Claflin University School of

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

Keydareon Graham

Date: 11-14-16

PART I: PLANNING
Dimensional Analysis
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.
Math

Subject Area (s)

7th
Grade Level
Curriculum Standards

7. RP.1
Compute unit rates associated with ratios of fractions, including
ratios of lengths, areas and other quantities measured in like or
different units.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information
Lesson Objectives

Rates, ratios, and proportions can be used in

everyday life to convert units of measure.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

TSWBAT: Understand and apply the concepts of

dimensional analysis (converting units) with at least 80%
accuracy.
How will you vary these objectives for students who do not understand the material?

Varying Objectives for

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

For the students who did not understand the objective, I will
apply a real world approach (examples) 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
Revised Fall 2013

together and have them help each other.

Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

Knowing how to complete dimensional analysis are

important when you are converting units.
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?

Pencil
Paper
Teacher-made worksheet
Carnegie Textbook
Notebook
Computer
Smart Board
PowerPoint
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?

If your mom sent you to the store to get a gallon of milk, and
they only had quart size containers, how many quarts
should you purchase?

Part II: IMPLEMENTATION

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

Pre-assessment

I showed them a gallon and a quart size of milk. I asked them to

tell me were they equal. I asked them how can I make them the
same. When they gave me their answer, I asked them to explain
why.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

I prepared a PowerPoint on Dimensional Analysis

(See Attachment)
What will we do together as they learn how to succeed at the new task?

Guided Practice
Checking for
Understanding

Together, we completed several examples on Dimensional

Analysis and the proper steps to convert the units.
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?

Throughout the lesson I asked them questions after I had taught

an item. Questions such as:
Why do I convert units
Can I ever convert or compare if they arent like numbers?
How man inches are in a foot?
How many feet are in one mile?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

For independent practice, the students was given a worksheet on

Dimensional Analysis (See Attachment)
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, I asked the class to tell me what dimensional

Analysis was. I also asked the student review questions on unit
measurements
What will students do to demonstrate what they have learned?

Revised Fall 2013

For the assessment, the students were given a worksheet to

(Give a description and attach to complete as their Ticket-To-Leave. This worksheet was in
collaboration with their independent practice. (See Attachment)
lesson plan)

Assessment

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?

At home, they can take items when they are cooking and see how
many quarts would they equal. If they have length, they can
convert the number of feet their sofa is to inches.
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

For technology, I used pictures and the internet so they could see
alternative methods involving dimensional analysis. 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.

PART III: REFLECTION

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

Strengths

One of my strengths would be classroom management. These lessons and

activities called for a lot of interactions and if you dont have good
classroom management, your classroom can become a playground, but I
was able to keep control.
Another strength during my lesson, was my engagement. The entire time,
all the students were alert and eager to participate. I had so many hands
go up whenever I would ask a question. Math is a hard subject, and if the
students are not engaged then they will not be able to follow what you are
doing.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

I think a weakness of mine would be how do I teach where there is more

work time than instructional time. During my guided practice, the classes
rely on me in the beginning instead of us doing it together. However, this
only happened once.
Another weakness would be addressing all the hands that are raised.
When the students raise their hand, I go to their desk to see if they
produced the correct. Once I affirm them, then I have several hands go
up wanting me to go check their work. By doing this, I lose time.
What would you change when teaching this lesson again?

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

THE CLAFLIN IMPERATIVE:

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

Revised Fall 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)

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

CURRICULUM
STANDARDS

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 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 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

DESCRIPTION AND
BACKGROUND
INFORMATION

LESSON
OBJECTIVES

DIFFERENTIATION
OF OBJECTIVES

Revised Fall 2013

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
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

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

The candidate includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

Score

STATEMENT OF
PURPOSE

MATERIALS AND
RESOURCES

LESSON DESIGN

KEY ASSESSMENTS

CHECKING FOR
UNDERSTANDING

Revised Fall 2013

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 provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.
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 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

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 illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson

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 includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.

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 describes

and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding
The candidate
meaningfully incorporates

The candidate describes

and lists several strategies/
techniques and questions
to be asked to check for
understanding
The candidate
meaningfully incorporates

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

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

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
incorporates and

TECHNOLOGY

PRESENTATIONS &
CONVENTIONS

EXTENSION
ACTIVITIES

REFLECTIONS

and describes student used

technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

and describes teacher used

technology in the lesson

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

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 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