Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name:

Avriel A. Taylor

Date: March 8, 2016

PART I: PLANNING
The Tortoise or the Hare: Identifying Plot and Theme
Title of Lesson
This was an original lesson. My cooperating teacher had some
input.
Source
English Language Arts
Subject Area (s)
Second Grade
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

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

2RL.12.1. Describe the overall structure of a story, including

describing how the beginning introduces the story and the
ending concludes the action.
W.3.1 Write narratives in which they recount a well elaborated
event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.
This lesson focuses on plot and theme. This is not the first time
theme and plot, so they have a brief understanding of the
content. The lesson will begin with a read aloud. From the read
aloud we will discuss the book regarding plot and theme and
then we will work together to complete a story chart. A story
chart outlines the theme and the plot of a story. Then the
students will then do an art activity dealing with cutting and
pasting a story, putting the events in the correct order.
Students will be able to describe the overall structure of a story
(plot) with 100 percent accuracy. The students will be able to
read a story and explain the theme of that story with 95 percent
accuracy. The students will also be able to construct a narrative
using a sequence of events.
For students who do not understand the material, the teacher
will shadow the student he/she progresses through. The teacher
will help explain the objectives and give the student more
context to help him/her complete the task. The teacher will also
give assistance to the student prior to beginning any of the
center. The teacher helping prior to beginning will serve as a

Statement of Purpose

Materials and Resources

Anticipatory Set

review. For students who have already mastered the concept,

the teacher will give these students more advanced questions to
complete. The teacher will allow these students to help other
students in their group. Sometimes students learn from hearing
explanations from their peers because the words used and
clarification is completely different than how the teacher explains
it. For students who are presently learning English, the teacher
will use the book as a resource, if the student needs to see
pictures in a learning sequence, in which the book has set up.
Students need to know that a plot is the action or what happens
in the beginning, middle, and end of the story. The theme is the
big idea of a story This will help them build skills necessary for
writing paragraphs and essays in higher academic levels.
Teacher: IPad (monitor student behavior), Lumens (Project
documents), whiteboard (display content for the students to
copy), story chart (to model for the students) The Tortoise or the
Hare (for read aloud).
Student: Pencil (writing utensil), scissors (cutting out
independent practice), glue (pasting independent practice),
blank story chart (guided practice), listening ears (for read
aloud).
To get the students attention I will conduct a read aloud. I will
use the story The Tortoise or the Hare. My students look books
with animals as the main characters. This was the perfect book
because it has a theme, the topic we are covering, and the
characters are animals.

Part II: IMPLEMENTATION

Pre-assessment

The teacher will begin discussing theme and plot with the
students on the carpet. The teacher will ask the students
different questions regarding plot and theme. Some of the
questions will be review questions of what the students already
learned in class and some of the questions will be more
advanced questions that the students will have to think and infer
to answer correctly. If the students get the hard questions
correctly, they will have the opportunity to receive a small treat
from the teacher. By asking students questions on content that
we already covered in class and questions that have not been
covered in class, the teacher is able to find out what the students
know, do not know, and can figure out by inferring.
The teacher will model for the students how they are to ask

Teacher Modeling or
Demonstration

Guided Practice

Checking for
Understanding

Independent Practice

Closure

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

Technology

questions, that when they are answered, will help them

understand the text better. Afterward, students will retell the
story to one another including the theme and events from the
beginning, middle and end of the story. The teacher will show the
students how to properly organize the events in the story using a
story chart.
Together we will use the story from the read aloud to determine
the plot and theme. We will then record our answers on a story
chart which is a type of graphic organizer.
Ask questions periodically to make sure the students are
tracking.
What is plot?
What is theme?
How can we recognize the theme/plot?
What is the difference between theme and plot?
Give me an example of plot/theme?
The students will be given a list of events. They will have to
number those events and put them in order from what happened
first to what happened last. After numbering they will be given
scissors, glue, and construction paper to glue the pieces in
order. This will let the teacher know that they understand plot.
The students will assemble on the rug for a brief discussion.
During the discussion the students will restate meaning of plot
and theme. Each student will then have to make a statement
about what they learned during the lesson. They could mention
anything that we discussed. This will be their ticket out the door
or ticket to recess.
The assessments consist of ten multiple choice questions. The
students will have to read two short stories and answer
questions based on plot or theme. There are five questions per
short story.
The students will be required to write a short narrative about
what they plan to do over Summer break. The teacher will highly
encourage the parents to work with the students on this activity.
After writing the narrative the students will have to identify the
them and the plot of their story. Since I am from one of the Sea
Islands, I will invite a Gullah Story Teller to the classroom. With
the help of the story teller the students will come up with a theme
and describe the plot to the teacher, then come up with a story of
their own.

The teacher will use the Smart Board and Lumens Document
Camera to display the BrainPopJr video and the story chart.

Connection Across the

Curriculum

The BrainPopJr. video will be shown to the class to give them

background information on the content being discussed. Having
the story chart on the screen will help the students remember
what is being discussed and enhance the delivery and
comprehension of the content.
Math: The students will have to describe the steps in a math
problem. What happens first, second, third, and last.
Science: The students are discussing recycling. They will have
to read a recycling article dealing with how to recycle plastic
bottles, then they have to describe the plot.
Social Studies: The teacher will invite a Gullah Storyteller to the
classroom. This will give the students an outlook of individuals
from other regions.
Arts: The students will be able to draw the plot of the story.
P.E.: The students will be given the opportunity to act out the plot
the stories they wrote.
Health: Have the children what happens at the beginning middle
and end, when they go to a doctors appointment.

PART III: REFLECTION

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

Strengths

Weaknesses

Suggestions for
Improvement

The students seemed engaged in the lesson. I had very little

behavior problems out of my students.
It was hard getting my classroom participation in this video
because the students knew they were being recorded and they
wanted to be on their best behavior. I told them to just ignore the
camera and act normal but I think they were scared.
In the future, I will give more feedback to my students. I notice
that when they are encouraged they put forth their best work. I
will also lay ground ruled for activities. This will help me control
the students when it is time to answer questions. I will
incorporate more group work.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Name:_________________________Date:__________________
RL.12.1 Plot and Theme
Juan's class was going outside for recess, and he looked around for his best
friend Thomas. When he did not see him, he remembered that Thomas was
not at school that day. He wished that he did not have to go to recess at all.
He and Thomas always raced each other down the big silver slide. "I miss
Thomas," he moaned as he walked onto the playground. All of the other
boys were playing a game of kickball. He could see that no one was racing
on the big slide today, and it made him feel even lonelier. Then, a boy
named Roger walked up to Juan. "Hello, Juan," Roger said. "I am sorry
that Thomas is sick today. I know you and Thomas are best friends. Would
you like to play kickball with us?" Juan smiled and ran to play with Roger
and the other boys.
1. Why does Juan smile when Roger asks him to play kickball?
A. because Juan is happy that Roger wants to play with him
B. because Juan remembered a funny thing Thomas said
C. because Roger is very funny and makes Juan laugh a lot
D. because Juan thinks that kickball is a funny game to play

2. Why does Juan wish that he did not have to go to recess?

A. because his friends are all playing kickball.

B. because his friend is not there to play with him

C. because it is too hot on the playground
D. because it is raining outside on the playground
3. Why does Juan go to play kickball?
A. It is too far to walk to the slide.
B. He wants to make Thomas feel better.
C. Kickball is his most favorite game.
D. He wants to play with someone at recess.

4. What is Juan's problem?

A. His best friend is home sick today.
B. He feels too sick to play outside.
C. His best friend hates to play kickball.
D. He feels like Roger is being mean.
5. Why does Roger ask Juan to play kickball?
A. because he knows Juan is lonely
B. because he is best friends with Juan
C. because he thinks Juan is a good player
D. because he likes to play kickball
In a lonely lighthouse, far from city and town, far from the comfort of
friends, lived a kind hearted cat named Pandora. She had been living in this
lighthouse all alone for four long years, and it was beginning to wear. She
found herself sighing long, deep, lonely sighs. She sat on the rocks
overlooking the waves far too long. Sometimes her nose got a sun burn.
And at night, when she tried to read by the lantern light, her mind
wandered and she would think for hours on her childhood when she had
friends and company. Why did Pandora accept this lonely lighthouse life?
Because a lighthouse had once saved her.
6. Who is the main character in the story?
A. Lighthouse

B. Pandora

C. Friends

D. Night

7. According to the exposition of the story, what is the setting?

A. A lighthouse
B. A city
C. A town
D. A house

8. What reason does the resolution give for Pandora living in the
lighthouse?
A. She had many friends near there.
B. She loved the quietness of the area.
C. The lighthouse had saved her.
D. The area was very sunny.
The plant had been tossed and turned under the fury of the
hurricane. Then it had bent completely. But finally when the
hurricane ended, it sighed and stood upright again.
9. What happened to the small tree after the hurricane came?
A. It was destroyed.
B. It was tossed to the sea.
C. It was covered with water.
D. It bent, but stood up again.
10.
Where is the denouement of a story?
A. The beginning of the story.
B. The middle of the story.
C. The end of the story.
D. None of the above.
Alexs Discovery
Alex was eating his breakfast one morning. Outside, his dog,
Tiki, began to bark. Alexs mom looked up from the sink, where
she was doing dishes. Alex, please go see what Tiki is barking
at.
Sure, mom, Alex said. He went outside.
The little brown dog was barking at a bush. Alex knelt down.
What is it, Tiki? he asked. Is there a squirrel in there? The
bush began to rustle. Alex walked up to it. He saw something
move behind the bush. He pushed the branches aside.
A tiny little man stood there. He wore a silver space suit. He
had a big, round head. He had green skin. His nose was shaped
like a horn. Please do not hurt me, the little man said. Okay,
said Alex. For some reason, he did not feel afraid. Are you from
Revised Fall 2013 ACEI/NAEYC 2010 Standards

outer space? The man nodded. Yes. My name is Bort. I come

from another planet. My space ship is out of fuel. I need help.
What kind of fuel do you need? Alex asked. Bort took a
little bottle from the pocket of his space suit. There was pink
liquid inside. This, he said. You have lots of it here on Earth. I
believe you call it lemonade. He gave the bottle to Alex. He
opened the top and sniffed. It was lemonade, all right. How
much do you need? Alex asked. About ten thousand gallons,
said Bort. It is a very big ship.
11. This passage is
a. nonfiction.
b. a poem
c. fiction.
d. a fairy tale.
12. The main problem in this passage is:
a. there is something in the bush.
b. Alex is scared of Bort.
c. Bort needs fuel for his space ship.
d. the dog is barking.
13. Which of the following details supports the problem?
a. Alex saw something move behind the bush.
b. Alex asks his mom for some lemonade.
c. Alex runs away screaming.
d. Alex asks Bort what kind and how much fuel he needs.
14. Alex seems
a. mad.
b. curious.
c. sad.
d. scared.
15. The author did not write a solution to this story. What is a
possible
solution?
a.
b.
c.
d.

Alex
Alex
Alex
Alex

will
will
will
will

make Bort go away.

try to help Bort get enough lemonade.
tell his mom he didnt see what Tikki was barking at.
hurt Bort.

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

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