UMF Secondary Education Inclusive Lesson Plan Template

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

Education Teaching

Unit Topic: Polygons

Lesson Topic / Title: Unit 5 Review

Date: April 10, 2024 & April 12, 2024 Lesson Length: Two 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 utilize formulas to find
polygon angles
○ Students can identify the difference
between interior and exterior angles
● Students will use the properties of
parallelograms to find angles, diagonals, and
perimeters.
● Students will use the properties of special
parallelograms, Rectangles, Squares, and
Rhombuses to find angles, diagonals, and
perimeters.
● Students will use the properties of Kites and
Trapezoids to find angles, diagonals, and
perimeters.
● I chose these objectives because
students will be reviewing over and
tested on:
○ Finding interior/exterior angles
of a polygon
○ Solving problems with
parallelograms, rectangles,
squares, rhombuses, kites,
and trapezoids
● These objectives 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 these standards because

● T1 Students will be able to find interior and students will be reviewing over and
exterior angles for any regular polygon tested on how to solve problems
involving:
 ● T2 Students will know the properties of and
be skilled at finding Angles, Diagonals,
Perimeters, and Area of Parallelograms and
Rectangles.
● T3 Students will know the properties of and
be skilled at finding Angles, Diagonals,
Perimeters, and Area of Rhombus and
Squares.
● T4 Students will know the properties of and
be skilled at finding Angles, Diagonals,
Perimeters, and Area of Kites & Trapezoids.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner
performance and determines best supports for continued learner growth.
Assessments
4/10
Teacher Feedback/Check-ins
● I will walk around the room, and check
students' progress as they complete the
review problems
○ Students will pass in their review
packet for a completion grade.
4/12
Unit 5 Test
● Students will take a Unit Test on finding:
○ One interior/exterior angle of a
regular polygon
○ Angles, diagonals, and perimeters of:
■ Parallelograms, rectangles,
rhombuses, squares, kites,
and trapezoids
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.
○ Interior/Exterior angles
○ Parallelograms and
Rectangles
○ Rhombuses and Squares
○ Kites and Trapezoids
Instructional Decisions / Reasoning
4/10
● Formative Assessment
● 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.
4/12
● Summative 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
● This test will help me see how much of
the material students were able to
understand and if I will need to modify
my future teaching and lesson
planning if I were to teach this unit
again.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Teacher ● I will be using the projector, computer,

● Projector and digital copy of the Unit 5 Review to
● Computer go over any problems that the students
● Digital copy of Unit 5 Review would like for me to go over. Or I’ll go
● Answer key of Unit 5 Test over any problems that I got a lot of
● White Board questions about.
● Dry erase maker ○ I will also need a calculator to
● Calculator do any needed calculations
while I go over problems with
Student the students.
● Paper copy of Unit 5 Review ● I will also need the answer key of the
● Note packets from 5.1, 5.2, 5.4, and 5.6 Unit 5 Test so I could grade students
● Review Packets from 5.1, 5.2 / 5.4, and 5.6 tests as they complete them.
● Unit 5 Test ● I will also use the White board, dry
● pen/pencil erase marker to put any other
● Calculator information on the board for students
to use for their review packets

● Students will need a copy of the Unit 5

Review so they can complete it
○ They will also need a
pen/pencil, calculator, and
their previous note packets so
they can use them to further
help them complete the
Review.
● Students are able to use their review
packets on the Unit 5 Test
● Students are able to use pen/pencil
and a calculator on their Unit 5 Test

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

4/10 ● I wanted to give students a chance to

● Take attendance (2 min)
● Introduce what we are doing in class. (3 min)
○ Finish 5.6 Review
○ Complete Unit 5 Review
● I will ask the students if any of them had any
problems they wanted me to go over in the
5.6 Review Packets (20 min.)
go over any material in 5.6 so they can
get all of their questions answered
before moving on from the 5.6 Review
● I wanted to give a Unit 5 Review, so
students can get a chance to review all
of the types of problems they will see
on the Unit 5 Test.
 ● After finishing the 5.6 Review, I will hand out
the Unit 5 Review packet for students to
start/complete in class. (50 min.)
4/12
● Take attendance (2 min.)
● I will go over problems from the Unit 5
Review that students were having trouble in
completing (15 min.)
● After going over the Unit 5 Review, I will ask
students to put their phones in the center of
the room and hand out the Unit 5 Test for
them to complete. (55 min.)
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 review
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
● 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
○ I made it a point to tell the
students that the format and
questions they see on the Unit
5 Review are the types of
questions they will see on the
Unit 5 Test.
4/12
● I wanted to give students a chance to
go over any problems that they were
having trouble in completing so they
can have a better understanding on
those problems before taking the Unit
5 Test
● Studetns have to put their phones in
the center of the room, so there won’t
be a chance of them using their
phones during the test.
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 completed the test.
If they are unable to complete
the problems before the test,
they can complete the
problems outside of class time.
● If students need extra time to complete
the unit test, they can ask to be seen
outside of class time to get more time
to complete it.
 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

A lot of the students didn’t like doing one review packet after another. Next time, I would
instead dedicate the 5.6 Review lesson to focus on gaining more practice with Kite problems.
So I would reduce the number of problems in the 5.6 Review packet. I noticed a lot of the
students were able to finish the 5.6 Review Packets, so they were completing both the 5.6
Review and the Unit 5 Review in class. By making this change, students will hopefully have a
better chance of focusing on doing the Unit 5 Review.

Teaching Standard and Rationale

Standard: 6 Assessment
“The teacher understands and uses multiple methods of assessment to engage learners in
their own growth, to document learner progress, and to guide the teacher’s on-going planning
and instruction.”

Interpretation of the Standard: I will use different methods of assessment to help students
see their own growth, pinpoint their progress, and use the results to steer my planning and
instruction.

Indicator: (b) “Designs assessments that match learning objectives with assessment
methods and minimizes sources of bias that can distort assessment results. “

Interpretation of Indicator: I will create assessments that contain very little opportunities of
bias and that connect to students learning goals to help create the most accurate assessment
results.

Rationale: During this lesson, students are completing a unit test. This test will help inform
me how much students have progressed between their pre-test and post-test. This unit test
also includes a mix of problems that students have previously seen and I will have an answer
key with different ways to give partial credit to students. This will help me not have any bias
as I grade students' work and be as consistent as I possibly can be. Additionally, this
assessment contains questions related to all of the learning objectives that students have
been tasked with achieving throughout the unit.