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EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model ML and Secondary
Name:
Keydareon Graham
Date: 10-12-16
PART I: PLANNING
Physical Properties and Changes
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
Source
This lesson is half original and the other half came from the help
of my mentor teacher.
Science
Description and
Background
Information
Lesson Objectives
The activities for the lesson was designed to have the students
do practice and get hands on experience in how to identify
physical and chemical property.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
For the students who did not understand the objective, I will
apply a real world approach (example) to see if they now
understood what the purpose of the lesson is.
How will you vary these objectives for students who have already mastered the concept?
For the students who have mastered the content, I will then increase
the work level by throwing in a few complex problems. Also, this is a
good time to use partnership so if there are some that are behind, the
ones that have mastered it can be used to assist others.
How will you vary these objectives for students who are presently learning English?
This would be the time that I would do some one on one teaching with
the student. By this, I can explain to them even more about the
objective. Also, if there is more than one student who is learning
English and the other is ahead of one, I can put them together and
have them help each other.
Why is it important for the students to learn this content?
Statement of Purpose
Materials and
Resources
Anticipatory Set
Pencil
Paper
Notebook
Computer
Smart Board
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?
http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-ofmatter.htm
Pre-assessment
Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding
Independent Practice
Revised Fall 2013
For independent practice, the students made took out paper and
balled it up to show a physical change. The paper was ripped,
stepped on, thrown across the room.
Closure
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?
For closure, the class was given a ticket to leave sheet that had
two problems on it to determine if it was a physical property or
physical change.
What will students do to demonstrate what they have learned?
Assessment
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?
Technology
For technology, I used videos so they can see how properties and change
work. I also used a PowerPoint so it can be an engaging lesson and they
would be able to copy the notes down while I talked to them.
Strengths
Weaknesses
Suggestions for
Improvement
One thing that I would change is the amount of time examples I provide
for the students. I gave them a lot of examples in the instructional time
and this could have been decreased and did together in the guided
practice section.
Revised 6-2013
CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________
Target
(5 Points)
Highly Acceptable
(4 Points)
Acceptable
(3 Points)
INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
CURRICULUM
STANDARDS
DESCRIPTION AND
BACKGROUND
INFORMATION
LESSON
OBJECTIVES
DIFFERENTIATION
OF OBJECTIVES
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
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
Score
STATEMENT OF
PURPOSE
MATERIALS AND
RESOURCES
LESSON DESIGN
KEY ASSESSMENTS
CHECKING FOR
UNDERSTANDING
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations
The candidate
describes a lesson that
is somewhat studentcentered with few of
the organizational
issues, with no
differentiated
instruction
The candidate
describes an illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson
The candidate
incorporates and
TECHNOLOGY
PRESENTATIONS &
CONVENTIONS
EXTENSION
ACTIVITIES
REFLECTIONS
describes technology in
the lesson in superficial
ways.
technology in the
lesson in superficial
ways; candidate does
not describe the use of
technology
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
T OT A L
Revised 1-2