Claflin University School of

Education
Reflective Lesson Plan
Name: Sierra M. Wald

Date: March 18, 2015

PART I: PLANNING
Title of Lesson
Source
Subject Area
Grade Level
Curriculum Standards
Description and Background
Information

Lesson Objectives

Varying Objectives for

Individuals Needs

Statement of Purpose

Materials and Resources

Anticipatory Set

Greek and Latin Roots, Citing Textual Evidence, and Conjunctions

This lesson was created by my cooperating teacher, Deborah
Hailey. I modified it slightly for my own use.
ELA
8th
RI.8.1, RL.8.2, W.8.4, L.8.1.b
The lesson focuses on reviewing grammar basics and citing
textual evidence. The lesson works on Greek and Latin roots
and how they can help students define words based on their
roots.
TLWBAT demonstrate command of the use of reading,
language, and writing skills and apply them to the analysis
and preparations of the new ACT Aspire Assessment.
TLWBAT build backgrounds knowledge as text support and use
an anchor text to demonstrate understanding of skills learned.
For students who do not understand the material, I will review
and repeat the information. I will also ask mastery questions
during the lesson and utilize formative assessment to make
sure each student is reached.
For students who have already mastered the concept, I will
answer extended questions from these students and add
details that will enhance their understanding.
For students who are presently learning English, I will explain
vocabulary words in depth and provide sufficient wait time
when asking questions.
The content of the lesson will help students write better and
also help them determine word meanings by looking at the
roots and stems.
Students will need paper, pencil/pens, index cards, and the
worksheet handouts. The teacher will need textbooks, the ACT
Aspire practice booklet, copy paper, and access to the
smartboard technology.
Students will identify/review different types of conjunctions.

Part II: IMPLEMENTATION

Pre-assessment

During the anticipatory set, I will assess students prior

knowledge.

Teacher Modeling or
Demonstration
Guided Practice

Checking for Understanding

Independent Practice

Closure
Assessment

Extension Activities

Technology
Connection Across the
Curriculum

I will dissect a sentence and show the students how to identify

different types of conjunctions. I will also give various
examples with root words and stems.
What will we do together as they learn how to succeed at the new task?

Together, we will do the first word-within-a-word sentence on

the worksheet.
I will check for comprehension, move around the room
assisting students, and identify struggling learners for
intervention. Intervention strategies will include peer teaching,
re-teaching, vocabulary review, and extended guided practice.
I will use formative assessment while teaching in order to
check for understanding. Questions such as who, what, when,
where, and why? will be used to assess comprehension. If I
see students are struggling with the content, then I will adjust
to help them by reducing the amount of reading, allowing
extra time, using visual aids, step by step instructions, and/or
a dictionary, and possibly assigning reading buddies.
Students will identify the conjunctions in a set of sentences
and label them as coordinating, subordinating, and correlative.
The students will also choose from a list of examples the best
word with a prefix to insert in a blank.
Early finishers will read Accelerated Reader books and take the
respective quizzes.
Students will be graded on the number of questions they get
right on the assessment. They are to write the correct word in
the blank.
Students can listen or look for popular jingles in commercials,
on the radio, or in books and magazines. They will bring in the
sentence and identify anyone vocabulary words that have
Greek or Latin roots and conjunctions.
I will use technology to show students the words and for the
guided practice.
I will connect this lesson to other content areas by using
academic language from other content areas such as social
studies, science, and math.

PART III: REFLECTION

Strengths

Weaknesses

I believe that my ability to relate to the students and things

they are interested in is a strength of mine. The students like
to be engaged in the lesson and give their answers to
sentences that they believe they answered correctly.
Previously my classroom management was a strength, but
recently, I struggle with some of the classes that are larger
and rowdy. Students are less likely to engage in work when
there is not a calm environment for them. I feel like many
students struggle with their work because they cannot
concentrate. On my part, I could have tried to make the lesson

Suggestions for
Improvement

more exciting in order to maintain the engagement and focus

of the lesson.
If I were to teach the lesson again, I would make the activity
portion (independent practice) longer so that the students
could have more practice. Also, I would do more guided
practice so that students would have better understanding of
the content.
Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY