Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name: Candice Seawright

Date: September 10, 2014

PART I: PLANNING
Whats the Big Idea?
Title of Lesson
This lesson was taken from my mentor teacher, Ms. E. Gloster,
however minor revisions were made by myself.
Source
English Language Arts/Reading
Subject Area (s)
4th Grade
Grade Level

Curriculum Standards

Description and
Background Information

RL.4.1 Refer to details and examples in a text when

explaining what the text says explicitly and when
drawing inferences from the text.
Teacher will begin lesson with a review of the homework students
were to complete on Main Ideas. Students were to read a
paragraph provided by the teacher and write down the main idea
of the text on the left side of the worksheet. On the right side of
the main idea worksheet, they were to list four key details that
support the Main Idea they have written down. Every student in
the class will participate in a classroom discussion on what they
wrote down for the homework and why they did. Students will get
a chance to see what other students have put down as their
supporting details and give an explanation along with it. This
classroom discussion will serve as a focus for the lessons
activities. Next, to focus students attention, teacher will show
students a video from YouTube that focuses on Main Idea and how
to find it in a passage using text features. There is also a section on
Implicit and Explicit main ideas students are to be familiar with as
well. This video is a parody song of Justin Beibers Beauty and
the Beat is about 3 minutes and 45 seconds. Prior to video,
teacher will ask students to pay close attention and be able these
two important questions about the video. These questions include:

What is the Main Idea and What can a reader look for to find the
Main Idea? These questions will be placed on the Whiteboard next
to the screen so students can keep this in mind. Students are
allowed to write down their answer on scratch paper or their
reading and writing journal. Once video has been played, students
will participate in a classroom discussion about what they have
written down to answer the two questions presented. We discuss
these answers as a class before moving into the direct instruction.
Following this, Students will view a PowerPoint on Main Idea,
Supporting details and text features. While viewing Power Point,
students will write all unfamiliar vocabulary words and definitions
into their Whats the Big Idea handbook. Teacher will
demonstrate how and what students are to be writing in their
handbooks on Anchor chart paper. For instance, students are
learning what main idea is. Students and teacher will write down
main idea and following will be the definition. If students are
confused, teacher will provided a completed handbook for
students to look at during lesson. Teacher will also show the
completed handbook to students with each vocabulary word, topic
and new page to lessen confusion as well. The completed
handbook will be passed from student to student throughout the
classroom. During the presentation as well student will complete
with the teacher the guided practice. Students and teacher will
complete the Whats the Big Idea handbook together while
viewing PowerPoint. Teacher will write all information that needs
to be in the handbook on anchor chart paper so students will have
a visual example to see exactly how to complete the handbook.
This handbook will include all vocabulary and unfamiliar words in
their handbooks, as well as any notes to be taken with the lesson
content. Students will also complete a verbal guided practice
during the PowerPoint presentation on Implicit Main Ideas.
Teacher will guide students along while answering questions about
the passages given. There are three passages given for students to
examine. Students are to select what they believe is the main idea
of the specific passage. There will be three or four answer options
for students to select from. Student and teacher will read the
passage and answer options together aloud. Teacher will allow
students to select an answer and explain why they feel they chose
that answer. Teacher will discuss with students the correct answer
as well as why the other options were incorrect. Once teacher has

finished PowerPoint, students will complete the assigned

Independent Activity that focuses on Text Features. Every student
will receive a different book with six Post-It Notes on it. These
text features will include: Title Page, Glossary, Index, Table of
Contents, Bold Words, and Photographs. Students are to use these
Post-Its attached to the book and place it in the correct spot where
text feature is located in the book. Ex: Post-It has Title Page
written down. Students will go to the title page and place the post
it there. Once each student has completed this activity they will
raise their thumb to show teacher that they have finished their
activity. The thumbs up system will help avoid disruptions while
other students are finishing the assignment. When teacher has
noticed that every students has finished their assignment, teacher
will call every student one a time to show class where they have
placed their Post-It note at and explain why they have placed PostIt there. This activity will show teacher how well students
understand text features and where student can find these text
features in different books, articles and passages. Once students
have completed the independent activity teacher will conclude the
lesson. Teacher will conclude the lesson by asking the students to
finish this statement, Today I learned _____________. Students
will take one minute to think of two new ideas they learned in
class that particular day regarding either Main Idea and/or Text
Features. Students will be allowed to look back at their handbook
in case they need to refer to their notes. Teacher will call on each
student to stand up either at their desk or in the front of the class to
tell the teacher and his or her classmates two new ideas they
learned in class that day. Once every student has spoken and
teacher as though students have fully understood the lesson,
students will then on to the assessment planned for that day.
Following the assessment students will receive an extension
activity that will serve as their homework. Students extension
activity will include a homework assignment that focuses on Text
Features. Students are to write the text feature by the correct
definition. There are seven text feature vocabulary words given
and seven definitions that will need be correctly matched by
students. Definitions will be given on the left and students will
write definitions on right side of the paper. Students are to use
only one text feature vocabulary word once. This worksheet is to
be done at home with the help of students Whats the Big Idea

Lesson Objectives

Varying Objectives for

Individuals Needs

Handbook or with the help of a parent or guardian. When

students return to school the following day, students and teacher
will review and correct the answers as a class and homework will
be handed back to students for future assessment.
1. Students should be able to identify explicit details and implicit
information from texts of moderate-to-high complexity to
adequately support answers or inferences provided.
2. Students should be able to use supporting evidence to
adequately justify/explain their own inferences in texts of
moderate-to-high complexity.
3. Students should be able to adequately determine intended
meanings of words, including words with multiple meanings,
based on context, word relationships, word structure, or use of
resources in texts of moderate-to-high complexity.
4. Students should be able to adequately interpret, specify, or
compare how information is presented across texts of moderate-tohigh complexity.
Teacher will vary objectives for students by checking for
understanding and preparing to foster to all learning styles, and
accommodate diverse students needs. Teacher will allow students
to discuss and ask questions about any parts of the lesson they
may not understand. If teacher notices that a student has already
mastered the concept, he or she will be able to move onward to
other assigned work or they will be assigned to help another
student or students who may not have mastered the concept as
quickly. These students will work in pairs or groups to complete
the assignment. If there are ESOL students in my classroom,
teacher will pair him or her with another student in the classroom
as a buddy who has mastered the concept and/or speaks that
specific students native language. This will help the student at
hand with instruction greatly. Between the classmate, and myself
we will help this student with one-on-one guidance to understand
the lesson content. If there are resource students or students with
learning disabilities in my classroom, teacher will ask for the
assistance of a resource teacher to help work with the student(s)
one on one or with a group to help student(s) complete the
assignment. Teacher will also ask the resource teacher of strategies
that help the student(s) with completing assigned work. Also, if
there students who may need their worksheets or classwork read
orally to them, teacher and student(s) will move to a separate table

Statement of Purpose

Materials and Resources

and read aloud the work that needs to be completed, while the
other students are finishing their work as well. To foster to the
different learning styles, teacher will vary teaching strategies. If
there are visual learners in the classroom, teacher will include in
lesson different pictures, charts, handouts and displays to ensure
that my students understand the content. A whiteboard and
Smartboard is very essential in a classroom for visual learners. For
auditory learners, the teacher knows that these students prefer to
be given information through listening. This tells the teacher that
he or she will need to engage in conversation with these students
about the subject matter whether it be one-on-one or with a group.
Auditory learners also prefer to have material read aloud to them
or lectured to them. Teacher will incorporate direct instruction as
well as lectures into the lesson to help these students. To help
Kinesthetic or Tactile learners, teacher knows that these students
prefer to have hands-on experiences. To assist these particular
students, teacher will incorporate experiments and hands-on
activities for them to complete. If there are exceptional learners in
the classroom, teacher will pair them up with another student who
may not understand the content as well. If teacher is working one
on one with these students already, the exceptional learner(s) will
be able to move forward with the assigned work until teacher
continues instruction.
Students at grade level 4 have tremendous difficulty finding main
ideas in text. The purpose of this lesson is to help students
understand how to identify essential and nonessential information
in text. Main ideas and text features are important for students to
understand because it is essential for reading comprehension.
Students have to read several texts and passages from this point on
and need to be able to make sense of what they are reading.
1. Main Idea Homework: This is to be used by both the teacher
and the student. Teacher will review homework with students to
ensure understanding. Teacher will read the given paragraph while
students follow along. Students will share with classmates what
they have written down and why.
2. YouTube Video: This will be the anticipatory set for students.
Students will watch this video at the beginning of the lesson to get
a better understanding of what Main Idea is and how they locate
what the main idea is in a book or passage. This video is in a
parody format of Justin Beibers song, Beauty and the Beat

Students will be assigned to answer two questions while watching

this video. Video can be found using this hyperlink:
http://www.youtube.com/watch?v=u230G2FPua8
3. PowerPoint: This is to be used by the teacher and for the
students. While teacher presenting the PowerPoint, students will
be writing in their handbooks all the information given. This
PowerPoint includes information about Main Ideas and Text
features.
4. Whats the Big Idea Handbook: This is to be created and used
by students to take their notes in. While teacher is presenting
information from PowerPoint, students will write all notes and
unfamiliar vocabulary in their books. Students are to study these
handbooks for their Unit assessments.
5. Anchor Chart Paper: This is to be used by the teacher. Teacher
will demonstrate what to write in the students Whats the Big Idea
Handbook on the Anchor Chart paper. The anchor chart paper will
also be used to keep the score of the Review Game students will
play at the end of the lesson.
6. Post-Its: These will used to complete the Independent Activity
students will be assigned. Each Post-It note will have a text feature
written on it and placed on the front of the selected book. Students
are to use the Post-It note attached to the book and place it where
the correct text feature is located in the book. Ex: Post-It has Title
Page written down. Students will go to the title page and place
the post it there.

Anticipatory Set

To focus students attention, teacher will show students a video

from YouTube that focuses on Main Idea and how to find it in a
passage using text features. There is also a section on Implicit and
Explicit main ideas students are to be familiar with as well. This
video is a parody song of Justin Beibers Beauty and the Beat is
about 3 minutes and 45 seconds. Prior to video, teacher will ask
students to pay close attention and be able these two important
questions about the video. These questions include: What is the
Main Idea and What can a reader look for to find the Main Idea?
These questions will be placed on the Whiteboard next to the
screen so students can keep this in mind. Students are allowed to
write down their answer on scratch paper or their reading and
writing journal. Once video has been played, students will
participate in a classroom discussion about what they have written

down to answer the two questions presented. We discuss these

answers as a class before moving into the PowerPoint
Presentation.
Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Guided Practice

Teacher will find out what students know through a PowerPoint

presentation. This presentation will give the teacher an idea of
what students know about Main Idea and various Text Features.
Teacher will begin by asking various questions about Main Idea,
Explicit and Implicit main ideas, how to make inferences and text
features. Students will be allowed to raise their hand and give the
definition in their own words. Teacher will either call on one
specific student to answer the question, or teacher will go around
the room and ask each student for a definition. From the answers
given, teacher will be able perform a pre-assessment of what
students know.
Students will view a PowerPoint on Main Idea, Supporting details
and text features. While viewing Power Point, students will write
all unfamiliar vocabulary words and definitions into their Whats
the Big Idea handbook. Teacher will demonstrate how and what
students are to be writing in their handbooks on Anchor chart
paper. For instance, students are learning what main idea is.
Students and teacher will write down main idea and following will
be the definition. If students are confused , teacher will provided
a completed handbook for students to look at during lesson.
Teacher will also show the completed handbook to students with
each vocabulary word, topic and new page to lessen confusion as
well. The completed handbook will be passed from student to
student throughout the classroom.
Students will view a PowerPoint on Main Idea, Supporting details
and text features. While viewing Power Point, students will write
all unfamiliar vocabulary words and definitions into their Whats
the Big Idea handbook. Teacher will demonstrate how and what
students are to be writing in their handbooks on Anchor chart
paper. For instance, students are learning what main idea is.
Students and teacher will write down main idea and following will
be the definition. If students are confused , teacher will provided
a completed handbook for students to look at during lesson.

Check for
Understanding

Independent Practice

Teacher will also show the completed handbook to students with

each vocabulary word, topic and new page to lessen confusion as
well. The completed handbook will be passed from student to
student throughout the classroom.
To check for understanding for this unit, teacher will use various
strategies. One strategy will be a defining vocabulary strategy.
This is just to make sure that students have a better understanding
of all familiar and unfamiliar vocabulary given throughout the
instruction. Teacher will first present student with the vocabulary
word as well as the definition. Next, teacher will ask students to
give the definition in their own words. Therefore, teacher can see
if students are understanding the vocabulary accurately. This will
done during and after PowerPoint presentation. Another strategy
teacher will use to check for understanding is the thumbs
up/thumbs down strategy. Students will be asked after every slide
on the PowerPoint, if they understand what the content is to put
their thumb up, if they do not understand to put their thumbs down
and if they are almost understanding to place their thumb to the
side. Those who have placed their thumbs to the side and down
will be called on to say what they do not understand and teacher
will explain in a way that the student can understand. This strategy
will help the teacher not only see who does and does not
understand content but slowing and breaking down the content for
the students who do not understand what they are being taught. A
third strategy teacher will use will be Comparing and Contrasting.
Student will learn about Implicit and Explicit Main Ideas. These
are two different ways main ideas can be presented in the text.
Students will be asked to tell the teacher to compare and contrast
these two topics. This will a way to present to the teacher that
students are understanding both types accurately. During the
instruction, teacher will make sure to ask questions during lecture
to make sure each student is paying attention and understanding
content. Teacher will constantly walk around and monitor the class
while they are working, as well as assisting any student who is in
need of help.
Students will complete an independent practice activity that
focuses on Text Features. Every student will receive a different
book with six Post-It Notes on it. These text features will include:
Title Page, Glossary, Index, Table of Contents, Bold Words, and
Photographs. Students are to use these Post-Its attached to the

Closure

Assessment
(Give a description and
attach to lesson plan)

book and place it in the correct spot where text feature is located in
the book. Ex: Post-It has Title Page written down. Students will
go to the title page and place the post it there. Once each student
has completed this activity they will raise their thumb to show
teacher that they have finished their activity. The thumbs up
system will help avoid disruptions while other students are
finishing the assignment. When teacher has noticed that every
students has finished their assignment, teacher will call every
student one a time to show class where they have placed their
Post-It note at and explain why they have placed Post-It there. This
activity will show teacher how well students understand text
features and where student can find these text features in different
books, articles and passages.
Teacher will conclude the lesson by asking the students to finish
this statement, Today I learned _____________. Students will
take one minute to think of two new ideas they learned in class that
particular day regarding either Main Idea and/or Text Features.
Students will be allowed to look back at their handbook in case
they need to refer to their notes. Teacher will call on each student
to stand up either at their desk or in the front of the class to tell the
teacher and his or her classmates two new ideas they learned in
class that day. Once every student has spoken and teacher as
though students have fully understood the lesson, students will
then on to the assessment planned for that day.
Teacher will give a verbal formative assessment to students.
Students will divide into two equal groups on both sides of the
classroom. Teacher will ask each member of the team questions
pertaining to the instruction given that day. (List of Questions and
Answers are attached to Lesson Plan). One at a time each student
from each group answer the question given. Students are to think
and answer independently. Students however are able to ask their
teammates for help only one time. (Students lifeline). If the
question is answered correctly by student, the team student is one
will receive one point. If student answers incorrectly, the same
question will go to the opposing team. The opposing team will
have the chance to answer the questions and receive the point.
Teacher will keep track of score using Anchor Chart paper for
students to see teams score. The winning team will receive
incentive from teacher at the end of the school day. This
assessment will show teacher how well students have understood

Extension Activity

the content and/or what teacher needs to focus on during the

review the next day. The wide variety of questions asked during
this assessment correlates to objectives:
1. Students should be able to identify explicit details and implicit
information from texts of moderate-to-high complexity to
adequately support answers or inferences provided.
2. Students should be able to use supporting evidence to
adequately justify/explain their own inferences in texts of
moderate-to-high complexity.
3. Students should be able to adequately determine intended
meanings of words, including words with multiple meanings,
based on context, word relationships, word structure, or use of
resources in texts of moderate-to-high complexity.
4. Students should be able to adequately interpret, specify, or
compare how information is presented across texts of moderate-tohigh complexity.
1. Students should be able to identify explicit details and implicit
information from texts of moderate-to-high complexity to
adequately support answers or inferences provided.
2. Students should be able to use supporting evidence to
adequately justify/explain their own inferences in texts of
moderate-to-high complexity.
3. Students should be able to adequately determine intended
meanings of words, including words with multiple meanings,
based on context, word relationships, word structure, or use of
resources in texts of moderate-to-high complexity.
4. Students should be able to adequately interpret, specify, or
compare how information is presented across texts of moderate-tohigh complexity.
Students extension activity will include a homework assignment
that focuses on Text Features. Students are to write the text feature
by the correct definition. There are seven text feature vocabulary
words given and seven definitions that will need be correctly
matched by students. Definitions will be given on the left and
students will write definitions on right side of the paper. Students
are to use only one text feature vocabulary word once. This
worksheet is to be done at home with the help of students Whats
the Big Idea Handbook or with the help of a parent or guardian.
When students return to school the following day, students and
teacher will review and correct the answers as a class and

Technology

Connection Across the

Curriculum

homework will be handed back to students for future assessment.

One technology used during this lesson will be a YouTube video
that focus on Main Idea and Text Features. This video will be
shown at the beginning of the lesson as the anticipatory set for
learning Main Idea and Text Features. This video will be watched
by students and help students greatly in finding what the main idea
is (whether its explicitly or implicitly stated) and how key details
and text features are to help students find what the main idea is.
Teacher will operate the video as students watch. Lastly, students
will answer two questions that pertain to the The Main Idea
video. These two questions are: What is the Main Idea and What
can a reader look for to find the Main Idea? Once video is over,
students will answer these two questions as a class. A second
technology used in this lesson will be the Smart Board. The Smart
Board during this lesson will project the YouTube video that
students (visual learners) are to see and for students to hear
(auditory learners). During the video, lyrics to the song can be
seen. This will help visual (as well as auditory) learners with
answering questions that were assigned.
The Arts: Students will watch and listen to a song from YouTube
about Main Idea and Text Features. This song is a parody from the
popular artist Justin Bieber and his song The Beauty and The
Beat. Students will have the opportunity to see the lyrics on the
Smart Board screen as well as hear the song played for them as
they answer questions that were assigned to them.
Health: During the independent activity, students are to read a
passage that focuses on eating healthy and living a healthy
lifestyle. Students are to read this passage and tell teacher and
what they believe the main idea is. This passage will be implicitly
stated, students will have to use key details and text features to
help them figure out the correct answer.
Physical Education: Since students will be taking a good bit of
notes and sitting for a period of time, teacher will give students a
quick exercise break during the middle of the lesson. This will
include students stretching their arms and legs for ten seconds,
jogging in place for ten seconds as well, the last ten seconds of the
break, students will be able to walk around and the classroom to
wake up from the lesson. This quick exercise is to get students
blood pumping and students energy increased. Students have a
tendency to lose focus of instruction when in the same spot for too

long. This quick break will get students attention span a little long
for teacher to finish the instruction.

PART III: REFLECTION

Strengths

Weaknesses

While teaching, the strengths of this lesson was the PowerPoint would
be the PowerPoint that was presented to the students. I added various
transitions and animations that would keep the students engaged and
focused throughout the lesson. I added many pictures to the PowerPoint
for visual learners to understand the content on each slide. The
PowerPoint did work in my favor with the students. Also, I made sure
to maximize every minute of the instruction period with this lesson by
over planning. The students were constantly working from the
beginning of the period, to the end of instruction. I showed a
tremendous amount of excitement about the lessons topic. I know that
if the teacher is excited about the lesson, the students will too. I
maintained a smile on my face and kept an upbeat attitude the entire
instruction period. Another strength during my lesson was the variety of
questioning and checking for understanding strategies that were used. I
wanted to make sure that students were actually understanding the
content being taught. I randomly called on students, asked students to
explain and define in their own words and even used the thumbs up or
down strategy throughout the lesson. Overall, I feel as though students
enjoyed the lesson and learned a great deal from the presentation.
I need to improve greatly on my classroom management skills during
instruction as well as down time (when students are going to related
arts, recess or to their next class). I found that there was a lot of talking
and side conversations going on when I was teacher. Ms. Gloster had to
step in and quiet the students down. I need to set my own tone in the
classroom so students will respect me just like they respect Ms. Gloster.
Also another weakness during my lesson was that I need to relate the
lesson to the students more, so they can comprehend the lesson a little
better. I will more than likely write passages with students name in the
passage or use what I learned on their interest inventory sheet to relate
the topic to them more. Another weakness was that I did not do any one
on one with the students. This needs to be done for those students I see
may have a hard time saying they are having difficulty with the content.
My last weakness was that I read a lot of the slides on the PowerPoint,
rather than letting the students read themselves.
I will work on classroom management first and foremost because I

Suggestions for
Improvement

know that an environment without classroom management cannot

prosper. I will also limit my direct teaching to 15 minute mini lessons,
because I tend to over plan and the class period runs out of time before
we are able to do all planned activities. Ms. Gloster likes to include
centers in her instruction. This way students can work on many
different things in a short period of time. These centers consist of
Reading, Writing, and Computer skills. Ms. Gloster also said, instead of
having the students write so many notes and having them complain, to
create flip books for the students to make. They enjoy flipbooks a lot
more than actually writing notes and it is a great study tool for the
students.

Main Idea- Verbal Assessment

This was the verbal assessment that was given to the students to answer during a
review game. I have provided the question and correct answer.
1. What is Main Idea?
a. What the passage is all about.
2. What are the two types of main ideas we have discussed?
a. Explicit and Implicit
3. True or False: Explicit main ideas are not directly stated in the text.
a. False; Explicit main ideas are directly stated in the text.
4. True or False: Implicit main ideas are implied.
a. True
5. How can you make an inference?
a. You use what you already know.
6. What are text features?
a. Text features helps the reader make sense of what he or she is reading.
7. Name one type of text feature. (This question was asked a total of four times)
a. Titles, Charts, Graphs, Illustrations, Bold print, Subheadings, Captions
8. This specific text feature defines words contained in text.
a. Glossary
9. This specific print feature identifies topics in the book and the order they are
presented in.
a. Table of Contents
10.This specific print feature is an alphabetical list in the back of the book and
tells you the page number.
a. Index
11.Name one type of Illustration. (This question was asked three times)
a. Photograph, Drawings, Magnification
12.Fill in the blank: __________ aids help readers find important information.
a. Organizational

13.Fill in the blank: __________ aids represent information in some specific way.
a. Graphic