Medaille College Department of Education

Modified Lesson Plan

Teacher Candidate’s Name: Olivia Provenzano Date: April 28, 2020

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Attention issues, disorganized writing 1 Extended time/alternate location for tests, notes/graphic
organizers, small groups, preferential seating, minimal
distractions.
Multi-step instructions, getting ideas on paper, math 3yrs 1 Extended time for all activities, iPad for VTT, graphic organizers,
below gL calculator, listening guides, alternate location for tests, tests and
assignments read.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
N/A N/A

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
N/A N/A

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 Lesson __1____ of a _2___ Day Learning Segment

Subject and Lesson Topic: Geometry: Introduction to Angles and Shapes

Grade Level: 6 Lesson Duration: 20 – 30 minutes

Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of the lesson is for students to begin learning about angles and shapes in geometry. Students will be reading through power-point
presentations and then completing hands-on activities in order to enhance their understanding of these sometimes-abstract concepts.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have discussed angles and shapes in previous grades, therefore some of the content is meant as a refresher. The students have had prior experience
classifying objects into various groups in other subjects.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use this knowledge by going over what the students have already learned, with some added information to build on their previous knowledge. Because the
students already know how to classify and group different objects, having the students do this with household items will help them to better visualize the concepts
being taught.

Curriculum Standards
Ontario Mathematics Standards:
Classify and construct polygons and angles
- Measure and classify angles as acute, right, obtuse, or straight angles
- Construct polygons using a variety of tools

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt

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identify what students will be able to do by the end of will you evaluate and document your students’
the lesson and are aligned to the standards identified progress on each of the objectives?
above.
Students will group items based on their angles. Students will do this by filling in the Angles Hunt
worksheet with labeled sketches of everyday objects
that show either right, acute, obtuse, or straight
angles
Students will construct quadrilateral shapes using Students will take pictures of their creations
everyday household items and label them according to the type of
quadrilateral they made, either parallelogram,
square, rectangle, rhombus, trapezoid, or kite.
Vocabulary
Vocabulary Angle, shape, polygon, Words and definitions are included in the power-point presentation
Key words and phrases students need to be quadrilateral, protractor, right with accompanying pictures and additional explanations when
able to understand and use angle, obtuse, acute, straight angle, necessary.
parallelogram, square, rectangle,
rhombus, trapezoid, kite, vertex,
two-dimensional, geometry
Instructional Process
Anticipatory Set/Motivator
- Teacher begins the power-point with an explanation of what Geometry means, as well as a
breakdown for the first half of the lesson that focuses on angles.
Instructional Procedures
- The power-point includes dedicated slides for each new word/concept- angle, protractor,
right angle, obtuse angle, acute angle, and straight angle.
- At the end of the Angles portion of the lesson there is a pause to review the information
assessments to allow students with specific needs to
demonstrate their learning
Students are to have at least one item per
angle; however they have been encouraged
to include multiple- This will not affect
grading however.
Students have the power to use any material
they are comfortable with to construct these
shapes.
Instructional Supports
Accommodations and/or Modifications
and/or Supports
The power-point lesson is constructed in a
way that allows the students to work at their
own pace and take breaks when needed.
Students are given a breakdown of what to
expect in the lesson.
All new terms in the lesson have accompanying
explanations and pictures, to aid students in
better visualizing what is being taught.
Students are given short activities at the end of
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 learned as well as a written and oral explanation of the accompanying activity the students each section to give them a break from sitting
are to complete before progressing through the lesson. and reading, as well as to give them the
- To begin the second half of the lesson on shapes, there is a breakdown of what the students opportunity to practice the new concepts in
can expect to learn about. hands-on activities.
- Each concept has a dedicated slide- Two-Dimensional shapes, polygon, parallelogram, squares
and rectangles, rhombus, trapezoid, kite, quadrilateral, vertex
Closure
- There is an additional Pause slide to recap the information covered regarding shapes, as well
as a written and oral explanation for the Constructing Quadrilaterals activity.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

Geometry 1 power-point, Angles Hunt worksheet

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