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EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Rayvon Rogers
Date: 10/26/15
PART I: PLANNING
French Revolution
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
This is an original idea
Source
Social Studies
Subject Area (s)
7th Grade
Grade Level
Curriculum Standards
Description and
Background Information
Lesson Objectives
Describe the lessons activities and content to provide a clear overview of the lesson.
The lesson begins by asking students What inspires you? After that, the teacher will show the
locations of the countries involved. The teacher will then use a PowerPoint to explain/describe
Enlightenment ideas, American Revolution, United States Constitution, Bill of Rights, and the
French Revolution. Checking for understanding will occur through the use of questioning,
retelling, hand signals, and dry-erase boards. The teacher and students will then go over those
same elements through guided practice. Students will show knowledge of the content through the
use of a summary of 7-10 sentences..
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
Students will be able to analyze how the Enlightenment influenced the American Revolution and
French Revolution.
How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?
For those students who do not understand the material, they will just have to show knowledge of
French Revolution.
For those students who have mastered the concept, they will have to continue to strengthen that
skill.
For those students who are presently learning English will have to be able to match pictures with
the way they hear the sounds of certain words.
Statement of Purpose
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?
The teacher will need a computer for the use of powerpoint and showing it on the projector, white
board to help with visual learners, and paper to show example of the summary. Students will
need paper, pencil, glue, crayons/markers/colored pencils, and their creative minds.
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?
The teacher will ask students What inspires you? The hook will come from expanding on one of
the students responses. Then linking their response to the American Revolution and how that
inspired the French Revolution. Then check for students understanding on previous knowledge
of the American Revolution.
Pre-assessment
Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding
Independent Practice
Closure
How will you find out what students already know about this topic?
The anticipatory set will let me know if students have prior knowledge on the topic.
Assessment
Technology
Connection Across the
Curriculum
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?
Write a summary of what you learned in class.
Choice Board
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?
Power point, projector, Brain pop video
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.
Students will be reading material from the powerpoint. Students are able to identify how many events had
an impact on the French Revolution. Students can physically get up and point to the countries involved.
Strengths
Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
Students will be able to stay engaged in the lesson after giving examples of what inspires them. Teacher
used hand signals and acronyms for the information presented to students.
Students will not get off task because of the constant engaged checking for understanding.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
Teacher should have used more visuals for the visual learners.
Weaknesses
Suggestions for
Improvement
Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________
INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON OBJECTIVES
2.1-2.7
NAEYC 5c
Target
(5 Points)
Highly Acceptable
(4 Points)
Acceptable
(3 Points)
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
The candidate includes
objectives that are not
measurable or clearly
written
Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
Score
DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c
STATEMENT OF
PURPOSE
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate
describes a lesson that
is somewhat studentcentered with few of
the organizational
issues, with no
differentiated
instruction
The candidate
describes an ill-planned
lesson that is not
student-centered or the
candidate fails to
describe the lesson
NAEYC 5c
MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b
LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b
The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson
The candidate
incorporates and
describes technology in
the lesson in superficial
ways.
The candidate
incorporates
technology in the
lesson in superficial
ways; candidate does
not describe the use of
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
EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c
CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c
CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c
TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b
PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b
The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated
NAEYC 5c
REFLECTIONS
ACEI 5.1
NAEYC 4d
T OT A L
Revised 1-2