Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Jacob Gilliard Date: February 20, 2017

PART I: PLANNING

Poetry Text Structures

Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this
lesson?

Original
Source
English Language Arts
Subject Area (s)
4th
Grade Level
4 12.1
Explain how a series of chapters, scenes, or stanzas fit together to
Curriculum Standards provide the overall structure of a particular story, drama, or poem.

Describe the lessons activities and content to provide a clear overview of the
lesson.
Description and
Everything we write has a specific structure. A text message is short and filled
Background with slang, an email is formatted like a letter, and an essay is in formal
Information paragraphs. These various structures contribute to the overall meaning or
message of the writing. Think of structure as how the parts in a piece of
literature are put together.

Authors will carefully consider the structure of every piece of writing because
changing the parts will change the whole message. For instance, having slang
in a formal essay will undoubtedly make the writing less serious.

Two types of literature that have specific structures are poetry and drama. Let's
look at the structure of poetry to analyze how it contributes to the author's
message. Structures including line, stanza and break.

Line

Stanza- small section of poem. Consist of one line or many lines

Break- separate stanzas

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Students will be able to explain how a poems organization influences its
meaning by asking how the stanzas in a poem fit together.
Lesson Objectives
Students will be able to differentiate between stanzas, lines and know the
significance of a break.

Still will be able to analyze how lines and stanzas fit into the overall structure of
a poem and contribute to the meaning to the development of the theme.

Depending on the needs of an individual, I will offer one on one assistance and
break down the terminology for students. Therefore, my objective will be the
Varying Objectives for students will be able to know and explain the different structures of poetry.
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

It's important for students to be able to identify and interpret the structural
Statement of Purpose elements of a poem so that he/she can effectively analyze the poem to explain
the meaning.

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 Projector
Textbook

Think about your day and the organization of it. Example, your morning routine.
Most people's morning routine jump starts their day and allows them to have the
Anticipatory Set best day possible. Now think about how your day might play out it you don't
follow your routine that allows you to have a good day. Authors do the same
thing with organizing their poems to convey a certain message or theme

Part II: IMPLEMENTATION

Review homework on Abandoned Farmhouse

Pre-assessment

I will read the poem The Tiger Who Wore White Gloves

Teacher Modeling or
Demonstration
Together we will complete a top of Poem Text Strictures worksheet on The Tiger
Who Wore White Gloves
Guided Practice
If the number of lines in each stanza varies, what does that tell you about the
content of each stanza? Are short stanzas less important or more focused?
Checking for
How might changing the structure of a poem change its meaning?
Understanding
How important is structure?

Student will complete rest of Poem Text Structure Worksheet

Independent Practice

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Ticket out the door: What was your favorite poem you've read this far and how
did the meaning of the poem impact your liking of the poem?
Closure
What will students do to demonstrate what they have learned?

Assessment Attached activities for the week.

(Give a description and
attach to lesson plan)
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
Extension Activities student performance?

Student will complete I Sit By The Fire and Think

Technology is meaningful because I will be using the computer/ PowerPoint to teach the
Technology lesson.

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.
Health- This lesson could connect to health when I begin to explain organization and how
all parts of a poem work together to flow much like our bodies.

Arts- I can emphasize how poetry is an art (an expression of how one feels)

PE- Students will be able to move around the room during for an activity that requires a
little bit of walking so that they aren't sitting the entire time.

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

What would you change when teaching this lesson again?

Suggestions for
Improvement

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:

Target Highly Acceptable Acceptable Moderatel Unacceptable

(5 Points) (4 Points) (3 Points) y (1 Point) Score
Acceptable
(2 Points)
The candidate The candidate The candidate The candidate The candidate
INTRODUCTIO includes all includes most includes some includes only fails to include
N introductory introductory introductory one introductory the Introductory
(Title, Source, components and all components that are components that component that components
Subject Area, components are appropriate to the are appropriate to is appropriate to
Grade Level) appropriate to the lesson the lesson the lesson
ACEI .1.0 lesson
NAEYC 1a
The candidate The candidate The candidate The candidate The candidate
CURRICULUM identifies all identifies some of identifies some lists standards, fails to identify
STANDARDS appropriate the standards that appropriate but standards are curriculum
2.1-2.7 standards for the are appropriate for standards and inappropriate for standards.
NAEYC 4c lesson. the lesson. some the lesson.
inappropriate
standards for the
lesson.
DESCRIPTION The candidate The candidate The candidate The candidate The candidate
AND describes the describes the identifies the identifies the fails to identify
BACKGROUND lessons activities lessons activities lessons activities lessons the lessons
INFORMATION and content in a and content in a and content but activities or the activities and
ACEI 1.0; 3.1 detailed manner. manner that fails to provide a lessons content content
NAEYC 1a provides a clear clear overview of
overview of the the lesson
lesson
The candidate The candidate The candidate The candidate The candidate
LESSON includes concise, includes measurable includes clearly includes fails to include
OBJECTIVES clearly written, performance written objectives that objectives for the
2.1-2.7 measurable objectives, but objectives that are not lesson
NAEYC 5c performance objectives are not are not measurable or
objectives for all clearly or concisely measurable clearly written
standards written for the
lesson

The candidate The candidate The candidate The candidate The candidate
varies all objectives varies most of the varies some of does not vary the fails to
DIFFERENTIA to promote rigor objectives to the objectives objectives, but differentiate
TION OF and challenge for promote rigor and to address the candidate objectives
all students, a challenge for all diverse identifies teacher
OBJECTIVES including diverse students, including students needs actions that
ACEI 3.2 students, , and diverse students, and includes accommodate
NAEYC 1b; 5c identifies teacher and identifies some teacher diverse students
actions that teacher actions that actions that
accommodate needs.
accommodate accommodate those needs
diverse students diverse students
 needs needs

The candidate The candidate The candidate The candidate The candidate
STATEMENT clearly explains the appropriately makes an does not explain makes no
OF PURPOSE importance of the explains the adequate attempt the relevance of attempt to
content for the importance of the to explain the the content for explain the
NAEYC 5c student. content for the importance of the the student. relevance of the
student, but more content to for the content for the
information is student. student
needed.
The candidate The candidate The candidate The candidate The candidate
provides provides provides lists of provides a list of fails to provide a
MATERIALS comprehensive lists comprehensive lists some of the lesson materials list of materials
AND of lesson materials of lesson materials materials and and resources to and resources for
RESOURCES and resources with and resources to be resources to be be used by the the lesson
ACEI 1.0 explanations of used by the teacher used by the teacher or the
NAEYC 4b how they will be and the students, teacher and the students, but not
used by the teacher but no explanations students for the both
and students lesson

The candidate The candidate The candidate The candidate The candidate
clearly describes a clearly describes a clearly describes describes a describes an ill-
well-organized student-centered a student- lesson that is planned lesson
student centered lesson that reflects centered lesson somewhat that is not
lesson that reflects most of the that contains few student-centered student-centered
all organizational organizational of the with few of the or the candidate
LESSON issues: pre- issues: organizational organizational fails to describe
DESIGN assessment, pre-assessment, issues, and issues, with no the lesson
ACEI 3.1-3.5 motivation motivation, addresses some differentiated
NAEYC 4b (anticipatory set), purpose, modeling/ differentiated instruction
purpose, modeling/ demonstration, instruction.
demonstration, guided and
guided and independent
independent practice, closure,
practice, closure, extension activities
extension activities and other
and other instructional
instructional strategies. The
strategies. The lesson plan reflects
lesson plan reflects differentiated
differentiated instruction
instruction

The candidate The candidate The candidate The candidate The candidate
describes specific describes includes includes fails to include
KEY assessments that assessments that assessments assessments and/or attach the
ASSESSMENTS correlate to all of correlate to some of within the plan within the assessment(s).
ACEI 4.0 the objectives and the objectives and which correlate plan that do
NAEYC 3b-c lesson or attaches the lesson and/ or to the objectives not correlate
the assessment. attaches the and the lesson, to the
assessment. but does not objectives and
describe or attach the lesson.
the assessment.

The candidate The candidate The candidate The candidate The candidate
describes and lists describes and lists lists and lists questions, does not list or
CHECKING specific strategies several strategies/ describes but fails to describe any
FOR and techniques and/ techniques and strategies/ describe or list strategies/
UNDERSTANDI or lists questions to questions to be techniques, but strategies and techniques or
NG be asked to check asked to check for does not list any techniques asks questions to
ACEI 3.1-3.5 for understanding understanding questions check for
 NAEYC 5c understanding

The candidate The candidate The candidate The candidate The candidate
meaningfully meaningfully incorporates and incorporates fails to address
incorporates and incorporates and describes technology in the the issue of
describes student describes teacher technology in the lesson in technology
TECHNOLOGY used technology in used technology in lesson in superficial ways;
ACEI 3.1-3.5 the lesson or the lesson superficial ways. candidate does
NAEYC 4b explains why not describe the
technology cannot use of
be meaningfully technology
incorporated

The candidate The candidate The candidate The candidate The candidate
demonstrates a high demonstrates demonstrates demonstrates demonstrates
PRESENTATIO level of competence competence in sufficient little competence little competence
NS & in spelling, spelling, grammar competence in in spelling, in spelling,
CONVENTIONS grammar and and typing, but spelling, grammar and grammar and
ACEI 5.1 typing exhibits few errors grammar and typing, through typing through a
NAEYC 6b typing, but many errors significant
exhibits several number of errors
errors
The candidate The candidate The candidate The candidate The candidate
EXTENSION provides more than provides at least provides provides fails to provide
ACTIVITIES one extension one extension extension extension extension
ACEI 5.3-5.4 activity to connect activity to connect activities that activities that do activities
NAEYC 4c the lesson with the the lesson with the connect the not connect the
home, community home and home, but not the home,
and community community, but not community and community and
agencies community community community
agencies agencies agencies
CONNECTION The candidate The candidate The candidate The candidate The candidate
ACROSS THE includes includes includes connects the fails to connect
CURRICULUM connections to all connections to at connections to lesson to at least the lesson to
ACEI 2.8 of the curriculum least 5 of the 7 the four core two curriculum other curriculum
NAEYC 5c content areas curriculum areas in content areas in content areas content areas
during the lesson. the lesson the lesson

The candidate The candidate The candidate The candidate The candidate
provides thorough somewhat provides provides provides fails to provide
information that information that information superficial information
shows an shows an regarding the information regarding
REFLECTIONS understanding of understanding of effectiveness and regarding the reflections from
ACEI 5.1 the effectiveness the effectiveness of ineffectiveness of effectiveness and the
NAEYC 4d and ineffectiveness the lesson; gives the lesson, but the implementation
of the lesson; gives information gives no ineffectiveness of the lesson
information regarding changes information of the lesson,
regarding changes for future regarding future and gives no
for future implementation of implementation information
implementation of the lesson regarding future
the lesson implementation
of the lesson.

T OT A L

Revised 1-2