Claflin University School of

Education
Reflective Lesson Plan Model
Name: Brittany Ellis

Date: Feb 23, 2016

PART I: PLANNING
Comparing numbers with the Greedy Gator
Title of Lesson
Original Lesson

Source
Math
Subject Area (s)
First
Grade Level
Curriculum Standards

Description and
Background Information

1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens
and ones digits, recording the results of comparisons with the
symbols >, =, and <.
The Lesson will be introduced with the teacher accessing the students
prior knowledge on comparing whole numbers. The teacher will go
over the number places on the number line. Lastly the teacher will
review the meanings of the tens and ones places.
The teacher will have the students do a KWL chart about the symbols
>,<, and =. Next the teacher will introduce the new comparing symbols
>,<, and = By using an alligator mouth. The Teacher will explain that
the alligator only eats the largest number so the Greater Than symbol
will always face toward the highest number. And if the numbers are
equal the alligator stands right in the middle like an equal sign. The
instructor can then show https://www.youtube.com/watch?
v=M6Efzu2slaI
This you tube video to enforce what he/she has went over.
After watching a video the students will partner up for group work and
play the Greater Than Less than Dice game. In this game the first
student rolls the die and writes the number in the first column of the
first row. Then the other student rolls the die and writes that number in
the last column of the same row. The first student then decides if the
first number is greater or less than the second number and writes the
corresponding words in the middle column of the same row. The
second student rolls the die and writes the number in the first column

Revised Fall 2013 ACEI/NAEYC 2010 Standards

of the second row. Then the other student rolls the die and writes that
number in the last column of the same row. The second student then
decides if the first number is greater or less than the second number
and writes the corresponding words in the middle column of the same
row. The pair of students that have the most correct completed when
times up wins.
After the math game the students will complete a Comparing Numbers
worksheet that gives them different two digit numbers and they are
required to write the corresponding symbol. They will complete this as
guided practice. This will help the teacher check with the students for
understanding.
For independent practice the students will complete another sheet
where the teacher will give the students two numbers and each
student will have to write the correct symbol and then explain why that
is the correct symbol. This can be used as an informal assessment.

Lesson Objectives

Varying Objectives for

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

Statement of Purpose

Materials and Resources

The Students will apply their knowledge of number value and

meanings of the tens and ones place to compare two digit numbers
correctly with 100 percent accuracy.
The students will make use of appropriate comparing symbols to
determine if numbers are greater than, less than, or equal to one
another and be able to explain why with 90 percent accuracy.
If there are students who do not understand the concept during guided
practice they will receive extra attention from the instructor until he or
she can identify the misunderstandings.
If there are students who are ahead during guided practice they will
receive an alternate worksheet comparing two 3 digit numbers. See
attached.
It is necessary that students can identify and apply correct comparing
symbols and recognize the values of numbers by understanding the
meaning of the Tens and Ones place to help them develop a strong
foundation for future math skills they will be required to learn.
The teacher will need:
-all comparing worksheets. See attached
-Model of alligator mouth
-Smart board with internet access
-Dice
The student will need:
-Pencils
-dice
-the given worksheets

Anticipatory Set

After a short review the teacher will use the greedy gator you tube video as
an anticipatory set. The video uses a fun song to help introduce the new topic
and this will help get the students involved.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding

The teacher will pre-assess the students in the beginning of the lesson
by asking them questions that will help her determine what they
already know. And using the KWL chart.
What does compare mean?
How do you compare numbers?
What is another word for greater than?
What is another word for less than?
During the introduction the teacher will model how to correctly
compare numbers using the appropriate symbols. The teacher will
also model a problem from each worksheet excluding the one used for
assessing the students.
The students will complete one of the attached comparing numbers
worksheet depending on their level of understanding.
To help the teacher check for understand they should have the
students complete the L portion of the KWL chart independently.
The students will complete the final worksheet as independent practice
and have an optional homework assignment.

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

Extension Activities

The lesson will close with the assessment worksheet and any
questions the students may have after they turn in the sheet. Along
with an oral review of what they have learned today
To assess students informally the teacher will check through
questioning and observing/listening to students while playing the
game.
Do the students quickly determine the number values?
Do they struggle to find the correct symbols?
Another form of assessment can be the final work sheet where the
students have to explain their reasoning behind their symbol.
As an extension activity the students will be required to go home and
find objects that the class can compare together the next day. (ie.
Pennies, paperclips, bottle tops)
Technology will be used with the smart board when the You Tube
video is playing.

Technology
Connection Across the
Curriculum

This math lesson connects with ELA because with the assessment
worksheet the student has to use his/her language skills to explain
why they chose the answer they did.
It connects with the Arts because the students can cut out the greater

Revised Fall 2013 ACEI/NAEYC 2010 Standards

than, less than, and equal to symbols and put eyes on them to make
alligators.
It connects with health because for homework the students can find
something healthy that the class can compare together.
The lesson connects with Science because the dice game teaches the
students to record observations like they do during science
experiments.
It connects with social studies because when the students go home
they have to look around their community to find the things they want
to compare and the social studies standard 1.1-1 focuses on
communities and locating things within your community.
Finally the lesson connects with PE because the students are actively
rolling the dice, they also are moving when they walk around the class
to form their groups.

PART III: REFLECTION

Strengths

Weaknesses
Suggestions for
Improvement

Some strengths of my lesson were that I knew the content of

which I was teaching, I also felt comfortable with the topic
and was able to answer all of the questions that the students
asked.
Some weaknesses in my instruction is that I ran out of time
and I had to stop my lesson before I had a chance to close it
properly.
I can improve this lesson by being better when it comes to
time management.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

http://teachers.net/lessons/posts/4465.html

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

This is the worksheet for students who have already mastered the concept of
comparing two digit numbers.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

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

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 lists and
describes strategies/
techniques, but does not
list any questions

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

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 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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

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