reflective lesson plan #2

Claflin University School of Education

EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: JeLisa Ashby Date: October 11, 2015

PART I: PLANNING

Title of LessonWeather Forecasting

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

Subject Area (s)Science

Grade Level4th

Curriculum StandardsThe 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

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

Lesson Objectives

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

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

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

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

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

Temperature Mapping WorksheetStar BoardScience notes from PASS coach workbookColored 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

Pre-assessment

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

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.

Teacher Modeling or Demonstration

What will you do to show students what is expected?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.

Guided Practice

What will we do together as they learn how to succeed at the new task?

Together the students, with guided demonstration will color a temperature map. There will *Attached

Checking for Understanding

Throughout the lesson I will be asking the following questions:

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?

Independent Practice

What will students do by themselves to show that they have internalized the knowledge?

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

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.

Assessment(Give a description and attach to

lesson plan)

What will students do to demonstrate what they have learned?

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


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 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-Star Board-WIS weather forecast-Power Point

Connection Across the Curriculum

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

Strengths

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

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.

Weaknesses

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

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 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


CLAFLIN UNIVERSITY

SCHOOL OF EDUCATIONREFLECTIVE 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

NAEYC 1a

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

2.1-2.7NAEYC 4c

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; 3.1NAEYC 1a

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

2.1-2.7NAEYC 5c

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 3.2NAEYC 1b; 5c

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


STATEMENT OF PURPOSE

NAEYC 5c

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 1.0NAEYC 4b

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 DESIGNACEI 3.1-3.5NAEYC 4b

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 ASSESSMENTSACEI 4.0

NAEYC 3b-c

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 includes assessments within the plan which correlate to the objectives and the lesson, but does not

describe or attach the assessment.

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).

CHECKING FOR UNDERSTANDING

ACEI 3.1-3.5NAEYC 5c

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


TECHNOLOGYACEI 3.1-3.5NAEYC 4b

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 5.1NAEYC 6b

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 5.3-5.4NAEYC 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

CURRICULUMACEI 2.8

NAEYC 5c

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

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

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 1-2


reflective lesson plan #2

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