Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Date: February 25th, 2015

Name: Brianna Feagin

PART I: PLANNING

Review of station models and local winds

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

Source

Original
Science

Subject Area (s)

6th
Grade Level
Curriculum Standards

Indicator 6-4.6: Predict weather conditions and patterns

based on weather data collected from direct observations
and measurements, weather maps, satellites, and radar.
Indicator 6-4.7: Explain how solar energy affects Earths
atmosphere and surface (land and water).

Description and
Background Information

Lesson Objectives

Varying Objectives for

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

Statement of Purpose

Materials and Resources

Describe the lessons activities and content to provide a clear overview of the lesson.

Open discussion to review what was taught and to assess retention

Completion of study diagrams to show how land and sea breezes are created

Drawing station models based off of descriptors and drawing land and sea
breezes on the iPad using Infuse Learning
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
SWBAT:

Explain how a land breeze is created by looking at a diagram with limited

assistance

Draw a station model correctly with few to no errors, when a descriptor is given

Draw a diagram of either land or sea breezes without any assistance

How will you vary these objectives for students who do not understand the material?

Questions will be asked directly to them to understand exactly where they are
not comprehending the information

While explaining how land breezes are created they will only have to provide as
many parts as they can

Students will be given slight assistance when completing the independent

practice
How will you vary these objectives for students who have already mastered the concept?

Students who have mastered these skills will assist students who have not
mastered the skills

They will also explain the concept with limited to no assistance

How will you vary these objectives for students who are presently learning English?

They will be asked to explain the diagram to the best of their efforts and in their
own words.
Why is it important for the students to learn this content?

This content will be tested over by the state PASS test

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?

Unlined white paper

Writing utensils

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Anticipatory Set

iPad with internet to access infuselearning.com

Whiteboard

Red, blue, and black expo markers

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?

I will ask the students to think back on what we had discussed over the past
week, they students will brainstorm the concepts and explain the terms and
concepts.

Students will also make predictions about what will be discussed next.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Guided Practice
Checking for
Understanding

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

During the anticipatory set, questions will be asked about what they have
retained from the past week.
What will you do to show students what is expected?

As the guided practice is being presented, I will explain to the students that
everything that I write on the board is expected to be on their paper in the same
direction and same locations.

Students are given explicit instructions for independent practice and are
expected to follow them if they want to continue to participate in the activity
What will we do together as they learn how to succeed at the new task?

Together we will created a diagram for land breeze

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?

Students will assist in the creation of the diagram by telling me what will come
next in the convection cycle of heat and explain how the breezes are created.
What will students do by themselves to show that they have internalized the knowledge?

Students will draw on their iPads station models, land breezes, and sea breezes,
with no assistance by me.

Independent Practice
Closure
Assessment
(Give a description and attach to
lesson plan)
Extension Activities

Technology

How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?

Students will explain what they and other have done wrong on their models and
how will they fix the issues on the drawings.
What will students do to demonstrate what they have learned?

The pictures that they draw will show their understanding as well as what they
draw after we go over their first drawings

During guided practice, the students will explain to me what they had drawn and
how land breezes happen.
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 are asked to review what they have learned on their own time away
from school.
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?

Students will use individual iPads to create drawings of station models, land breezes, and
sea breezes.

PART III: REFLECTION

Strengths

Weaknesses

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

Having the students lead the discussion helps them to lean the material and be active
learners, which limits the chance for students be off task and disruptive.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Many of the iPads had technical difficulties and I had no back-up plan to replace the use
of iPads.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Suggestions for
Improvement

When students had finished and were waiting on others they began to distract other and
become off task.
What would you change when teaching this lesson again?

Have a back-up plan in the event of technical difficulties.

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

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

The candidate identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

The candidate lists

standards, but standards
are inappropriate 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

The candidate includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate varies

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

The candidate does not

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

The candidate fails to

differentiate objectives

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to 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

Score

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

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 provides

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

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 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: 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 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 ill-planned
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 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 includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.
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

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

Revised Fall 2013 ACEI/NAEYC 2010 Standards

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

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 includes

connections to all of the
curriculum content areas
during the lesson.

The candidate includes

connections to at least 5 of
the 7 curriculum areas in
the lesson

The candidate includes

connections to the four
core content areas in the
lesson

The candidate connects

the lesson to at least
two curriculum content
areas

The candidate fails to

connect the lesson to
other curriculum
content areas

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 ACEI/NAEYC 2010 Standards