Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name: O. Simone Rascoe

Date: 9/14/15

PART I: PLANNING
Simplifying Radicals Without and With Variables
Title of Lesson
Is this lesson original idea? If not, from what source did
you borrow this lesson?
Source

This lesson is an original idea.

Algebra I

Subject Area (s)

9th grade
Grade Level

Curriculum Standards

A1.NRNS.1 Rewrite expressions involving simple radicals and

rational exponents in different forms.
A1.NRNS.2 Use the definition of the meaning of rational
exponents to translate between rational exponent and radical
forms.
A1.AAPR.1 Add, subtract, and multiply polynomials and
understand that polynomials are closed under these operations.
(Limit to linear; quadratic)

Description and
Background Information

Describe the lessons activities and content to provide a

clear overview of the lesson.
This lesson will review the Law of Exponents, Radical form and
Exponential form, Rational Exponents, and simplifying radicals
with variable. I will give direct instruction, guided practice, lead
them through a Team, Pair, Solo activity, and give them
independent practice for classwork and homework.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Lesson Objectives

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 simplify expressions containing
rational exponents. The student will simplify radical expressions
without and with variables.

Varying Objectives for

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

How will you vary these objectives for students who do not
understand the material?
I will vary these objectives for students who do not understand
by re-teaching and making sure I answer all question. I will also
start from the basic concepts and teach from there.
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 concept by providing them with a more challenging
worksheet.
How will you vary these objectives for students who are
presently learning English?
I will vary the objectives for students who are presently learning
English by translating the directions to their native language.
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

It is important for students to learn how to simplify radical

because they need this skill to rationalize the denominator of a
fraction, to factor, and to work with right triangles.
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?
The materials needed for this lesson plan are the team, pair,
solo problems. The teacher will need the smart board and the
dry erase board.

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?
I will start with a Do Now activity of five simple review problems
that the students will be able to complete with ease. This will
refresh their memory, and then, I will show them a Shmoop

Revised Fall 2013 ACEI/NAEYC 2010 Standards

video.
http://www.shmoop.com/video/simplifying-radicals

Part II: IMPLEMENTATION

Pre-assessment

How will you find out what students already know about this
topic?
I will find out what the students know already about this topic by
asking them questions. I will also show them an example
problem on the board and ask them how they would go about
simplifying them.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

Guided Practice

I will give direct steps as to how to simplify a radical with

variables. After doing one problem, I will show them a variation
of others using the same steps given.
What will we do together as they learn how to succeed at
the new task?
We will go over example problems together as they learn the
new concept. As I write on the board, they will take notes in their
interactive notebook that they can use for the next activity.

Checking for
Understanding

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?
Is there any confusion? How do you solve? What should you do
first? Why do you do this? I will always ask WHY something is
done to make sure they understand the process.
What will students do by themselves to show that they have
internalized the knowledge?

Independent Practice

Closure

The students will not only complete the Solo part of the
lessons activity, but a worksheet for independent practice and
homework to show that they have internalized the knowledge.
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?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

I will conclude the lesson by giving one problem on the board as

an exit ticket. I will wrap up the lesson by demonstrating the
process of simplifying radicals with variables one more time, and
show them a problem from the next standard that requires the
skill they learned today.

Assessment
(Give a description and attach
to lesson plan)

Extension Activities

What will students do to demonstrate what they have

learned?
The assessment is the Solo part of the activity as well as the
homework that needs to be completed for a grade.
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?
The students can practice problems at home and also watch
videos on the internet to apply their new skills. I could have my
colleagues ask my students the steps to simplifying radicals with
variables in the hallway. If they answer right, they get a prize.

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

Connection Across the

Curriculum

I will use the SMART board to assist students with learning

concepts by showing a video. I will also use it enhance my
delivery and comprehension of the content because I will be able
to write on the board form the back of the classroom. This way
all students can see what I am writing at all times.
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.
The students will have to write down the steps to simplifying
radicals in their interactive notebooks. The students must move
around to get into their teams and pairs during the activity.

PART III: REFLECTION

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Describe the strengths of your instructional techniques,

strategies and classroom management.
Strengths

The strengths of my instructional techniques were that I gave

clear instructions and timed every activity. This allowed for great
classroom management for the most part. Another strength of
the technique was that these activities allowed the students to
help one another and work together as a team.
Describe the strengths of student engagement.
Some students were very engaged in the lesson. The most
engagement occurred during the direct instruction when I would
ask them specific questions or answers to the steps. During the
group activity of Team, Pair, Solo many of the students were
working, but some did not. However, in this situation, they were
still listening to one another.
Describe the weaknesses of your instructional techniques,
strategies and classroom management. Describe the
weaknesses of student engagement.

Weaknesses

My weakness during my instructional technique was that I

sometimes wasnt able to control the class and get them to quite
down. Another weakness was how the group activity allowed
the opportunity for not everyone to participate.
What would you change when teaching this lesson again?

Suggestions for
Improvement

I would change the activity rules if I were to teach this lesson

again. I would make each person apart of the teams and pairs
be responsible for at least one problem in the group. This way
everyone participated.
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

The Do Now worksheet.

The Team problems for the Team, Pair, Solo activity.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The Pair problems for the Team, Pair, Solo activity.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The Solo problems for the Team, Pair, Solo activity.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The independent practice and homework.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Target

Highly Acceptable

Acceptable

(5 Points)

(4 Points)

(3 Points)

Moderately
Acceptable

Unacceptable
(1 Point)

(2 Points)

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)

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
includes only one
introductory
component that is
appropriate to the
lesson

The candidate fails to

include the
Introductory
components

The candidate identifies

all appropriate standards
for the lesson.

The candidate identifies

some of the standards
that are appropriate for
the lesson.

The candidate
identifies some
appropriate standards
and some
inappropriate
standards for the
lesson.

The candidate lists

standards, but
standards are
inappropriate for the
lesson.

The candidate fails to

identify curriculum
standards.

The candidate describes

the lessons activities
and content in a detailed
manner.

The candidate describes

the lessons activities
and content in a manner
that provides a clear
overview of the lesson

The candidate
identifies the lessons
activities and content
but fails to provide a
clear overview of the

The candidate
identifies the lessons
activities or the
lessons content

The candidate fails to

identify the lessons
activities and content

ACEI .1.0
NAEYC 1a

CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Score

NAEYC 1a

LESSON
OBJECTIVES
2.1-2.7

lesson
The candidate includes
concise, clearly written,
measurable
performance objectives
for all standards

The candidate includes

measurable
performance objectives,
but objectives are not
clearly or concisely
written for 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 all

objectives to promote
rigor and challenge for
all students, including
diverse students, , and
identifies teacher actions
that accommodate
diverse students needs

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 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 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

NAEYC 5c

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE

NAEYC 5c

MATERIALS AND
RESOURCES

Revised Fall 2013 ACEI/NAEYC 2010 Standards

ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

KEY ASSESSMENTS
ACEI 4.0

The candidate clearly

describes a wellorganized 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:

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
student-centered with
few of the
organizational issues,
with no differentiated
instruction

The candidate
describes an illplanned lesson that
is not studentcentered or the
candidate fails to
describe the lesson

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 describes

specific assessments
that correlate to all of the
objectives and lesson or
attaches the
assessment.

The candidate describes

assessments that
correlate to some of the
objectives and the
lesson and/ or attaches
the assessment.

The candidate
includes assessments
within the plan which
correlate to the
objectives and the
lesson, but does not
describe or attach the
assessment.

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

The candidate fails to

include and/or attach
the assessment(s).

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/

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 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

Revised Fall 2013 ACEI/NAEYC 2010 Standards

techniques, but does

not list any questions

TECHNOLOGY
ACEI 3.1-3.5

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

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

REFLECTIONS
ACEI 5.1

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

NAEYC 4d

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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