Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Kamaria Downs

Date: March 18, 2015

PART I: PLANNING
Comparing and Contrasting Stories
Title of Lesson

Source

This lesson was adapted from a lesson created by Dr.

Alfreda Jamison at Whittaker Elementary School in
Orangeburg, SC.
Reading/ELA

Subject Area (s)

2nd
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

Individuals Needs

RL 2.9 Compare and contrast two or more versions of

the same story by different authors or from different
cultures.
In order to be able to compare and contrast two or more
versions of the same story by different authors or from
different cultures, students must acquire or have
acquired an understanding of related vocabulary
culture, comparing, contrasting, similarities, differences,
versions, and author as well as understand the concept
of the same story from different authors or from
different cultures. Students must also be familiar with
the terms related to strategies they might use to
compare and contrast such as questioning, connecting
illustrations to print, determining key details, and so
forth.
The learner will be able to compare and contrast things
to aid comprehension. Students need to know that when
you compare things, you think about how things are
alike. When you contrast things, you think about how
things are different. This will help them build skills
necessary for writing paragraphs and essays.
For students who do not understand the material, I will
work closely with them. I will focus their attention and
ask comparison questions (What does this have in

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Statement of Purpose

Materials and Resources

Anticipatory Set

common with . . . ? How are they different?). For

students who have already mastered the content, I will
allow them to further explore other stories that can be
compared and contrasted. Students will complete a Venn
Diagram on the stories they read independently.
Students who have mastered the content will also have
the responsibility of working with students who are
presently learning English. For students presently
learning English, I will provide scaffolds that support
student participation. The students will also have the
opportunity for cooperative learning with a student who
has already mastered the content. I will provide students
with several opportunities for English Language Learners
to listen, speak, read, and write about similarities and
differences. I will also use research-based strategies to
help the students with the content of the lesson.
Students who are able to compare and contrast
adventures and experiences of characters in familiar
stories can, with teacher prompting and support,
transfer this ability to the more complex task of
comparing and contrasting two or more versions of the
same story by different authors or from different
cultures. Students need to know that when you compare
things, you think about how things are alike. When you
contrast things, you think about how things are different.
This will help them build skills necessary for writing
paragraphs and essays.
Apple Picture
Banana Picture
Cinderella Video
Laptop/Computer
StarBoard
Projector
Cinder Edna by Ellen Jackson
Markers
Chart paper
Lined paper
Pencils
Compare and Contrast Comprehension Worksheet
A Tale of Two Field Trips Worksheet
Compare and Contrast Stories Assessment
To begin the lesson, I will show the students a picture of
an apple and a banana. I will ask the students to tell me
how the two objects in the pictures are alike and how

Revised Fall 2013 ACEI/NAEYC 2010 Standards

they are different. I will then explain to students that

they have just compared and contrasted objects. I will
explain that comparing objects means that we find
similar aspects and contrasting objects means we find
aspects that are different.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Guided Practice

Checking for
Understanding

Independent Practice

To find out what students already know about comparing

and contrasting, I will use an informal assessment. I will
show them pictures of an apple and a banana. I will ask
students how are these two the same? How are these
two different?
I will review the traditional story of Cinderella with
students. I will explain that we are going to compare and
contrast the stories of Cinderella and Cinder Edna. I will
read aloud the first half of Cinder Edna by Ellen Jackson
and begin comparing and contrasting Cinderella to
Cinder Edna using a Venn diagram. After reading, I will
write one sentence comparing Cinderella to Cinder Edna
using a compare key word. For example, Both
Cinderella and Cinder Edna worked for their stepmother
and stepsisters.
We will finish reading Cinder Edna and complete the
Venn diagram comparing and contrasting Cinderella and
Cinder Edna. We will write one sentence contrasting
Cinderella to Cinder Edna using a contrast key word.
For example, Cinderella took a fancy carriage to the ball,
but Cinder Edna took the bus to the ball.
I will ask students about how would I compare and
contrast two fairy tales. Students should respond that
you read a fairy tale and used a Venn Diagram to
identify the similarities and differences between that one
and another fairy tale. You then used compare and
contrast key words to write sentences about the
similarities and differences identified in the Venn
Diagram.
The students will write their own sentences or a
paragraph comparing and contrasting the stories of
Cinderella and Cinder Edna using the information from
the Venn diagram. They will use compare and

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Closure

Assessment
(Give a description and attach
to lesson plan)

Extension Activities

Technology

Connection Across the

Curriculum

contrast key words in the sentences or paragraph.

To reinforce the concept taught, I will have the students
complete a ticket out the door. For this activity,
students will have to compare and contrast themselves
to one person in the classroom. An example response
would be: John and I both have on yellow shirts today.
John has brown hair, but I have black hair. This quick
activity along with the assessments and homework will
allow me to assess the lesson and determine if I need to
reteach the content.
To demonstrate what they have learned, the students
will take an assessment on comparing and contrasting
stories (A Tale of Two Field Trips). The assessment has 2
short passages in which students must indicate what is
common and what is different. This assessment will be
given the day of the lesson and another assessment will
be given at the end of the school week. The second
assessment has 10 short passages that students will
read and compare and contrast. Both assessments will
be graded and put into PowerSchool.
Students will complete an activity review sheet
(Compare and Contrast Comprehension) at home to
practice using comparing and contrasting. The activity
asks students to read the story and answer questions
about how the characters are the same and different.
The homework will be due and reviewed the next day to
help assess student learning.
To enhance the delivery of the content, I will stream a
video of Cinderella as the anticipatory set for students to
view. Streaming a video will capture the students
attention better than reading two stories back to back.
Students will also have the ability to take AR tests on
both stories on their iPads or the classroom computers.
Math- To connect this content to Math, I will have the
students calculate the number of similarities and
differences between the two stories Cinderella and
Cinder Edna.
Science- To connect this content to Science, the class
and I will explore what cinders are. We will explore and
discuss what cinders are made of and where they can be
found.
Social Studies- To connect this content to Social Studies,
the students and I will discuss the difference in culture
between Cinderella and Cinder Edna. We will discuss

Revised Fall 2013 ACEI/NAEYC 2010 Standards

what culture is and also explain how our cultures differ

from Cinderellas and Cinder Ednas.
The Arts- To connect this content to The Arts, I will allow
students to create a flipbook of their own version of
Cinderella. After the creation of their flipbooks, students
will have the opportunity to orally present it to the class.
PE- To connect this content to PE, the students and I will
discuss the physical activities of Cinderella and Cinder
Edna.
Health- To connect this content to Health, the students
and I will discuss the lifestyles of Cinderella and Cinder
Edna. Would it be a health hazard to work around
cinders all day? Why or why not?
PART III: REFLECTION

Strengths

Weaknesses

Suggestions for
Improvement

During this lesson, I was able to capture all students

attention. Each student grasped the concept in a timely
manner. I used different strategies to connect to all of
the students learning style. I had enough materials
available to ensure that students were engaged at all
times. To help with classroom management and get
students active in the classroom, I allowed the students
to come to the board and complete the Venn Diagram
chart with their comparing and contrasting statements.
I feel as though I was able to implement all parts of the
lesson in a way that was effective for all students.
Circulating the classroom allowed me to manage the
classroom and check for understanding of the content. I
was also able to connect the content of the lesson
across the curriculum.
To improve this lesson, I would incorporate more
technology. I would create an activity that would allow
the students to drag statements that compare and
contrast the two stories within a Venn Diagram on the
StarBoard.
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: preassessment, 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

The candidate includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.
The candidate lists and
describes strategies/
techniques, but does not
list any questions

The candidate includes

assessments within the
plan that do not
correlate to the
objectives and the
lesson.

The candidate fails to

include and/or attach
the assessment(s).

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 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
number of errors

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

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

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8

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

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 describes

specific assessments that
correlate to all of the
objectives and lesson or
attaches the assessment.

The candidate describes

assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

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

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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