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 Rhombuses, Rectangles, and Squares

Date: Mar 27, 2024 and Mar 29, Lesson Length: Two 75 Grade/Age: 11th Grade
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 ● I chose these objectives because the
parallelograms to find angles, diagonals, and students will be doing a review activity
perimeters. and a quiz that involves them to be
● Students will use the properties of special able to do these.
parallelograms, Rectangles, Squares, and ● These objectives also connects with
Rhombuses to find angles, diagonals, and the content standard that the students
perimeters. are expected to meet for their subject
and grade level.

Content Standard(s) Instructional Decisions / Reasoning

M-CPI-14 ● I chose these standards because the

● T2 Students will know the properties of and students will be reviewing over
be skilled at finding Angles, Diagonals, material and will be quizzed on how
Perimeters, and Area of Parallelograms and well they know the properties of
Rectangles. parallelograms, Rectangles, Squares,
● T3 Students will know the properties of and and Rhombuses.
be skilled at finding Angles, Diagonals, ● Additionally the students will be
Perimeters, and Area of Rhombus and quizzed on finding angles, diagonals,
Squares. and perimeters of these shapes.

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 ● If students are still not able to get their
questions answered, I can schedule a
students' progress as they complete the 5.4
time to meet with them outside of class
Review Activity time if I am unable to answer their
○ Students will be paired off into questions during class.
groups or working on their own to ● As I walk around to each student while
group of 11 parallelograms they work on completing the activity
■ They will group the and review problems, I will gauge how
parallelograms on if they are well they are able to complete the
problems and see if I will need to
a Rectangle, Rhombus, or
reteach any of the material before they
Square based on the take their quiz.
markings that each shape
has.
● I will also walk around the room, and check
students’ progress as they complete the 5.2 /
5.4 Review Packet

5.2 / 5.4 Quiz ● Summative Assessment

● Students will take a quiz on finding the ● I will provide extensions for students
angles, diagonals, and perimeters of who are unable to finish the quiz in the
parallelograms, rectangles, squares, and class period. They can schedule a
rhombuses. time to meet with me to finish the test.
● Students are allowed to use
● Students will also be quizzed on identifying if
calculators
a parallelogram is a rectangle, square, or ● This quiz will help me see how much
rhombus. of the material students were able to
understand and 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

3/27 3/27
Teacher ● I will be using the digital copy of the
● Projector 5.4 packet, the projector, and my
● Computer computer to project my screen as I go
● Digital copy of 5.4 Packet over the Application page with the
● White board students.
● Dry erase marker ○ I will use a calculator to do any
● Calculator needed calculations during the
● 5.2 / 5.4 Review Activity Answer Key application page
● During the application page, I will use
Student the whiteboard, marker, and eraser to
● 5.2 Packet emphasize certain points of the
 ● 5.4 Packet application page
● 5.2 Review Packets ○ I will also use the white board
● 5.4 Review Packets to go over any material as
● 5.2 / 5.4 Review Activity students are completing the
● Pen/pencil 5.2 and 5.4 review packets
● Calculator
● Students will need their 5.2 and 5.4
packets to complete the review activity
and to complete the review packets.
○ Additionally, they will need a
pen/pencil and a calculator so
they can complete the review
packets.

3/29 3/29
Teacher ● I will have the answer key for the 5.2 /
● 5.2 / 5.4 Quiz Answer Key 5.4 Quiz so I can use that to help
quickly grade the quizzes as students
Student finish.
● 5.2 Packet
● 5. 4 Packet ● Students are able to use their review
● 5.2 Review Packets packets or their note packets during
● 5.4 Review Packets the quiz. Additionally, they may look
● Pen/Pencil over the notes and review packets
● Calculator before the quiz to ask any last minute
questions.

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

3/27
● Take attendance (2 min) ● Studens also have access to the digital
copies of the packets on Google
● Introduce what we are doing in class. (3 min.)
Classroom. So if a student was
○ Finishing 5.4 Packet absent during the day I took the notes,
○ Complete a 5.4 Activity they can use the digital copies to
○ Complete 5.2 and 5.4 Review complete the activity.
Packets ● I wanted to include an activity that
● I will ask students to take out their 5.4 includes physical versions of the
packets to go over the Application page. I will shapes, Rectangles, Squares, and
Rhombuses. This is so students can
provide a copy of 5.4 packet for the students
have a chance to practice figuring out
who were not present last class. I will project if a shape is a Rectangle, Square, or
my screen and walk the students step by
 step. (20 min.) Rhombus based on the markings that
● Once everyone is done, I will introduce the they see.
5.4 Activity. (15 min.) ● I have dedicated class time for
students to complete the review
○ Students will be put into groups and
packets so they can have the
are tasked with grouping the shapes opportunity to ask questions while I am
into the appropriate groups; there and to help resolve any
Rectangles, Squares, or Rhombuses misunderstands they might have
● Once I have checked everyones groupings before they take their quiz.
and made sure they are all correct. I will hand
out the 5.2 and 5.4 Review Packets for all of
the students to work on for the remainder of
class. (35 min.)
○ I will walk around the room and
check students' progress. I will
answer questions that students have
and make sure they are all on task.

3/29
3/29
● Take attendance (2 min) ● I gave students time in class to be able
● I will talk about the plan for the day (3 min) to ask any questions so they can feel
○ Students have the chance to ask any more confident when they take the
questions and for me to go over any quiz
problems in the notes or review ● Some students may have missed a
few class periods before, so I gave
packets before they have to take the
those students the option to complete
quiz (15 min.) the review packets while everyone
○ Students will take the 5.2 / 5.4 quiz else is taking the quiz. Then they will
(55 min.) have to complete the quiz another day
outside of class time.

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)

Differentiation ● I gave students the option to work on

● Students can have the choice of completing their own or with a partner because
the review problems on their own or with a some students can concentrate better
partner. on their own or with the help of a peer.
● Plenty of students benefit from
Extensions frequent check-ins so I dedicated a
● If students are unable to finish the review portion of class time for students to be
problems in class and are having trouble able to complete review problems so I
completing them, they can have the chance will be able to go around the class and
to schedule a time with me outside of class to check in to all of the students.
get the help that they need. ● If students need extra time to complete
● If students are unable to finish the quiz in the problems in their packets, they can
class, they can schedule a time with me ask to be seen outside of class time to
outside of class to complete the quiz. get any needed help or complete the
 rest of the problems at home.
Modifications ○ The problems aren’t due until
● In CD’s 504 plan, they require practice they have complete the quiz.
problems to emphasize quality over quantity If they are unable to complete
the problems before the quiz,
Accommodations they can complete the
Student 1 LD problems outside of class time.
● 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 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

All of the students responded well with the 5.4 activity. All of the groups communicated with
each other and as I went to each group and pointed out which shapes didn’t belong, they
were able to fix their mistakes and understand their errors. None of the students were on
their phones while completing this activity and was very engaged.

A good portion of the class was able to complete the 5.2 and 5.4 quiz. There were a few
students that weren’t able to start the quiz because they absent a quite a few times.
However, those students were able to complete the majority of the review packets in that
class period and were able to schedule a time with me to complete the quiz.

Teaching Standard and Rationale

Standard: 3 Learning Environments
“The teacher works with learners to create environments that support individual and
collaborative learning, encouraging positive social interactions, active engagement in learning,
and self-motivation.”

Interpretation of the Standard: I will provide an environment that produces individual and
collaborative learning, accepting one another, engaging material, and motivation to learn.

Indicator: (j) “Knows how to help learners work productively and cooperatively with each
other to achieve learning goals.”

Interpretation of the Indicator: I know how to help students collaborate with their peers to
further each other's learning.

Rationale: Students are working with their peers productively and cooperatively as they
complete the review activity. This activity was a little challenging for the students, so the
students had to be actively engaged and help each other talk about the reasoning behind their
decisions as they went through the activity. Additionally, this activity helps students further
their understanding of their learning goals.
Standard: 10 Collaboration
“The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession.”

Interpretation of the Standard: I will look for leadership roles and opportunities to take
responsibility for student learning, to work with students, families, colleagues, other school
professionals, and community members to help students grow and to grow within my
profession.

Indicator: (o) “Knows how to contribute to a common culture that supports high expectations
for student learning.”

Interpretation of the Indicator: I know how to create and inform my students of what I
expect from them during and outside of class.

Rationale: I communicate to the students my expectations as they complete the activity and
the review packet. I informed them that I expect them to work together during the activity and
to be actively working on the review packet so they can ask questions during class. As
students work on the activity and the review packet, I will collaborate with the students on
their thoughts on the activity and review to see what I could improve on for the future to better
their learning.