EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Stevee P.

Scott Date: 1-28-2014

PART I: PLANNING People in My Community Title of Lesson

Is this lesson original idea? If not, from what source did I borrow this lesson?

Source Subject Area (s) Grade Level

Mrs. Humes/The Kindergarten Team

Social Studies Kindergarten K-2.3 Identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, firefighters, and police officers
Describe the lessons activities and content to provide a clear overview of the lesson. The teacher will begin the lesson by reviewing the previous days lesson about the roles of a teacher. Next, the teacher and students will engage in the book, Police Officer/ El policia by Jacqueline Laks Gorman. Students will work together in a guided activity. Students will work independently to complete an activity. What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. The student will be able to identify authority figures in the school and the community who enforce rules and laws that keep people safe. How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Curriculum Standards

Description and Background Information

Lesson Objectives

Varying Objectives for Individuals Needs

For students who do not understand the material, the teacher assistant or I will work with them in small groups or independently. For students who have already mastered the concept, I will allow them to work with students who may need more help, provide them with another activity that will increase their understanding of the lesson, or allow them to work in one of the learning centers in the classroom (i.e. block center, writing center, reading center, etc.) For students who are learning English, the teacher assistant or I will work with them in small groups or independently. I will also seek advice form the TESOL teacher, educational programs, and websites on how to better assist the students with this lesson. For instance, modeling, a peer partner, and visual aids can be useful tools for ELLs. Why is it important for the students to learn this content?

Statement of Purpose

This lesson is important because this content is needed for students to be safe. 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? Smart board, Chart paper, markers, pencils, crayons, scissors, Police Officer/El policia by Jacqueline Laks Gorman.

Materials and Resources

Anticipatory Set

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 post a photo of a police officer on the smartboard. Students will have to guess what community leader it is (i.e. teacher, police officer, or bus driver) and state what letter police officer begins with.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

The teacher will ask students what they know/ think they know about police officers. What will I do to show students what is expected?

Teacher Modeling or Demonstration Guided Practice Checking for Understanding

The teacher will model and provide students with visual aids and manipulatives that focus on the lesson. The teacher will discuss the role of a police officer. The teacher will read a book to the students on a police officer. What will we do together as they learn how to succeed at the new task? Together, the teacher and students will make a list of duties of the police officer on chart paper. 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? Why do we need police officers? Who would you call if you were lost in the mall? Where do police officers work? What do police officers keep on them?

What will students do by themselves to show that they have internalized the knowledge? Students will complete a worksheet that will require them to identify the different characteristics of a police officer. How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson? Together, the teacher and students will review the role of the police officer and encourage students to respect what they do for others. What will students do to demonstrate what they have learned?

Independent Practice Closure

Assessment (attach to lesson plan) Extension Activities

(see attachment) 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 discuss in their groups the role of a police officer and why they are important. They can role play, draw about police officers, and even create their own police story. Students and parents can work together on reviewing the role of police officers in the community.

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?

Technology

Students will be able to interact with each other with an activity on the smart board. How will you connect this lesson with other content areas across the curriculum? The Arts: Students can create their own Police officer puppets. They will need a police officer print out, scissors, crayons, markers, brown bag, and glue. Health: Students can discuss how important it is for police officers to eat healthy since they are required to use a lot of energy. Physical Education: Students can do body exercises in order for them to relate to how essential energy is to police officers (i.e. they have to chase bad guys).

Connection Across the Curriculum

PART III: REFLECTION

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

Strengths

The students were engaged the entire time. Students enjoyed the video from Brainpopjr.com and my classroom management techniques (i.e. turning on your listening ears and putting on your thinking cap, clam hands, etc.) Students were able to grasp the concept and express their ideas openly. Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement. Due to the timing, I believe that I rushed my lesson a little bit. I had to do all the lessons I missed (due to inclement weather) in one day. This was a little nerve racking but I was able to do it. The students were able to complete all of the assignments and enjoyed learning at the same time. What would you change when teaching this lesson again? If possible, I would pace myself a little bit more and prepare ahead of time (i.e. activity worksheets, video will be loaded ahead of time, groups assigned, etc.)

Weaknesses

Suggestions for Improvement

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

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION REFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date:________________

Target (5 Points)
The candidate includes all introductory components and all components are appropriate to the lesson

Highly Acceptable (4 Points)

The candidate includes most introductory components that are appropriate to the lesson

Acceptable (3 Points)
The candidate includes some introductory components that are appropriate to the lesson

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.

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

Score

INTRODUCTION (Title, Source, Subject Area, Grade Level) ACEI .1.0

CURRICULUM STANDARDS 2.1-2.7 DESCRIPTION AND BACKGROUND INFORMATION ACEI 1.0; 3.1

The candidate identifies all appropriate standards for the lesson.

The candidate identifies some of the standards that are appropriate 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 varies some of the objectives to address diverse students needs and includes some teacher actions that

The candidate fails to identify curriculum standards.

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,

The candidate identifies the lessons activities or the lessons content

The candidate fails to identify the lessons activities and content

LESSON OBJECTIVES 2.1-2.7

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

The candidate includes objectives that are not measurable or clearly written The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse

The candidate fails to include objectives for the lesson

The candidate fails to differentiate objectives

DIFFERENTIATION OF OBJECTIVES ACEI 3.2

teacher actions that accommodate diverse students needs

and identifies teacher actions that accommodate diverse students needs

accommodate those needs

students needs.

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

MATERIALS AND RESOURCES ACEI 1.0

LESSON DESIGN 3.1-3.5

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 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 describes specific assessments that correlate to all of the objectives and lesson

The candidate provides comprehensive lists of lesson materials and resources to be used by the teacher and the students, but no explanations 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 describes assessments that correlate to some of the objectives and the lesson

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

The candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not both The candidate describes a lesson that is somewhat studentcentered with few of the organizational issues, with no differentiated instruction

The candidate fails to provide a list of materials and resources for the lesson

The candidate describes an ill-planned lesson that is not student-centered or the candidate fails to describe the lesson

KEY ASSESSMENTS ACEI 4.0

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

CHECKING FOR UNDERSTANDING ACEI 3.1-3.5

The candidate describes and lists specific strategies and techniques and/or lists 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 The candidate demonstrates a high level of competence in spelling, grammar and typing

The candidate describes and lists several strategies/ techniques and questions to be asked to check for understanding The candidate meaningfully incorporates and describes teacher used technology in the lesson

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 incorporates technology in the lesson in superficial ways; candidate does not describe the use of technology The candidate demonstrates little competence in spelling, grammar and typing, through many errors The candidate provides extension activities that do not connect the home, community and community agencies The candidate connects the lesson to at least two curriculum content areas 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 does not list or describe any strategies/techniques or asks questions to check for understanding The candidate fails to address the issue of technology

TECHNOLOGY 3.1-3.5

The candidate incorporates and describes technology in the lesson in superficial ways.

PRESENTATIONS & CONVENTIONS ACEI 5.1 EXTENSION ACTIVITIES ACEI 5.3-5.4

The candidate demonstrates competence in spelling, grammar and typing, but exhibits few errors The candidate provides at least one extension activity to connect the lesson with the home and community, but not community agencies The candidate includes connections to at least 5 of the 7 curriculum areas in 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 demonstrates sufficient competence in spelling, grammar and typing, but exhibits several errors The candidate provides extension activities that connect the home, but not the community and community agencies The candidate includes connections to the four core content areas in the lesson The candidate provides information regarding the effectiveness and ineffectiveness of the lesson, but gives no information regarding future implementation

The candidate demonstrates little competence in spelling, grammar and typing through a significant number of errors The candidate fails to provide extension activities

CONNECTION ACROSS THE CURRICULUM ACEI 2.8

The candidate provides more than one extension activity to connect the lesson with the home, community and community agencies The candidate includes connections to all of the curriculum content areas during the lesson. 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 fails to connect the lesson to other curriculum content areas The candidate fails to provide information regarding reflections from the implementation of the lesson

REFLECTIONS ACEI 5.1

T OT A L
Revised 1-2012