Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Meghan Leuschner

Date

Nov. 9th

Geometry: Quadrilaterals & Project

Grade _3___

I. Objectives
How does this lesson connect to the unit plan?
Shapes and their attributes do not only relate to one another, but also to us. In the beginning, the unit was opened with why geometry is important. Now that they
know a lot about shapes, their attribute, and how they relate to one another, we will again reopen the importance of geometry. In the nature walk/ treasure hunt
geometry was seen every where. How do these things relate to us? What are the importance of shapes to us? In what ways has humanity used their knowledge of
geometry for bad and for good? How do different cultures use shapes to communicate? How can we use geometry to benefit our community in GR?
cognitiveR U Ap An E C*

Learners will be able to:

benefit).

Evaluate why geometry is important all around us through discussion. (art, communication, damage,
Demonstrate how to follow a rubric through self assesing the card project.
Design a Thanksgiving card by sketching geometric shapes.
Compose a rough draft letter in a letter format.
Reconstruct card on the computer to enhance technological skills.
Revise and write letter in cursive or choice of typing on computer.
Sign name in cursive

physical
development

E
U, Ap
C
C
Ap
R
R

socioemotional

X
X
X
X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any of these subcategories.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Lessons 1-4
Basic Computer skills (click & drag & changing colors)
2.G.1 state standard (recognize and draw basic shapes)
2.G.2 state standard (break shapes into parts)
2.G.3 state standard (makes parts portions)
Pre-assessment (for learning):

Previous lab projects

Pre-test
First lesson discussion
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Ask if anything has changed in seeing how geometry is important over the past few lessons.
Their sketches must be properly labeled.
Scored 2 or above on the rubric to show understanding of a rubric.
Formative (as learning):

Have them score themselves on the project in pencil and then I will score in red pen.
Summative (of learning):
Project, graded according to rubric.
1-19-13

What barriers might this

lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
ELL students
-Student with sensory
difficulties
-Students who struggle
with attention
-Student who only has 4
fingers and likes to use one
hand
Students may use word
wall. The lesson will be
interactive for the students
who struggle with
attention. I will give the
student with sensory
difficulties the option of his
weighted sock. Computer
program will make it easier
for the boy with less
fingers.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Use post-it note with conversation

Conversing
Sketching
Using computer program
Writing

Instructions both stated, read, and

shown on rubric.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Print off pictures of

architecture, communication
(stop sign), sword, and art to go
along with the conversation.

Provide options for expression and

communication- increase medium
of expression

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
They take the discussion where it
leads.
They produce their own
thanksgiving art.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Large post-it notes

Writing letter
Sketching art
Computer generated art

-Challenge on rubric
-Challenge to complete within
time limit

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Go over rubric before to set

goals. Talk about how they are
taking ownership of the grade
that they want.

-Self assesses work using rubric

Word wall may be used to label

shapes on project.
Provide options for comprehensionactivate, apply & highlight

Post-it note, use different color

markers every other point.
Applying names of shapes to
their project.

-Post-it note
-Pictures to go along with discussion
-Rubrics (printed off)
-Blank paper for sketches and draft letter
-Laptops with google sketch

Split into two 1/2s for project. Students will turn around desks to face the other side of the classroom
for the writing portion, while the students in the first few rows will remain forward for the geometric
shape designing portion. (2 groups will sketch while the other 2 draft letter & they will swap after 15
min)

III. The Plan

Time

Components

8:409:00

Motivation
(opening/
introduction/
engagement)

1-19-13

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Mrs. Dault will take attendance, lunch count, and I
If not done, finish self-work on quadrilaterals. After
will ask for good news.
that is done write a bucket filler or F.R.E.D.
I will go over quadrilateral sheet after they are
given 10 more min to work on it.

2 min
Review importance of geometry post-it from the
beginning of the unit. Ask if there is anything that
they would like to add?
Lead discussion on importance of geometry. How it
can be used for bad, but also for good? (add to
post-it notes)

8 min

45
min

Development
(the largest
component or
main body of
the lesson)

CARD PROJECT:
of the class will learn how to write a letter while
the other works on creating the artistic cover of
the letter using geometry (see rubric). 15 min max
and then swap groups. Mrs. Dault will take writing
letter section, while I will go over rubric and ideas
for geometric section.

Writing: Address, body, closing (write signature in

cursive).
(stop
with
5 min
left
no
matte
r how
far)

5 min

Participate in discussion.
Participate in discussion

Follow directions in both groups to create draft in a

timely manner.

draft letter with Mrs. Dault.

Shapes: go over rubric for expectations.

good sketch of card
Computer lab portion of project
Use google sketch & google docs to write and print
portions of card. Cut out letter and paste it on the
card. Sign it in cursive.

Closure
(conclusion,
culmination,
wrap-up)

Bring it in: how did it go? How far are you: 1=still
drafting/sketching, 2=on the computer portion,
3=complete.
Explain that after it is complete, print 2 copies (one
you will take home after I grade, the other will be
given to an awaiting retired community member)
then self asses using rubric

(if not finished, complete tomorrow)

Evaluate progress. If not finished, complete
tomorrow. Make a plan with Miss Meghan.

After complete, print 2 copies and self asses using

rubric. (one you will take home after I grade, the
other will be given to an awaiting retired
community member)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I was disappointed by the lack of what stuck with my students. Just the day before, we learned about quadrilaterals and the students
were able to list off all the names that one could have, but were unable to do so for warm up, even though they were allowed to use
their shape family tree that included the definitions, drawing example, and lines that showed how each was connected to each other.
They would call a parallelogram a square, even though it didnt have equal sides, or right angles. I brought up the example that not
all fruits are apples, but all apples are fruits to remind them that a square is a parallelogram because it has two pairs of parallel sides,
but not all parallelograms are squares like the example in their warm up. Im not sure if it was because it was a Friday or just a good
assessment for me to see that they do not have the relationships down pat. I will have Mrs. Dault re-enforce this on the review day
Monday and I will also go over it before their test.
1-19-13

I thought the discussion went very well with my class. Almost every student got a chance to speak. They came up with great ideas
how we could help our community and ways that we could use geometry to help others. My teacher pointed out that with the news
and it being veterans day not too long ago that the troops were on the schools mind. The school was given the opportunity to write
letters to the troops that are deployed. I decided that even though I had planned the lesson to write a letter to nursing home members,
that the troops would also be a relevant recipient. Flexibility has been a theme that has stood out for me this semester. No matter how
hard I try to plan the absolute perfect lesson plan, life happens. It has put a wrench in what I thought would happen, like posting the
pictures to our word wall, but it also has enhanced making connections with what we are learning about with the world around us
like the troops. My lesson was being observed, and Im sure that Professor Terpstra was surprised to the change in my lesson, even
though receiving the latest draft just the night before. More than ever, I have learned how much planning goes into lessons and how
intentional every move a great teacher makes. Yet, not planning for the unexpected, surprises, or different paths is the greatest
mistake not to plan. I am defiantly not as fluid and flexible as my mentor teacher is, but Im hoping that through practice that my
flow according to my students needs, will become second nature for me.
The fact that my students didnt want to go to beloved music special to finish their project, was an encouragement to me. They were
having fun using shapes to create art that would positively affect someone else. Their learning had purpose and they could use all the
creativity that they wished. For the first time I saw the gift of creativity from a student that normally struggles with vocabulary. After
a suggestion to check the word wall, she jumped up to find the name of her shape. I helped her use reasoning to eliminate the shapes
that could not be the one she wanted, before we landed on one that defined what her shape looked like. The excitement that she had
after finding that shape was quite rewarding. Im encouraged to see that she is engaged in learning vocabulary when she is given a
creative outlet to express it.

1-19-13