Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name: Avriel Taylor

Date: Feb. 23, 2016

PART I: PLANNING
States of Matter: Solids & Liquids Source
Title of Lesson

Source

This lesson is not original. I worked with my mentor teachers

partner teacher to devise and organize this lesson. Some of the
activities are my own idea.
Science

Subject Area (s)

Grade Level 2
Grade Level
Curriculum Standards

Description and
Background Information

2-4.1 Recall the properties of solids and liquids.

2-4.2 Exemplify matter that changes from a solid to a liquid and
from a liquid to a solid.
2-4.3 Explain how matter can be changed in ways such as
heating or cooling, cutting or tearing, bending or stretching.
2-4.4 Recognize that different materials can be mixed together
and then separated again.
The teacher will model the following rap song aloud to the
students to help reinforce the differences between mixtures and
solutions. After the teacher does the rap aloud two or three
times, the teacher will display the lyrics on the smart board for
the students to rap along. After the students rap the song two or
three times collectively, the teacher will ask the students what
the rap is referring to. The students will give details that were
said in the rap song and explain their understanding of the actual
text. The teacher will begin discussing the three different states
of matter with the students on the carpet. The class will have a
chance to name, define, and give an example of each state of
matter. The student that announces all that information to the
class will receive a treat. The teacher will explain how matter can
be changed in ways such as heating or cooling, cutting or
tearing, bending or stretching on order to exemplify changes in
matter. The teacher will prove that these examples are physical
changes. The teacher will explain how when matter interacts to
form new products, this is a process called a chemical change.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The teacher will give students examples of chemical changes

such as cooking, fire burning, and cleaning. The teacher will give
students a clear explanation how physical changes and chemical
changes differ. The students will undergo four different centers in
either an elongated science period or two science classes. This
lesson is an interactive review of the unit on Matter. The
students will rotate through the following centers to reinforce
what we have learned. There will be four groups of five or six
students circulating through this cycle. Center One is the States
of Matter Foldable. The students will create a foldable of all three
states of matter. The students will have six different pictures of
solids, liquids, and gases; the students will have to paste the two
correct pictures on the correct state of matter foldable. The
students will also have to write a sentence defining each state of
matter on that side of the foldable. Center Two and Center Three
are somewhat similar and connected. Students will be dealing
with physical changes and chemical changes. At Center Two,
the students will receive a half sheet of paper, in which they will
draw two examples of physical changes and write a sentence for
each explaining why they are physical changes. At Center
Three, the students will drop an Alka-Seltzer tablet into water
and observe what happens. Students will document what
happens on a half sheet of paper and classify this experiment as
Chemical Change (if correct) and explain why. The teacher will
choose the one student to drop the Alka-Seltzer tablet per group
by evaluating all the students in each groups behavior. The
student with the most self-control and best behavior will be
allowed to drop the Alka-Seltzer Tablet. Center Four is called
Melting Ice Cubes. Students will each receive a baggie with an
ice cube in it. The students will be given the challenge of melting
their ice cube. Students can try anything they want without
opening the baggie. Once the ice cube is melted, students will
have a lab sheet, where it asks the students what occurred at
this station, how long it took for their ice cube to melt, how they
melted it, what type of change is melting, and from which state of
matter did it start at and go to. The teacher will float around the
classroom ensuring all the students are on task and participating
appropriately. The teacher will also be available to answer any
questions or assist any students with the centers. The students
will be working individually, but the students are allowed to
discuss the centers with their group members. Once all the
students have completed all centers, the teacher will gather the
students to the carpet to wrap up the lesson. The teacher will
allow several students to share their final product on one of their
centers. The teacher will about three students per center, so half
Revised Fall 2013 ACEI/NAEYC 2010 Standards

the class will allow to share at least once. The teacher will
review the three states of matter, physical changes, and
chemical changes after all the students are finished sharing to
reinforce concepts taught during the lesson.
Today is an interactive review of the unit on Matter. Students will
Lesson Objectives
rotate through the following centers to reinforce what we have
learned. Have all 4 centers set up. Students will complete two
centers on Wednesday and two centers on Thursday. The
students will be able to recall the properties of solids, liquids,
and gases. In addition to identifying the
different states of matters properties, the students will be able to
exemplify matter that
changes from a solid to a liquid and from a liquid to a solid. The
students will also be able to explain how matter can be changed
in ways such as heating or cooling and cutting or tearing. The
students will be able to recognize that different materials can be
mixed together and then separated again.
For students who do not understand the material, the teacher
Varying Objectives for
will shadow the student as he/she progresses through the
Individuals Needs
centers. The teacher will help explain each centers
(Differentiated Instruction- objective and give the student more context to help him/her
content; Process; Product; complete the centers task. The teacher will also give assistance
or Environment)
to the student prior to beginning any of the center. The teacher
helping prior to beginning will serve as a review. How will you
vary these objectives for students who have already mastered
the concept? For students who have already mastered the
concept, the teacher will give these students more advanced
questions to complete at each center. These students will do the
standard task that all students will complete in addition to some
higher skill questions. The teacher will allow these students to
help other students in their group. Sometimes students learn
from hearing explanations from their peers because the words
used and clarification is completely different than how the
teacher explains it. How will you vary these objectives for
students who are presently learning English? For students who
are presently learning English, the teacher will shadow the
student as he/she progresses through the centers. The teacher
will try to explain the content using mainly pictures and displays.
The teacher will use the book as a resource, if the student needs
to see pictures in a learning sequence, in which the book has set
up.
Students need to learn about the three states of matter: solids,
Statement of Purpose
liquids, and gases. It is important for the students to be able to
give examples of each state of matter. Students need to know
that solids have their own shape, liquids have no shape and take
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Materials and Resources

Anticipatory Set

the shape of its container, and gases fill up the shape of their
environment. Students need to be able to explain what is
occurring when something changes from one state of matter to
another. Students also need to know the scientific name for
these changes and be able to give examples
This lesson involves many different materials. Students will need
scissors, construction paper, pencils, crayons, and glue
throughout this lesson. The teacher will need 2 anchor charts,
construction paper (3), markers, glue, scissors, crayons, Smart
Board, lumens,24 ice cubes, 24 baggies, 5 Alka-Seltzer tablets,
5 cups of water, and a pencil. The students will each have their
own ice cube and baggie. Each group of five or six will have a
cup of water and a Alka-Seltzer tablet. The anchor charts will be
used to display what is expected of the students. No resource
speakers will be needed for this lesson
The teacher will model the following rap song aloud to the
students to help reinforce the differences between mixtures and
solutions. After the teacher does the rap aloud two or three
times, the teacher will display the lyrics on the smart board for
the students to rap along. After the students rap the song two or
three times collectively, the teacher will ask the students what
the rap is referring to. The students will give details that were
said in the rap song and explain their understanding of the actual
text.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

The teacher will begin discussing the three different states of

matter with the students on the carpet. The teacher will ask the
students different questions regarding the three different states
of matter. Some of the questions will be review questions of what
the students already learned in class and some of the questions
will be more advanced questions that the students will have to
think and infer to answer correctly. If the students get the hard
questions correctly, they will have the opportunity to receive a
small treat from the teacher. By asking students questions on
content that we already covered in class and questions that have
not been covered in class, the teacher is able to find out what
the students know, do not know, and can figure out by inferring.
At each center, the teacher will demonstrate what is expected of
them. At Center One, the teacher will show the students a premade foldable with all three states of matter on each side. The

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Guided Practice

Checking for
Understanding

pre-cut pictures, drawn pictures, and sentences will not be

complete. The teacher will explain the suggested set-up for the
foldable. The teacher understands that some students will
complete the foldable differently. At Center Two and Three, the
teacher will show the students a pre-made example of what they
will make on a larger scale. The teacher will have a pre-made
anchor chart with examples of physical changes and chemical
changes drawn. Students will see examples of what is expected
of them at Center Two by seeing the teachers example.
Students will also be asked to write a sentence for each picture
they draw explaining why it is that particular change of matter.
Center Two will be completing Physical Changes; Center Three
will be completing Chemical Changes. At Center Three, the
teacher will show the students how to drop the Alka-Seltzer
tablet in the water. Since only one student per group will actual
handle the Alka-Seltzer tablet, the teacher will model how to do
it, so that all students in the group can see the experiment. At
Center Four, the teacher will show the students that they will
each receive a baggie with an ice cube. The teacher will explain
that their challenge is to melt the ice cube, but their baggie must
remain closed. The teacher will also read the lab sheet aloud for
the students to hear what is expected of them.
As the lesson begins, the teacher will review the three states of
matter: solid, liquid, and gas. The class will have a chance to
name, define, and give an example of each state of matter. The
student that announces all that information to the class will
receive a treat. The teacher will explain how matter can be
changed in ways such as heating or cooling, cutting or tearing,
bending or stretching on order to exemplify changes in matter.
The teacher will prove that these examples are physical
changes. The teacher will explain how when matter interacts to
form new products, this is a process called a chemical change.
The teacher will give students examples of chemical changes
such as cooking, fire burning, and cleaning. The teacher will give
students a clear explanation how physical changes and chemical
changes differ
To check for understanding, the teacher will begin a Venn
diagram of physical changes and chemical changes. The
teacher will allow the students to complete the Venn diagram in
whole group with all students participating. The teacher will also
give students examples of either a physical change or a
chemical change. Students will have to decide which change it is
and justify their answer. If a student knows which change the
example is, but cannot seem to justify their answer, the student
may call on another student to assist him/her with the correct

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Independent Practice

Closure

justification. The student (s) that announces this information to

the class will receive a treat. Starting the venn diagram and
allowing the students to complete it is an interactive way of
checking for students understanding of the content.
The students will undergo four different centers in either an
elongated science period or two science classes. This lesson is
an interactive review of the unit on Matter. The students will
rotate through the following centers to reinforce what we have
learned. There will be four groups of five or six students
circulating through this cycle. Center One is the States of Matter
Foldable. The students will create a foldable of all three states of
matter. The students will have six different pictures of solids,
liquids, and gases; the students will have to paste the two
correct pictures on the correct state of matter foldable. The
students will also have to write a sentence defining each state of
matter on that side of the foldable. Center Two and Center Three
are somewhat similar and connected. Students will be dealing
with physical changes and chemical changes. At Center Two,
the students will receive a half sheet of paper, in which they will
draw two examples of physical changes and write a sentence for
each explaining why they are physical changes. At Center
Three, the students will drop an Alka-Seltzer tablet into water
and observe what happens. Students will document what
happens on a half sheet of paper and classify this experiment as
Chemical Change (if correct) and explain why. The teacher will
choose the one student to drop the Alka-Seltzer tablet per group
by evaluating all the students in each
groups behavior. The student with the most self-control and best
behavior will be allowed to drop the Alka-Seltzer Tablet. Center
Four is called Melting Ice Cubes. Students will each receive a
baggie with an ice cube in it. The students will be given the
challenge of melting their ice cube. Students can try anything
they want without opening the baggie. Once the ice cube is
melted, students will have a lab sheet, where it asks the
students what occurred at this station, how long it took for their
ice cube to melt, how they melted it, what type of change is
melting, and from which state of matter did it start at and go to.
The teacher will float around the classroom ensuring all the
students are on task and participating appropriately. The teacher
will also be available to answer any questions or assist any
students with the centers. The students will be working
individually, but the students are allowed to discuss the centers
with their group members
Once all the students have completed all centers, the teacher
will gather the students to the carpet to wrap up the lesson. The

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Assessment
(Give a description and
attach to lesson plan)

teacher will allow several students to share their final product on

one of their centers. The teacher will about three students per
center, so half the class will allow to share at least once. The
teacher will review the three states of matter, physical changes,
and chemical changes after all the students are finished sharing
to reinforce concepts taught during the lesson
The students will demonstrate what they have learned
throughout the lesson by completing the assignment at each
center. The teacher will collect all student work at the end of the
lesson. The student will receive a Science Lab grade for all four
centers. The teacher will check to see if the students mastered
all four standards and to see if the students transferred what was
taught into their work completed in the different centers

Extension Activities
Students can take their foldable on the three states of matter
home to review the similarities and differences of solids, liquids,
and gases. Students can review this by themselves or with a
parent and think of more examples of the three states of matter.
Students can also brainstorm some more physical and chemical
changes at home. The students can bring them in the next day
to clarify with the teacher that their examples are correct. To
improve student performance, I could ask my colleagues in the
second grade community about some more activities to allow my
students complete in the centers. I could ask the other teachers
if they have any more ideas for the students to actively complete
their own hands-on experiment. The teacher will also do more
research on some second grade friendly experiments to improve
student learning.

Technology

Connection Across the

Curriculum

The teacher will use the Smart Board and Lumens Document
Camera to display the Rap Song in the Anticipatory Set that
occurs in the beginning of this lesson. Projecting the lyrics to the
rap song on the screen is beneficial for the students as they sing
along and analyze the lyrics that they are singing aloud. Having
the lyrics on the screen will help the students remember the
difference between mixtures and solutions and enhance the
delivery and comprehension of the content. Due to this lesson
being majority hands-on activities, there is not much technology
used throughout
The students will be drawing pictures of the physical changes in
Center Two, which is a traditional way to connect content areas
to art. The students will also be allowed to color their pictures if

Revised Fall 2013 ACEI/NAEYC 2010 Standards

time permits. At Center One, the students will be making a

foldable, in which the students will cut and paste different
pictures into the correct state of matters section. In this lesson,
the students will be moving from station to station every fifteen
minutes on estimate. Having centers, in which the students are
constantly moving from one area of the room to another, is
connecting science to physical education. After the teacher
explains what will occur at Center Four with the ice melting, the
teacher will ask the students about a non-healthy food that also
melts. Ice cream will probably be the answer. The teacher will
answer verifying that ice cream is a physical change because it
starts as a liquid, and then it is frozen into a solid, or vice versa.
The teacher will ask the students to think of a healthy food that
can be melted. This is an attempt at connecting science with
health education.
PART III: REFLECTION

Strengths

Weaknesses

Describe the strengths of your instructional techniques,

strategies and classroom management. When explaining how
the students would be rotating from center to center, I set high
expectations on how the students will act. I demonstrated how
the students would work with the members in their group. I
explained that if any student was misbehaving, acting up,
hollering, or not on task, they would be sent back to their desk
and would receive an alternate assignment. Since there was so
much going on in the classroom at once, I had to ensure that
students were prepared to be involved with many variables at
once. The students understood my high expectations and knew
that I would not allow for any misbehavior. I explained to the
students how to notify me that their group was finished with that
particular center. I notified to the class that I would be floating
around the room, and I could not have every single student
calling my name at once. Describe the strengths of student
engagement. Each student in each group was 100% excited
about participating in the centers. The students were all fully
engaged in each center, as well. If a student had a question, the
student raised their hand and said calmly Ms. Taylor, I have a
question. Once I acknowledged them, I would answer the
question and allow them to resume with the center. The students
were actively participating in each center
Describe the weaknesses of your instructional techniques,
strategies and classroom management. I planned for my
nineteen students to rotate amongst four different centers. I did

Revised Fall 2013 ACEI/NAEYC 2010 Standards

not counteract that there was only one of me. Answering

students questions was difficult because I was trying monitor all
the students at once making sure they were doing their center
correctly. Even though I struggled getting to all students, I
managed to answer all student questions and I still believe this
was a successful lesson.
Describe the weaknesses of student engagement. I think this
lesson was quite successful, but I do think timing was a
weakness. I estimated fifteen minutes was enough for each
center. Fifteen minutes was enough for some groups, but for
other groups it was too much time, so the students were sitting
their bored waiting for me to let them move to the next center. I
could have had a mini assignment/worksheet/crossword for the
students to work on if they finished the center before it was time
to switch
Suggestions for
Improvement

I would make an early finished assignment sheet of review for

the students to complete if they finish one of the centers before
the rest of the students. This would improve the overall student
engagement throughout the entire science segment.

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

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
describes the lessons
activities and content in
a detailed manner.

The candidate
describes the lessons
activities and content in
a manner that provides

The candidate
identifies
some
appropriate
standards and
some
inappropriate
standards for
the lesson.
The candidate
identifies the
lessons
activities and

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
lists
standards, but
standards are
inappropriate
for the lesson.

The candidate
identifies the
lessons
activities or

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

Scor
e

ACEI 1.0; 3.1

NAEYC 1a

LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c

DIFFERENTIATIO
N OF
OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE
NAEYC 5c

a clear overview of the

lesson

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 clearly

explains the
importance of the
content for the student.

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
appropriately explains
the importance of the
content for the student,
but more information is
needed.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

content but
fails to provide
a clear
overview of
the lesson
The candidate
includes
clearly written
objectives that
are not
measurable

the lessons
content

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

The candidate
The candidate
does not
makes no attempt to
explain the
explain the
relevance of
relevance of the
the content for
content for the
the student.
student

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

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 clearly

describes a wellorganized student
centered lesson that
reflects all
organizational issues:
pre-assessment,
motivation (anticipatory
set), purpose,
modeling/demonstratio
n, guided and
independent practice,
closure, extension
activities and other
instructional strategies.
The lesson plan
reflects differentiated
instruction
The candidate
describes specific
assessments that
correlate to all of the
objectives and lesson
or attaches the

The candidate clearly

describes a studentcentered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstratio
n, 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 and/ or
attaches the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 fails

to provide a list of
materials and
resources for the
lesson

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 studentcentered or the
candidate fails to
describe the lesson

The candidate
includes
assessments
within the plan
which
correlate to

The candidate
includes
assessments
within the plan
that do not
correlate to

The candidate fails

to include and/or
attach the
assessment(s).

assessment.

CHECKING FOR
UNDERSTANDIN
G
ACEI 3.1-3.5
NAEYC 5c

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS
& CONVENTIONS
ACEI 5.1
NAEYC 6b

assessment.

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
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
demonstrates a high
level of competence in
spelling, grammar and
typing

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
incorporates
and describes
technology in
the lesson in
superficial
ways.

the objectives
and the
lesson.

The candidate
lists
questions, but
fails to
describe or list
strategies and
techniques

The candidate does

not list or describe
any
strategies/technique
s or asks questions
to check for
understanding

The candidate The candidate fails

incorporates to address the issue
technology in
of technology
the lesson in
superficial
ways;
candidate
does not
describe the
use of
technology
The candidate
The candidate The candidate
The candidate
demonstrates
demonstrates demonstrates
demonstrates little
competence in spelling,
sufficient
little
competence in
grammar and typing,
competence in competence in spelling, grammar
but exhibits few errors
spelling,
spelling,
and typing through
grammar and grammar and a significant number
typing, but
typing,
of errors
exhibits
through many

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 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 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

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
The candidate
The candidate
thorough information
somewhat provides
provides
that shows an
information that shows
information
understanding of the
an understanding of the regarding the
effectiveness and
effectiveness of the
effectiveness
ineffectiveness of the
lesson; gives
and
lesson; gives
information regarding
ineffectivenes
information regarding
changes for future
s of the
changes for future
implementation of the
lesson, but
implementation of the
lesson
gives no
lesson
information
regarding
future
implementatio
n

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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
ineffectivenes
s of the
lesson, and
gives no
information
regarding
future
implementatio
n of the

The candidate fails

to provide extension
activities

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

lesson.
T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards