EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Destiny Burns Date: April 2, 2014

PART I: PLANNING

Title of Lesson

Being Responsible Animal Owners

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

This is the lesson my cooperating teacher would have been teaching this week.

Subject Area (s)English Language Arts

Grade Level2nd

Curriculum Standards

RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Description and Background Information

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

The concept talk video on www.pearsonsuccess.net will serve as the hook of the lesson. The teacher will ask the students, “How can we be responsible animal owners,” which is the question of the week. The teacher will discuss with the students the question of the week, how we can be responsible animal owners. Scenarios will be given orally for students to distinguish if the action is being responsible. Vocabulary words will be introduced. The students will do popcorn reading with the story, Bad, Dog Dodger! After reading the story, the teacher will discuss with the students the key details in the story by having the students look back in the story to find evidence. Questions will be asked such as, “Why are key details in a story important or what are the key words to help find details in a story? Students will complete a Quinn essential chart on the story Bad Dog, Dodger! to show that they have internalized the knowledge. The lesson will be concluded by reviewing with the students how to answer key details in a story. The lesson will be wrapped up by giving the students a story for homework to answer key details about. The students will complete an assessment from the weekly workbook.

Lesson Objectives What 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 answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text with 80% accuracy.

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 teacher will work with them individually on analyzing stories in order to answer the who, what, where, when, why, and how questions.

For students who have already mastered the concept, the teacher will give them more stories to practice with answering the questions or allow them to help other students who do not

understand. For students who are presently learning English, the teacher will

send the material to the TESOL teacher or allow them to listen to stories on the computer and answer questions.

Statement of Purpose

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

It is important for the students to learn this content in order to effectively answer key detail questions from stories. Students read but sometimes do not comprehend what they read. They should be able to answer the key questions in a story.

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?

The students will need pencils, paper, Reading Street book, and the Quinn Essential chart. The teacher will use www.pearsonsuccess.net and the Lumens.

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?

The concept talk video on www.pearsonsuccess.net will serve as the hook of the lesson.

Part II: IMPLEMENTATION

Pre-assessmentHow will I find out what students already know about this topic?

The teacher will ask the students, “How can we be responsible animal owners,” which is the question of the week.

Teacher Modeling or Demonstration

What will I do to show students what is expected?

The teacher will discuss with the students the question of the week, how we can be responsible animal owners. Scenarios will be given orally for students to distinguish if the action is being responsible. Vocabulary words will be introduced.

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

The students will do popcorn reading with the story, Bad, Dog Dodger! After reading the story, the teacher will discuss with the students the key details in the story by having the students look back in the story to find evidence.

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?

Questions will be asked such as, “Why are key details in a story important or what are the key words to help find details in a story?

Independent Practice

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

Students will complete a Quinn essential chart on the story Bad Dog, Dodger! to show that they have internalized the knowledge.

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 lesson will be concluded by reviewing with the students how to answer key details in a story. The lesson will be wrapped up by giving the students a story for homework to answer key details about.

Assessment(attach to lesson plan)

What will students do to demonstrate what they have learned?

The students will complete an assessment from the weekly workbook.

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 apply this knowledge in the classroom each time they read a story. Colleagues or community agencies could help to improve student performance by assisting students in the classroom with reading and answering key details in a story.

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?

The Lumens will be used in helping learn the concepts. The website, www.discoveryeducation.com, will be used to enhance the delivery of the concept.

Connection Across the Curriculum

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

The Arts: Students can illustrate and write about the key details in a story.

Health: Students can discuss the important things needed in order to be healthy.

Physical Education: Students will be allowed to stand and stretch in between the lesson.

Math: Students can find key details in math problems.

Science: Students can find key details in a science experiment.

Social Studies: Students can find key details in stories about important history moments.

PART III: REFLECTION

Strengths

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

The students were fully engaged in the discussion about being responsible animal owners. Many of them were excited to share their stories about having a pet and what the responsibilities are. I was excited about the discussion on responsibility which made the students more engaged in the lesson.

Weaknesses

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

The only weakness for this lesson would be to remember that you cannot always listen to all of the stories of students but remind them that you will let them share a little later.

Suggestions for Improvement

What would you change when teaching this lesson again?

When teaching this lesson again, I would like to turn this into a project and have the students video tape themselves at home showing responsibility with their pets.

THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY