EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Destiny Burns PART I: PLANNING &n

my o'inion( Date: anuary !"# !0$4

%itle of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

)ource

%*is is t*e lesson my coo'eratin+ teac*er ,ould *ave -een teac*in+ to t*e students durin+ t*is ,ee./

4ritin+ )u-0ect 1rea 2s3 !nd +rade 5rade Level 4!/$ 4rite o'inion 'ieces in ,*ic* t*ey introduce t*e to'ic or -oo. t*ey are ,ritin+ a-out# state an o'inion# su''ly reasons t*at su''ort t*e o'inion# use lin.in+ ,ords 2e/+/ -ecause# and# also3 to connect o'inion and reasons# and 'rovides a concludin+ statement or section/ L/!/$d/ 6orm and use t*e 'ast tense of fre7uently occurrin+ irre+ular ver-s 2e/+/# sat# *id# told3/
Descri-e t*e lesson8s activities and content to 'rovide a clear overvie, of t*e lesson/

Curriculum )tandards

Descri'tion and Bac.+round %*e students ,ill ,atc* a BrainPo' r/ video on su-0ect and ver&nformation

a+reement/ %*e teac*er ,ill read sentences and as. t*e students to 'lace t*e correct ver- to fill in t*e sentence/ %*e s'ellin+ ,ords ,ill -e introduced to t*e students/ %*e s'ellin+ ,ords are com'ound ,ords/ )tudents ,ill -e reminded of ,*at com'ound ,ords are/ %*e s'ellin+ ,ords are into# ,it*out# sometimes# today# myself# everyone# ,ee.end# -edroom# outside# not*in+/ %*ere ,ill -e a mini9lesson on irre+ular ver-s/ )tudents ,ill -e +iven a ,or.s*eet and t*ey are to ,rite t*e t,o ,ords ,*ic* ma.e u' t*e com'ound ,ord/ %*e teac*er ,ill model -rainstormin+ usin+ a +ra'*ic or+ani:er and *o, to use t*e Editor8s c*ec.list ,*ile ,ritin+ a 'ara+ra'*/ %*e teac*er ,ill +ive sentences and ,or. t*rou+* eac* sentence ,it* t*e students +ivin+ t*e correct irre+ular ver-/ )tudents ,ill ,rite a 'ara+ra'* ,*ic* ,ill include o'inions ,it* reasons for lin.in+ ver-s/ %*is ,ill -e ,ritten in t*e ,ritin+

0ournals/%*e teac*er ,ill as. t*e students to loo. around t*e classroom to find ot*er com'ound ,ords/ %*e teac*er ,ill +ive sentences and call on students to +ive t*e correct irre+ular ver-/ 4*ic* '*rase can & use to -e+in my o'inion ,ritin+ 'ara+ra'*;)tudents ,ill -e +iven a ,or.s*eet to com'lete t*e sentence ,it* t*e correct irre+ular ver-/ )tudents ,ill ,rite an o'inion 'ara+ra'* on *is or *er favorite food/)tudents ,ill s*are *is or *er 'ara+ra'* ,it* t*e class/ %*e teac*er ,ill revie, t*e s'ellin+ ,ords and t*e students ,ill study t*em for *ome,or./

Lesson <-0ectives

4*at ,ill students -e a-le to do at t*e conclusion of t*is lesson; Ma.e sure t*at your o-0ective2s3 are measura-le/

%*e students ,ill -e a-le to ,rite a 'ara+ra'* ,*ic* ,ill include t*eir o'inions and reasons/
>o, ,ill & vary t*ese o-0ectives for students ,*o do not understand t*e material; >o, ,ill & vary t*ese o-0ectives for students ,*o *ave already mastered t*e conce't; >o, ,ill & vary t*ese o-0ectives for students ,*o are 'resently learnin+ En+lis*;

=aryin+ <-0ectives for &ndividuals Needs

6or students ,*o do not understand t*e material# t*e teac*er ,ill ,or. ,it* t*ose students individually/ 6or students ,*o *ave already mastered t*e conce't# t*e teac*er ,ill allo, t*em to *el' ot*er students/ %*ere are not any students in t*e class ,*o are 'resently learnin+ En+lis*/

4*y is it im'ortant for t*e students to learn t*is content;

)tatement of Pur'ose

%*e 'ur'ose is for students to -e a-le to .no, *o, to s'ea. correctly/ 1lso for students to -e a-le to ,rite o'inion ,ritin+/

4*at materials and su''lies are needed to *el' your students ac*ieve t*e stated o-0ectives; 4*at ,ill t*e teac*er need; 4*at ,ill t*e students need; 4*at ot*er resources are needed; 4ill you use resource s'ea.ers;

Materials and Resources

%*e teac*er ,ill use Editor8s C*ec.list# +ra'*ic or+ani:ers# Lumens li+*t# and t*e 'romet*ean -oard/ %*e students ,ill need 'encils# 'a'er# and 0ournals/

4*at ,ill you do to motivate t*e students and +et t*eir attention; 4*at is t*e ?*oo.@

1ntici'atory )et

t*at ,ill serve as a focus for t*e lesson8s activities;

%*e students ,ill ,atc* a BrainPo' r/ video on su-0ect and vera+reement/

Part &&: &MPLEMEN%1%&<N

>o, ,ill & find out ,*at students already .no, a-out t*is to'ic;

Pre9assessment
%*e teac*er ,ill read sentences and as. t*e students to 'lace t*e correct ver- to fill in t*e sentence/
4*at ,ill & do to s*o, students ,*at is eA'ected;

%eac*er Modelin+ or Demonstration

%*e s'ellin+ ,ords ,ill -e introduced to t*e students/ %*e s'ellin+ ,ords are com'ound ,ords/ )tudents ,ill -e reminded of ,*at com'ound ,ords are/ %*e s'ellin+ ,ords are into# ,it*out# sometimes# today# myself# everyone# ,ee.end# -edroom# outside# not*in+/ %*ere ,ill -e a mini9lesson on irre+ular ver-s/ %*e teac*er ,ill model -rainstormin+ usin+ a +ra'*ic or+ani:er and *o, to use t*e Editor8s c*ec.list ,*ile ,ritin+ a 'ara+ra'*/

4*at ,ill ,e do to+et*er as t*ey learn *o, to succeed at t*e ne, tas.;

5uided Practice

)tudents ,ill -e +iven a ,or.s*eet and t*ey are to ,rite t*e t,o ,ords ,*ic* ma.e u' t*e com'ound ,ord/ %*e teac*er ,ill +ive sentences and ,or. t*rou+* eac* sentence ,it* t*e students +ivin+ t*e correct irre+ular ver-/ )tudents ,ill ,rite a 'ara+ra'* ,*ic* ,ill include o'inions ,it* reasons for lin.in+ ver-s/ %*is ,ill -e ,ritten in t*e ,ritin+ 0ournals/

4*at 7uestions ,ill you as. to determine if students understand so far; 4*at tec*ni7ues or strate+ies ,ill -e used to determine if students understand so far;

C*ec.in+ for Understandin+

%*e teac*er ,ill as. t*e students to loo. around t*e classroom to find ot*er com'ound ,ords/ %*e teac*er ,ill +ive sentences and call on students to +ive t*e correct irre+ular ver-/ 4*ic* '*rase can & use to -e+in my o'inion ,ritin+ 'ara+ra'*;

4*at ,ill students do -y t*emselves to s*o, t*at t*ey *ave internali:ed t*e .no,led+e;

&nde'endent Practice

)tudents ,ill -e +iven a ,or.s*eet to com'lete t*e sentence ,it* t*e correct irre+ular ver-/ )tudents ,ill ,rite an o'inion 'ara+ra'* on *is or *er favoritefood/

>o, ,ill & conclude t*e lesson and relate it to future eA'eriences; >o, ,ill you ,ra' u' t*e lesson to reinforce conce'ts tau+*t durin+ t*e lesson;

Closure
)tudents ,ill s*are *is or *er 'ara+ra'* ,it* t*e class/ %*e teac*er ,ill revie, t*e s'ellin+ ,ords and t*e students ,ill study t*em for *ome,or./

4*at ,ill students do to demonstrate ,*at t*ey *ave learned;

1ssessment 2attac* to lesson 'lan3

)tudents ,ill *ave a s'ellin+ test on t*e ,ords/ %*e students ,ill also *ave a ,or.s*eet on su-0ect ver- a+reement/
4*at can students do at *ome or in t*e classroom to a''ly t*e .no,led+e or s.ills; >o, could you use your collea+ues or community a+encies to im'rove student 'erformance;

EAtension 1ctivities
)tudents ,ill -e a-le to 'ractice su-0ect ver- a+reement eac* time t*ey s'ea./ %*e teac*er ,ill continue to ma.e sure students s'ea. ,ell/ 1lso# t*e teac*er ,ill ma.e sure students .no, t*e correct su-0ect and vera+reement/

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and co prehension o! your content?

%ec*nolo+y
"rainPop #r$ will %e used to enhance the lesson$ The teacher will also use the Lu ens Light and the &'ART "oard$
How will you connect this lesson with other content areas across the curriculu ?

The Arts:The

students can per!or a song or dance to help the su%(ect and ver% agree ent as well as opinion$

practice with

Connection 1cross t*e Curriculum

Health:The

students can write a paper on his or her opinion a%out a health topic$

Physical )ducation:The

students will %e a%le to stand in %etween the lesson to stretch$

'ath: The students will %e a%le to write opinions in

ath$

&cience: The students will %e a%le to write opinions on e*peri ents$

&ocial &tudies: The students will %e a%le to write opinions on laws$

PART III: R)+L),TI-N

.escri%e the strengths o! your instructional techni/ues0 strategies and classroo .escri%e the strengths o! student engage ent$ anage ent$

&trengths

I was a%le to help the students individually wor1 on the writing$ I en(oyed helping the thin1 in depth$ I did not have any pro%le s with classroo anage ent %ecause the students were e*cited to write a%out his or her !avorite !ood$
.escri%e the wea1nesses o! your instructional techni/ues0 strategies and classroo .escri%e the wea1nesses o! student engage ent$ anage ent$

Wea1nesses

-ne wea1ness was not giving the students clear directions o! y e*pectations o! the assign ent$ I should have e*plained to the that I wanted the to use ore descri%ing words to a1e the writing %etter$

&uggestions !or I prove ent

What would you change when teaching this lesson again?

The only thing I would change would %e to enough !or the to understand$

a1e sure that the directions are clear