom, for 10 minutes

Student 4
● They need clear expectations and if those
expectations aren’t being met, to talk with the
 student outside of the classroom.
● Clarify instructions and provide written
instructions
● They need limited distractions
● They need positive peer modeling
● They need frequent check-ins during class
time

Student 5
● They need extra time to complete
assignments and assessments

Field Courses Only – Post lesson

Reflection

A lot of the students seemed stressed about taking a pre-assessment on material they had
never seen before. They were very worried that it would be graded and they would fail. I had
to calm them down that it is only for me to track their progress, it won’t be graded on their
powerschool, and it is completely reasonable for them to get nothing correct since they
haven’t been taught this material yet.

Teaching Standard and Rationale

Standard: 5 Innovative Applications of Content
“The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical/creative thinking and collaborative problem solving related to authentic local
and global issues.”

Interpretation of the Standard: I understand how to connect concepts and use different
perspectives to help students use critical and resourceful thinking and collaborate in solving
problems for local and global issues.

Indicator: (l) “Understands how to use digital and interactive technologies for efficiently and
effectively achieving specific learning goals.”

Interpretation of the Indicator: I understand how to use different kinds of technology to

achieve learning goals promptly.

Rationale: Students were tasked with completing a Geogebra Activity which is a digital and
interactive site. By completing this activity students get a different perspective on how they
could find interior and exterior angles. Instead of copying down notes, students can visualize
how they get the answer. Students were also tasked with collaborating with their peers as
they completed this activity.

Standard: 7 Planning For Instruction

“The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the
community, and pedagogy to plan instruction that supports every student in meeting rigorous
learning goals.”

Interpretation of the Standard: I will use my knowledge from multiple sources such as
different content areas, cross-disciplinary skills, my students, my community, and my
pedagogy to provide instruction that helps every student achieve their full learning potential.

Indicator: (l) “Knows when and how to adjust plans based on assessment information and
learner responses.”

Interpretation of the Indicator: I will use assessment data and how students respond to my
teaching to figure out if I need to adjust future lesson plans.

Rationale: Students took a pre-assessment at the beginning of the lesson. I will use this
information to plan my future lessons by seeing how much of the upcoming unit the students
already know and how much they don’t know. Additionally, based on how students respond to
the Geogebra Activity, this will inform if I will need to adjust my lesson for the next class.

Standard: 11.5 Designer: “Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability.”

Interpretation of the Standard: I will create activities that are targeted to the students and
are varied enough to help all learners.

Indicator: (b) “Design authentic learning activities that align with content area standards and
use digital tools and resources to maximize active, deep learning.”

Interpretation of the Indicator: I will create activities that utilize digital tools and connect with
the content standards to help students deepen and improve their learning.

Rationale: Students were tasked with completing a Geogebra Activity which is a digital tool
that contains all kinds of activities and lessons that teachers and students can use. This
Geogebra Activity connects with the content standard, “find interior and exterior angles for any
regular polygon”. In the activity, students are finding interior and exterior angles for all kinds
of polygons. Additionally, students are deepening their learning by finding out visually how we
find the interior and exterior angles of a polygon instead of just being given a formula to use.
By having students complete this activity, I am providing variability for students who learn
better through discovery rather than note-taking.