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Claflin University School of Education EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Tiaria Norman Date: 9/13/17 PART I: PLANNING Charts Lesson Title of Lesson Is this lesson original idea? If not, from what source did you borrow this lesso
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  Revised Fall 2013  –  ACEI/NAEYC 2010 Standards Claflin University School of Education   EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Tiaria Norman Date: 9/13/17 PART I: PLANNING Title of Lesson Charts Lesson Source Is this lesson srcinal idea? If not, from what source did you borrow this lesson? Original Subject Area (s) ELA Grade Level 3 rd  grade Curriculum Standards 8.2 Use knowledge of appendices, timelines, maps, and charts to locate information and gain meaning; explain how these features contribute to a text Description and Background Information Describe the lesson’s activities and content to provide a clear overview of the lesson.  The teacher will introduce the concept of interpreting charts. The teacher will start the lesson off by discussing what charts are, why we use them, and why they are important. The teacher will then read a short paragraph about four animals, where they live and what they eat. The teacher will then show the chart that represents the text. As a class, we will compare the chart and the text. The purpose of this will be to show how charts help to better understand the text. The teacher will provide the students with a worksheet that has a chart. The students will have to interpret the chart and answer two questions about the chart. After the students have finished the two questions they will then turn to a partner and have seven minutes to come up with two questions own their own based on the previous chart, then switch with their partner and answer each other questions. Lesson Objectives What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. The students will be able to interpret charts and answer questions about the charts 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 be able to interpret charts and answer questions about the chart with 85% accuracy. How will you vary these objectives for students who have already mastered the concept? The students will be able to use data to create their own charts with 80% accuracy. How will you vary these objectives for students who are presently learning English? The students will be able to pronounce and understand all the chart headings with 100% accuracy. Statement of Purpose Why is it important for the students to learn this content? This is important for students to know because students need to know that charts help us to be understand the text. What materials and supplies are needed to help your students achieve the stated objectives? Pencil, a worksheet  Revised Fall 2013  –  ACEI/NAEYC 2010 Standards Materials and Resources What will the teacher need? Lumus, Starboard, Whiteboard, and workbooks What will the students need? Pencil, worksheet What other resources are needed? None Will you use resource speakers? No 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 lesson’s activities?  I will ask the students what was the graphic feature that we talked about the week before. Part II: IMPLEMENTATION Pre-assessment How will you find out what students already know about this topic? I will ask the students what they know about charts. I will ask the students why do they think charts are important. Teacher Modeling or Demonstration What will you do to show students what is expected? I will read the Animals text, and then show the students the text to match the chart. Then I will use a sample question to show the student how they interpret the chart to answer questions. Guided Practice What will we do together as they learn how to succeed at the new task? We will go through samples questions and I will allow students to come up to the board to explain how they used the chart to answer questions. Checking for Understanding 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? Before the students move on to their independent practice I will ask the students the students to walk me through a question explain how the interpret a chart to answer a question. I will have a few students come up to the board to show me how they solved a problem. Independent Practice What will students do by themselves to show that they have internalized the knowledge? The students will have to interpret the chart and answer two questions about the charts. 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? I will wrap up my lesson by asking the three things that they know about charts now, then tell me how can they use them in the future. Assessment ( Give a description and attach to lesson plan )  What will students do to demonstrate what they have learned? After the students have finished the two question they will then turn to a partner and have seven minutes to come up with two questions own their own based on the previous chart, then switch with their partner and answer each other questions. 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? Students can create a chart at home based on the number of items that they have a home. We could collect data from all the second-grade classrooms and create a chart using the data that we find. Technology 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 Lumus and the Smartboard to show the students the text that about the animals, and I will display the chart that goes along with the Animals text. Connection Across the Curriculum 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. Science: This will be connected to science because we will be talking about different types of animals. Social Studies: We will be discussing where the animals from the text lives. Math: The students will be looking at numbers in charts to solve problems. Arts: The students will be creating charts.  Revised Fall 2013  –  ACEI/NAEYC 2010 Standards PART III: REFLECTION Strengths Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement. I feel that my strength was keeping the students involved throughout the lesson, and I feel that I kept I have good classroom management with using our red, green and yellow sticks. Weaknesses Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement. I feel that one weakness was giving the students to long to complete an activity, leaving some students sitting without work. Suggestions for Improvement What would you change when teaching this lesson again? If I was to do this lesson again I would have the students create their own charts at some part of the lesson. 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 (5 Points) Highly Acceptable (4 Points) Acceptable (3 Points) Moderately Acceptable (2 Points) Unacceptable (1 Point) Score INTRODUCTION (Title, Source, Subject Area, Grade Level) ACEI .1.0  NAEYC 1a 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 The candidate includes only one introductory component that is appropriate to the lesson The candidate fails to include the Introductory components CURRICULUM STANDARDS 2.1-2.7 NAEYC 4c  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 lists standards, but standards are inappropriate for the lesson. The candidate fails to identify curriculum standards. DESCRIPTION AND BACKGROUND INFORMATION ACEI 1.0; 3.1 NAEYC 1a The candidate describes the lesson’s activities and content in a detailed manner. The candidate describes the lesson’s activities and content in a manner that  provides a clear overview of the lesson The candidate identifies the lesson’s activities and content but fails to  provide a clear overview of the lesson The candidate identifies the lesson’s activities or the lesson’s content  The candidate fails to identify the lesson’s activities and content LESSON OBJECTIVES 2.1-2.7 NAEYC 5c The candidate includes concise, clearly written, measurable performance objectives for all standards The candidate includes measurable performance objectives, but objectives are not clearly or concisely written for the lesson The candidate includes clearly written objectives that are not measurable The candidate includes objectives that are not measurable or clearly written The candidate fails to include objectives for the lesson DIFFERENTIATION OF OBJECTIVES ACEI 3.2 NAEYC 1b; 5c 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 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 varies some of the objectives to address diverse students’ needs and includes some teacher actions that accommodate those needs The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse students’ needs. The candidate fails to differentiate objectives
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