Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Courtney Frasier

Date: November 15, 2016

(Video Lesson)

PART I: PLANNING
Title of Lesson

Doubles (Adding)
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

Subject Area (s)

Grade Level
Curriculum Standards

This lesson came from Mrs. Wade on the second-grade team

with a few modifications of my own.
Math
2nd
2.ATO.2: Demonstrate fluency with addition and related
subtractions facts through 20.
2. ATO.1: Solve one-and two-step real world/story problems
using addition (as a joining action and as a part-part-whole
action) and subtraction (as a separation action, finding parts of
the whole, and as a comparison) through 99 with unknowns in all
positions.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

A doubles fact is a number sentence where two of the same

numbers are added together. In this lesson, students will master
adding doubles. I will introduce the lesson by asking students to
name real world things that come in two such as shoes.
Students will view a Powerpoint on the topic. After stating the
objective, the students will see a picture of a spider. They must
use this to create a double fact (4+4=8). Then the students will
see a picture of a carton of eggs. They must use this to create a
double fact (6+6=12). Students will then give me double facts
and I will write them on the board. Next, students will be used to
create double facts using real world things. For example, I would
call two students to the front of the class and ask how many
shoelaces on this side, how many on the other side, and how

Revised Fall 2013 ACEI/NAEYC 2010 Standards

many altogether (2+2=4). Then, I will log on to

www.pearsonsuccess.net so students can view the topic math
video. While watching the video, volunteers will be allowed to
respond to the questions. After the video, we will do a couple of
their guided practice questions from page 42 in their Math
Booklet. After we finish the problems, they will independently do
page 43 in their Math Booklet. Once they finish their
independent practice, they will complete their Math worksheet
lesson 2-2. Finally, I will conclude the lesson with a sample
problems on the topic
Lesson Objectives

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

Students will be able to master addition facts in which both

addends are the same.
Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?

I will vary these objectives for students who do not

understand the material by monitoring students to
determine who needs reteaching and adjust the lesson
accordingly. I can also work with the students during the
independent work time to provide more assistance.
I will vary these objectives for students who have already
mastered the concept by having extra work that they can
move on to or have them assist other students who may
need extra help.
I will vary these objectives for students who are presently
learning English by having books and assignments in
their first language. This allows them to learn the same
material as the other students as they continue to develop
the English language.

Why is it important for the students to learn this content?

Statement of Purpose

It is important for students to learn this content because adding

doubles is an important strategy for learning addition facts.
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?

Materials and Resources

Math Booklet
Math Worksheet (Lesson 2-2)
Pencil
Manipulatives (Cubes)
PowerPoint
Internet (www.pearsonsuccess.net)
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?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Anticipatory Set

I will ask the students to name real world things that come in two
such as shoes.

Part II: IMPLEMENTATION

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

Pre-assessment

I provided a pre-assessment at the beginning of the week to test

the students on the math lessons for the week.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

Students will view a Powerpoint with the objective, visual

pictures of doubles, guided practice, independent practice, and
closure. I will call on students to give me a double fact and write
them on the board. Then, some students will be used to create
double facts using real world things on them. Next, I will logon
on to www.pearsonsuccess.net so students can view the topic
math video. While watching the video, volunteers will be allowed
to respond to the questions.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

We will do a couple of their guided practice problems together

from page 42 in their Math Booklet.
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?

What is doubling?
Is 4 + 5 a double fact? Why is this not a double fact?
I would have the students provide me with some double facts
and I will write them on the board.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

The students will complete page 43 in their Math Booklet.

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 conclude the lesson by providing the students with sample

problems pertaining to the lesson.
Example:
Jason saw 4 dogs. Amy saw the same number of cats. How
many animals did they see in all?
A. 4 animals
B. 6 animals
C. 8 animals
Revised Fall 2013 ACEI/NAEYC 2010 Standards

D. 10 animals
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)

The students will complete their Math Worksheet Lesson 2-2.

They will complete and solve the doubles and add the doubles
facts.
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?

Extension Activities

Home
For homework, they will complete a worksheet where they will
add doubles. The students can also use real life objects around
their house to help them with double facts. For example, an egg
carton (dozen) 6+6=12.
Classroom
The students can also come up with a double fact for the
number of pre-k and kindergarten classes in the school (3+3=6).
They can also come up with a double fact for the number of
second grade classes in certain areas of the school (2+2=4).
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?

Technology

I will use the smartboard to display the PowerPoint about the

lesson. The PowerPoint has the objective, examples, guided
practice, and closure. I will also use the internet to log on to
www.pearsonsuccess.net to have students view the topic math
video.

Connection Across the

Curriculum

How will you connect this lesson with other content areas across the curriculum? Include the other
content areas as well as the Arts, PE and Health.

Arts: I will log on www.pearsonsuccess.net so students can view

the topic math video to assist them with the lesson. I will also
provide a PowerPoint with visual to assist students with
understanding the topic.
PE: The students will walk to the front of the class to be used as
examples to complete double facts.
ELA: Their math worksheet has word problems and they have to
create their own. The closure also consists of word problems the
students will answer to conclude the lesson.

PART III: REFLECTION

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Strengths

The lesson turned out good and they were able to grasp the
content easily. The student engagement was great. They are
always willing to participate and help. Classroom management
was a little better with this lesson because they knew they were
being recorded. There wasnt any calling out unless I instructed
them to do so.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

A weakness would be not having enough assignments. Some

students finished their work early so I shouldve had extra
worksheets for them to complete to keep them busy.
What would you change when teaching this lesson again?

Suggestions for
Improvement

When teaching this lesson again I would have extra

worksheet(s) for early finishers to keep them busy.
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 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 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