EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Steven Walker PART I: PLANNING Similar

Polygons Title of Lesson

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

Date: 3/6/14

Source Subject Area (s) 7th Grade Level

South Carolina PASS Coach 7 Grade Mathematics workbook Carnegie Learning Resource

th

Mathematics

Curriculum Standards

Common Core 7. G Geometry: Draw, construct and describe geometrical figures and describe the relationships between them. SC Standard 7-5.1 use ratio and proportions to solve problems involving scale factors and rates. 7-5.5 Use one-step unit analysis to convert between and within the U.S customary system and the metric system.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background TLWBAT Find the scale factor given the actual and model lengths. As well as find the actual or model length given the Information scale factor and either the actual or model length using a proportion. Set up proportions to see if figures are similar using corresponding sides and angles. Lesson Objectives
What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

TLWBAT identify the scale factor and find the actual and model lengths of scale drawings/models and actual objects. Set up proportions to find missing side length to compare similar figures.
How will I vary these objectives for students who do not understand the material?

Varying Objectives for Individuals Needs

Through extended guided practice, I will explain how when given the scale factor and either the actual or model length that they have to set up a proportion. And when given a chart or the actual and model lengths that they have to set up their fraction and simplify to find the scale factor.
How will I vary these objectives for students who have already mastered the concept?

These students will be given extra practice simplifying scale factors and finding the actual and model lengths in word problems.
How will I vary these objectives for students who are presently learning English?

These students will be given the same notes and will work with their mentors to get the best understanding they can get. Also they can see me after school for more assistance.

Why is it important for the students to learn this content?

Statement of Purpose

This lesson will open the door for students as they will need to know how to set up proportions to find lengths to objects whether they are the model or actual structure. Also this is the first they must take before moving on to corresponding geometric figures where they will have to compare and find the scale factor between two figures. And scale factors are used in everyday life situations to enlarge or reduce objects.
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 Resources

Teacher Materials Starboard Laptop computer Whiteboard Markers Student Materials Pencil Paper/Notebooks
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?

Anticipatory Set

Write each fraction in simplest form.

Determine whether the shapes are similar. 1) 10 15

8
Determine the missing side. 2) 4 8 8 25 x

12

Part II: IMPLEMENTATION

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

Pre-assessment

I will collect the students DO NOW Anticipatory Set. This way I can see who all have studied their notes and who needs extra help with the content.
What will I do to show students what is expected?

Teacher Modeling or Demonstration

During direct instruction I will give the students charts with the actual and model of the object, find the scale factor, and show them pictures of how these objects are used by professionals to create small and large objects. An example would be using a kitty pool for a model to create a larger swimming pool.
What will we do together as they learn how to succeed at the new task?

Guided Practice

All guided practice problems are in PowerPoint presentation and copied in the students notes.

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?

When asking students how to find the scale factor Im looking for them to be able to set up their first fraction and being able to simplify to simplest form. And with finding the model and actual lengths I am looking for the students to take what is given to them in the problems and set up their proportions, find the cross product, and solve the final equation.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice Closure

Students will be given a worksheet to be completed and handed in at the end of the class period.
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?

I will ask random students at the end of class their vocabulary terms: scale factor, scale drawing, scale model.
What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

Homework: Students will be given these problems out of there Carnegie Textbook volume 2: P. 551 Problem 2 # 2 a-e.
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?

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

Starboard will have my PowerPoint presentation with all of the notes, guided practice, and some independent practice problems.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the Curriculum PART III: REFLECTION

ELA: Students will have word problems that they must dissect and pull the given information to construct their scale factor and create the proportion in order to find their actual or model length. Being able to find the key terms in a problem is important for this lesson.

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

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

Weaknesses Suggestions for Improvement

What would you change when teaching this lesson again?

Revised 6-2013
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 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 describes specific assessments that correlate to all of the objectives and lesson

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