Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Rayvon Rogers

Date: 10/21/15

PART I: PLANNING
Scientific Revolution
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
This is an original idea

Source
Social Studies
Subject Area (s)
7th Grade
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

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

7-2.5 Explain how the Enlightenment influenced the American

and French revolutions leading to the formation of limited forms
of government, including the relationship between people and
their government, the role of the constitution, the characteristics
of shared powers, the protection of individual rights, and the
promotion of the common good.

Describe the lessons activities and content to provide a clear overview of the lesson.
The lesson begins by asking students what causes people to go to war? After that, the teacher
will show the locations of the countries involved. The teacher will then use a PowerPoint to
explain/describe Enlightenment ideas, American Revolution, United States Constitution, Bill of
Rights, and the French Revolution. Checking for understanding will occur through the use of
questioning, retelling, hand signals, and dry-erase boards. The teacher and students will then go
over those same elements through guided practice. Students will show knowledge of the content
through the use of a foldable activity.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
Students will be able to analyze how the Enlightenment influenced the American Revolution.

How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?
For those students who do not understand the material, they will just have to show knowledge of
Enlightenment.
For those students who have mastered the concept, they will have to continue to strengthen that
skill.
For those students who are presently learning English will have to be able to match pictures with
the way they hear the sounds of certain words.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Statement of Purpose

Materials and Resources

Anticipatory Set

Why is it important for the students to learn this content?

The purpose of this content is for students to understand what happens when people are treated
unfairly.
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?
The teacher will need a computer for the use of powerpoint and showing it on the projector, white
board to help with visual learners, and paper to show examples of foldable. Students will need
paper, pencil, glue, crayons/markers/colored pencils, and their creative minds.
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?
The teacher will ask students What causes people to go to war? The hook will come from
expanding on one of the students responses. Then linking their response to the Enlightenment.
Then ask if anybody has had prior knowledge of the Enlightenment.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration
Guided Practice

Checking for
Understanding

Independent Practice

Closure
Assessment

How will you find out what students already know about this topic?
The anticipatory set will let me know if students have prior knowledge on the topic.

What will you do to show students what is expected?

The teacher will use powerpoint to model for students the information they should know as well
as where these countries are located.
What will we do together as they learn how to succeed at the new task?
The teacher and students will show the locations of the countries involved.
The teacher and students will explain the following:
Enlightenment ideas
American revolution
United States Constitution
Bill of Rights
French Revolution
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?
The teacher will check for comprehension, move around the room assisting students, and identify
struggling learners for intervention. Intervention strategies will include peer teaching, re-teaching,
vocabulary review, and extended guided practice.
What will students do by themselves to show that they have internalized the knowledge?
The students will show the locations of the countries involved.
The students will explain the following:
Enlightenment ideas
American revolution
United States Constitution
Bill of Rights
French Revolution
Students will then create an accordion style foldable with knowledge gained from the lesson.
How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?
Ticket out the door:
Write down two things you learned today
What will students do to demonstrate what they have learned?
Students will have to create an accordion style foldable as shown on assessment sheet that each
student will receive.

(Give a description and attach

to lesson plan)
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Extension Activities

Technology
Connection Across the
Curriculum

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?
Write a summary of what you learned in class.
Choice Board

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?
Power point, projector, Brain pop video
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.
Students will be reading material from the powerpoint. Students are able to identify how many events had
an impact on the American Revolution. Students can physically get up and point to the countries involved.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
Students will be able to stay engaged in the lesson after giving examples of what causes a war. Teacher
used hand signals and acronyms for the information presented to students.
Students will not get off task because of the constant engaged checking for understanding.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
Teacher should have used for visuals for the visual learners

Weaknesses
Suggestions for
Improvement

What would you change when teaching this lesson again?

I would have more visuals for the visual learers.

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

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 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 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

concise, clearly written,
measurable performance
objectives for all standards

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 lists
standards, but
standards are
inappropriate for the
lesson.
The candidate
identifies the lessons
activities or the
lessons content
The candidate includes
objectives that are not
measurable or clearly
written

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

The candidate fails to

include objectives for
the lesson

Score

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE

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

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 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 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

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The candidate includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.
The candidate lists and
describes strategies/
techniques, but does not
list any questions

The candidate includes

assessments within the
plan that do not
correlate to the
objectives and the
lesson.

The candidate fails to

include and/or attach
the assessment(s).

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

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

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

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
CURRICULUM
ACEI 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

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

The candidate describes

specific assessments that
correlate to all of the
objectives and lesson or
attaches the assessment.

The candidate describes

assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.

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
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

Revised Fall 2013 ACEI/NAEYC 2010 Standards

NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

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

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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