EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Mr. Paige PART I: PLANNING C.S.I.

- Clues in Sentence Investigation Title of Lesson

Is this lesson original idea? If not, from what source did I borrow this lesson? Lesson was received from StudyIsland.com

Date: 1/28/14

Source ELA Subject Area (s) 5th Grade Level 5-3.1- Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.
Describe the lessons activities and content to provide a clear overview of the lesson.

Curriculum Standards

Description and Background Information

After introducing students to the five types of context clues to students, I will model how to use the different types of context clues to identify unfamiliar words or phrases. The guided practice exercise consists of students reading passages and working collaboratively with the teacher to discover the meaning of unfamiliar word or phrases. Passages will be provided by Studyisland.com What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words. How will I vary these objectives for students who do not understand the material? I will vary objectives with the use of peer tutoring, I will look to pair a weaker student with a stronger student. My expectation is that the weaker student will learn from the stronger student progress. How will I vary these objectives for students who have already mastered the concept? I will vary objectives with the use of peer tutoring, I will look to pair a stronger student with a weaker student. My expectation is that the stronger student will learn from the weaker student progress. How will I vary these objectives for students who are presently learning English? Why is it important for the students to learn this content? It is important because using context clues to identify unfamiliar words is a standard that needs to be covered according to Common Core 5th grade ELA Standards. 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? Teacher needs: Studyisland.com, smartboard, Student needs: Pencil, notebook, pass coach book 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? Students will become engaged with an introduction to a short passage from the Wizard of OZ. The passage contains unfamiliar words.

Lesson Objectives

Varying Objectives for Individuals Needs

Statement of Purpose

Materials and Resources

Anticipatory Set

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this topic? I will use various methods of questioning to find out what students already know.

Teacher Modeling or Demonstration Guided Practice

What will I do to show students what is expected? After introducing students to the five types of context clues to students, I will model how to use the different types of context clues to identify unfamiliar words or phrases. What will we do together as they learn how to succeed at the new task? The guided practice exercise consists of students reading passages and working collaboratively with the teacher to discover the meaning of unfamiliar word or phrases. Passages will be provided by Studyisland.com 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? I would use an informal assessment where I ask students questions using the stages of Blooms Taxonomy. Can you name the context clues? Can you tell why you chose that word or phrase? Can you provide a definition for the word based on the context clues? What will students do by themselves to show that they have internalized the knowledge? Students will work independently in their ELA Pass Coach Book to demonstrate what they have learned about context clues.

Checking for Understanding

Independent Practice Closure Assessment (attach to lesson plan) Extension Activities

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 will be assigned homework from Buckle down ELA Workbook Pgs. 8-11. Questions 1-9. 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? Closure activity will be a question and answer period as a review of the lesson. What will students do to demonstrate what they have learned?

Technology

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? I will use Microsoft PowerPoint and StudyIsland.com will be my main sources of Technology with assistance in student learning. How will you connect this lesson with other content areas across the curriculum? The Arts: Teacher plans as a guided practice activity to read a passage about a famous artist and use context clues to determine key words in the passage.

Connection Across the Curriculum

Health: Teacher plans as a guided practice activity to read a passage from an health article and use context clues to determine key words in the passage.

Physical Education: Students will become engaged in an activity where they must become an active participate from their seats.

PART III: REFLECTION

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

What would you change when teaching this lesson again?

Improvement
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 describes specific assessments that correlate to all of the objectives and lesson

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 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