Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model

Name: Jacob Gilliard Date: March 20, 2017

PART I: PLANNING
Constellations

Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Learnzillion
Source Teachervision

Science
Subject Area (s)
4th
Grade Level
4.E.3A.2 Obtain and communicate information to describe how
Curriculum Standards constellations (including Ursa Major, Ursa Minor, and Orion)
appear to move from the Earth'

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Explain that long ago, people used the position of the Sun in the sky to tell time.
They did this by using sundials.
Description and Light travels faster than anything in the universe. It takes about eight minutes for the
Background Information Suns
light to reach Earth. Sunlight travels in a straight line from Sun to the Earth.
Sunlight keeps moving. If a solid object gets in the way, light will go around the object,
creating a shadow. A shadow is an area that light does not hit.
The farther from the sunlight an object is, the smaller the shadow. The closer to the
sunlight an object is, the larger the shadow.
Shadows look different in winter and summer. Shadows also look different in the morning
and afternoon. This is because of the Suns position in the sky as Earth moves around it.
The Sun is highest in the sky at noon, causing a shorter shadow. The Sun is lower in the
sky in the afternoon, causing a longer shadow.

Tuesday: Review Homework. We we will look at the different shadows the students
sketched out of teacher with chalk and construct explanations for then sizing. Students
will them complete a worksheet titled Me and My Shadow. Students will begin Shadows
observation. They will record their shadow at different times of the day (Morning, moon
and evening) The first drawing should be around 9:00, then before you go to lunch and
again before you go home. Each time the students go out, teacher instructs students to
use a different colored pencil for journal and if possible a different colored pencil. Students
will think pair and share each time before they go outside to observe their shadow by
making predictions of what their shadow will look like.

http://www.cfep.uci.edu/cspi/docs/lessons_elementary/Me%20and%20My%20Shadow.pdf

Wednesday: Review Homework. Read pages 8 and 9.

https://s3.amazonaws.com/files.haikulearning.com/data/RUSD/cms_file_7004008.pdf?
AWSAccessKeyId=AKIAJEU6QIBAPM43PEMQ&Expires=1489145572&Signature=vN8gQYC
7feTo9oPWTKM6TO9aeRg%3D

Complete worksheet about why shadows change worksheet.

https://www.teachervision.com/earth-science/how-do-shadows-change

Thursday: Review homework. PBS Shadows game. Light and Shadows Worksheet
http://pbskids.org/sid/shadowshow.html Review Powerpoint

Friday Assessment.

Tswbat construct explanations on Shadows positions throughout the day.

Lesson Objectives

Depending on the needs of an individual, I will offer one on one assistance to students as
well as present models for them to have a better understanding.
Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

It is important for students to know how their shadows change as it relates to the sun and
it's position.
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
Materials and Resources resources are needed? Will you use resource speakers?

Projector
Textbook

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Riddle:

Anticipatory Set Everyday I stalk you all day long,

With every move you make, I never one wrong,
I vanish twice a day with the sun's height and fall.
I will follow you anywhere
Even in the bathroom stall.

What am I?

Part II: IMPLEMENTATION

What is needed to make a shadow?

What type of materials can produce shadows?
How does the distance between a light source and an object affect the size, shape and
Pre-assessment darkness of an object?

Teacher Modeling or
PPT on Sun and Shadows
Demonstration
Together we will go outside and students will trace the teachers shadow on the ground
with chalk. We will do this for each class.
Guided Practice
Does the Suns position in the sky cause your shadow to be a certain size and shape?
Does the Sun affect the location of your shadow? Explain how and why.
Checking for Do you believe that the Sun, you, and your shadow are lined up in a straight path? Explain
Understanding your answer. Include a drawing to illustrate your explanation.
Later in the day the Suns position in the sky will change. From what you know about light
and shadows, how will this affect or change your shadows size, shape, and location?
Explain why your shadow will change.

Students will complete a worksheet on drawing shadows.

http://content.scholastic.com/content/collateral_resources/pdf/00/SPB00_280.pdf
Independent Practice
Ticket out the door:
Closure
Which constellation do you find most interesting or appealing? Why?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 What will students do to demonstrate what they have learned?
Assessment
(Give a description and attach to Attached activities for the week.
lesson plan)
Homework, classwork and weekly assessment.
Research sheet also attanched.

Students will complete a sheet on Context Clues which will give them
Extension Activities statements and passages that allow them to figure out the meaning of
words.

Worksheets
Activities on Ipad

Technology Technology is meaningful because I will be using the computer/ PowerPoint to

teach the lesson.

Smartboard

How will you connect this lesson with other content areas across the
Connection Across the curriculum? Include the other content areas as well as the Arts.
Curriculum

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom

management.
Describe the strengths of student engagement.
Strengths
Followed standard directly obtain and communicate. The group research was
a strong activity the students loved. They were very engaged and excited about
new information learned about the constellations

Describe the weaknesses of your instructional techniques, strategies and

classroom management. Describe the weaknesses of student engagement.
Weaknesses
Time management. Too much time spent showing model. Less time to research

Suggestions for What would you change when teaching this lesson again?
Improvement
I would show more videos which helps students to better identify constellations as
they appear in the sky.

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

(5 Points) (4 Points) (3 Points) Acceptable
(2 Points)

The candidate includes all The candidate includes The candidate includes The candidate includes
INTRODUCTION introductory components most introductory some introductory only one introductory in
(Title, Source, Subject and all components are components that are components that are component that is
Area, Grade Level) appropriate to the lesson appropriate to the lesson appropriate to the lesson appropriate to the
ACEI .1.0 lesson
NAEYC 1a

The candidate identifies all The candidate identifies The candidate identifies The candidate lists
CURRICULUM appropriate standards for some of the standards that some appropriate standards, but standards
STANDARDS the lesson. are appropriate for the standards and some are inappropriate for
2.1-2.7 lesson. inappropriate standards the lesson.
NAEYC 4c for the lesson.

DESCRIPTION AND The candidate describes the The candidate describes the The candidate identifies The candidate identifies T
BACKGROUND lessons activities and lessons activities and the lessons activities the lessons activities or id
INFORMATION content in a detailed content in a manner that and content but fails to the lessons content ac
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
LESSON OBJECTIVES concise, clearly written, measurable performance clearly written objectives that are not i
2.1-2.7 measurable performance objectives, but objectives objectives that are not measurable or clearly
NAEYC 5c objectives for all standards are not clearly or concisely measurable written
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 explanations
ACEI 1.0 of how they will be used by
NAEYC 4b the teacher and students
The candidate clearly
describes a well-organized
student centered lesson that
reflects all organizational
issues: pre-assessment,
motivation (anticipatory
LESSON DESIGN 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
some of the objectives to vary the objectives, but d
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 T
adequate attempt to explain the relevance of a
explain the importance the content for the re
of the content to for the student.
student.
The candidate provides The candidate provides T
lists of some of the a list of lesson pr
materials and resources materials and resources m
to be used by the teacher to be used by the fo
and the students for the teacher or the students,
lesson but not both
The candidate clearly The candidate describes T
describes a student- a lesson that is
centered lesson that somewhat student-
contains few of the centered with few of
organizational issues, the organizational
and addresses some issues, with no
differentiated 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
assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.
The candidate includes The candidate includes
assessments within the assessments within the
plan which correlate to plan that do not
the objectives and the correlate to the
lesson, but does not objectives and the
describe or attach the lesson.
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 describes
and lists several strategies/
techniques and questions to
be asked to check for
understanding
The candidate lists and The candidate lists T
describes strategies/ questions, but fails to
techniques, but does not describe or list st
list any questions strategies and a
techniques

The candidate The candidate The candidate 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
meaningfully incorporates
and describes teacher used
technology in the lesson
incorporates and incorporates technology
describes technology in in the lesson in
the lesson in superficial superficial ways;
ways. candidate does not
describe the use of
technology

The candidate demonstrates The candidate demonstrates The candidate The candidate
a high level of competence competence in spelling, demonstrates sufficient demonstrates little
PRESENTATIONS & in spelling, grammar and grammar and typing, but competence in spelling, competence in spelling, c
CONVENTIONS typing exhibits few errors grammar and typing, but grammar and typing,
ACEI 5.1 exhibits several errors through many errors
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
The candidate provides at
least one extension activity
to connect the lesson with
the home and community,
but not community
agencies
The candidate provides The candidate provides
extension activities that extension activities that
connect the home, but do not connect the
not the community and home, community and
community agencies community agencies

CONNECTION The candidate includes The candidate includes The candidate includes The candidate connects
ACROSS THE connections to all of the connections to at least 5 of connections to the four the lesson to at least
CURRICULUM curriculum content areas the 7 curriculum areas in core content areas in the two curriculum content
ACEI 2.8 during the lesson. the lesson lesson areas
NAEYC 5c

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 The candidate provides The candidate somewhat The candidate provides The candidate provides
thorough information that provides information that information regarding superficial information
shows an understanding of shows an understanding of the effectiveness and regarding the
the effectiveness and the effectiveness of the ineffectiveness of the effectiveness and the
REFLECTIONS ineffectiveness of the lesson; gives information lesson, but gives no ineffectiveness of the i
ACEI 5.1 lesson; gives information regarding changes for information regarding lesson, and gives no
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