EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name:Jacquitta GrahamDate: April 2, 2014 PART I: PLANNING

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

Title of Lesson

Source

This lesson was constructed by the First Grade Team at Marshall Elementary School. English Language Arts First

Subject Area (s) Grade Level

Curriculum Standards

L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background In this lesson the teacher will begin by introducing the word adjective, the Information definition and some examples of what an adjective is. Next, the teacher will
have the class make a list of adjectives and use them in a sentence. The students will then be placed in groups and they will be given 3minutes to write three sentences. In each sentence the groups will be responsible for underlining and labeling the adjective. Last, each student will complete an Independent Activity as an assessment.

Lesson Objectives

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

TSWBAT identify the adjective in a sentence with 100 % accuracy.

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?

Varying Objectives for Individuals Needs

For the students who do not understand the material: TSWBAT identify the adjective in a sentence with teacher assistance with 100%accuracy. For the students who have already mastered the concept : TSWBAT identify the noun and adjective in a sentence with 100% accuracy. For the students who are presently learning English: TSWBAT identify the adjective in a sentence with assistance from the ESOLinstructor with 100 % accuracy.
Why is it important for the students to learn this content?

Statement of Purpose

The purpose of this lesson is to explain to students that adjectives are words that tell about nouns. Adjectives tell what people, places, animals and things are like. They can also tell color, size, shape and many other things.
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?To assist the students in

Materials and Resources

achieving the stated objectives resources andmaterials needed is the Star

Interactive Board, word cards, pencil and paper. To assist the students in achieving the stated objectives the teacher materials needed is the Star Interactive Board, lumens camera, Adjective Word Cards, pen, paper and www.pearsonsuccesnet.com.
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?

Anticipatory Set

The teacher will begin the lesson by allowing the students to view Grammar Jammer: Adjectives in the Reading Street Series. In this quick video presentation the students will learn a quick song including the definition of an adjective and examples of the nouns that they describe.

Part II: IMPLEMENTATION

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

Pre-assessment

To pre assess what the students knowledge about adjectives; the teacher will informally assess knowledge by asking, What is an adjective? Where would you normally find the adjective in a sentence?
What will I do to show students what is expected?

Teacher Modeling or Demonstration

The teacher will model/demonstrate what is expected of the students by passing out word cards that have nouns written on the back of the card. The teacher will choose one card from a s stack and call on someone to give an example of an adjective that I can write on the front of the card to describe the noun written on the back of the card,
What will we do together as they learn how to succeed at the new task?

Guided Practice

The students will then work in seated groups to brainstorm adjectives that they can write on the front of each card. The teacher will zip around the room as students work cooperatively to come up with descriptive adjectives. Each group will be given 8- 10 minutes, set on a class timer to complete this activity.
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?

Checking for Understanding

To check for understanding, each group will present their word cards to the class, first observing the noun on the back and then flipping the card over so that the rest of the students can see the adjective they have chosen on the front of the card. Each student in the class will present a card and the rest of the class will decide if the word on the front of the card is an adjective and if it describes the noun on the back of the card.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice Closure

For independent practice each student will complete an activity on adjectives independently.
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?

As a closing activity to this lesson, the teacher will choose magic numbers and these students will be given a noun. The teacher will set the class timer for 1 minute and then the student will give the class an adjective that describes the noun.
What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

As an assessment the students will complete a Ticket Out of the Door activity circling the noun in each sentence and underlining the adjective.
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?

As an extension activity to this lesson, the students will take home a sheet labeled on one side Nouns and the other side will be labeled Adjective. The students will be responsible for making a list of nouns they find in their homes and communities. On the other side of the paper the students will also be responsible for finding an adjective that describes the noun. This activity will last for 1 week.

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?

Technology

The Interactive Board along with the Lumens Camera will be used during this lesson to enhance students learning and participation.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the Curriculum

The Arts: The students will be asked to also draw a picture on their Word Card of the adjective they choose to describe the noun. Health: The students will be assigned to read pgs. 214-215 in their Health textbook. They will be responsible for finding at least ten adjectives that describe a noun and record. Physical Education: Each student will have the opportunity to come before the class and present their Word Card. ELA: While completing a choral reading of our weekly story, Mamas Birthday Present, the students will be responsible for locating the adjectives on select pages that describe a noun. Math: The students will be responsible for collecting as many adjectives throughout any given day and keep a count of how many they collect.

PART III: REFLECTION

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

Strengths

During this lesson I engaged the students by using various s activities that give them the chance to incorporate the Interactive Board, which all the students enjoy the opportunity to come up and actually touch the board. I also feel that completing a Class Anchor chart helps the students to have something to go back and refer to throughout the course of instruction. Classroom management is key to every successful lesson and the classroom display of buttons that can be moved down throughout the course of the day really helps to manage behavior issues.
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses

One weakness that I have not only during this lesson but across the curriculum is not being able to keep a few low performing students on task. These students have the tendency to daydream and have problems staying focused. While the majority of the class will stay focused, for these students, directions and statements have to be repeated very often. If given the chance to teach this lesson again, I would maximize the use of instructional strategies by incorporating the use of a class set of IPADS made available for use to Pre-K through 2nd grade. The librarian has a list of educational apps already downloaded and available for immediate use.
What would you change when teaching this lesson again?

Suggestions for Improvement

Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A

MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION REFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date:________________

Target (5 Points)
The candidate includes all introductory components and all components are appropriate to the lesson

Highly Acceptable (4 Points)

The candidate includes most introductory components that are appropriate to the lesson

Acceptable (3 Points)
The candidate includes some introductory components that are appropriate to the lesson

Moderately Acceptable (2 Points)

The candidate includes only one introductory component that is appropriate to the lesson The candidate lists standards, but standards are inappropriate for the lesson.

Unacceptable (1 Point)
The candidate fails to include the Introductory components

Score

INTRODUCTION (Title, Source, Subject Area, Grade Level) ACEI .1.0

CURRICULUM STANDARDS 2.1-2.7 DESCRIPTION AND BACKGROUND INFORMATION ACEI 1.0; 3.1

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 identifies the lessons activities and content but fails to provide a clear overview of the lesson The candidate includes clearly written objectives that are not measurable The candidate varies some of the objectives to address diverse students needs and includes some teacher actions that

The candidate fails to identify curriculum standards.

The 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 lesson The candidate includes measurable performance objectives, but objectives are not clearly or concisely written for the lesson The candidate varies most of the objectives to promote rigor and a challenge for all students, including diverse students,

The candidate identifies the lessons activities or the lessons content

The candidate fails to identify the lessons activities and content

LESSON OBJECTIVES 2.1-2.7

The candidate includes concise, clearly written, measurable performance objectives for all standards The candidate varies all objectives to promote rigor and challenge for all students, including diverse students, , and identifies

The candidate includes objectives that are not measurable or clearly written The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse

The candidate fails to include objectives for the lesson

The candidate fails to differentiate objectives

DIFFERENTIATION OF OBJECTIVES ACEI 3.2

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

LESSON DESIGN 3.1-3.5

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 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 describes specific assessments that correlate to all of the objectives and lesson

The candidate provides comprehensive lists of lesson materials and resources to be used by the teacher and the students, but no explanations The candidate clearly describes a studentcentered 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 describes assessments that correlate to some of the objectives and the lesson

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 clearly describes a studentcentered lesson that contains few of the organizational issues, and addresses some differentiated instruction.

The candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not both The candidate describes a lesson that is somewhat studentcentered with few of the organizational issues, with no differentiated instruction

The candidate fails to provide a list of materials and resources for the lesson

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 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 meaningfully incorporates and describes student used technology in the lesson or explains why technology cannot be meaningfully incorporated The candidate demonstrates a high level of competence in spelling, grammar and typing

The candidate describes and lists several strategies/ techniques and questions to be asked to check for understanding The candidate meaningfully incorporates and describes teacher used technology in the lesson

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 incorporates technology in the lesson in superficial ways; candidate does not describe the use of technology The candidate demonstrates little competence in spelling, grammar and typing, through many errors The candidate provides extension activities that do not connect the home, community and community agencies The candidate connects the lesson to at least two curriculum content areas 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 does not list or describe any strategies/techniques or asks questions to check for understanding The candidate fails to address the issue of technology

TECHNOLOGY 3.1-3.5

The candidate incorporates and describes technology in the lesson in superficial ways.

PRESENTATIONS & CONVENTIONS ACEI 5.1 EXTENSION ACTIVITIES ACEI 5.3-5.4

The candidate demonstrates competence in spelling, grammar and typing, but exhibits few errors The candidate provides at least one extension activity to connect the lesson with the home and community, but not community agencies The candidate includes connections to at least 5 of the 7 curriculum areas in 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 demonstrates sufficient competence in spelling, grammar and typing, but exhibits several errors The candidate provides extension activities that connect the home, but not the community and community agencies The candidate includes connections to the four core content areas in the lesson The candidate provides information regarding the effectiveness and ineffectiveness of the lesson, but gives no information regarding future implementation

The candidate demonstrates little competence in spelling, grammar and typing through a significant number of errors The candidate fails to provide extension activities

CONNECTION ACROSS THE CURRICULUM ACEI 2.8

The candidate provides more than one extension activity to connect the lesson with the home, community and community agencies The candidate includes connections to all of the curriculum content areas during the lesson. 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 fails to connect the lesson to other curriculum content areas The candidate fails to provide information regarding reflections from the implementation of the lesson

REFLECTIONS ACEI 5.1

T OT A L
Revised 1-2012