Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name:

Colavito McKie

Date: October 8, 2014

PART I: PLANNING
Title of Lesson

Source
Subject Area (s)
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Multisyllabic Words (featuring able and ible)

Colavito McKie (Self-created)

English/ Language Arts
5th
E/LA Common Core State Standard
RF.5.3 The student will know and apply grade-level
phonics and word analysis skills in decoding
words.
Use a combined knowledge of all letter sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
In this English/ Language Arts lesson, students will learn how to
pronounce multisyllabic words, with a strong emphasis on
fluently reading each word as well as inserting the word in the
proper context within or without a text.
The students will be able to:
I.
Use a combined knowledge (prior knowledge and most
recently taught knowledge) of letter sounds
correspondences to decipher words, syllabication
patterns, and morphology with 100% accuracy.
English-Language Learners
In varying the objectives and/or needs for individual ESOL
students, the teacher will collaborate with the schools ESOL
staff (teacher or teaching assistant) to provide students with
additional support, as far as learning how to pronounce the
multisyllabic words in this unit. The teacher will collaborate with
the ESOL staff to provide students with the multisyllabic word in
their native language, accompanied by the word in English.
Tier 1
Tier 1 students will engage in a small group setting, where the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

teacher will provide students with the opportunity to pronounce

the 20 words in sets of 5. Students will create flashcards written
with one multisyllabic word, per card. Students will then
underline the suffixes able and ible in each word and practice
pronouncing the words, and identifying the number of syllables,
located within each word. The teacher will split the small group
setting of 6 students into 3 groups of two to three, to practice
pronouncing and reading each word. While students are
working with peers, the teacher will administer a quick verbal
assessment to individual students in an effort to assess whether
the student is able to pronounce the word with syllables as well
as read the word fluently in other forms of context.
Tier 2
Tier 2 students will work in pairs to pronounce individual
multisyllabic words, identify the number if syllables, and to
construct sentences, using each word.
Tier 3
Tier 3 students will work independently, creating a story
featuring each of the multisyllabic words in this unit. Afterwards,
students will work with Tier 1 and Tier 2 students to assist in
creating group narratives, featuring familiar characters from point
of reference or recent text.
Statement of Purpose

Materials and Resources

Anticipatory Set

The purpose of this lesson is to provide students with the

opportunity to explore the use of language. Students will begin
their stage of exploration by learning how to pronounce
multisyllabic words, spell words from a phonetical standpoint,
use multisyllabic words in sentence, and identify the number of
syllables in each word. At the conclusion of this lesson, students
will learn how to decipher multisyllabic words and how to use
these words in complete sentences.
Markers
Crayons
Pencils
Bulletin Board paper (white)
Paper (for writing)
Dry-erase boards (1 per student)
Dry-erase markers
Index cards
As an introduction to the lesson, the teacher will begin the
lesson by presenting a list of multisyllabic words for students to
explore. Following their initial exploration of words, students will
proceed

Part II: IMPLEMENTATION

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Pre-assessment

Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding

Independent Practice
Closure
Assessment
(Give a description and attach to
lesson plan)
Extension Activities

Technology
Art:
Connection Across the
Curriculum

Math

Drama:

Music

Revised Fall 2013 ACEI/NAEYC 2010 Standards

In art, students will recapture scenes from

the west, by creating Still Life portraits
using paint and clay. In the scenes,
students will have the opportunity to reflect
on the relevant factors of traveling and
settling out west to include, the economy,
land terrain, resources, and travel.
From our social studies lesson on the
Westward Expansion, we learned that
traveling out west was rough sometimes.
To stay entertained, families had to sing
songs and dance to remain focused on
their goal of traveling out west. Pretend
you were one of the African families who
left the South, in hopes of finding a new
start out west. Create a dance to maintain
a positive spirit while traveling out west.
Showcase your dance to the class.
Tell your own story by creating a
reenactment based off of what we have
learned this far, regarding the move out
west. Be prepared to create any props and
scenes you may need to assist in your
demonstrating your adventure.
In music, students can learn about various
instruments pioneers, the newly freed

Africans, widows, and others brought out

west. During the lesson, the music teacher
can display these various types of
instruments and their use during music
class.
P.E.:
Social Studies

PART III: REFLECTION

Strengths

Weaknesses
Suggestions for
Improvement
Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 ACEI/NAEYC 2010 Standards

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

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 identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

The candidate lists

standards, but standards
are inappropriate for the
lesson.

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,
and identifies teacher
actions that accommodate
diverse students needs

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 includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate varies

some of the objectives to
address diverse students
needs and includes some
teacher actions that
accommodate those
needs

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

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
teacher actions that
accommodate diverse
students needs

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson

The candidate identifies

the lessons activities or
the lessons content

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

The candidate fails to

identify curriculum
standards.

The candidate fails to

identify the lessons
activities and content

Score

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

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

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 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 clearly

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

The candidate describes

a lesson that is
somewhat studentcentered 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

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

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

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

Revised Fall 2013 ACEI/NAEYC 2010 Standards

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

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

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

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

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

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 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards