UMF Secondary Education Inclusive Lesson Plan Template

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

Education Teaching

Unit Topic: Polygons

Lesson Topic / Title: Properties of Kites and Trapezoids

Date: April 2, 2024 and Lesson Length: 75 Grade/Age: 11th Grade

April 8, 2024 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 will use the properties of Kites and
Trapezoids to find angles, diagonals, and
perimeters.
● I chose this objective because
students will be learning about the
properties of Kites and Trapezoids
● Students will also be solving problems
using these properties.
● This objective also 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

● T4 Students will know the properties of and
be skilled at finding Angles, Diagonals,
Perimeters, and Area of Kites & Trapezoids.
students will be learning about the
properties of Kites and Trapezoids
● The students will also be using these
properties to find the angle, diagonal,
or perimeter of a kite or trapezoid.

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

performance and determines best supports for continued learner growth.
Assessments Instructional Decisions / Reasoning

Teacher Feedback/Check-ins ● Formative Assessment

● I will walk around the room, and check
students' progress as they complete the
review problems
○ Students will pass in their note
packets for a Work Ethic grade
○ Students will pass in their review
packets for a completion grade.
● If students are still not able to get their
questions answered, I can schedule a
time to meet with them outside of class
time if I am unable to answer their
questions during class.
● As I walk around to each student while
they work on completing practice
problems, I will gauge how well they
are able to complete the problems and
see if I will need to reteach any of the
material.

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 Instructional Decisions / Reasoning

4/2 ● I will be using the digital copy of the

Teacher 5.6 packet, the projector, and my
● Projector computer to project my screen as I go
● Computer over the 5.6 notes.
● Digital copy of 5.6 packet ○ I will use a calculator to do any
● White board needed calculations during the
● Dry erase marker notes
● Calculator ● During the notes, I will use the
whiteboard, marker, and eraser to
Student emphasize certain parts of the notes
● Paper copy of the 5.6 Packet during the lesson.
● Digital copy of the filled-in 5.6 Packet
● Pen/pencil ● Students will need physical copies of
● Calculator the 5.6 Packet to follow along while
taking notes.
○ Additionally, they will need a
pen/pencil and a calculator so
they can write down notes and
complete practice problems.
○ For students who have trouble
seeing the board from where
they are sitting, they have
access to the digital notes on
Google Classroom.
4/8 ● I will be using the projector, computer,
Teacher and digital copy of the 5.6 Review
● Projector Packet to go over any problems that
● Computer the students were having trouble doing
● Digital copy of 5.6 Review Packet or wanted an example done so they
● White board could complete the other problems
● Dry Erase Maker ○ I will also need a calculator if I
● Calculator need to do calculations when
● 5.6 Review Packet Answer Key doing problems with students
● I will also need the white board and dry
Student erase maker incase I need to do a
● 5.6 Note packets problem on the board
● 5.6 Review Packet ● I will also have the 5.6 Review Packet
● Pen/pencil Answer Key so I can immediately
● Calculator check students work if need be.

● Students will may need their 5.6 note

packets in order to fully complete the
5.6 Review packet
○ Students will additionally need
a pen/pencil and calculator in
order to complete the
problems in the 5.6 Review
packet and to show their work

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 Instructional Decisions / Reasoning

4/2 ● I decided to skip 5.5 because it has the

● Take attendance (2 min)
● Introduce what we are doing in class. (3 min)
○ Pass back the 5.2 /5.4 graded
quizzes
○ Begin 5.6 packet which talks about
specific kinds of parallelograms and
their properties
● I will hand out the 5.6 note packets, along
with calculators to all the students (3 min.)
● I will project my screen onto the projector and
help students fill in the notes on the packet
(30 min.)
● For the rest of the class, students will be
working on the Evens Practice problems and
all of the Application/Extension sections in
same material as 5.4. However, it
goes into detail about how if you see a
shape with the properties of a
Rectangle, Rhombus, or Square, then
that shape is a Rectangle, Rhombus,
or Square.
● Students also have access to the
digital copy of the packet in Google
Classroom. So if a student was
absent during the day I took the notes,
they can catch up through Google
Classroom. Or if a student is unable to
see the projected screen that well,
they can use their laptops to see the
filled in guided notes and follow along
that way.
● I have dedicated class time for
students to complete some of the
 the packet (37 min.)
○ I will walk around the classroom as
students are working to see if they
need any help and making sure they
are on task.
4/8
● Take attendance (2 min.)
● Introduce what we are doing in class. (3 min)
○ Finish 5.6 Packet
○ Complete 5.6 Review Packet
● I will ask students to take out their 5.6
Packets to go over the Application page. I
will provide a copy of the 5.6 packet for the
students who were not present last class. I
will project my screen and walk the students
step by step. (20 min.)
● Once everyone is done finishing the
Application page, I will hand out the 5.6
Review Packets for students to complete (50
min.)
○ I will walk around the room and
check students’ progress. I will
answer questions that students have
andmake sure they are all on taks.
Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
Differentiation
● Students can have the choice of completing
the practice problems on their own or with a
partner.
Extensions
● If students are unable to finish the practice
problems in class and are having trouble
completing them, they can have the chance
to schedule a time with me outside of class to
get the help that they need.
Modifications
● In CD’s 504 plan, they require practice
problems to emphasize quality over quantity
Accommodations
Student 1 LD
practice problems so they can ask for
any help and resolve any
misunderstandings they might have.
● I wanted to go over the Application
page of the 5.6 Notes, since the
students will be seeing problems
similar to this on the Unit Test, I
wanted to give them a chance to be
able to see an example problem done
infront of them.
● I also gave the students a Review
Packet since the Note packets I gave
them previously, it didn’t contain a lot
of practice problems with Kites. It had
more problems on Trapezoids, and I
wanted to give students a chance to
practice solving problems that contains
Kites
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.
● Plenty of students benefit from
frequent check-ins so I dedicated a
portion of class time for students to be
able to complete practice problems so
I will be able to go around the class
and check in to all of the students.
● If students need extra time to complete
the problems in their packets, they can
ask to be seen outside of class time to
get any needed help or complete the
rest of the problems at home.
○ The problems aren’t due until
they have complete the quiz.
If they are unable to complete
 ● Needs frequent check-ins, so during time the problems before the quiz,
while students are working on problems on they can completed the
their own, I will check on them over the problems outside of class time.
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 CD
● 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 MF
● 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 GH
● 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 HO
● They need extra time to complete
assignments and assessments
Field Courses Only – Post lesson

Reflection

Since the 5.6 Note Packets didn’t have a lot of Kite problems, a lot of the students were
having trouble or lost on how to go about solving those problems. Before students have to
take the Unit Test, I will make sure to go over some more Kite problems with them so they
could have more examples and have a better understanding of those problems before taking
the Test.

Teaching Standard and Rationale

Standard: 11.2 Leader
“Educators seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning.”

Interpretation of the Standard: I will find leadership opportunities that can help empower
students, help them succeed in their learning, and to further improve my teaching practices.

Indicator: (b) “Advocate for equitable access to educational technology, digital content and
learning opportunities to meet the diverse needs of all students.”

Interpretation of the Indicator: I will help obtain access of technology that will help further
students learning and help meet all student's needs.

Rationale: I am actively advocating for access to educational technology as I complete the

notes with the students using Kami which is an extension that I can add to my computer that
can help me edit documents so I can complete the guided notes with the students in real-time
with them. This can help improve students' learning because I will be doing each step with
them as I am talking about the problem. Additionally, Kami allows me to download the notes
after I complete them and I can upload the filled-in notes to Google Classroom. This allows
me the opportunity to meet most of my students' needs, so those who aren’t able to see the
board can look at the pre-filled notes. Some students have trouble reading handwritten notes,
so by using Kami, I can complete the notes by typing into the document and using a font that
is easily readable by all students.