Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model

Name: Jacob Gilliard Date: April 3, 2017

PART I: PLANNING
Severe Weather Woes
Title of Lesson

This lesson is a combination of my own ideas and Mrs. Robinsons

Source assignments and/or input.
Science
Subject Area (s)
4th
Grade Level

Curriculum Standards 4-4.Summarize the conditions and effects of severe weather phenomena
(including thunderstorms, hurricanes, and tornadoes) and related safety
concerns.

Students will build upon their knowledge of weather conditions and their
Description and effects. They will be able to classify severe weather conditions;
thunderstorms, hurricanes, and tornados
Background Information

Lesson Objectives
Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
The objective of this indicator is to summarize the
processes of the water cycle; therefore, the primary focus
of assessment should be to generalize information about
the parts of the water cycle.
How will you vary these objectives for students who do not understand the material?
I will guide my instruction in a way that provides audio, visual examples and
descriptions. I will also perform formative assessments throughout the
direction instruction and guided practices allowing students to ask questions
prior to independent practice.
How will you vary these objectives for students who have already mastered the concept?
For students that have already mastered the concept I will ask them to make
predictions based on weather conditions whether or not those are the
conditions for a thunderstorm.
How will you vary these objectives for students who are presently learning English?
For students that are presently learning English, I will be sure to introduce
new vocabulary in an explicit manner with a corresponding picture.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 It is essential for students to know that the weather conditions associated with
Statement of Purpose severe weather are different for each storm. These conditions have different
effects and there are safety concerns associated with each condition.

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
Materials and Resources resources are needed? Will you use resource speakers?
StarBoard
Internet
Speakers
Science Notebooks
Pencils

The hook of my lesson is to ask the class what does it feel like to be in the
Anticipatory Set middle of a thunderstorm. Students will tell me what it looks like outside and
variances in the weather conditions. Also there is a silent thunderstorm rain
dance activity where students follow my direction of recreating a thunderstorm
with snapping, patting, and stomping.

Part II: IMPLEMENTATION

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

Pre-assessment A five minute class discussion reviewing what we have been learning
regarding weather conditions and their
What will you do to show students what is expected?

Teacher Modeling or I will demonstrate on a paragraph what cornell notes should look like.
Demonstration
What will we do together as they learn how to succeed at the new task?
We will complete pre-filled guided notes with a prezi presentation about the
Guided Practice weather conditions during a thunderstorm, the effects, and the safety
procedures.
Throughout the lesson I will be asking the following questions; What are the
Checking for effects of thunderstorms? What types of winds are present during a
thunderstorm? What actions are safe and unsafe during a thunderstorm?
Understanding
What will students do by themselves to show that they have internalized the knowledge?

Students will complete a weather conditions based riddle handout. Who is

Independent Practice thunders best friend?
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?
Closure
I will wrap up the lesson with our rain dance that we did to begin the lesson.

What will students do to demonstrate what they have learned?

Assessment Students will complete a matching worksheet for homework that will be
(Give a description and attach checked for completion and graded the following day.
to lesson plan)
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?
Extension Activities
Revised Fall 2013 ACEI/NAEYC 2010 Standards
 Students can look up and compare the number of thunderstorms in south
Carolina for the past five years and elaborate on any patterns that they
observe.

The technology that I will be utilizing will be the starboard and the interactive
presentation software, Prezi.
Technology
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.
Connection Across the
Curriculum For the arts students will be asked to draw a thunderstorm safety procedure as a
ticket-out-the-door.

PART III: REFLECTION

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

Strengths I feel that my strengths are the flow of the lesson and how I can make the beginning
engaging while tying the closure end as well.
Weaknesses Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
My weaknesses would be containing the excitement of the class during the lesson. I
know I can be enthusiastic about students participation but, that does not mean I
should not be able to control the flow of questions and answers. I have to do a better
job of expecting that students raise their hands and be respectful when other students
are giving answers.

What would you change when teaching this lesson again?

Suggestions for
Improvement I would change my classroom management by stating my expectations prior to the
lesson beginning.

Revised 6-2013

THE CLAFLIN IMPERATIVE:

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

Target Highly Acceptable Acceptable Moderately Unacceptable

(5 Points) (4 Points) (3 Points) Acceptable (1 Point) Score
(2 Points)
The candidate includes all The candidate includes The candidate includes The candidate includes The candidate fails to
INTRODUCTION introductory components most introductory some introductory only one introductory include the
(Title, Source, Subject and all components are components that are components that are component that is Introductory
Area, Grade Level) appropriate to the lesson appropriate to the lesson appropriate to the lesson appropriate to the components
ACEI .1.0 lesson
NAEYC 1a
The candidate identifies all The candidate identifies The candidate identifies The candidate lists The candidate fails to
CURRICULUM appropriate standards for some of the standards that some appropriate standards, but standards identify curriculum
STANDARDS the lesson. are appropriate for the standards and some are inappropriate for the standards.
2.1-2.7 lesson. inappropriate standards lesson.
NAEYC 4c for the lesson.
DESCRIPTION AND The candidate describes The candidate describes The candidate identifies The candidate identifies The candidate fails to
BACKGROUND the lessons activities and the lessons activities and the lessons activities the lessons activities or identify the lessons
INFORMATION content in a detailed content in a manner that and content but fails to the lessons content activities and content
ACEI 1.0; 3.1 manner. provides a clear overview provide a clear overview
NAEYC 1a of the lesson of the lesson
The candidate includes The candidate includes The candidate includes The candidate includes The candidate fails to
LESSON concise, clearly written, measurable performance clearly written objectives that are not include objectives for
OBJECTIVES measurable performance objectives, but objectives objectives that are not measurable or clearly the lesson
2.1-2.7 objectives for all standards are not clearly or concisely measurable written
NAEYC 5c written for the lesson

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 The candidate varies all
objectives to promote rigor
DIFFERENTIATION and challenge for all
OF OBJECTIVES students, including diverse
students, , and identifies
ACEI 3.2
teacher actions that
NAEYC 1b; 5c
accommodate diverse
students needs
The candidate clearly
STATEMENT OF explains the importance of
PURPOSE the content for the student.
NAEYC 5c
The candidate provides
comprehensive lists of
MATERIALS AND lesson materials and
RESOURCES resources with
ACEI 1.0 explanations of how they
NAEYC 4b 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
LESSON DESIGN (anticipatory set), purpose,
ACEI 3.1-3.5 modeling/demonstration,
NAEYC 4b guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction
Revised Fall 2013 ACEI/NAEYC 2010 Standards
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
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 clearly
describes a student-
centered 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 varies The candidate does not The candidate fails to
some of the objectives to vary the objectives, but differentiate objectives
address diverse students the candidate identifies
needs and includes some teacher actions that
teacher actions that accommodate diverse
accommodate those students needs.
needs
The candidate makes an The candidate does not The candidate makes
adequate attempt to explain the relevance of no attempt to explain
explain the importance the content for the the relevance of the
of the content to for the student. content for the student
student.
The candidate provides The candidate provides The candidate fails to
lists of some of the a list of lesson materials provide a list of
materials and resources and resources to be materials and resources
to be used by the teacher used by the teacher or for the lesson
and the students for the the students, but not
lesson both
The candidate clearly The candidate describes The candidate
describes a student- a lesson that is describes an ill-planned
centered lesson that somewhat student- lesson that is not
contains few of the centered with few of the student-centered or the
organizational issues, organizational issues, candidate fails to
and addresses some with no differentiated describe the lesson
differentiated instruction
instruction.
 The candidate describes
specific assessments that
KEY ASSESSMENTS correlate to all of the
ACEI 4.0 objectives and lesson or
NAEYC 3b-c attaches the assessment.
The candidate describes
and lists specific strategies
CHECKING FOR and techniques and/or lists
UNDERSTANDING questions to be asked to
ACEI 3.1-3.5 check for understanding
NAEYC 5c
The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
TECHNOLOGY explains why technology
ACEI 3.1-3.5 cannot be meaningfully
NAEYC 4b incorporated
The candidate
demonstrates a high level
PRESENTATIONS & of competence in spelling,
CONVENTIONS grammar and typing
ACEI 5.1
NAEYC 6b
The candidate provides
EXTENSION more than one extension
ACTIVITIES activity to connect the
ACEI 5.3-5.4 lesson with the home,
NAEYC 4c community and
community agencies
CONNECTION The candidate includes
ACROSS THE connections to all of the
CURRICULUM curriculum content areas
ACEI 2.8 during the lesson.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
The candidate describes
assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.
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
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 includes The candidate includes The candidate fails to
assessments within the assessments within the include and/or attach
plan which correlate to plan that do not the assessment(s).
the objectives and the correlate to the
lesson, but does not objectives and the
describe or attach the lesson.
assessment.
The candidate lists and The candidate lists The candidate does not
describes strategies/ questions, but fails to list or describe any
techniques, but does not describe or list strategies/techniques or
list any questions strategies and asks questions to check
techniques for understanding
The candidate The candidate The candidate fails to
incorporates and incorporates technology address the issue of
describes technology in in the lesson in technology
the lesson in superficial superficial ways;
ways. candidate does not
describe the use of
technology
The candidate The candidate The candidate
demonstrates sufficient demonstrates little demonstrates little
competence in spelling, competence in spelling, competence in spelling,
grammar and typing, but grammar and typing, grammar and typing
exhibits several errors through many errors through a significant
number of errors
The candidate provides The candidate provides The candidate fails to
extension activities that extension activities that provide extension
connect the home, but do not connect the activities
not the community and home, community and
community agencies community agencies
The candidate includes The candidate connects The candidate fails to
connections to the four the lesson to at least connect the lesson to
core content areas in the two curriculum content other curriculum
lesson areas content areas
 NAEYC 5c
The candidate provides The candidate somewhat The candidate provides The candidate provides The candidate fails to
thorough information that provides information that information regarding superficial information provide information
shows an understanding of shows an understanding of the effectiveness and regarding the regarding reflections
the effectiveness and the effectiveness of the ineffectiveness of the effectiveness and the from the
REFLECTIONS ineffectiveness of the lesson; gives information lesson, but gives no ineffectiveness of the implementation of the
ACEI 5.1 lesson; gives information regarding changes for information regarding lesson, and gives no lesson
NAEYC 4d regarding changes for future implementation of future implementation information regarding
future implementation of the lesson future implementation
the lesson of the lesson.

T OT A L

Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards