reflective lesson plan (idioms)

5/26/2018 Reflective Lesson Plan (Idioms)

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EDUC 45 : Professional Clinical PracticeReflective Lesson Plan Model

Name: Mr. Rashad Paige Date: 2/19/14

PART I: PLANNING

Title of Lesson

Idioms and Euphemisms

Source

Is this lesson orig inal idea? If not, from what sou rce did I borrow this lesson?

Common Core

Subject Area (s)ELA

Grade Level5th

CurriculumStandards

5-3.3- Interpret the meaning of idioms and euphemisms encountered intext.

Description andBackgroundInformation

Describe the lessons activities and content to provide a clear overview of the lesson.The lesson begins with the streaming of a video on various types of idioms.The teacher will read thefollowing idiom, Monkey see, monkey do. The teacher will model the interpretation of the various idioms.The teacher and students will have a discussion on the meaning of a variety of idioms. Students willcomplete an idiom practice page in their ELA Pass Coach book. Students will match the correct meaningwith the idiom listed.

LessonObjectives

What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) aremeasurable. Interpret the meaning of idioms and euphemisms encountered in text.


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idioms.http://www.youtube.com/watch?v=WVHlVbIgUH0&edufilter=qkBmVv1bc6UzW8WGQ4AzDQ&safe=active

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this topic? I will use various methodsof questioning to find out what students already know.

Teacher Modeling orDemonstration

What will I do to show students what is expected? The teacher will model the interpretationof the various idioms.

Guided Practice

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

students will have a discussion on the meaning of a variety of idioms.

Checking for Understanding

What questions will you ask to determine if students understand so far? What techniquesor strategies will be used to determine if students understand so far? I would use aninformal assessment where I ask students questions using the stages of BloomsTaxonomy. Can you name some idioms you have heard before? Can you provide aninterpretation of an idiom you have heard previously?

Independent Practice

What will students do by themselves to show that they have internalized the knowledge?Students will complete an idiom practice page in their ELA Pass Coach book. Students willmatch the correct meaning with the idiom listed.

Closure

How will I conclude the lesson and relate it to future experiences? How will you wrap upthe lesson to reinforce concepts taught during the lesson? I will wrap up my lesson byasking the class a question of what is an Idiom?

Assessment(attach to lesson plan)

What will students do to demonstrate what they have learned? Students will complete astandards practice worksheet.

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 will be assigned homework such as choose their favorite idiom and write themeaning of it accompanied with a picture.
http://www.youtube.com/watch?v=WVHlVbIgUH0&edufilter=qkBmVv1bc6UzW8WGQ4AzDQ&safe=activehttp://www.youtube.com/watch?v=WVHlVbIgUH0&edufilter=qkBmVv1bc6UzW8WGQ4AzDQ&safe=activehttp://www.youtube.com/watch?v=WVHlVbIgUH0&edufilter=qkBmVv1bc6UzW8WGQ4AzDQ&safe=activehttp://www.youtube.com/watch?v=WVHlVbIgUH0&edufilter=qkBmVv1bc6UzW8WGQ4AzDQ&safe=activehttp://www.youtube.com/watch?v=WVHlVbIgUH0&edufilter=qkBmVv1bc6UzW8WGQ4AzDQ&safe=active


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Weaknesses

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

my instruction I should of moved around the classroom more. I also should have used a louder tone of

voice to cover students talking.

Describe the weaknesses of student engagement. Weaknesses were the side conversation by the some

students while instruction was taking place.

Suggestions for

Improvement

What would you change when teaching this lesson again? I would change my method of direction

instruction, my ability to adjust to students talking. I would also use a louder tone of voice.

Revised 6-2013

THE CLAFLIN IM PERATIVE

PREPARING STDUENTS FOR LEADERSHI P AND SERVICE IN A

MULTI CULTURAL, GLOBAL AND TECNOLOGICAL SOCIETY


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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



some introductory

components that are



only one introductory

component that is

appropriate to the

lesson

The candidate fails to

include the

Introductory

components

CURRICULUM

STANDARDS

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.


some appropriate

standards and some

inappropriate standards

for the lesson.

The candidate lists

standards, but standards

are inappropriate for the

lesson.


identify curriculum

standards.

DESCRIPTION AND

BACKGROUND

INFORMATIONACEI 1.0; 3.1

The candidate describes

the lessons activities and

content in a detailed

manner.


the lessons activities and

content in a manner that

provides a clear overview

of the lesson


the lessons activities

and content but fails to

provide a clear overview

of the lesson


the lessons activities or

the lessons content


identify the lessons

activities and content

LESSON

OBJECTIVES

2.1-2.7


concise, clearly written,

measurable performance

objectives for all standards


measurable performance

objectives, but objectives

are not clearly or concisely

written for the lesson


clearly written

objectives that are not

measurable


objectives that are not

measurable or clearly

written


include objectives for

the lesson

DIFFERENTIATION

OF OBJECTIVESACEI 3.2

The candidate varies all

objectives to promote rigorand challenge for all

students, including diverse

students, , and identifies

The candidate varies most

of the objectives topromote 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, butthe candidate identifies


accommodate diverse


differentiate objectives


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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 contentfor the student, but more

information is needed.

The candidate makes an

adequate attempt to

explain the importanceof the content to for the

student..


explain the relevance of

the content for thestudent.

The candidate makes

no attempt to explain

the relevance of thecontent 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 teacherand students


comprehensive lists of

lesson materials and

resources to be used by the

teacher and the students,

but no explanations


lists of some of the

materials and resources

to be used by the teacher

and the students for the

lesson


a list of lesson materials

and resources to be

used by the teacher or

the students, but not

both


provide a list of

materials and resources

for the lesson

LESSON DESIGN3.1-3.5


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 andother instructional

strategies. The lesson plan

reflects differentiated

instruction


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 andother instructional

strategies. The lesson plan

reflects differentiated

instruction


describes a student-

centered lesson that

contains few of the

organizational issues,

and addresses some

differentiated

instruction.


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


specific assessments that

correlate to all of the

objectives and lesson


assessments that correlate

to some of the objectives

and the lesson


assessments that

correlate to the

objectives and the

lesson, but do notdescribe them


assessments that do not

correlate to the

objectives and the

lesson


include assessments


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CHECKING FOR

UNDERSTANDING

ACEI 3.1-3.5


and lists specific strategies

and techniques and/or lists

questions to be asked to

check for understanding


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


list or describe any

strategies/techniques or

asks questions to check

for understanding

TECHNOLOGY

3.1-3.5

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


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


grammar and typing,

through many errors

The candidate

demonstrates little


grammar and typing

through a significant

number of errors

EXTENSION

ACTIVITIESACEI 5.3-5.4

The candidate providesmore than one extension

activity to connect the

lesson with the home,

community and

community agencies

The candidate provides atleast one extension activity

to connect the lesson with

the home and community,

but not community

agencies

The candidate providesextension activities that

connect the home, but

not the community and

community agencies

The candidate providesextension activities that

do not connect the

home, community and

community agencies

The candidate fails toprovide extension

activities

CONNECTION

ACROSS THE

CURRICULUMACEI 2.8


connections to all of the

curriculum content areas

during the lesson.


connections to at least 5 of

the 7 curriculum areas in

the lesson


connections to the four

core content areas in the

lesson

The candidate connects

the lesson to at least

two curriculum content

areas


connect the lesson to

other curriculum

content areas

REFLECTIONSACEI 5.1

The candidate providesthorough 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 somewhatprovides information that

shows an understanding of

the effectiveness of the

lesson; gives information

regarding changes for

future implementation of

the lesson

The candidate providesinformation regarding

the effectiveness and


lesson, but gives no

information regarding

future implementation

The candidate providessuperficial information

regarding the

effectiveness and the


lesson, and gives no

information regarding

future implementation

of the lesson.

The candidate fails toprovide information

regarding reflections

from the

implementation of the

lesson

T OT A L

Revised 1-2012


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