EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Stevee Scott Date: 2-18-2014

PART I: PLANNING

Title of LessonAdding and Subtracting within 5

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) Mathematics

Grade Level Kindergarten

Curriculum Standards

K.OA.5-Fluently add and subtract within 5.K.OA.1-Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Description and Background Information

Describe the lesson’s activities and content to provide a clear overview of the lesson.

This lesson focuses on adding and subtracting frequently within 5. The teacher will model to students how to count back from 5 to 1 using manipulatives. The teacher will use the eTool: Counters on Pearsonsuccessnet.com as a tool for students to interact in the learning activities.

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

The students will be able to fluently add and subtract within 5. Students will also be able to represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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 the basic fundamentals of adding and subtracting. These skills can be used in everyday life.

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?

Worksheet 8.5, pencils, promethean board, counters/cubes/ pbskids.org, eTool: Counters

(pearsonsuccessnet.com)

Anticipatory SetWhat 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?

The teacher and students will watch “Abby and Cookie Monster Subtract Cookies” (pbskids.org)

Part II: IMPLEMENTATION

Pre-assessment

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

The teacher will ask students what subtraction and addition is. She will also ask them to provide an example.

Teacher Modeling or Demonstration

What will I do to show students what is expected?

The teacher will use interactive manipulatives and visual aids on the promethean board for students. Students will then be able to use their manipulatives at their desk to following along.

Guided Practice

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

The teacher will assist students in the following to attain fluency: Counting back (ex: for 4-3, students will state “4” and then count back three “3, 2, 1” and state the solution is “1”. The teacher and students will do several problems as a whole class.

Checking for Understanding

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 subtraction?What is addition?What does this sign mean “-“?What does this sign mean “+”?Count back from 5 to 1.

Independent Practice

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

Students will complete worksheet 8.5

Closure

How 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 will review the answers for worksheet 8.5 with students. Some students will have the opportunity to show how they got their answer on the promethean board.

Assessment(attach to lesson plan)

What will students do to demonstrate what they have learned?

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?

Students can create math problems with their parent/family member. Students can create word problems in the math center. Studyisland.com has numerous activities on subtraction and addition that students can go to in the computer center or at home.

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 promethean board to display/solve problems, eTool: Counters (pearsonsuccessnet.com), and studyisland.com

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum?

The Arts: Students can use dramatic play to act out addition and subtraction story problems.

Health: Students can add and subtract the vegetables or fruits on their lunch tray at lunchtime.

Physical Education: Students can play educational games, run laps, count the basketballs, hula-hoops, etc.

PART III: REFLECTION

Strengths

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

Students were engaged for the majority of the lesson. I believe the video, class engagement, and manipulatives allowed students to focus and actively participate in the lesson. For classroom management, I reminded students about showing respect by following directions, raising their hands, etc. I also rewarded students with praise, “air fives” (high five in the air) and clam claps (clap silently).

Weaknesses

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

I still have to work on transitioning from one part of the lesson to the next. For instance, due to technical difficulties, I was unable to show my video at the planned time. This made me a little flustered but then I had to remember that an effective educator always monitor and adjust. I then asked students questions while the video finally worked.

Suggestions forImprovement

What would you change when teaching this lesson again?

I would incorporate different manipulatives for students to use. They always use the cube counters. I could probably incorporate color counters or frog counters.

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