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Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Otejri Simone Rascoe

Date: 10/21/15

PART I: PLANNING

Factoring Polynomials by Grouping

Title of Lesson

Is this lesson original idea? If not, from what source did you borrow this lesson?

This is an original idea.

Source

Algebra I

Subject Area (s)

9th grade

Grade Level

Curriculum Standards

Description and

Background Information

Lesson Objectives

Individuals Needs

(Differentiated Instruction-content;

Process; Product; or Environment)

Statement of Purpose

A1.ASE.2

*

polynomials in order to rewrite equivalent expressions.

Describe the lessons activities and content to provide a clear overview of the lesson.

This lesson is apart of the factoring polynomials section of Algebra one. There are many types of

polynomials; therefore, there are multiple ways to factor. One of the ways to factor is by

grouping. This is when a polynomial has 4 terms. This lesson will show how to factor

polynomials with four terms by the grouping method. The students will practice problems with

this method and will be able to recognize when to factor polynomials by grouping.

What will students be able to do at the conclusion of this lesson? Make sure that your

objective(s) are measurable.

The students will be able to factoring out polynomials with four terms by using grouping. They

will also be able to find the GCF and divide it out of polynomials.

How will you vary these objectives for students who do not understand the material?

I will vary the objective by re-teaching during independent practice to those students who do not

understand.

How will you vary these objectives for students who have already mastered the concept?

I will vary these objectives for students who have already mastered the concepts by always

having challenging math puzzles that relate to the concept for them to do for extra credit.

How will you vary these objectives for students who are presently learning English?

I will vary these objectives by translating the assignments in worksheet. I currently do not have

any ELLs.

Why is it important for the students to learn this content?

It is important for students to learn this standard because it will allow them to master more

challenging standards in the future.

What materials and supplies are needed to help your students achieve the stated

objectives? What will the teacher need? What will the students need? What other

resources are needed? Will you use resource speakers?

Shmoop Video

Foldable

Starboard

Wireless tablet

Infinite Algebra 2

Graphing Calculator

I will not use resource speakers.

Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook

that will serve as a focus for the lessons activities?

Pre-assessment

Teacher Modeling or

Demonstration

Guided Practice

Checking for

Understanding

How will you find out what students already know about this topic?

I will ask the students if they have ever factored polynomials by grouping. I will also ask them if

they remember how to factor out the GCF, which is an important skill because it is a part of

factoring my grouping as well.

What will you do to show students what is expected?

I will work out on the Star Board two example problems that the student will write in their

Foldables in order for them to use the examples to follow the steps while completing their own.

What will we do together as they learn how to succeed at the new task?

I will give the students numerous problems to work out on the dry erase board. I will be able to

determine who understands the concept and who is struggling as well. This will also allow me to

determine whether or not I can move on or teach again.

What questions will you ask to determine if students understand so far? What techniques

or strategies will be used to determine if students understand so far?

I will use the Find Someone Who Can activity where the students must find another student

who can solve the problem and have them sign the paper.

What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

Assessment

by grouping. Factoring by Grouping Worksheet

How will you conclude the lesson and relate it to future experiences? How will you wrap

up the lesson to reinforce concepts taught during the lesson?

I will wrap up the lesson by asking the students to tell me the steps and questions to ask when

factoring polynomials with four terms. They will have an exit ticket where they must answer a

problem.

What will students do to demonstrate what they have learned?

The students will have to complete their independent handout in order to demonstrate they have

learned the standard. This will be assessed and graded.

to lesson plan)

Extension Activities

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?

complete the independent practice if needed.

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?

Technology

Curriculum

I will use the technology of the Star Board and the wireless tablet so that I can write on the board from the

back of the classroom. All the students will be able to see the board at all times during instruction. I will

also use the technology of an educational video.

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.

I will include word problems during guided practice that relate to science, math, and health.

Strengths

Weaknesses

Suggestions for

Improvement

Describe the strengths of your instructional techniques, strategies and classroom management.

The strengths of my instructional techniques, strategies, and classroom management were my planning and

worksheets. The foldable was also very convenient because it went right along with the Power Point.

Another strength was that the students had a lot of problems to work with and to practice the skill.

Describe the strengths of student engagement.

The students were very engaged. They wanted to do more and more practice problems as well as try

problems on their own.

Describe the weaknesses of your instructional techniques, strategies and classroom management.

Describe the weaknesses of student engagement.

The weakness of my instructional techniques, strategies, and classroom management include not having

enough time to complete the entire lesson.

What would you change when teaching this lesson again?

Even though this was my smallest class, I would try adding an activity where the students have to interact

with one another.

Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

1.

x 2 3x 5 x 15

Name _________________

6.

y 2 y yx x

2.

3.

4.

5.

7.

x3 2 x 3x 6

x3 2 x 2 8 x 16

x 2 4 x x3 4 x 2

8.

9.

10.

2 x 2 x 3 10 5 x

5 x 3 4 x 2 25 x 20

2 x 3 3 x 2 18 x 27

x3 4 x 2 3 x 12

x3 13x 2 5 x 65

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

Target

(5 Points)

Highly Acceptable

(4 Points)

Acceptable

(3 Points)

introductory components

and all components are

appropriate to the lesson

most introductory

components that are

appropriate to the lesson

some introductory

components that are

appropriate to the lesson

appropriate standards for

the lesson.

some of the standards that

are appropriate for the

lesson.

the lessons activities and

content in a detailed

manner.

the lessons 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

some appropriate

standards and some

inappropriate standards

for the lesson.

The candidate identifies

the lessons activities

and content but fails to

provide a clear overview

of the lesson

The candidate includes

clearly written

objectives that are not

measurable

concise, clearly written,

measurable performance

objectives for all standards

Moderately

Acceptable

(2 Points)

The candidate includes

only one introductory

component that is

appropriate to the

lesson

The candidate lists

standards, but standards

are inappropriate for the

lesson.

The candidate identifies

the lessons activities or

the lessons content

objectives that are not

measurable or clearly

written

Unacceptable

(1 Point)

The candidate fails to

include the

Introductory

components

identify curriculum

standards.

identify the lessons

activities and content

include objectives for

the lesson

Score

DIFFERENTIATION

OF OBJECTIVES

ACEI 3.2

NAEYC 1b; 5c

STATEMENT OF

PURPOSE

objectives to promote rigor

and challenge for all

students, including diverse

students, , and identifies

teacher actions that

accommodate diverse

students needs

of the objectives to

promote rigor and a

challenge for all students,

including diverse students,

and identifies teacher

actions that accommodate

diverse students needs

some of the objectives to

address diverse students

needs and includes some

teacher actions that

accommodate those

needs

vary the objectives, but

the candidate identifies

teacher actions that

accommodate diverse

students needs.

differentiate objectives

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.

adequate attempt to

explain the importance

of the content to for the

student.

explain the relevance of

the content for the

student.

no attempt to explain

the relevance of the

content for the student

comprehensive lists of

lesson materials and

resources with

explanations of how they

will be used by the teacher

and students

comprehensive lists of

lesson materials and

resources to be used by the

teacher and the students,

but no explanations

lists of some of the

materials and resources

to be used by the teacher

and the students for the

lesson

a list of lesson materials

and resources to be

used by the teacher or

the students, but not

both

provide a list of

materials and resources

for the lesson

describes a well-organized

student centered lesson

that reflects all

organizational issues: preassessment, motivation

(anticipatory set), purpose,

modeling/demonstration,

guided and independent

practice, closure, extension

activities and other

instructional strategies.

The lesson plan reflects

differentiated instruction

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

describes a studentcentered lesson that

contains few of the

organizational issues,

and addresses some

differentiated

instruction.

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

NAEYC 5c

MATERIALS AND

RESOURCES

ACEI 1.0

NAEYC 4b

LESSON DESIGN

ACEI 3.1-3.5

NAEYC 4b

assessments within the

plan which correlate to

the objectives and the

lesson, but does not

describe or attach the

assessment.

The candidate lists and

describes strategies/

techniques, but does not

list any questions

assessments within the

plan that do not

correlate to the

objectives and the

lesson.

include and/or attach

the assessment(s).

questions, but fails to

describe or list

strategies and

techniques

list or describe any

strategies/techniques or

asks questions to check

for understanding

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

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

EXTENSION

ACTIVITIES

ACEI 5.3-5.4

NAEYC 4c

more than one extension

activity to connect the

lesson with the home,

community and

community agencies

least one extension activity

to connect the lesson with

the home and community,

but not community

agencies

extension activities that

connect the home, but

not the community and

community agencies

extension activities that

do not connect the

home, community and

community agencies

provide extension

activities

CONNECTION

ACROSS THE

CURRICULUM

ACEI 2.8

connections to all of the

curriculum content areas

during the lesson.

connections to at least 5 of

the 7 curriculum areas in

the lesson

connections to the four

core content areas in the

lesson

the lesson to at least

two curriculum content

areas

connect the lesson to

other curriculum

content areas

KEY ASSESSMENTS

ACEI 4.0

NAEYC 3b-c

CHECKING FOR

UNDERSTANDING

ACEI 3.1-3.5

NAEYC 5c

TECHNOLOGY

ACEI 3.1-3.5

NAEYC 4b

PRESENTATIONS &

CONVENTIONS

ACEI 5.1

NAEYC 6b

specific assessments that

correlate to all of the

objectives and lesson or

attaches the assessment.

assessments that correlate

to some of the objectives

and the lesson and/ or

attaches the assessment.

and lists specific strategies

and techniques and/or lists

questions to be asked to

check for understanding

and lists several strategies/

techniques and questions

to be asked to check for

understanding

The candidate

meaningfully incorporates

and describes student used

technology in the lesson or

explains why technology

cannot be meaningfully

incorporated

NAEYC 5c

REFLECTIONS

ACEI 5.1

NAEYC 4d

thorough information that

shows an understanding of

the effectiveness and

ineffectiveness of the

lesson; gives information

regarding changes for

future implementation of

the lesson

provides information that

shows an understanding of

the effectiveness of the

lesson; gives information

regarding changes for

future implementation of

the lesson

information regarding

the effectiveness and

ineffectiveness of the

lesson, but gives no

information regarding

future implementation

T OT A L

Revised 1-2

superficial information

regarding the

effectiveness and the

ineffectiveness of the

lesson, and gives no

information regarding

future implementation

of the lesson.

provide information

regarding reflections

from the

implementation of the

lesson

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