UMF Unit-Wide Lesson Plan Template

Name:Melissa Eelman Program:Elementary Course: EDU 450

Education
Lesson Topic / Title 15-6 Generalizations

Lesson Date: 2/13/18 Lesson Length: 45 min Grade/Age: 5th

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 be able to create and test

generalizations about polygons This is the objective in the book. It is also almost
identical to learning goal 3.
Learning Target: We are learning to make and
test generalizations about polygons

Success criteria
-Carefully read a general statement about a
polygon or polygons
-Recognize the key words in a generalization
-Test the generalization to determine if the
statement is always true.
-Explain why the generalization is or is not true
-Create your own generalization about a
polygon

Content Standard(s) Instructional Decisions / Reasoning

These are the standards in the Envisions curriculum.
CCSS.MATH.CONTENT.5.G.B.3
Understand that attributes belonging to a category
of two-dimensional figures also belong to all
subcategories of that category. For example, all
rectangles have four right angles and squares are
rectangles, so all squares have four right angles.
CCSS.MATH.CONTENT.5.G.B.4
Classify two-dimensional figures in a hierarchy
based on properties.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and determines
best supports for continued learner growth.
Assessment
Formative: Students will use nearpod to analyze a
generalization and create their own. I will look at the
results to determine if students understand what a
generalization is and how to test it. I will be putting a
checkmark next to students’ names who successfully
answer the questions. If only a few students do not
have an understanding, I will work with them in a
small group during independent practice. If the
majority of the class does not have an understanding
I will provide more examples and show a video clip
to help. Students will receive a check, a check minus
or x for each response. They will get a check if they
completely answered the question and it is correct, a
check minus if they partially answered the question
and an x if they did not correctly answer the
question.
Self assessment (Traffic light ) Students will assess
their understanding using sticky notes on the traffic
light.
Formative: Independent Practice: Students will
complete a worksheet of their choice, re-teaching or
practice depending on how comfortable they feel
with the concept.
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.
Instructional Decisions / Reasoning
This formative assessment will help me to determine
if students need more scaffolding.
https://www.youtube.com/watch?v=xGnTQgrUX
XM ( Video if students need scaffolding)
The traffic light is a good way for students to think
about where they are at and also gives me another
opportunity to see which students need more
support with the topic. Students can determine
which worksheet they should take based on their
self-assessment. Re-teaching is for students who do
not feel comfortable with the topic and practice is for
students who feel that they have at least some
understanding of the topic. The choice of worksheet
is at the students’ discretion but I will strongly
suggest that students who self-assess as red, take the
re-teaching worksheet.
The worksheets are leveled so that students can
work at their level. I will work with students in a
small group who struggle with the independent
practice the next day using the re-teaching activity in
the back of the book.
No assessment modifications or accommodations are
necessary per IEP requirements.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
-Computers for students to complete the nearpod
activity
-Teacher edition of topic 15 for reference
-Nearpod code/ link
https://share.nearpod.com/vsph/sl4Fn4dguK
-Worksheets
-Student book for the guided practice
-Anchor chart for going over the learning target

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

Morning Work: ( Re-teaching 15-5) We will

revisit the quadrilateral hierarchy. I will show
students the following video and then we will list the
attributes of the shapes on the diagram created Students struggled with the lesson the day prior. In
yesterday. I will highlight the traits that are the same order to understand 15-6, they need to have some
in each shape. Students will copy the design in their understanding of 15-5.
notebooks.
https://learnzillion.com/resources/9559 I will skip
over the part of the video between 3:08 and 3:51
because that will add to students confusion.

Introduction ( 3min): Students will read and
discuss the learning target. I will explain how it
connects to learning goal number 3. I will define a
generalization and use the example, all students in
this classroom like pizza. I will ask students how we
can test this generalization. I will be sure to point
out that generalizations are not always correct. They
need to be tested in order to determine if they are
true.
It is important to involve students in the learning
target so that they know what they are working
towards
Instructional Dialogue:
“What is a generalization” ( A broad statement) “ An
example of a generalization is all students like pizza.
“How could we test this generalization?”(Ask all
students if they like pizza) “ If even one student does
not like pizza then our generalization is incorrect
because I used “all” What if I said some students like
pizza, would that be correct.?” (Yes because many
students like pizza and you did not say all).” We can
apply generalizations to polygons. If I said all
squares are rectangles is that a true generalization?”
( Yes, because all squares fit the qualifications to be a
rectangle.)

Opening problem (5-10 min): Students will discuss This is the opening problem in the book and I think it
the following statements with a partner and provide allows for a good discussion among students.
evidence for their decision. Then they will share with
the class. ( Think –Pair- Share) “A rectangle is always
a square” and A square is always a rectangle.”
5 minutes to get on nearpod
Formative assessment (5-10 min): Students will
complete the formative assessment on nearpod
about generalizations. Students who have incorrect
responses will be students who I will check in with
first during independent practice.
Learning Bridge Video ( 5min)
Guided Practice (5 min) We will do number 1 on
guided practice and number 8 from independent
practice as the guided practice problems.
Traffic Light Self- assessment (1 min) Students
will assess their understanding using sticky notes on
the traffic light.
Independent Practice (10 min) Students will
complete a worksheet of their choice and will also be
asked to create a generalization about a polygon that
we have learned about. They need to create the
generalization and explain how they know that it is
correct. I looked at the re-teaching and it might
confuse students more so I will suggest that they
take the practice worksheet but it is ultimately the
students’ decision.
Closure ( 1 min) : Students will return to the
learning target and decide if they met the target for
the day. They will give a thumbs, up, down or to the
side to show their choice.
Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
Differentiation
Students have a choice of the independent practice
worksheet.
Accommodation:
Since students have been struggling with identifying
how quadrilaterals are related, I will provide them
with a visual of the quadrilateral hierarchy. This
This assessment allows students the opportunity to
write or draw their answer. It also introduces them
to a new way of using technology.
This video provides a visual way to reinforce the
concept.
Guided practice- it is important that students have
practice doing the problems with assistance but then
they need to be moving from working with me to
working independently.
The traffic light is a good way for students to think
about where they are at and also gives me another
opportunity to see which students need more
support with the topic. Students can determine
which worksheet they should take based on their
self-assessment.
The independent practice worksheets are leveled so
that students can work at their level. Giving students
choice keeps them engaged and allows them to feel
confident in themselves. I will work with students in
a small group who struggle with the independent
practice the next day using the re-teaching activity in
the back of the book.
Instructional Decisions / Reasoning
Differentiating worksheets allows all students to feel
comfortable with their ability Giving students choice
keeps them engaged and allows them to feel
confident in themselves.
This accommodation will help students to be
successful with the learning goal.
should help because they can focus on generalizing
rather than worrying about remembering the
relationships between quadrilaterals.

Extension I want to challenge C.M so that she stays engaged

C.M has a pretty solid understanding so far. I will
have an enrichment activity for her if she finishes
early.
Students can complete the enrichment worksheet if
they finish early.
There are no accommodations or modifications
required by IEP’S
with the lesson.
Misconceptions: Students may think that
generalizations are always correct. I will
demonstrate an incorrect generalization to alleviate
this misconception

Students may think that one valid example proves a

generalization is true. I will show them the example
that a square is a type of rectangle but it is not the
only kind of rectangle, so you need to draw more
than one rectangle to show that it is not always a
square.

Field Course Only – Post lesson

Reflection

Overall this lesson went well. Students understood the concept better than I thought that they would. I
didn’t end up showing them the extra video because they understood generalizations without it. If I were to
teach this lesson again I would go over the vocabulary related to generalizations on more detail. I also would
make sure that students could write their own generalization. I asked students to write one on the back of
the worksheet but did not hold students accountable for it.
The formative assessment went well for the most part and I will definitely use nearpod again. However, next
time I will provide an extra problem or a worksheet to keep the students on task while waiting for other
students to finish. Students did not get to do the traffic light self- assessment because we ran out of time, and
I wanted them to work on independent practice. I think that the self-assessment results would have been
helpful for me to determine who to work with. I did not have specific students in mind to check in with and
as a result, several students only partially met the learning objective. 5 students met the goal and 5 students
partially met the goal. All students got above a 50 percent on the independent practice, so they are at least
partially meeting the learning goal.

Teaching Standards and Rationale