EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Tiara Miles PART I: PLANNING My Measurements!

Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson? This is an original lesson

Date:

Source Math Subject Area (s) 4th Grade Level 4.MD.1 Know the relative measurement units within one system of units including km, m, cm: kg, g: lb, oz: l, ml: hr min, sec. within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
Describe the lessons activities and content to provide a clear overview of the lesson. The lessons activities and content will enable students to accurately show their comprehension of the measurements necessary to measure weight, distance, and time. Students will be given the content in the form of a power point presentation and a video that will allow them to take notes as well as have a handout with additional notes for deeper understanding. At the end of the lesson students will be given a fifteen problem assessment What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. At the conclusion of the lesson students will be able to show their comprehension of the measurements necessary to measure weight, distance, and time. This will be measured through my twenty four problem assessment. Students will show their comprehension by scoring eighty percent or higher on the assessment. How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Curriculum Standards

Description and Background Information

Lesson Objectives

Varying Objectives for Individuals Needs

For students who have difficulties comprehending the material I will pair them with my students who usually master the concepts at a faster pace. I will also provide students having a hard time mastering the concept with additional notes and resources (videos,books, etc) to ensure that they are able to understand the material by the end of the lesson . Why is it important for the students to learn this content?

Statement of Purpose

It is important for students to learn this content because it is relative them and to their everyday lives. Knowing these units of measurements for telling time, weighing, and describing distance. These are situations we encounter on an everyday basis. 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? Materials and supplies that will be needed to help my students achieve these objectives will be math journals, math workbooks, and pencils. I will be using the classroom lab top, smart board, and power point I will also be using a twenty four problem assessment at the conclusion of the lesson. Resource speakers will not be utilized.

Materials and Resources

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?

The hook for this lesson will be a game called A Race to the Finish Line. In this game students will have to show their ability to multiply and divide (which is necessary for converting units)

Part II: IMPLEMENTATION

How will I find out what students already know about this topic? My pre-asssessment will be carried out with a informal quiz. I will write three units of measurements on the board (weight, distance, and time) and students will be asked to convert them using the appropriate measurements. As a group we will discuss their answers. This will allow me to gain a better understanding of which students have prior knowledge of the subject and which students do not. What will I do to show students what is expected? Before we begin the lesson I will provide students with a detailed overview of what material will be covered throughout the lesson and what will be expected of students throughout the lesson What will we do together as they learn how to succeed at the new task? As a class students will work in small groups to create flashcards about the units of time, weight, and distance. Students will play a units of measurements game. 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? Throughout the lesson I will ask students review questions to ensure that they are understanding so far. At the end of the lesson students will be given an assessment that will allow me to check for their understanding of the different units of measurements. What will students do by themselves to show that they have internalized the knowledge? Student will independently complete the twenty four problem assessment to show that they have internalized the knowledge. How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

Pre-assessment

Teacher Modeling or Demonstration Guided Practice Checking for Understanding

Independent Practice Closure

I will conclude the lesson with a quick review to reinforce concepts taught during the lesson.

What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

Students will complete a fifteen problem assessment to demonstrate what they have learned. 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? Students will be given a homework sheet on the units of measurements to complete along with the lesson.

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

I will use the classroom smart board to display the power point presentation that will go along with the lesson. This will be used to enhance the delivery and comprehension of my content. How will you connect this lesson with other content areas across the curriculum? The Arts: Students will be able to create and decorate their note cards.

Connection Across the Curriculum

Health:

Physical Education: Students will be able to move around to different corners of the room during the lesson whenever a question is asked to check for understanding. Each corner in the room will serve as answer A, B, C, or D.

PART III: REFLECTION

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

Strengths

Weaknesses Suggestions for Improvement

Students were actively engaged and interested in the lesson. Students were able to grasp and comprehend the content. The majority of them were also able to effectively demonstrate their comprehension of the content. Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement. Students were not able to complete the assessment during the instructional time allotted for math so it was added to homework. What would you change when teaching this lesson again? I will make an assessment with less questions so that students will have enough time to complete it.

Revised 6-201
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION REFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date:________________

Target (5 Points)
The candidate includes all introductory components and all components are appropriate to the lesson

Highly Acceptable (4 Points)

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

Acceptable (3 Points)
The candidate includes some introductory components that are appropriate to the lesson

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.

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

Score

INTRODUCTION (Title, Source, Subject Area, Grade Level) ACEI .1.0

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

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 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 varies some of the objectives to address diverse students needs and includes some teacher actions that

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 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,

The candidate identifies the lessons activities or the lessons content

The candidate fails to identify the lessons activities and content

LESSON OBJECTIVES 2.1-2.7

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

The candidate includes objectives that are not measurable or clearly written The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse

The candidate fails to include objectives for the lesson

The candidate fails to differentiate objectives

DIFFERENTIATION OF OBJECTIVES ACEI 3.2

teacher actions that accommodate diverse students needs

and identifies teacher actions that accommodate diverse students needs

accommodate those needs

students needs.

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

MATERIALS AND RESOURCES ACEI 1.0

LESSON DESIGN 3.1-3.5

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

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

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

The candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not both The candidate describes a lesson that is somewhat studentcentered with few of the organizational issues, with no differentiated instruction

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

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

KEY ASSESSMENTS ACEI 4.0

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

CHECKING FOR UNDERSTANDING ACEI 3.1-3.5

The candidate describes and lists specific strategies and techniques and/or lists 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 The candidate demonstrates a high level of competence in spelling, grammar and typing

The candidate describes and lists several strategies/ techniques and questions to be asked to check for understanding The candidate meaningfully incorporates and describes teacher used technology in the lesson

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 incorporates technology in the lesson in superficial ways; candidate does not describe the use of technology The candidate demonstrates little competence in spelling, grammar and typing, through many errors The candidate provides extension activities that do not connect the home, community and community agencies The candidate connects the lesson to at least two curriculum content areas 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 does not list or describe any strategies/techniques or asks questions to check for understanding The candidate fails to address the issue of technology

TECHNOLOGY 3.1-3.5

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

PRESENTATIONS & CONVENTIONS ACEI 5.1 EXTENSION ACTIVITIES ACEI 5.3-5.4

The candidate demonstrates competence in spelling, grammar and typing, but exhibits few errors The candidate provides at least one extension activity to connect the lesson with the home and community, but not community agencies The candidate includes connections to at least 5 of the 7 curriculum areas in 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 demonstrates sufficient competence in spelling, grammar and typing, but exhibits several errors The candidate provides extension activities that connect the home, but not the community and community agencies The candidate includes connections to the four core content areas in the lesson The candidate provides information regarding the effectiveness and ineffectiveness of the lesson, but gives no information regarding future implementation

The candidate demonstrates little competence in spelling, grammar and typing through a significant number of errors The candidate fails to provide extension activities

CONNECTION ACROSS THE CURRICULUM ACEI 2.8

The candidate provides more than one extension activity to connect the lesson with the home, community and community agencies The candidate includes connections to all of the curriculum content areas during the lesson. 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 fails to connect the lesson to other curriculum content areas The candidate fails to provide information regarding reflections from the implementation of the lesson

REFLECTIONS ACEI 5.1

T OT A L
Revised 1-2012