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EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: JeLisa Ashby
PART I: PLANNING
Light Bright
Title of Lesson
This lesson is an original lesson.
Source
Science
Subject Area (s)
4th
Grade Level
Curriculum Standards
Description and
Background Information
Lesson Objectives
Students have a minimal understanding of light. During this lesson they will
learn that light makes all things visible and that we see colors due to light.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
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 and during
independent practice. During the videos that explain these concepts I will pause and
elaborate, reiterating vocabulary and providing support to new concepts.
How will you vary these objectives for students who have already mastered the concept?
For students that have already mastered the concept I will call on them in the closing
stages of this assessment to solidify the topic fluently as a model for the rest of the
class.
How will you vary these objectives for students who are presently learning English?
I will highlight new vocabulary such as prism and visibility. I will cover these new terms
explicitly by highlighting them in their PASS notes and giving an example of what each
means.
Statement of Purpose
It is essential for students to know that light makes all objects visible, and to
be able to identify ROYGBIV.
What materials and supplies are needed to help your students achieve the stated
objectives?
Anticipatory Set
The hook of my lesson is to ask the class, what color is light? We will have an
open discussion based on the answers that they give.
Pre-assessment
Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding
After the experiment outside, I will ask the students what they
saw. They all replied that they saw a rainbow. From there they
told me the various colors that they saw and arrange them into
the ROYGBIV pattern.
What will students do by themselves to show that they have internalized the knowledge?
Independent Practice
Students will complete the White Light and Prisms activity. *Attached
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 play the final video of the lesson to close the lesson. The video provides
a motion diagram of white light entering and leaving a prism as the visible
spectrum.
What will students do to demonstrate what they have learned?
Assessment
(Give a description and 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?
At home students can observe different light sources in their homes such as
microwaves. Also they can identify other sources of white light such as night
lights and lamps in their homes.
Technology
-Star Board
-ETV video
-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
identifying that higher amounts of energy are what set the scale of ROYGBIV. Red will always
be on the top of the spectrum because it produces the greatest amount of energy.
Social StudiesArts- The prism activity sheet will provide an avenue for the arts seeing how they have to label
and color each section of the spectrum.
P.E- For an impromptu P.E. inclusion I directed the students to the respective group placements
by doing lunges to get there.
Strengths
I think that a strength of this lesson was that I provided a more inquiry based learning
environment for this lesson compared to previous lessons.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement
Weaknesses
Suggestions for
A weakness of this lesson was them assuming that the students knew more about light. I posed
some of my probing questions in a manner that did not set students up for the conclusions that I
wanted them to arrive upon. I also could have explained the directions of the outside prism
activity more concretely to avoid students being off task at times during this part of the lesson.
What would you change when teaching this lesson again?
Improvement
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)
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
Score
DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c
STATEMENT OF
PURPOSE
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
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
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
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
CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
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
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated
NAEYC 5c
REFLECTIONS
ACEI 5.1
NAEYC 4d
T OT A L
Revised 1-2