Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: JeLisa Ashby

Date: October 11, 2015

PART I: PLANNING
Weather Forecasting
Title of Lesson

Source

This lesson is a combination of my own ideas and Mrs. Robinsons assignments and/or
input.

Science
Subject Area (s)
4th
Grade Level
Curriculum Standards

The student will demonstrate an understanding of weather

patterns and phenomena. (Earth Science)

TSWBAT interpret basic information about weather predicting in

clouds and on a weather map using a key.

Description and
Background Information

Lesson Objectives

Students will build upon their knowledge of weather conditions and their
effects. They will be able to predict the weather based upon collected data.

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

-Predict the weather based on clouds

-Predict weather based on the presence of fronts
-Describe how the weather will change after a front
How will you vary these objectives for students who do not understand the material?

Varying Objectives for

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

I will guide my instruction in a way that provides audio, visual examples and
descriptions. I will also perform formative assessments throughout the direction
instruction and guided practices allowing students to ask questions prior to
independent practice.
How will you vary these objectives for students who have already mastered the concept?

For students that have already mastered the concept?

The majority of this lesson plan (with the exception of the final assessment) is during
the lesson, mastery is not predicted at this point of the lesson.
How will you vary these objectives for students who are presently learning English?

I will highlight new vocabulary such as fronts and forecasting. I will cover these new

Revised Fall 2013 ACEI/NAEYC 2010 Standards

terms explicitly by highlighting them in their PASS notes and giving an example of
what each means.

Statement of Purpose

Materials and Resources

It is essential for students to know that the weather conditions provide a direct
correlation to future weather patterns.

What materials and supplies are needed to help your students achieve the stated
objectives?

Temperature Mapping Worksheet

Star Board
Science notes from PASS coach workbook
Colored pencils and crayons

Anticipatory Set

The hook of my lesson is to ask the class, What will the weather be like on
Friday?

Part II: IMPLEMENTATION

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

Pre-assessment

The pre-assessment will consist of students completing the bell ringer activity,
which includes previously learned content on weather conditions. What types
of clouds can be observed and what does their presence indicate? Students
will be able to describe the weather based upon the presence of clouds and
we will build from there.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

As I am going through my Prezi presentation, I will have pictures and video

clips detailing the different symbols on a weather map; including fronts,
pressure systems, and temperature bands.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Together the students, with guided demonstration will color a

temperature map. There will *Attached
Throughout the lesson I will be asking the following questions:

Checking for
Understanding

What are the weather conditions if there is a high pressure

system and (cloud type) clouds present? What are the
temperatures like in a certain colored region in on the weather
map?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Students will complete the weather map challenge that will require students to
identify and interpret information on a weather map. Including temperature
bands, precipitation keys and warm and cold fronts. It will be an individual
competition to see who can be not only completed first but correctly.
*Attached

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Closure

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?

I will reread our read aloud, What Will the Weather Be?. I will stop to ask
questions about content that we have covered this week. This is also an AR
book and as a classwork grade, students will be able to take an AR test. For
students who are below 3.6, I, and higher level reading students that are
finished will read the questions of the AR test to those that are below.
What will students do to demonstrate what they have learned?

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

There will be an end-of-the-week test that will assess the students knowledge
of the different factors that indicate and predict weather. *Attached

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?

At home students can observe the weather forecast with their families and
identify different fronts and compare them to the clouds that are in the sky to
predict the weather for the week as a family-extended activity at home.

Technology

Connection Across the

Curriculum

-Star Board
-WIS weather forecast
-Power Point
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.

Math- Continue to strengthen value recognition by identifying and measuring variables such as
precipitation level and temperature.
Social Studies- Have students to describe the typical weather conditions for SC according to
the season.
Arts- The temperature mappings activity includes the arts including coloring and shading.
P.E.- Students will be able to identify a type of weather condition (fronts, raining, snowing.
Hailing) and have physical signals to demonstrate them. For example, bumping fists to indicate
to fronts are present

PART III: REFLECTION

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

Strengths

I think that a strength of this lesson was that I provide a wide variety of content input. The
powerpoint and WID forecast provide engaging visual material. The definitions and examples
will be elaborated orally as well as printed in note providing an all-inclusive approach.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement

Weaknesses

A weakness of this lesson was the class management during the coloring portion of the lesson
that took away from the climate of the classroom. Some students got off task and were chatty. I
feel it was because I did not have enough crayons and colored pencils for everyone to be

Revised Fall 2013 ACEI/NAEYC 2010 Standards

coloring at once. Creating opportunities for students to be off task and distracting others.

Suggestions for
Improvement

What would you change when teaching this lesson again?

If I would suggest an improvement it would be to have enough materials for your

class size. There was a decrease in fluidity of the class during the coloring segment of
the lesson.
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

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 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 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

concise, clearly written,
measurable performance
objectives for all standards

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 the
lessons content
The candidate includes
objectives that are not
measurable or clearly
written

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

The candidate fails to

include objectives for
the lesson

Score

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE

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 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 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 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

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 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 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

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

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

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

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8

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

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

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 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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

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

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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