THE CLAFLIN IMPERATIVE

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A

MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Claflin University
School of Education - - - EDUC 450
Reflective Lesson Plan Model
Name: Kristen Myers

Date: September 17, 2014

PART I: PLANNING
How to Trick a Wolf

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

This lesson is both original and borrowed. I borrowed the idea of

how to trick a wolf from Pinterest and the mask from
Sparklebox.com. The letter and reading were my own idea.
ELA

Subject Area (s)

2nd
Grade Level
W 2.3 Write narratives in which they recount a well elaborated
event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.
2.4 Tell a story or recount an experience with appropriate
facts and relevant, descriptive details, speaking audibly in
coherent sentences.
2.2. Observe conventions of capitalization, punctuation, and
spelling when writing.
Curriculum Standards
What will students experience during the lesson? What is
the content to be taught?
Description and
Background Information

Students will discuss temporal words and how to use them.

Students will write a letter to the wolf from The Three Little Pigs as

if they were a pig. They will discuss how they would trick the wolf
who is trying to eat them as well as how they would feel. Students
are learning to tell stories in sequential order as well as show a
command of the use of temporal words to signal event order and
provide a sense of closure.
What will I need to teach this lesson? What do students need
to participate?

Materials

A copy of The Three Little Pigs

Chart paper

Markers

Character masks

Paper

Letter template

What will students be able to do at the conclusion of this

lesson?

Students will be able to:

Lesson Objectives

Describe how characters in a story respond to

major events and challenges.

Write narratives in which they recount a well

elaborated event or short sequence of events,
include details to describe actions, thoughts, and
feelings, use temporal words to signal event order,
and provide a sense of closure

Tell a story or recount an experience with

appropriate facts and relevant, descriptive details,

speaking audibly in coherent sentences.

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?
Varying Objectives for
Individuals Needs

How will I vary these objectives for students who are

presently learning English?
I will vary these objectives for students who do not understand the
material by relating it to something they know. I will use pictures, a
chart and examples to give students a better understanding of the
material.
For students who have already mastered the concept I will
challenge them go back and add more detail to their writing as
well as help proof read for other students.
For my 2 ESOL students I will use pictures to help them better
understand and make connections to the material they are
presented.

Part II: IMPLEMENTATION

How will I find out what students already know about this
Pre-assessment

topic?
At the beginning of the lesson, I will have students look at pictures
and determine what order they go in. I will have students explain it
to me in the best way that they can to assess if they have some
use of temporal words.

What will I do to make a connection between students and

Motivation

this lesson?
I will have students discuss in what ways the pig from the story
tricked the wolf.
What will I say to explain the importance of learning this
lesson?

Statement of Purpose

The importance of this lesson is that when giving directions or

telling a story you must do it in a way that makes sense. If it
doesnt make sense your listeners will be confused.
What will I do to show students what is expected?

Teacher Modeling or
Demonstration

I will create an anchor chart of the words I expect students to use

to recount their stories. I will write my own letter to Mr. Wolf and
model it on the board for students to read and see what is
expected of them. We will discuss my use of temporal words and
how they should use them.
What will we do together as they learn how to succeed at the
new task?

Guided Practice

Students will read their letters to each other during their drafting
stages as a way of peer editing. Students will partner up to see if
the conventions and order of their letters make sense.
What will I ask to know if students understand so far? What

Checking for
Understanding

techniques or strategies will be used to determine if students

understand so far?
My informal assessment during the lesson will be creating my
anchor chart of temporal words. Students will write them on sticky
notes and place them on the chart. Students final paper and
reading of their letter to the class will be my final assessment.
What will students do to internalize the knowledge?
To internalize and activate knowledge of the lesson, students will

Independent Practice

create their own copy of the chart. I will randomly call on students
throughout the day to recall the events that took place that day so
that they can get use to using their temporal words.
What will students do to demonstrate what they have

Assessment
(attach to lesson plan)

learned?
At the end of the lesson, students will read and submit their final
copy of their letter to the class.
How will I conclude the lesson and relate it to future

Closure

experiences?
I will conclude the lesson with students by discussing why we use
temporal words and how they help us when telling stories or
giving directions to others.
What can students do at home or in the classroom to apply

Extension Activities

the knowledge or skills? How could you use your colleagues

or community agencies to improve student performance?
When recounting stories or events to each other or the teachers,
students could practice using temporal words to signify the order
or events. They could also practice describing their actions in
more detail and use onomatopoeia to describe the sounds they
hear. As an extension activity, I could have a police officer come
in and discuss with students the importance of remembering and
retelling events in order, with detail and how it could help capture
criminals.

How is technology meaningful to this lesson?

Technology can be used to play the story of The Three Little Pigs.
Technology

Technology is also meaningful to this lesson because it can be used to

look up passages that use detail and temporal words for students to

dissect and discuss the use of those words.

How could this lesson connect other content area across the
Connection Across the
Curriculum

curriculum?
This lesson could be tied into health. Students could make a connection
between talking to strangers and letting them in your home with this
story. It could also lead into a lesson on how there are two sides to every
story with using the story The True Story of the Three Little Pigs.
Students could also connect this lesson with social studies and how
stories and the history of events have been passed down orally for
generations.

PART III: REFLECTION

Describe the strengths of my instructional techniques, strategies and
classroom management.
Strengths

Describe the strengths of student engagement.

I believe that my strengths were that I allowed students structured and
meaningful creative freedom. I kept students engaged by giving them a
topic they were interested in and were able to help each other with.

Describe the weaknesses of my instructional techniques, strategies

and classroom management.
Weaknesses

Describe the weaknesses of student

engagement.
I believe that my weakness was not giving students enough direct
instruction and time management. Students are not strong writers yet so
I should have given them an example of the letter. This lack made
writing the actual letter a more tedious process. However, I do believe
that the student engagement was high.

What specifically can I do to improve?

Suggestions for

I need to improve on my time management. My interactions with

Improvement

students can be a bit lengthy which cuts into their actual work time. I
attribute this to not giving a clear example of what I expected their work
to look like.
Revised 1-2012