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Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name:

Rachel Troutman

Date: February 3, 2016

PART I: PLANNING
Title of Lesson

Who was Benjamin Franklin, and why is he an important


part of United States history?
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

This lesson is a combination of SC Social Studies standards, a weekly lesson plan given
to me, and additions I created. I found that the weekly lesson was more of an outline and I
needed to add to it in order to reach my students effectively.

Social Studies
Subject Area (s)
First Grade
Grade Level
Curriculum Standards

1-3.3 Summarize the contributions to democracy that have been


made by historical and political figures in the United States.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

In this lesson, I will start by showing an interesting and fact-filled video about Benjamin
Franklin.
I will then assess my students prior knowledge by asking them what they learned last
week about Benjamin Franklin.
I will introduce some of Franklins inventions. The students will answer questions about
the inventions verbally.
The students will complete a kite and key activity to remind them of Franklin finding
electricity.
I will close with showing the classroom a $100 bill.
The students will complete an assessment about Benjamin Franklin and his inventions.

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 identify contributions of historical people who have influenced our
country through their citizenship and inventiveness.

Varying Objectives for

How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Statement of Purpose

The students who do not understand the material will be able to ask questions at the end
of the lesson. For students who have mastered the concept, there will be an opportunity
for them to help the students who do not understand the material. If there were students
in my classroom that were learning English as a second language, I would give them a
more simplified lesson with translation of the lesson.
Why is it important for the students to learn this content?
The students will be able to learn important facts about Benjamin Franklin. This will allow
them to recognize how important he was to American history and how different their lives
would be without his inventions.

Materials and Resources

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?
For this lesson I will need my flash drive. I will also need my PowerPoint, my kite and key
template, yarn, my link to my youtube video. I will need the StarBoard and the document
camera to complete my lesson. I will also need scissors, glue, and crayons to complete
the kite and key activity.

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?
In order to introduce Benjamin Franklin as an inventor and leader in society, I would show
a quick age appropriate film to engage the students.

http://www.history.com/topics/american-revolution/benjaminfranklin/videos/kids-history-ben-franklin-and-his-kite

Part II: IMPLEMENTATION


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

Pre-assessment

We had mentioned Ben Franklin in a prior lesson along with other important figures of the
United States. In this lesson we had learned that Benjamin Franklin found electricity. To
help the students remember this I had them move their finger in a lightning bolt pattern
and say Zap! Benjamin Franklin=Zap=Electricity
So for this lesson, I would ask what did we learn about Benjamin Franklin last week in our
lesson. If I did not get any response, I would do the motions and say Zap. This would
remind the students and they would say that he found electricity.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

To show the students what is expected I will do the lesson as planned. I will expect them
to be quiet and listen. When the lesson is over I will draw sticks with the students names
on them for the students to ask me any questions they may have.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

I will introduce some of Benjamin Franklins inventions such as bifocals, swimming fins,
and the Franklin Stove. After showing the class all of them I will then ask the students
questions such as: What is one of Franklins inventions to keep you warm; If you were
swimming in the pool, which one of Franklins inventions might you use?
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?
To check for understanding, I would use the thumbs up strategy. After the guided practice
I would ask, If you understand what I have taught about Benjamin Franklin put thumbs up.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

If any thumbs were down I would answer the questions they have.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

The Independent Practice will be an activity to help them remember the important fact that
Benjamin Franklin found electricity, so they will make a kite with a key attached to the
string.
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?
To conclude the lesson I would show the students a picture of Benjamin Franklin on the
$100 bill. I would also introduce the assessment that they will complete.
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

The students will complete a quiz on Benjamin Franklin. It will assess how well they know
about his life and his inventions.

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 would be encouraged to think about what their life would be like without
Franklins inventions. I would invite a local electric company representative to talk about
electricity and how important it is in our daily lives.

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

The starboard will be used to present the material to the class. I will also be using a YouTube video
and a PowerPoint. The document camera will be used to show the students how I want their
assignments completed.
How will you connect this lesson with other content areas across the curriculum? Include the other
content areas as well as the Arts, PE and Health.
Arts: The students will make the kite and key craft.
PE: The zapping motion will help the students move their arms.
Health: The students will realize that if they use Franklins invention, the swimming fin, they can
swim and become healthier.

PART III: REFLECTION


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

Strengths

I really liked the thumbs up strategy to check for understanding. The students liked it, and I was
able to see who need more help. They were also able to ask in a positive way without becoming
embarrassed.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

I wish that my closure was a little longer and more in depth. I think a ticket out the door activity
may have worked better.

What would you change when teaching this lesson again?


I would change the closure of this lesson if I taught it again.

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SCHOOL
MODEL

Revised Fall 2013 ACEI/NAEYC 2010 Standards

OF EDUCATION
REFLECTIVE LESSON PLAN
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 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 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 lessons 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 lessons activities or
the lessons 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 lessons
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: preassessment, 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
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 or
attaches the assessment.

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

The candidate describes


and lists several strategies/
techniques and questions

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 lists and
describes strategies/
techniques, but does not

The candidate lists


questions, but fails to
describe or list

The candidate does not


list or describe any
strategies/techniques or

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

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

questions to be asked to
check for understanding

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

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

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 provides


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

strategies and
techniques

asks questions to check


for understanding

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 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 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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

list any questions

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards