reflective lesson plan # 2
TRANSCRIPT
EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model
Name: Stevee P. Scott Date: February 3, 2014
PART I: PLANNING
Title of LessonAll About Rocks
Source
Is this lesson original idea? If not, from what source did I borrow this lesson?
This is an original idea. I used the theme from the OCSD # 5 Pacing Guide.
Subject Area (s) Science
Grade Level Kindergarten
Curriculum Standards
K.1.1- Identify observed objects or events by using the senses.K.1.2- Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data.
Description and Background Information
Describe the lesson’s activities and content to provide a clear overview of the lesson.
This lesson focuses on rocks. The teacher will create a K-W-L chart for the whole class to complete. Next, students will have the opportunity to explore and investigate numerous rocks from the teacher’s rock collection. Students will be “mini geologists” and will do a rock report. Students will then be able to share their findings with each other.
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 identify observed objects or events by using the senses. The student will also use tools safely and appropriately.
Varying Objectives for Individuals Needs
How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?
For students who do not understand the material, the TA or the teacher will work with them in small groups or independently.
For students who have already mastered the concept, the teacher will allow them to work with students who may need more help, provide them with another activity that will increase their understanding of the lesson, or allow them to work in one of the learning centers.
For students who are ELL, the teacher will work with them in small groups or independently. The teacher will seek advice from the TESOL teacher, educational programs, and websites on how to better assist students with this lesson. For instance, modeling, a peer mentor, and visual aids can be useful tools.
Statement of Purpose
Why is it important for the students to learn this content?
This lesson is important because this content is needed for students to know one of the basic elements of the Earth.
Materials and Resources
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?Chart paper, markers, diverse rocks, box, hand lenses, activity sheet, pencils, crayons
Anticipatory Set What will you do to motivate the students and get their attention? What is the “hook” that will serve as a focus for the lesson’s activities?
Teacher and students will create KWL (Know-Want to Know-Learn) chart about rocks. They will focus on completing the “K” section of the chart.
Part II: IMPLEMENTATION
Pre-assessmentHow will I find out what students already know about this topic?
The teacher will ask students what they know/think they know about rocks.
Teacher Modeling or Demonstration
What will I do to show students what is expected?
The teacher will model and provide students with visual aids and manipulatives that focus on the lesson. The teacher will discuss the different textures of rocks. The teacher will allow students to analyze rocks from the rock collection.
Guided PracticeWhat will we do together as they learn how to succeed at the new task?
The teacher will introduce students to her rock collection. Students will be able to explore-touch/feel, use hand lenses, sort, and just play with the rocks.
Checking for UnderstandingWhat 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 are rocks?Where can you find rocks?Describe how the rock feels in your hand?
Independent Practice
What will students do by themselves to show that they have internalized the knowledge?
Students will complete a rock report on one of the rocks from the rock collection.
ClosureHow 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?
The teacher and students will complete the “L” section of the KWL chart.
Assessment(attach to lesson plan)
What will students do to demonstrate what they have learned?
Extension ActivitiesWhat 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 can bring one rock (preferably a small one) to school for show and tell. A local geologist, rock climber, or science major from a local college can share their knowledge with students.
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?
Students will be able to use the internet to research information on rocks. They can also use the lumen for the whole class to see their rock.
Connection Across the Curriculum
How will you connect this lesson with other content areas across the curriculum?
The Arts:Students can create “pet rocks”. They can color/paint the rocks and add eyes to them.
Health:Rocks and minerals are essential to our environment. Students can learn about the different minerals that are used to help the human body. (i.e. calcium is found in milk).
Physical Education:Rock climbing requires a lot of energy! During recess, students can use their imagination and go on a “rock climbing adventure” on the jungle gym.
PART III: REFLECTION
Strengths
Describe the strengths of your instructional techniques, strategies and classroom management.Describe the strengths of student engagement.
Students were enthusiastic throughout the lesson! They were very inquisitive and focused on the lesson. The lesson catered to visual, kinesthetic, spatial, and even nature learning styles.
Weaknesses
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.
I would have liked to provide students with more exploring time in the rock collections. I need to work on improving my classroom management.
Suggestions forImprovement
What would you change when teaching this lesson again?Prior planning and practicing will continue to help me teach my science lessons better.
Revised 6-2013
THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
CLAFLIN UNIVERSITYSCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date:________________
Target(5 Points)
Highly Acceptable (4 Points)
Acceptable(3 Points)
Moderately Acceptable(2 Points)
Unacceptable(1 Point) Score
INTRODUCTION(Title, Source, Subject
Area, Grade Level)ACEI .1.0
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 includes only one introductory
component that is appropriate to the
lesson
The candidate fails to include the
Introductory components
CURRICULUMSTANDARDS
2.1-2.7
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 lists standards, but standards are inappropriate for the
lesson.
The candidate fails to identify curriculum
standards.
DESCRIPTION AND BACKGROUND INFORMATION
ACEI 1.0; 3.1
The candidate describes the lesson’s activities and
content in a detailed manner.
The candidate describes the lesson’s activities and content in a manner that
provides a clear overview of the lesson
The candidate identifies the lesson’s activities
and content but fails to provide a clear overview
of the lesson
The candidate identifies the lesson’s activities or
the lesson’s content
The candidate fails to identify the lesson’s activities and content
LESSON OBJECTIVES
2.1-2.7
The candidate includes concise, clearly written, measurable performance
objectives for all standards
The candidate includes measurable performance objectives, but objectives
are not clearly or concisely written for the lesson
The candidate includes clearly written
objectives that are not measurable
The candidate includes objectives that are not measurable or clearly
written
The candidate fails to include objectives for
the lesson
DIFFERENTIATION OF OBJECTIVES
ACEI 3.2
The candidate varies all objectives to promote rigor and challenge for all students, including diverse students, , and identifies
The candidate varies most of the objectives to promote rigor and a challenge for all students, including diverse students,
The candidate varies some of the objectives to address diverse students’ needs and includes some
teacher actions that
The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse
The candidate fails to differentiate objectives
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
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
LESSON DESIGN3.1-3.5
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 student-centered 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 student-centered lesson that contains few of the
organizational issues, and addresses some
differentiated instruction.
The candidate describes a lesson that is
somewhat student-centered 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
KEY ASSESSMENTS
ACEI 4.0
The candidate describes specific assessments that correlate to all of the objectives and lesson
The candidate describes assessments that correlate to some of the objectives and the lesson
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 describes and lists several strategies/ techniques and questions to
be asked to check for understanding
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 does not list or describe any
strategies/techniques or asks questions to check
for understanding
TECHNOLOGY3.1-3.5
The candidate meaningfully incorporates and describes student used technology in the lesson or explains why technology cannot be meaningfully
incorporated
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
PRESENTATIONS & CONVENTIONS
ACEI 5.1
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 ACTIVITIESACEI 5.3-5.4
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
CURRICULUMACEI 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
REFLECTIONSACEI 5.1
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
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
T OT A L
Revised 1-2012