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Claflin University School of Education

EDUC 342: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Alexanderia Croslen , Valaria Frazier,
Date:
PART I: PLANNING
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
Pre-Algebra- ww.mathsisfun.com/algebra/proportions.html

Source
Subject Area (s)

Pre-Algebra, Physical Science, English Language Arts, and
Social Studies
8th Grade

Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Pre-Algebra Standard 8-2:8-2.7 Apply ratios, rates, and
proportions.
Physical Science Standard 8-1: 8-1.3 Construct explanations
and conclusions from interpretations of data obtained during a
controlled scientific investigation.
English Language Arts Standard 6-8.4: Determine the
meaning of words and phrases os they are used in text.
Including vocabulary specific to domains related to history/social
studies.
Social Studies Standard MWH-6: MWH-8.5 Analyze the
successes and limitations of movements for national unity,
including the unification of Germany and Italy and the American
Civil War.
Describe the lesson’s activities and content to provide a clear overview of the lesson.
Pre-Algebra- First students will complete a “Starter Assignment: Warm Up”. Then, a “Refresher”
to refresh their mind of last class period. Next, we will begin the new lesson, which will include
example problems and definitions. Finally, we end class with a “Quick, Fast and in a Hurry
Worksheet”, which will be turned in.
Physical Science- First, students will get a refresher on the terms mass, weight, and gravity
which they should have previously learned. Next,we will begin the new lesson by talking about
how to incorporate all three terms with the planets. Finally, the students will complete a “Weight
Chart” worksheet and we will share by doing some scenarios on the board.
Social Studies- students will be able to understand the importance of pets. The background
information will come from previous lessons on te actual war and why we it was a civil war.
1. I will ask the class what type of pet many people today have in America.
2. Watch a video of the matter.
3. Discuss the expressions of the soildiers.
4. Read
English: Students will follow along with Prezi Presentation to review the vocabulary words given
last class. I will give the students a quiz on the Vocabulary and introuduce to them new words
pertaining to what they will cover in their social studies class.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Pre-Algebra- Carry out a procedure using the properties of real numbers (including commutative,
associative, and distributive) to simplify expressions.
Apply proportional reasoning to solve problems.
Physical Science- Students will practice multiplication skills and will discuss prior knowledge
about mass, weight, and gravity.
Social Studies- Students will be able to compare and contrast the benefits and disadvantages
of having different animal pets. Students will be able to identify how having a pet would have
made the soldiers feel more at home on the battlefield.
English- Students will be able to identify vocabulary words associated with the Civil War.

Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

Materials and Resources

Anticipatory Set

How will you vary these objectives for students who do not understand the material?
Pre-Algebra- For students who do not understand the material I will play videos that
demonstrate the problem in a simpler form.
Physical Science- I will show a video or diagrams to better explain the content of the three
terms.
How will you vary these objectives for students who have already mastered the concept?
Pre-Algebra- I will call different people to the board to complete problems, who have
already mastered the concept. Mainly, because some children learn better from their
peers.
Physical Science- The students who mastered the concept will complete the worksheet
and go up to the overhead once called upon to display that they mastered concept in front
of the class.
How will you vary these objectives for students who are presently learning English?
Pre-Algebra- I would try to accommodate them as well, by playing different things in
Spanish or something of the sort. Also, I might try to go into more detail when explaining
problems.
Physical Science- I could try to explain the content slow, so the students can comprehend
better and also give multiple repetitive examples of what those students are not
understanding.
English- For students who did not understand I will set aside time in class for me to work
on the words with them. I would also put them in study groups so they can work together
to better understand the vocabulary.
Why is it important for the students to learn this content?
Pre-Algebra- Proportions are used in scale modeling; in changing recipes to feed more or
less people, in designing buildings, landscapes, vehicles, just about anything! Students
can actually use the concepts of proportions in their everyday life.
Physical Science- Students do not necessarily need this content for everyday life.
However, this content is vital for students because a future lesson about Isaac Newton’s
Laws of Gravity is bound to come up. Students will be able to assess prior knowledge.
Social Studies- understand the important roles animals had on soildiers.
English- It is important for students to build their vocabulary and understand the
meanings of words during this time period.
What materials and supplies are needed to help your students achieve the stated
objectives?
Pre-Algebra-Objectives: Solve equations involving proportions. Basically the internet,
paper, and pencils.
Physical Science-Objectives: Practicing multiplication skills and learning about mass,
weight, and gravity. Paper, pencils, and a calculator
What will the teacher need? Pre-Algebra-Objectives: Solve equations involving
proportions. Basically the internet and the participation/feedback of the students.
Physical Science-Objectives: Practicing multiplication skills and learning about mass,
weight, and gravity. I will need a marker, overhead projector, Microsoft office, and internet.
What will the students need? Pre-Algebra-Objectives: Solve equations involving
proportions. Basically the students will need paper, and pencils. (calculator is optional)
Physical Science-Objectives: Practicing multiplication skills and learning about mass,
weight, and gravity. Students will need paper, pencils, and a calculator.
What other resources are needed? Pre-Algebra-Objectives: Solve equations involving
proportions. Students can bring the information from their previous math class such as:
notes.
Physical Science-Objectives: Practicing multiplication skills and learning about mass,
weight, and gravity. No other resources are needed.
Will you use resource speakers? Pre-Algebra-Objectives: Solve equations involving
proportions. No, I will not be using resource speakers.
Physical Science-Objectives: Practicing multiplication skills and learning about mass,
weight, and gravity. No I will not use resource speakers.
Social Studies- Assesments, handouts, mascot list,and video
English- Prezi presentation, highlighter, flashcards,worksheets
What will you do to motivate the students and get their attention? Pre-Algebra- To
motivate my students I will show fun fact videos or just encourage them in some way.
Physical Science-I will do some examples of famous people or objects that interest my
students.
What is the “hook” that will serve as a focus for the lesson’s activities? Pre-Algebra- The
“hook” of my lesson is that I proportions are most defiantly used in our everyday life.
Physical Science- The “hook” of the lesson is to give students knowledge about their

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

weight on other planets besides Earth.
Social Studies- to gain there attention I woud first talk about our mascot, and give a little
background.
English- I will make the learning process fun by doing different games with the students
so they are not just memorizing the words.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Guided Practice

Checking for
Understanding

Independent Practice

Closure

Assessment
(Give a description and attach to

How will you find out what students already know about this topic?
Pre-Algebra- At the beginning of the lesson I will assign a “Warm up” which will indicate
how much knowledge each student has on the concept.
Physical Science- I will ask the students as a whole what do the terms mean in their own
words assessing their prior knowledge.
Social Studies- I will have a discussion first then quiz them on the subject.
English-I will give a short quiz to see if students recognize some of the vocabulary.
What will you do to show students what is expected?
Pre-Algebra- I will just read and explain both the standards and objectives of that
particular subject.
Physical Science- I will read the purpose of the lesson to them so they can know what I
expect them to learn by the end of the lesson.
Social Studies- I would tell them back in this time, at there age, they would be participating
in the war.
English- I will give them a general background of the standard and what is expected.
What will we do together as they learn how to succeed at the new task?
Pre-Algebra- We will all go through each example problem then I will later reveal the
answers after I have seen that every student has tried the problem shown.
Physical Science-We will all use my weight as an example and do some of my weights on
different planets.
Social Studies- Ask a starter topic from another class, to activate your topic.
EnglishWhat questions will you ask to determine if students understand so far?
Pre-Algebra- “Does anyone have a question?” “Who wants to come to the board to try the
next problem?”
Physical Science-“Is anyone having trouble understanding how to convert their masses?”
“Would anybody like to share their weight on a specific planet?”
What techniques or strategies will be used to determine if students understand so far?
Pre-Algebra- The technique of engaging each student, giving them opportunity to come up
to the board for demonstration.
Physical Science- I would put the students into groups and compare their results they
got from doing an example.
Social Studies- “Who is your favorite mascot?” “What were the mascots listed?” “When
was the Civil War?” “Where did the civil war take place?” “Why did the war take place?”
English- I will ask students if they have any questions. Do they need help with
understanding some of the words.
What will students do by themselves to show that they have internalized the knowledge?
Pre-Algebra- At the end of class each student will a complete a mini worksheet that will be
turn in.
Physical Science- The students will convert their masses on the worksheet that will be
given to them at the end of the lesson.
Social Studies-The students will take a quiz at the end of class.
English- Students will complete a quiz and turn in a homework assignment dealing with
the vocabulary.
How will you conclude the lesson and relate it to future experiences?
Pre-Algebra- I will do a quick review of today’s assignments and objectives and challenge
the students to apply the concepts they have learned to real life experiences.
Physical Science- I will do a quick overview of the terms taught and tell students to apply
them when looking at objects in the world.
How will you wrap up the lesson to reinforce concepts taught during the lesson? Physical
Science- I will ask the students if they have a better understanding of mass, weight, and
gravity after the lesson. I will reinforce information that was given if no better
understanding is present.
Social Studies- I will conclude it with a quiz, then to relate to future experiences, when
they see a mascot at a future school they will ask the question why that mascot.
English- I will conclude with a quiz and make sure that the vocab is used in future lessons.
What will students do to demonstrate what they have learned?
Pre-Algebra- At the end of class each student will a complete a mini worksheet that will be
turn in.
Physical Science- They will complete the Weight Chart worksheet that will be given to

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

lesson plan)

Extension Activities

Technology

Connection Across the
Curriculum

them at the end of the lesson.
English- Worksheets and a quiz.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
Pre-Algebra- I will challenge the students to apply the concepts they have learned to real
life experiences and my colleagues may help improve the students’ performance by just
encouraging he students and reward them in a way, to show that they are noticed for
doing a great job.
Physical Science-Students can gather their families’ weights for Earth and show their
families how to figure out their weights for other planets. My colleagues could possibly
boost the students’ confidence by giving them encouragement. They could ask what their
weight would be on a random planet and my students would be able to tell them.
English- They can have a family member quiz them at home with flashcards, and complete
the homework that was given relating to the vocabulary.

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?
Pre-Algebra- Mainly, I will be using he Smart Board and computer system, by playing different
instruction videos and allowing the students to come write out and demonstrate different problems.
Physical Science- I will use Microsoft PowerPoint to discuss the terms. I will use the overhead
projector to have examples written by my students and me. I will use the calculator to help convert
the masses to weights depending on the gravity for each planet.
Social Studies- I will use a video to enhance the delivery and comprehension. It will assist me because
of the different learning styles in the classroom.
English- I will use the Smartboard to show the Prezi presentation
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.
Pre-Algebra- I could just make up different word problem that evolve different content areas.
Physical Science- I could connect it with a similar math lesson of multiplying numbers and finding
products.
Social Studies- I will connect it to sports in gym by making them come up with their own mascot.
English- I will connect it to their art class by having them draw out some of the vocabulary words.

PART III: REFLECTION

Strengths

Weaknesses

Suggestions for
Improvement

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
Pre-Algebra- I know how to grasp the attention of my students and keep them interested. I know
how to be entertaining, yet professional. I am a will rounded person.
Social Studies- my topic is an easy attention grabber. The students will become interested.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
Pre-Algebra- Sometimes I explain too most, I talk too much sometimes. I take long ways around
instead of short cuts which make the lesson seem a little unclear at times. I have somewhat of a soft
spoken voice so sometimes people have a hard time hearing my in large areas.
Social Studies- students wont care for history as much
What would you change when teaching this lesson again?
Pre-Algebra- I probably would change the technique of speaking clearly and not overly explaining a
particular problem.
Social Studies – I would have less material.

Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

The candidate includes all
introductory components
and all components are
appropriate to the lesson

The candidate includes
most introductory
components that are
appropriate to the lesson

The candidate includes
some introductory
components that are
appropriate to the lesson

The candidate identifies all
appropriate standards for
the lesson.

The candidate identifies
some of the standards that
are appropriate for the
lesson.

The candidate lists
standards, but standards
are inappropriate for the
lesson.

The candidate describes
the lesson’s activities and
content in a detailed
manner.

The candidate describes
the lesson’s activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson
The candidate varies most
of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students’ needs

The candidate identifies
some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lesson’s activities
and content but fails to
provide a clear overview
of the lesson
The candidate includes
clearly written
objectives that are not
measurable

The candidate includes
objectives that are not
measurable or clearly
written

The candidate fails to
include objectives for
the lesson

The candidate varies
some of the objectives to
address diverse students’
needs and includes some
teacher actions that
accommodate those
needs

The candidate does not
vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students’ needs.

The candidate fails to
differentiate objectives

The candidate includes
concise, clearly written,
measurable performance
objectives for all standards
The candidate varies all
objectives to promote rigor
and challenge for all
students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students’ needs

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson

The candidate identifies
the lesson’s activities or
the lesson’s content

Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components

The candidate fails to
identify curriculum
standards.

The candidate fails to
identify the lesson’s
activities and content

Score

STATEMENT OF
PURPOSE

The candidate clearly
explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.

The candidate makes an
adequate attempt to
explain the importance
of the content to for the
student.

The candidate does not
explain the relevance of
the content for the
student.

The candidate makes
no attempt to explain
the relevance of the
content for the student

The candidate provides
comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate provides
lists of some of the
materials and resources
to be used by the teacher
and the students for the
lesson

The candidate provides
a list of lesson materials
and resources to be
used by the teacher or
the students, but not
both

The candidate fails to
provide a list of
materials and resources
for the lesson

The candidate clearly
describes a well-organized
student centered lesson that
reflects all organizational
issues: pre-assessment,
motivation (anticipatory
set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction

The candidate clearly
describes a studentcentered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction

The candidate clearly
describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

The candidate describes
a lesson that is
somewhat studentcentered with few of the
organizational issues,
with no differentiated
instruction

The candidate
describes an ill-planned
lesson that is not
student-centered or the
candidate fails to
describe the lesson

The candidate describes
specific assessments that
correlate to all of the
objectives and lesson

The candidate describes
assessments that correlate
to some of the objectives
and the lesson

The candidate includes
assessments that
correlate to the
objectives and the
lesson, but do not
describe them

The candidate includes
assessments that do not
correlate to the
objectives and the
lesson

The candidate fails to
include assessments

The candidate describes
and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding

The candidate describes
and lists several strategies/
techniques and questions to
be asked to check for
understanding

The candidate lists and
describes strategies/
techniques, but does not
list any questions

The candidate lists
questions, but fails to
describe or list
strategies and
techniques

The candidate does not
list or describe any
strategies/techniques or
asks questions to check
for understanding

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson

The candidate
incorporates and
describes technology in
the lesson in superficial
ways.

The candidate
incorporates technology
in the lesson in
superficial ways;
candidate does not
describe the use of
technology

The candidate fails to
address the issue of
technology

The candidate
demonstrates a high level
of competence in spelling,
grammar and typing

The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors

The candidate
demonstrates sufficient
competence in spelling,
grammar and typing, but
exhibits several errors

The candidate
demonstrates little
competence in spelling,
grammar and typing,
through many errors

The candidate
demonstrates little
competence in spelling,
grammar and typing
through a significant
number of errors

The candidate provides
more than one extension
activity to connect the
lesson with the home,
community and
community agencies

The candidate provides at
least one extension activity
to connect the lesson with
the home and community,
but not community
agencies

The candidate provides
extension activities that
connect the home, but
not the community and
community agencies

The candidate provides
extension activities that
do not connect the
home, community and
community agencies

The candidate fails to
provide extension
activities

The candidate includes
connections to all of the
curriculum content areas
during the lesson.

The candidate includes
connections to at least 5 of
the 7 curriculum areas in
the lesson

The candidate includes
connections to the four
core content areas in the
lesson

The candidate connects
the lesson to at least
two curriculum content
areas

The candidate fails to
connect the lesson to
other curriculum
content areas

The candidate provides
thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate somewhat
provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate provides
information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

The candidate provides
superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to
provide information
regarding reflections
from the
implementation of the
lesson

T OT A L
Revised 1-2

Revised Fall 2013 – ACEI/NAEYC 2010 Standards