Claflin University School of

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

Nashayla Whitten

Date: Feb 24 2016

PART I: PLANNING
Converting Fractions to Decimals
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

Original

Subject Area (s)

MATH

Grade Level
Curriculum Standards

4rth
4.NSF.6 Write a fraction with a denominator of 10 or
100 using decimal number as a fraction
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

Lesson Objectives

Varying Objectives for

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

Statement of Purpose

First, there will be a problem posted on the board. Students will have two minutes to
complete the problem. The problem will encourage them to think and use prior
knowledge. Afterwards, I will show them the answer and move straight into the lesson. I
will model three problems for the children to observe. We will then complete three
problems together. After the children have somewhat mastered the skill, I will play a game
with them to push accuracy and speed. After the game is played, then a short assessment
will follow.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
At the end of this lesson, students will be able to write a fraction with a denominator of 10
or 100 using decimal numbers as a fraction and demonstrate their knowledge with a 70%
accuracy on a test afterwards.
How will you vary these objectives for students who do not understand the material?
For those who do not understand, I will pull them into small groups and try reteaching the
concept using another way of breaking down the content with the PowerPoint allowing
them to use more visuals and fraction manipulatives. That would allow them to visualize
and will make the learning more interesting.
How will you vary these objectives for students who have already mastered the concept?
I will provide an extension to the lesson by allowing them to convert higher numbers
using only models. I will also push real- life scenarios. This will help the students to
visualize how math is used in real life.
How will you vary these objectives for students who are presently learning English? For
ELLS I plan on speaking at a moderate pace, being sure to include a lot of visuals.
Why is it important for the students to learn this content?
It is important because students need to be able to recognize that fractions and decimals
are used in everyday life. They need to realize when fractions and decimals are equivalent
in value no matter what form it is in.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Materials and Resources

Anticipatory Set

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?
Students: SC PASS math workbook, Index cards, Microsoft Powerpoint, Paper, Math
notebooks, Pencils
Teacher: Computer , math book, markers, paper, pencils, math journal, Powerpoint
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?
I will tell the students a little background about what we are about to get into. I will present
a problem to them that gets them excited about what we are learning that day. The
problem itself serves as a bridge that links content they already know to content that they
are learning. They will have 2 mins to complete.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration
Guided Practice

Checking for
Understanding

Independent Practice
Closure

How will you find out what students already know about this topic?
I will go around and observe how they choose to work out the problem that was given to
them. I will ask them how they got their answers.
What will you do to show students what is expected?
An agenda will be shown at the beginning of class showing them the plans for the day and
what is expected of them in order for everything to work out. I will work out 3 problems on
my own with the students simply watching and observing me without any help from them.
I will go through and explain each step of problem solving. Repetition will be the key.
What will we do together as they learn how to succeed at the new task?
We will complete three problems together. I will ask students to write down key notes from
the lesson. I will give students time to complete each problem. Then, I will call upon
certain students in the classroom (some that struggle and some that master it) to
demonstrate what they have done.
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?
After I have taught the lesson, I will be asking probing questions to remind the students of
the steps to problem solving. I also ask these questions to make sure that the students
know why they are doing this.
What does the TH stand for ?
What would the fraction form look like?
Why are we doing this?
What will students do by themselves to show that they have internalized the knowledge?

The students will complete an assessment that is attached. The assessment is a 4-problem
assessment that assesses just what I have taught.
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?

I wrapped up the lesson by asking the students what they learned. I added my input by
extending their responses. I extended their responses with key points that I wanted them to
remember from the lesson.
What will students do to demonstrate what they have learned?

Assessment

This assessment is authentic.

(Give a description and attach

to lesson plan)
Extension Activities

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?
They could get pictures of fractions and decimals that they see in a local grocery store

Revised Fall 2013 ACEI/NAEYC 2010 Standards

and various other places and bring the pictures in to allow the class to convert the
different prices to fractions etc.
To get the community involved, we could get a representative from the local store to come
and speak to the students about how important it is to know how to convert fractions for
future references.()

Technology
Connection Across the
Curriculum

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?
The students would be allowed to use IPADS to do compass learning in their free time.. We also will
use a lumens digital camera to help guide lesson.
How will you connect this lesson with other content areas across the curriculum? Include the other
content areas as well as the Arts, PE and Health.
Reading- they will read to take notes and follow along
Math- observation time will be timed so they must be conscious of time management
ELA- Students repeat key notes
Arts- students have to draw models
PE- students will stand up to go to the board
Health- students will hear about how big of a role water plays in the health of all living things

PART III: REFLECTION

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

Strengths

The students really enjoyed the lesson. It got them engaged and physical. The objective was
fulfilled. My students mastered the test on this content because they were incorporated

into the learning process. They really enjoy anything that is called a Game
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

One of the weaknesses of the lesson was that the lesson was started a little late, which caused
the time to be cut back. Time management is also the key here. If I managed the time during
guided practice a little more, then my students would have had enough time to finish their
assessment.
What would you change when teaching this lesson again?

When I teach this lesson again, I will be sure to have a timer for myself and a clock nearby..
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: preassessment, 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