EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Mr. Rashad Paige Date: 2/4/14

PART I: PLANNING

Title of Lesson

The Metric System

Source

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

Subject Area (s)Math

Grade Level5th

Curriculum Standards

5-5.3- Use equivalencies to convert units of measurement within the metric system: converting length in millimeters, centimeters, meters, and kilometers; liquid volume into milliliters, centiliters, liters, and kiloliters; converting mass in milligrams, centigrams, grams, and kilograms.

Description and Background Information

Describe the lesson’s activities and content to provide a clear overview of the lesson. The lesson begins with the streaming of a video on the history of the Metric System. The progression of the lesson follows with the teacher modeling strategies on conversion method. Strategies such as the ladder method of conversation and basic recall. Students will copy these strategies and apply them in conversation problems.

Lesson Objectives What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. At the conclusion of the lesson students will be able to use precise measurements for clothing, cooking, traveling, and taking medication.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material? I will vary objectives with the use of peer tutoring, I will look to pair a weaker student with a stronger student. My hopes is that the weaker student will learn from the stronger student progress.How will I vary these objectives for students who have already mastered the concept?I will vary objectives with the use of peer tutoring, I will look to pair a stronger student with a weaker student. My hopes is that the stronger student will learn from the weaker student progress.

How will I vary these objectives for students who are presently learning English?

Statement of Purpose

Why is it important for the students to learn this content?It is important that students know this content because it is a standard that needs to be covered according to Common Core 5th grade Math Standards.

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? Microsoft PowerPoint, StudyIsland.com Pass Coach, Workbook, and Math Workbook

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? A united streaming video on the “History of the Metric System” and “The Metric System”

Part II: IMPLEMENTATION

Pre-assessmentHow will I find out what students already know about this topic? I will use various methods of questioning to find out what students already know.

Teacher Modeling or Demonstration

What will I do to show students what is expected? The teacher will model problems from the PowerPoint how to use the algorithm KHDDCM strategy and how to compare units using the less than greater than sign.

Guided PracticeWhat will we do together as they learn how to succeed at the new task? The teacher and student will complete teacher made problems noted in the PowerPoint.

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? I would use an informal assessment where I ask students questions using the stages of Bloom’s Taxonomy. Can you name the basic metric system units? Can you provide an example of items that measure into a meter or have the mass of a gram.

Independent Practice

What will students do by themselves to show that they have internalized the knowledge? Problems from the PowerPoint. Students will also create a poster as a group with an assigned acronym. The papers will be taped on the wall as a reference.

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? Each student will jump a step on the ladder method to reinforce the KHDDCM algorithm.

Assessment(attach to lesson plan)

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

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 be assigned homework such as creating 5 problems from basic recall between mm, cm, m, and km.

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? I will use Microsoft PowerPoint and StudyIsland.com will be my main sources of Technology with assistance in student learning.

Connection Across the Curriculum

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

The Arts: Teacher plans as a guided practice activity students draw items and use the metric system to determine the length, mass, or volume.

Health: Teacher plans as a guided practice activity where students use their extremities as the object they are determining the length or mass.

Physical Education: Teacher plans as a guided practice activity where will walk across the classroom and determine the length of distances in the classroom.

PART III: REFLECTION

Strengths

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

Weaknesses

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

Suggestions for Improvement

What would you change when teaching this lesson again?

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

The candidate varies all objectives to promote rigor and challenge for all students, including diverse

The candidate varies most of the objectives to promote rigor and a challenge for all students,

The candidate varies some of the objectives

to address diverse students’ needs and

The candidate does not vary the objectives, but the candidate identifies teacher actions that

The candidate fails to differentiate objectives

ACEI 3.2 students, , and identifies teacher actions that accommodate diverse students’ needs

including diverse students, and identifies teacher actions that accommodate diverse students’ needs

includes some teacher actions that

accommodate those needs

accommodate diverse 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