Claflin University School of

Education
Reflective Lesson Plan Model
Name: Tyrone Aiken Jr.

Date: March 18, 2015

PART I: PLANNING
Creating Rations with LeBron James
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

Yes this lesson is an original. I created a lesson that I feel will be interesting for
me and my students, yet more entertaining for students.

6th Grade Mathematics

Subject Area (s)
6th
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

Individuals Needs

6RP.3: TSWBAT connect numerical ratios to tape diagrams by

using ape diagrams to solve real world problems
Describe the lessons activities and content to provide a clear overview of the lesson.

The lesson will begin with a brief review of ratios, then an introduction to Tape
Diagrams. The lesson will be based on Lebron James scoring per minute which
is the relation of the lesson (tape diagrams) to Lebron James. Students will
create tape diagrams using Lebron James and Kobe Bryants scoring in the last
two seasons. And boy to girl class ratio. I am using Lebron James and Kobe
Bryant to capture students attention which will motivate them to participate.
After a demonstration of the teacher creating a tape diagram, student will work
with the teacher to create a tape diagram using the players basketball statistics.
In closing, students will create their own tape diagrams using the boy girl ratio
of their class. Students will then be assessed with a 2 question test to check for
complete understanding.

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

After instruction on how to turn numerical ratios into tape diagrams, the student
will be able to use tape diagrams to solve ratio problems with at least 75%
accuracy.

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?

(Differentiated Instruction-content;
Process; Product; or Environment)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Statement of Purpose

Materials and Resources

Anticipatory Set

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

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?

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?

Since students are very familiar and interested in sports, I will ask a question,
What if we used a tape diagram to show the amount of points LeBron James
and Kobe Bryant have scored in the last two seasons?

Part II: IMPLEMENTATION

How will you find out what students already know about this topic?

Pre-assessment
What will you do to show students what is expected?

Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding

What will we do together as they learn how to succeed at the new task?

Together, the class and I will work to create a tape diagram of Lebron James
scoring statistics, Lebron James being the hook to keep students interested.
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?

What will students do by themselves to show that they have internalized the knowledge?

I will ask students to create a tape diagrams of given real world scenarios.

Independent Practice
Closure

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

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 conclude my lesson by allowing one boy to share his findings of the boy
girl ratio of the class and if it were to triple and one girl to share her findings. If
every students answer is not the same, it will allow me another opportunity to
see who does not understand and to provide the student with needed help.
What will students do to demonstrate what they have learned?

Students will be present with a multiple choice and matching test. Multiple
choice will ask the student to choose the correct tape diagram for the question
that is asked.

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 practice using tape diagrams to understand how much money they
are actually paying for what amount of groceries or how much they are paying
for a certain amount of food when it is on sale. (community)

To use this concept at home, students can use the ratio of how many pairs of
shoes to the amount socks they have. Students could also use tape diagram
practice in the home by creating diagrams of the ratio of forks and spoons in
their home.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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?

Technology
Connection Across the
Curriculum

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.

PART III: REFLECTION

Strengths

Weaknesses

Suggestions for
Improvement

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

The strengths of this lesson is that it will give students the opportunity to be able to create
ratios using real world scenarios. They will be able to create a visual of word which is very
helpful to literacy and mathematical development. Since students will be engaged and
creating tape diagrams for themselves, managing the classroom will be made easier myself
as the teacher. The more students are engaged, the less disciplinary problems are likely to
happen.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

The weakness of this lesson is that it does not show students when to use tape diagrams
when dealing with such real world problems that may or may not occur in the students
life. If students are not engaged in creating tape diagrams, they will not understand the
purpose of them or why they are important to understand.
What would you change when teaching this lesson again?

If I could improve this lesson, it would be by bringing in things that students are
interested in purchasing and creating ratios to show the difference in prices they pay for
certain items. I would also allow student to create a tape diagram of anything they feel is
valid for explanation using a tape diagram.

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: ________________

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)

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 identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

The candidate describes the

lessons activities and
content in a detailed
manner.

The candidate describes the

lessons activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson

The candidate identifies

some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lessons activities
and content but fails to
provide a clear
overview of the lesson
The candidate includes
clearly written
objectives that are not
measurable

The candidate includes

concise, clearly written,
measurable performance
objectives for all standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

The candidate fails to

identify curriculum
standards.

The candidate fails to

identify the lessons
activities and content

The candidate fails to

include objectives for
the lesson

Score

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE

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

The candidate clearly

explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.

The candidate does not

explain the relevance
of the content for the
student.

The candidate makes

no attempt to explain
the relevance of the
content for the student

The candidate provides

comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

The candidate provides

comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate provides

lists of some of the
materials and resources
to be used by the
teacher and the students
for the lesson

The candidate provides

a list of lesson
materials and resources
to be used by the
teacher or the students,
but not both

The candidate fails to

provide a list of
materials and resources
for the lesson

The candidate clearly

describes a well-organized
student centered lesson that
reflects all organizational
issues: pre-assessment,
motivation (anticipatory
set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies. The
lesson plan reflects
differentiated instruction

The candidate clearly

describes a studentcentered 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 clearly

describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

The candidate describes

specific assessments that
correlate to all of the
objectives and lesson

The candidate describes

assessments that correlate
to some of the objectives
and the lesson

The candidate includes

assessments that
correlate to the
objectives and the
lesson, but do not
describe them
The candidate lists and
describes strategies/
techniques, but does not
list any questions

The candidate includes

assessments that do not
correlate to the
objectives and the
lesson

The candidate fails to

include assessments

The candidate describes

and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding

The candidate describes

and lists several strategies/
techniques and questions to
be asked to check for
understanding

The candidate lists

questions, but fails to
describe or list
strategies and
techniques

The candidate does not

list or describe any
strategies/techniques or
asks questions to check
for understanding

The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

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 fails to

address the issue 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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

NAEYC 6b

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

number of errors
The candidate provides
more than one extension
activity to connect the
lesson with the home,
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

extension activities that
connect the home, but
not the community and
community agencies

The candidate provides

extension activities that
do not connect the
home, community and
community agencies

The candidate fails to

provide extension
activities

The candidate includes

connections to all of the
curriculum content areas
during the lesson.

The candidate includes

connections to at least 5 of
the 7 curriculum areas in
the lesson

The candidate includes

connections to the four
core content areas in the
lesson

The candidate connects

the lesson to at least
two curriculum content
areas

The candidate fails to

connect the lesson to
other curriculum
content areas

The candidate provides

thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
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

The candidate provides

information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

The candidate provides

superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to

provide information
regarding reflections
from the
implementation of the
lesson

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards