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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 th
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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: October 12, 2017 PART I: PLANNING Title of Lesson Explorers lesson Source Is this lesson srcinal idea? If not, from what source did you borrow this lesson? Original Subject Area (s) Social Studies Grade Level 3 rd  grade 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) Description and Background Information Describe the lesson’s activities an d content to provide a clear overview of the lesson. The students will first answer the question “ What comes to mind when you hear the word 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 pla y 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. 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 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. Statement of Purpose Why is it important for the students to learn this content? 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 the English created the first permanent settlement, and make connections to understand that this is why we speak English. Materials and Resources 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 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?  Ask the students what comes to mind whe n you hear the word “explorer”? Part II: IMPLEMENTATION Pre-assessment 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? Teacher Modeling or Demonstration 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. Guided Practice 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. 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? 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. Independent Practice What will students do by themselves to show that they have internalized the knowledge? We will then pla y 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 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 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. Assessment ( Give a description and attach to lesson plan )  What will students do to demonstrate what they have learned? The students will complete a 17 question assessment. The assessment was not srcinal. 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? 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 student ’ s PowerPoint as well as their review game.  Revised Fall 2013  –  ACEI/NAEYC 2010 Standards Technology 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. Art: The students will create pictures of the explorers or things that motived the explorers to come to 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 Strengths 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 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. Weaknesses 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 what they should have been discussing. Suggestions for Improvement What would you change when teaching this lesson again? I would give the students a specific topic during the think pair share. 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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