Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name:

Joy Pollock

Date: 4/7/16

PART I: PLANNING
Plot and Theme
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

Original

ELA
Subject Area (s)
2nd
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

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

2RL.12.1. Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.. W.3.1
Write narratives in which they recount a well elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure. L.4.3
Use reflexive pronouns. 2RL13.1 Engage in whole and small group reading with
purpose and understanding. 2R 13.2 Read independently for sustained periods
of time to build stamina. 2RL13.3 Read and respond according to task and
purpose to become self-directed, critical readers and thinkers.

Describe the lessons activities and content to provide a clear overview of the
lesson.
The teacher will review basic phonic patterns and spelling words. Next the
teacher will review strategies for finding plot and theme before reading the story
of the week. While reading the story the teacher will check for understanding by
asking questions. After reading the story students will complete Readers and
Writers Notebook page 411, as well as complete the first page in their ELA
packet.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
At the conclusion of the lesson, TLWBAT identify the Plot and Theme of a story.

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 students presently learning English, the teacher will build background
knowledge and elicit prior knowledge. The teacher will also use illustrations to
provide visual support for words that are unfamiliar to these students.
For students who do not understand the material, the teacher will draw a web or

Statement of Purpose

Materials and Resources

Anticipatory Set

graphic organizer to help them figure out all the events that belong in the plot
and what sentences from the story support the theme.
For students who have mastered the concepts of plot and theme, they will help
students who are struggling to find plot and theme, and they will get a different
worksheet from their peers that has higher difficulty level.
Why is it important for the students to learn this content?
Students need to know that a plot is the action or what happens in the
beginning, middle, and end of the story. The theme is the big idea of a story
This will help them build skills necessary for writing paragraphs and essays.
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?

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?
Hook: Display activity on whiteboard
How can I identify the Plot and Theme of a story? Student will watch a short
video introducing the topic of plot and theme on YouTube.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Guided Practice

Checking for
Understanding

How will you find out what students already know about this topic?
Students will be pre-assessed on the topic of plot and theme through
discussion and questions like what do you know about the words plot and
theme?
Based on student responses the teacher will give a child-friendly definition for
these terms.
What will you do to show students what is expected?
The teacher will model how to pronounce the Phonics: Consonant Patterns kn,
wr, gn, mb p.258a-259a and review spelling words for the week: knock, sign,
knee, wrong, write, climb, wrap, wren, gnat, lamb, comb, knob, certainly, listen
p.259b.
Before reading the story of the week Bad Dog Dodger on pgs. 265-277, the
teacher will introduce the strategy of how good readers use their own
knowledge and experiences to help them understand the characters and events
in a story. Good readers also set a purpose for the story before reading so they
know what to look for when reading. Finally the teacher will lead discussion on
the Big Question: How can we be responsible animal owners?
What will we do together as they learn how to succeed at the new task?
The teacher will model for the students by reading p. 260a. Afterward, the
teacher will have the students review the strategy by reading El*14 and 15 of
student edition.
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?
What would you do if the puppy was your responsibility? Is the puppy in the
illustration behaving like a real puppy? In most stories, there is a central
conflict, or main problem, that has to be solved. What is the central conflict in
this story? What is the theme of this story? How did you use the topic
sentences on pages 266-269 to predict story events? Were you predictions
correct?

Independent Practice
Closure

Assessment

What will students do by themselves to show that they have internalized the
knowledge?
Students will complete Readers and Writers Notebook page 411. As well as
complete the first page in their ELA packet.
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?
The teacher will review the terms plot and theme. Afterwards To build concepts,
the student will sing Obedience School by listen to Me Big Book Audio p.282a.

What will students do to demonstrate what they have learned?

Students will complete the attached plot and theme test.

(Give a description and attach

to lesson plan)
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?
Students can apply the same strategies taught in this lesson at home when
reading books and they could have their parents to question them about the
plot and theme after reading a book. I could have the school librarian explain to
students the importance of finding the plot and theme in stories.

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?
Students will use technology during the anticipatory set by viewing a YouTube
video on the Smartboard, as well as singing a song with the Audio book.
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.
Arts- Students will sing the song Obedience School from the listen to me Big
Book on CD.
Social Studies- Students will complete a social studies worksheet that has
passages where they will have to find the plot and theme.
Science- Students will complete a science worksheet on magnets that has
passages where they will have to find the plot and theme.
PE-Students will take a brain break and do jumping jacks for 30 seconds before
we read the story and before starting on their independent practice.

PART III: REFLECTION

Strengths

Weaknesses

Suggestions for
Improvement

Describe the strengths of your instructional techniques, strategies and

classroom management.
Describe the strengths of student engagement.
My strengths were that I was able to give students child-friendly meanings for
the terms plot and them and activate prior knowledge with students to help
them better understand the lesson topic. I also provided them with strategies
that good readers use when reading stories.
Describe the weaknesses of your instructional techniques, strategies and
classroom management. Describe the weaknesses of student engagement.
I would have like to incorporate more instructional strategies and reading
strategies in this lesson to better help the students grasp the concepts of plot
and theme better.
What would you change when teaching this lesson again?
I would try to incorporate more technology so that students are getting to use
their IPad more during instruction.

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

Name: _________________________Date:__________________
RL.12.1 Plot and Theme
Juan's class was going outside for recess, and he looked around for his best
friend Thomas. When he did not see him, he remembered that Thomas was
not at school that day. He wished that he did not have to go to recess at all.
He and Thomas always raced each other down the big silver slide. "I miss
Thomas," he moaned as he walked onto the playground. All of the other
boys were playing a game of kickball. He could see that no one was racing
on the big slide today, and it made him feel even lonelier. Then, a boy
named Roger walked up to Juan. "Hello, Juan," Roger said. "I am sorry
that Thomas is sick today. I know you and Thomas are best friends. Would
you like to play kickball with us?" Juan smiled and ran to play with Roger
and the other boys.
1. Why does Juan smile when Roger asks him to play kickball?
A. because Juan is happy that Roger wants to play with him
B. because Juan remembered a funny thing Thomas said
C. because Roger is very funny and makes Juan laugh a lot
D. because Juan thinks that kickball is a funny game to play
2. Why does Juan wish that he did not have to go to recess?
A. because his friends are all playing kickball.
B. because his friend is not there to play with him
C. because it is too hot on the playground
D. because it is raining outside on the playground

3. Why does Juan go to play kickball?

A. It is too far to walk to the slide.
B. He wants to make Thomas feel better.
C. Kickball is his most favorite game.
D. He wants to play with someone at recess.

4. What is Juan's problem?

A. His best friend is home sick today.
B. He feels too sick to play outside.
C. His best friend hates to play kickball.
D. He feels like Roger is being mean.
5. Why does Roger ask Juan to play kickball?
A. because he knows Juan is lonely
B. because he is best friends with Juan
C. because he thinks Juan is a good player
D. because he likes to play kickball
In a lonely lighthouse, far from city and town, far from the comfort of
friends, lived a kind hearted cat named Pandora. She had been living in this
lighthouse all alone for four long years, and it was beginning to wear. She
found herself sighing long, deep, lonely sighs. She sat on the rocks
overlooking the waves far too long. Sometimes her nose got a sun burn.
And at night, when she tried to read by the lantern light, her mind
wandered and she would think for hours on her childhood when she had
friends and company. Why did Pandora accept this lonely lighthouse life?
Because a lighthouse had once saved her.
6. Who is the main character in the story?
A. Lighthouse
B. Pandora

C. Friends
D. Night

7. According to the exposition of the story, what is the setting?

A. A lighthouse
B. A city

C. A town
D. A house

8. What reason does the resolution give for Pandora living in the
lighthouse?
A. She had many friends near there.
B. She loved the quietness of the area.
C. The lighthouse had saved her.
D. The area was very sunny.
The plant had been tossed and turned under the fury of the
hurricane. Then it had bent completely. But finally when the
hurricane ended, it sighed and stood upright again.
A
B
C
D

9. What happened to the small tree after the hurricane came?

It was destroyed.
It was tossed to the sea.
It was covered with water.
It bent, but stood up again.

A
B
C
D

10What is identify the denouement of a story?

The beginning of the story.
The middle of the story.
The end of the story.
None of the above.
Alexs Discovery
Alex was eating his breakfast one morning. Outside, his dog,
Tiki, began to bark. Alexs mom looked up from the sink, where
she was doing dishes. Alex, please go see what Tiki is barking
at.
Sure, mom, Alex said. He went outside.
The little brown dog was barking at a bush. Alex knelt down.
What is it, Tiki? he asked. Is there a squirrel in there? The
bush began to rustle. Alex walked up to it. He saw something
move behind the bush. He pushed the branches aside.
A tiny little man stood there. He wore a silver space suit. He
had a big, round head. He had green skin. His nose was shaped
like a horn. Please do not hurt me, the little man said. Okay,
said Alex. For some reason, he did not feel afraid. Are you from
Revised Fall 2013 ACEI/NAEYC 2010 Standards

outer space? The man nodded. Yes. My name is Bort. I come

from another planet. My space ship is out of fuel.1 I need help.
What kind of fuel do you need? Alex asked. Bort took a
little bottle from the pocket of his space suit. There was pink
liquid inside. This, he said. You have lots of it here on Earth. I
believe you call it lemonade. He gave the bottle to Alex. He
opened the top and sniffed. It was lemonade, all right. How
much do you need? Alex asked. About ten thousand gallons,
said Bort. It is a very big ship.
11. This passage is
a. nonfiction.
b. a poem
c. fiction.
d. a fairy tale.
12. The main problem in this passage is:
a. there is something in the bush.
b. Alex is scared of Bort.
c. Bort needs fuel for his space ship.
d. the dog is barking.
13. Which of the following details supports the problem?
a. Alex saw something move behind the bush.
b. Alex asks his mom for some lemonade.
c. Alex runs away screaming.
d. Alex asks Bort what kind and how much fuel he needs.
14. Alex seems
a. mad.
b. curious.
c. sad.
d. scared.
15. The author did not write a solution to this story. What is a
possible
solution?
a
b
c
d

Alex
Alex
Alex
Alex

will
will
will
will

make Bort go away.

try to help Bort get enough lemonade.
tell his mom he didnt see what Tikki was barking at.
hurt Bort.

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