Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Tiaria Norman Date: October 12, 2017

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

Original
Source
Social Studies
Subject Area (s)
3rd grade
Grade Level

Curriculum Standards Indicator 3-2.2: Summarize the activities and accomplishments

of key explorers of South Carolina, including Hernando de Soto,
Jean Ribault, Juan Pardo, Henry Woodward, and William Hilton.
(H, G)

Describe the lessons activities and content to provide a clear overview of the lesson.

Description and The students will first answer the question What comes to mind when you hear the word
Background Information explorer. We will then go through a PowerPoint as a class explaining what explorers do
and who they are. We will talk about the key explorers of South Carolina and summarize
their activities and accomplishments. After the PowerPoint the students will think pair and
share. The students will turn to a partner and discuss the key explorers and fact about
them. We will then play a review game title Who am I. The students will be spilt up into
two teams, the students will have to read the facts on the board about an explorer and
then guess who they think it is. Each team will have a white board and dry eraser marker
so that they can record their answers during the game. Each time the team guess the
correct explorer they will receive 5 points. The group will have 5 questions one for each
key explorer. After the review game, the students will receive their assessment on the key
explorers.

What will students be able to do at the conclusion of this lesson? Make sure that your
Lesson Objectives objective(s) are measurable.
The students will be able summarize and explain the activities and accomplishments of
key explorers of South Carolina with 95% accuracy.

Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)
How will you vary these objectives for students who do not understand the material?
The students will receive their own print out of the PowerPoint and we will review
individually or in small groups.
How will you vary these objectives for students who have already mastered the concept?
The students will write a summary on the key explorers explaining their activities and
accomplishments.
How will you vary these objectives for students who are presently learning English?
The students will be able to pronounce, name and list the five key explorers with 100%
accuracy.

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

Statement of Purpose
It is important for the students to learn this content so that they can make connections
that these explorers are connected to the Native Americans. They need to know that these
explorers came and took the land from the Native Americans. They also need to know that

Revised Fall 2013 ACEI/NAEYC 2010 Standards


Materials and Resources
Anticipatory Set
Part II: IMPLEMENTATION
Pre-assessment
Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding
Independent Practice
Closure
Assessment
(Give a description and attach to
lesson plan)
Extension Activities
Revised Fall 2013 ACEI/NAEYC 2010 Standards
the English created the first permanent settlement, and make connections to understand
that this is why we speak English.
What materials and supplies are needed to help your students achieve the stated
objectives?
What will the teacher need?
Explorers PowerPoint, Review game PowerPoint, smart board, assessment for students
What will the students need?
Whiteboards, dry erase markers, pencils, assessment
What other resources are needed?
No
Will you use resource speakers?
No
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?
Ask the students what comes to mind when you hear the word explorer?
How will you find out what students already know about this topic?
I will orally review with the students.
Who are the key explorers?
Where did these explorers come from?
What does motives mean?
What does for king and country mean?
What will you do to show students what is expected?
I will walk the students through the Explorers PowerPoint. The PowerPoint will go over the
motives behind why these explorers came to South Carolina, as well as the key explorers
that came.
What will we do together as they learn how to succeed at the new task?
I will review each key explorer. I will tell the students their activities and accomplishments,
as well what country they are from.
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?
I will have the students turn to a partner and they will have to take to each other about the
five key explorers. I will walk around the class and monitor the conversation, then further
instruct if needed.
What will students do by themselves to show that they have internalized the knowledge?
We will then play a review game title Who am I. The students will be spilt up into two
teams, the students will have to read the facts on the board about an explorer and then
guess who they think it is. Each team will have a white board and dry eraser marker so
that they can record their answers during the game. Each time the team guess the correct
explorer they will receive 5 points. The group will have 5 questions one for each key
explorer
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?
I will orally review the key explorers and important facts about them. Have the students
raise their hands and ask them to name an explorer and give me one fact about them.
What will students do to demonstrate what they have learned?
The students will complete a 17 question assessment. The assessment was not original.
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?
The students could complete a research on an explorer of their choice. The students can
utilize their iPads to complete the research.
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?
I will use the Smartboard to project the students PowerPoint as well as their review game.
 Technology
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.
Connection Across the Art: The students will create pictures of the explorers or things that motived the explorers to come to
Curriculum South Carolina.
Health: The students will discuss the types of food that the explorers ate based on what part of South
Carolina they settled in.
PE: The students will move around the class during the review game.
Math: The students will calculate the number of men the explorers brought with them including the
explorers themselves.
Science:
ELA: The students will learn new vocabulary words including explorer, exploration and motives.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
A strength would be allowing the student to interact with each other during their think pair share
Strengths and review game. I also think that having the students on the rug during direct instruction gave the
students the opportunity to move around and get out of their seats.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
I think the think pair share could have been more structured, giving the students more details on
Weaknesses what they should have been discussing.

What would you change when teaching this lesson again?

Suggestions for I would give the students a specific topic during the think pair share.
Improvement
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 appropriate to the components
ACEI .1.0 lesson 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 identify curriculum
STANDARDS the lesson. are appropriate for the standards and some standards are standards.
2.1-2.7 lesson. inappropriate standards inappropriate for the
NAEYC 4c for the lesson. lesson.
DESCRIPTION AND The candidate describes The candidate describes The candidate identifies The candidate The candidate fails to
BACKGROUND the lessons activities and the lessons activities and the lessons activities identifies the lessons identify the lessons
INFORMATION content in a detailed content in a manner that and content but fails to activities or the activities and content
ACEI 1.0; 3.1 manner. provides a clear overview provide a clear lessons content
NAEYC 1a of the lesson overview 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 are not clearly or concisely measurable written
NAEYC 5c standards written for the lesson
The candidate varies all The candidate varies most The candidate varies The candidate does not The candidate fails to
objectives to promote rigor of the objectives to some of the objectives vary the objectives, but differentiate objectives
DIFFERENTIATION and challenge for all promote rigor and a to address diverse the candidate identifies
OF OBJECTIVES students, including diverse challenge for all students, students needs and teacher actions that
students, , and identifies including diverse students, includes some teacher accommodate diverse
ACEI 3.2
teacher actions that and identifies teacher actions that students needs.
NAEYC 1b; 5c accommodate diverse actions that accommodate accommodate those
students needs diverse students needs needs

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 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
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
Revised Fall 2013 ACEI/NAEYC 2010 Standards
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 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 makes an The candidate does not The candidate makes
adequate attempt to explain the relevance no attempt to explain
explain the importance of 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 provide a list of
materials and resources materials and materials and resources
to be used by the resources to be used by for the lesson
teacher and the students the teacher or the
for the lesson students, but not both
The candidate clearly The candidate The candidate
describes a student- describes a lesson that describes an ill-
centered lesson that is somewhat student- planned lesson that is
contains few of the centered with few of not student-centered or
organizational issues, the organizational the candidate fails to
and addresses some issues, with no describe the lesson
differentiated differentiated
instruction. instruction
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
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.
NAEYC 5c
The candidate provides
thorough information that
shows an understanding of
the effectiveness and
REFLECTIONS ineffectiveness of the
ACEI 5.1 lesson; gives information
NAEYC 4d regarding changes for
future implementation of
the lesson
T OT A L
Revised Fall 2013 ACEI/NAEYC 2010 Standards
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 somewhat
provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson
Revised 1-2
The candidate The candidate The candidate fails to
incorporates and incorporates address the issue of
describes technology in technology in the technology
the lesson in superficial lesson in 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 competence in
grammar and typing, spelling, grammar and spelling, grammar and
but exhibits several typing, through many typing through a
errors errors significant number of
errors
The candidate provides The candidate provides The candidate fails to
extension activities that extension activities provide extension
connect the home, but that do not connect the activities
not the community and home, community and
community agencies community agencies
The candidate includes The candidate The candidate fails to
connections to the four connects the lesson to connect the lesson to
core content areas in the at least two curriculum other curriculum
lesson content areas content areas
The candidate provides The candidate provides The candidate fails to
information regarding superficial information provide information
the effectiveness and regarding the regarding reflections
ineffectiveness of the effectiveness and the from the
lesson, but gives no ineffectiveness of the implementation of the
information regarding lesson, and gives no lesson
future implementation information regarding
future implementation
of the lesson.