Claflin University School of

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

Date: November 2, 2016

PART I: PLANNING
Title of Lesson

Maps & Geographic Features

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

Source

Subject Area (s)

Grade Level

This lesson came from the Second-grade team Social Studies

lesson with a few modifications of my own.
Social Studies
2nd

Curriculum Standards
2-1.1 Identify on a map the location of places and geographic
features of the local community (e.g., landforms, bodies of water,
parks) using the legend and the cardinal directions.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

Maps can help people navigate an area, or find their way

around. In this lesson, students will learn how to use maps as a
tool to learn information about an area. They will explore how to
use a map key and compass rose to help them read a map and
follow directions. They will also learn about the geographic
features of the local community and observe them via the
internet. I will introduce the lesson by drawing a large plus sign
on the board and ask students to identify the cardinal directions.
Then, ask what the diagram is (compass rose) and what it is
used for (to tell directions). Next, I will state the objective and get
into the lesson. The students will be shown South Carolina on
the map and we will discuss the features such as bodies of
water, landforms, parks, etc. that are in the state. Next, we will
discuss the Edisto River and Edisto Gardens, which are in
Orangeburg. Finally, we will discuss South Carolinas relative
position to North Carolina, Georgia, Florida, and the Atlantic
Ocean using the compass rose.

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.

Students will be able to identify cardinal directions, bodies of

water, landforms, and read a map legend.
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?
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?

I will vary these objectives for students who do not

understand the material by monitoring students to
determine who needs reteaching and adjust the lesson
accordingly. I can also work with the students during the
independent work time to provide more assistance.
I will vary these objectives for students who have already
mastered the concept by having extra work that they can
move on to or have them assist other students who may
need extra help.
I will vary these objectives for students who are presently
learning English by having books and assignments in
their first language. This allows them to learn the same
material as the other students as they continue to develop
the English 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 this content because maps

can help people navigate an area, or find their way around.
Students will learn how to use maps as a tool to learn
information about an area.
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?

Compass Rose Diagram

Social Studies Journal
Pencil
Map of South Carolina with geographic features
Map of the United States
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 draw a large plus sign on the board and ask students to
identify the cardinal directions. Then, ask what the diagram is
(compass rose) and what it is used for (to tell directions).

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Part II: IMPLEMENTATION

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

Pre-assessment

What are the four cardinal directions?

What is the diagram on the board called?
What is a compass rose used for?
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

I will state the objective and introduce the lesson. The students
will be shown South Carolina on the map and we will discuss the
features such as bodies of water, landforms, parks, etc. that are
in the state. Next, we will discuss the Edisto River and Edisto
Gardens, which are in Orangeburg. Finally, we will discuss
South Carolinas relative position to North Carolina, Georgia,
Florida, and the Atlantic Ocean using the compass rose.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

Students will receive their Social Studies journals which have a

diagram of a compass rose. They are to write the four cardinal
directions in the correct spot. When they are finished, we will go
outside (1 group at a time) and whatever direction I say they
must move according to their compass rose.
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?

What are the four cardinal directions?

What is a compass rose used for?
When discussing landforms and bodies of water, I will ask
students to identify the ones we talked about in the previous
week.
To determine if students understand so far, they will go outside
listen to directions (north, south, east, west) being called out and
move according to their compass rose.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

A display of the US map will be on the board and the students

will list the states that are east, west, north, and south of South
Carolina.
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?

We will go over the independent practice and the students will

discuss what they have learned.
What will students do to demonstrate what they have learned?

Assessment
Revised Fall 2013 ACEI/NAEYC 2010 Standards

(Give a description and attach

to lesson plan)

Extension Activities

Students will complete the Reading a Map worksheet. They will

label the cardinal directions on the compass rose and use the
map and map key to answer each questions.
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?

Home
Students can give directions to different locations in their
home or neighborhood using cardinal directions. For
example, they can give directions on how to get to the
kitchen from their room.
School

Students can give directions to different locations using

cardinal directions. For example, they can give directions
on how to get to the library from the classroom.

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 smartboard will be used to display a map of SC with its

landforms and bodies of water, a picture of the Edisto River and
Gardens, and map of the United States.
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.

The Arts: The day before this lesson, the students watched a
Reading Maps video on jr.brainpop.com
PE/Health: Students will go outside and listen as I call out a
direction. Using their compass rose, they must walk in the
direction called.
ELA: Using their Social Studies journals, students will list the
states that are east, west, north and south of South Carolina.
Math: I can show students a population map so they can see
how many people live in South Carolina.
Science: I can show students a precipitation map of South
Carolina to show how many rainfall the state gets.

PART III: REFLECTION

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Strengths

The small group of students enjoyed the guided practice

because it involved them going outside and moving around.

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

Weaknesses

Time management was an issue when it came to this lesson.

Because of lack of time, I had to rush through the lesson and I
was only able to get one group to do the guided practice.
What would you change when teaching this lesson again?

Suggestions for
Improvement

I would be more time conscious so I can get through the entire

lesson.
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

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 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 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

concise, clearly written,
measurable performance
objectives for all standards

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 lists
standards, but
standards are
inappropriate for the
lesson.
The candidate
identifies the lessons
activities or the
lessons content
The candidate includes
objectives that are not
measurable or clearly
written

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

The candidate fails to

include objectives for
the lesson

Score

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE

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

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

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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
list any questions

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 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

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

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

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

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8

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

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

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

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

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