EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Stevee Scott Date: 3-10-2014

PART I: PLANNING

Title of LessonLearning the Letter G

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

This lesson comes from the Kindergarten team at Sheridan Elementary.

Subject Area (s)English Language Arts

Grade LevelKindergarten

Curriculum Standards

K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Language:K.L.1b Use frequently occurring nouns and verbs.

Description and Background Information

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

This lesson focuses on introducing the letter G to students through music, interaction, phonics, and hands on activities. The teacher will read the read aloud-literature book Just You and Me. Students will have the opportunity to create an art project related to the letter G.

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 identify the uppercase and lowercase letter -G. Students will also be able to make the sound /g/ and recognize different things that start with the letter g (i.e. goose, grass, glass, etc.).

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 PurposeWhy 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 the letter Gg. These skills can be used in developing future reading skills.

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?

ABC wall cards, CD Track 34, CD player, Read Aloud Lit Book Just You and Me, glue, circles, strips of paper, pencils, crayons, Blending Cards 36 and 34 and letter trace sheet.

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 lessons activities?

Students will sing ABC Rock. Song: Boogie Woogie ABC s, ABC Cheer Poem: Review Quick Letter Gg, Slow Letter Ff, Handwriting Air and Table Trace Gg.

Part II: IMPLEMENTATIONPre-assessment

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

The teacher will ask students to identify the letter G on the alphabet chart in the classroom. She will ask them to make the sound to the letter g.

Teacher Modeling or DemonstrationWhat will I do to show students what is expected?

The teacher will use interactive manipulatives and visual aids from Read Well to assist students with understanding the content. Read Well has poem charts with each letter, interactive songs, and creative projects for each letter.

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

Art Project- Goose in the Grass. Introduce the activity. Build connections with Just You and Me and the song (The Green Grass Grew All Around).Show and explain how to complete the goose and the grass garden.

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 sound does the letter G make?How do we write an uppercase G?How do we write a lowercase g?

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

Students will complete the letter G activity sheet.

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?Review Quick letter Gg and slow letter FF. Student will name one thing that begins with the letter Gg.Song- The Green Grass Grew All Around- 34

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 will write their high frequency words 3 times each and draw or find 3 pictures that start with Gg

TechnologyHow 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 write and draw the letter G and things that start with the letter g.

Connection Across the CurriculumHow will you connect this lesson with other content areas across the curriculum?

The Arts: Students can dance to the letter G song and create a Goose in the Grass activity.Health: Students can learn how grass is beneficial to goats, geese, and the grass hopper.Physical Education: Students can play educational games, run laps, count the basketballs, hula-hoops, etc.

PART III: REFLECTION

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

Students enjoyed the lesson. They were engaged throughout the entire lesson. The students enjoyed the music and the creative activities. My classroom management is improving.

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

I could have planned more interactive activities for the students. We finished a few minutes early than before.

Suggestions for ImprovementWhat would you change when teaching this lesson again?

I plan to prepare backup activities for the next letter just in case students finish early or if students need more time.

Revised 6-2013THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

CLAFLIN UNIVERSITYSCHOOL 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 .1.0The candidate includes all introductory components and all components are appropriate to the lessonThe candidate includes most introductory components that are appropriate to the lessonThe candidate includes some introductory components that are appropriate to the lesson

The candidate includes only one introductory component that is appropriate to the lessonThe candidate fails to include the Introductory components

CURRICULUMSTANDARDS2.1-2.7The 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 INFORMATIONACEI 1.0; 3.1The candidate describes the lessons activities and content in a detailed manner.The candidate describes the lessons activities and content in a manner that provides a clear overview of the lessonThe candidate identifies the lessons activities and content but fails to provide a clear overview of the lesson

The candidate identifies the lessons activities or the lessons contentThe candidate fails to identify the lessons activities and content

LESSON OBJECTIVES2.1-2.7The candidate includes concise, clearly written, measurable performance objectives for all standardsThe candidate includes measurable performance objectives, but objectives are not clearly or concisely written for the lessonThe candidate includes clearly written objectives that are not measurableThe candidate includes objectives that are not measurable or clearly writtenThe candidate fails to include objectives for the lesson

DIFFERENTIATION OF OBJECTIVESACEI 3.2The 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 needsThe candidate varies some of the objectives to address diverse students needs and includes some teacher actions that accommodate those needsThe 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

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 RESOURCESACEI 1.0The candidate provides comprehensive lists of lesson materials and resources with explanations of how they will be used by the teacher and studentsThe candidate provides comprehensive lists of lesson materials and resources to be used by the teacher and the students, but no explanationsThe candidate provides lists of some of the materials and resources to be used by the teacher and the students for the lessonThe candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not bothThe candidate fails to provide a list of materials and resources for the lesson

LESSON DESIGN3.1-3.5The 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 instructionThe candidate describes an ill-planned lesson that is not student-centered or the candidate fails to describe the lesson

KEY ASSESSMENTSACEI 4.0

The candidate describes specific assessments that correlate to all of the objectives and lessonThe candidate describes assessments that correlate to some of the objectives and the lessonThe 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 lessonThe candidate fails to include assessments

CHECKING FOR UNDERSTANDINGACEI 3.1-3.5

The candidate describes and lists specific strategies and techniques and/or lists questions to be asked to check for understandingThe candidate describes and lists several strategies/ techniques and questions to be asked to check for understandingThe candidate lists and describes strategies/techniques, but does not list any questionsThe candidate lists questions, but fails to describe or list strategies and techniquesThe candidate does not list or describe any strategies/techniques or asks questions to check for understanding

TECHNOLOGY3.1-3.5The candidate meaningfully incorporates and describes student used technology in the lesson or explains why technology cannot be meaningfully incorporatedThe candidate meaningfully incorporates and describes teacher used technology in the lessonThe 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 technologyThe candidate fails to address the issue of technology

PRESENTATIONS & CONVENTIONSACEI 5.1The candidate demonstrates a high level of competence in spelling, grammar and typingThe candidate demonstrates competence in spelling, grammar and typing, but exhibits few errorsThe candidate demonstrates sufficient competence in spelling, grammar and typing, but exhibits several errorsThe candidate demonstrates little competence in spelling, grammar and typing, through many errorsThe 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 agenciesThe candidate provides at least one extension activity to connect the lesson with the home and community, but not community agenciesThe candidate provides extension activities that connect the home, but not the community and community agenciesThe candidate provides extension activities that do not connect the home, community and community agenciesThe candidate fails to provide extension activities

CONNECTION ACROSS THE CURRICULUMACEI 2.8The 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 lessonThe candidate includes connections to the four core content areas in the lessonThe candidate connects the lesson to at least two curriculum content areasThe candidate fails to connect the lesson to other curriculum content areas

REFLECTIONSACEI 5.1The 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 lessonThe candidate somewhat provides information that shows an understanding of the effectiveness of the lesson; gives information regarding changes for future implementation of the lessonThe candidate provides information regarding the effectiveness and ineffectiveness of the lesson, but gives no information regarding future implementationThe 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