Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model ML and Secondary
Name:

Kayla Sanderson

Date:

November 10, 2016

PART I: PLANNING
Pythagorean Theorem (Computation and Application)
Title of Lesson
Woods
Source
Mathematics
Subject Area (s)
8th grade
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Revised Fall 2013

8.GM.6- Use the models to demonstrate a proof of the

Pythagorean Theorem and its converse.
(Direct)The students will watch as I solve a right triangle for
the missing leg by using the Pythagorean Theorem
(Number one on the worksheet; we are given the triangle.)
(Guided) Then as a class (student pulls a stick and whoever
name is pulled is responsible for giving the next step), we
will find the missing leg (a) of a right triangle. We are given
a leg (b=40) and the hypotenuse (c= 50). In this example we
will need to draw a triangle because we are not given one.
(Number 8 on the worksheet). Then students pair with a
partner to complete the even numbers on the worksheet (20
minutes). Again, the students names are pulled and they
are to give the answers to the even numbers and this
allows the class to see if their answers are right or wrong.
(Independent) The students are to break away from their
partner to work alone to complete the odd numbers on the
worksheet (15 minutes).The worksheet allows the students
to practice computation and application of the Pythagorean
Theorem. If the students do not finish the independent
work, it turns into homework that will be collected and
reviewed the next day.
I will close the lesson by asking the class, In solving real
world application examples, what do you think is the most
challenging part of finding the answer?
The students will apply the Pythagorean Theorem to
compute the missing measurement of a right triangle.
The students will apply the Pythagorean Theorem to solve
real world application problems.

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?

Varying Objectives for

Individuals Needs

The students who do not understand the material may need

oral reading of the lesson materials and assessments. The
students are given extra time to complete assignments.
They can also use the calculator and have small group/ one
on one time with the teacher. They may also be given a
copy of the notes. The students who have mastered the
concept are always welcomed to share their thoughts and
special ways in which help them solve for the missing
length of a right triangle by using the Pythagorean
Theorem. Also, they can be given examples that may
challenge their knowledge on using the Pythagorean
Theorem. The students who are presently learning English,
I will read the notes aloud to those students and allow them
extra time if needed.
Today you will apply the Pythagorean Theorem to solve real
world problems. This will help you master the concept
because on the standardized test, you will be given
examples like these.
The SMART Board is used during the Problem Solving Mat.
Lumens camera is used during direct instruction to display
when I am working out/solving the example. The
computer/laptop is connected to both the SMART Board
and Lumens camera. I also use a manual timer to help
manage time throughout each period to ensure I complete
the lesson cycle.
Worksheet used for today came from
http://www.bevs.k12.oh.us/
The students are assigned a calculator to use when taking
the square root of a number. The students know to
complete all the problems up until the last step (taking the
square root of both sides), I check and then they are
allowed to use their assigned calculator.
If you have the numbers 9 and 41 of a right triangle, how do
you determine the missing measurement?

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

Statement of Purpose

Materials and Resources

Anticipatory Set

Part II: IMPLEMENTATION

Pre-assessment

Revised Fall 2013

Brain Dump
I will give students a note card. Students will be given three
minutes to write everything they know about the Pythagorean
Theorem. When the three minutes are over, I will collect the
notecards and pick a few to discuss. This allows me to see what
the students think about when they hear the term Pythagorean
Theorem.

Teacher Modeling or
Demonstration

Review/Discuss
Key terms and the algorithm for The Pythagorean Theorem.
I will demonstrate/model how to apply the Pythagorean
Theorem. Students will watch as I demonstrate/model how
to find the missing length of this right triangle using the
Pythagorean Theorem. (Number one on the worksheet)

19
17

Students are only watching as I demonstrate/model (pencils are

down).They are given 2 minutes after I finish solving the problem
to copy the notes/workout into their math notebook. This is also
when I check for understanding and students are allowed to ask
questions.
When modeling I tell the students:
Here we are given a leg and the hypotenuse; we need to find the
other leg. (Scenario 2 according to their notes). I also have the
students draw a picture before solving.

Guided Practice

Checking for
Understanding

Revised Fall 2013

The students, under the direct guidance of the teacher, will

apply the Pythagorean Theorem to solve for the missing
measurement as well as solve real world problems.
Together we will solve number 8 on the worksheet where we
are only given the measurements for b which is 40 and c
which is 50. This means we need to draw a triangle that
corresponds with the measurements. A student in the class
pulls a stick from the mug, the students whose name is
pulled is responsible for telling me what to do next in
solving for the missing side of the right triangle.
After we finished solving number 8, the students were to get
with a partner and complete the even numbers on the work
sheet. They are given 20 minutes. The students are to help
each other and answer their partners questions and if they
cant figure it out together then they can ask me. When the
20 minutes are over, we pull sticks again to review the
answers; students correct their own paper.
I will ask:
Question: What variables in the Pythagorean Theorem
represent or are used for the legs of a right triangle?
Answer: A or B.
Question: Which variable represents the hypotenuse and
ONLY the hypotenuse?
Answer: C
Question: Based on the scenarios given in the notes what
are the two types of scenarios we can be given to solve the
missing length of a right triangle?
Answer: Scenario 1- You are given both legs and you have
to find the hypotenuse. Scenario 2- You are given one of the
legs and the hypotenuse and you have to find the other leg.

Independent Practice

Closure

The students will apply the Pythagorean Theorem to solve

for the missing measurements and real world problems.
The students are to break away from their partner and
complete the odd numbers on the worksheet. They are
given 15 minutes. It is silent in the classroom because they
are working independently with no assistance or help from
a classmate or the teacher. When the fifteen minutes are
over, if the students are finished they can turn it in and if
they are not finished they may take it home to complete.
Either way, we will review the answers for the odd numbers
the next day after the worksheet is collected.
To conclude the lesson I asked the students, When solving
real world application problems using the Pythagorean
Theorem, which part is the most challenging? Students
were to raise their hand, wait to be recognized and then
they could say their answer. As the students told me what
challenged them, I gave them an example to picture in their
head (based on what they said) and pointed out ways to
help or answer their questions. I also encouraged them to
draw pictures for every word problem and reminded them of
their notes. (A and B are always the legs; doesnt matter
which number you plug in. C will always be the hypotenuse;
it is extremely important to always plug in C for hypotenuse
otherwise the answer will be wrong. Also the hypotenuse is
always across from the right angle and its the longest side
of the triangle.)

The students were given 15 problems. 60% of which

Assessment
required them to mathematically compute the missing
(Give a description and attach to length of a right triangle using the Pythagorean Theorem.
lesson plan)
40% required them to apply their knowledge of the
Pythagorean Theorem to solve real world application
examples. The worksheet will be checked/graded for
accuracy.
Error Analysis gives the students the confidence that lets
Extension Activities
them know they know what theyre doing. If they can find
the error in someone elses work they have possibly
mastered the concept.
Homework is given for students to complete at home. When
they are home they can use outside resources to enhance
their learning. Their parents can assist them and it is a way
for parents to see what their child is working on in school.
Students are given examples to work on outside of the
classroom (home) for more practice.
I can ask my colleagues to share strategies that enhance
the learners and were successful in their classroom.
In the community I could encourage the students to
collaborate with the technical park of OW so the instructor
can tell the students how the Pythagorean Theorem is used
in construction. If this is too much for students, I encourage
them to search the internet about how the Pythagorean
Revised Fall 2013

Theorem applies to construction. This will allow students to

witness what they see in the classroom actually does apply
in the real world.

Technology

The calculator is used to assist the students when taking the square
root of a number.
The laptop is used because it is the essential source that allows me
to project me lesson/lesson materials. The projection appeals to the
visual learner.
The SMART Board and software allows for flexibility in projector
size of lessons and materials. Also because of its interactive
capabilities lessons can contain components that can be moved
which address the kinesthetic learner.
The lumens camera is also used for projection and decreases the
need for hardcopies to be given to the students. Also it allows to
project student authentic work for discussion.
Manual/Electronic Timer is used to help the students managed
time appropriately and assist students in remaining focused and on
task.

PART III: REFLECTION

Strengths

Weaknesses

Suggestions for
Improvement

Revised Fall 2013

I feel as though my strengths include addressing the importance of why

students are learning the presented concept (Pythagorean Theorem). I try to
encourage students to put them self into the real world application problem
and it creates a better image in their head that makes sense.
Also I provided a scaffolded approach to applying the concept and I
present the opportunity to all students to engage in instruction by using an
unbiased method of selecting students (pulling sticks). I like to use my
student responses to monitor the progression of instruction and I am
constantly walking around assisting students as they work during Guided
Practice.
I need to draw upon students personal experiences relating to the concept.
I need to investigate alternative ways to explain presented concept
(Pythagorean Theorem).
I need to use the mathematical vocabulary continually and consistently to
reinforce the concept taught. I also need to differentiate the instruction to
provide a variety of instructional activities for the students.
I would like to provide activities that allow for differentiation within the
lesson to address all levels of learning.
Next time I would like to incorporate game-like activities to tap into the
students competitiveness which will allow for heightened motivation to
retain the information presented. Students love games.
I would also like to use the T.A.P.P.L.E. Approach (Teach the concept, Ask a
Question, Pick a Student- a non-volunteer, Pause- allow wait time, Listen to
response, Effective feedback) to make all students feel more comfortable
(especially the reluctant student) in answering questions.

Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013

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

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 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

CURRICULUM
STANDARDS

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 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

DESCRIPTION AND
BACKGROUND
INFORMATION

LESSON
OBJECTIVES

DIFFERENTIATION
OF OBJECTIVES

Revised Fall 2013

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

The candidate varies

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

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

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 includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

Score

STATEMENT OF
PURPOSE

MATERIALS AND
RESOURCES

LESSON DESIGN

KEY ASSESSMENTS

CHECKING FOR
UNDERSTANDING

Revised Fall 2013

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

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.
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 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

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
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 illplanned 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 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/
techniques, but does not
list any questions

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 provides

comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

TECHNOLOGY

PRESENTATIONS &
CONVENTIONS

EXTENSION
ACTIVITIES

REFLECTIONS

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 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

T OT A L
Revised 1-2

Revised Fall 2013