Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model ML and Secondary
Name:

Date:

PART I: PLANNING
Distance Formula
Title of Lesson
Woods

Source
Mathematics
Subject Area (s)
8th grade
Grade Level
Curriculum Standards

Description and
Background
Information

Lesson Objectives

8.GM.8 Find the distance between any two points in the

coordinate plane using the Pythagorean Theorem

The lessons activities include discussing the distance between two

points on a coordinate plane(anticipatory set). Then the students
will take notes on the distance formula algorithm. We will discuss
the algorithm for the subtraction of integers because it is a very
important aspect of the distance formula. Then the students will
watch as I demonstrate through direct instruction how to apply the
distance formula to find the distance between two points (refer
back to anticipatory set to find the distance between "the dog and
the steak"). Then as guided practice the students will lead me in
finding the distance between two points on the coordinate plane
(refer back to anticipatory set to find the distance between "the dog
and the bone," " the dog to the house," and "the house and the
bone"). Then for independent practice the students will receive a
worksheet to practice finding the distance between two points by
using the distance formula (attached, #1-3). The last five minutes of
class, I will debrief the steps used in the distance formula as well as
the answers to the independent practice.
The students will be able to determine the distance between two
points on the coordinate plane by using the distance formula.

( x2 - x1 ) 2 ( y2 y1 ) 2

Varying Objectives for

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

Revised Fall 2013

The students who do not understand the material may need oral
reading of the lesson materials and assessments. The students are
given extra time to complete assignments. They can also use the
calculator and have small group or one on one time with me. They
may also be given a copy of the notes for those who write slower

Statement of Purpose

Materials and
Resources

Anticipatory Set

than others and for those who have trouble seeing the board. The
students who have mastered the concept are always welcomed to
share their thoughts and special ways in which help them
remember the algorithm for the distance formula. For the students
who are presently learning English, I will read the notes/rules aloud
and give extra time on assignments if needed.
Today, you will use what you have learned about squaring and
square roots to determine the length of a line on the coordinate
plane. This is important because in order to apply the Pythagorean
Theorem to triangles on the coordinate plane, the students must be
able to determine the length and/or hypotenuse.
The SMART Board is used during the Problem Solving Mat.
Lumens camera is used during direct instruction to display when I
am solving an example.
The computer/laptop is connected to both the SMART Board and
Lumens camera. I also use a manual timer to help manage tie
throughout each period to ensure I complete the lesson cycle.
The worksheet used for today's lesson came from
www.mathworksheetsland.com
The students are assigned a calculator to use when taking the
square root (last step in the distance formula).
*see attachment for coordinate plane*
How would you decide the distance between two points on the
coordinate plane?
The students see the coordinate plane with a dog located at the
points (-4, 7), the bone located at the points (-4,-2), the dog house
located at (6, 7) and the steak located at the points (5,1). The goal
here is to get the students to see you cannot count the squares on
the coordinate plane unless the two points are diagonal or vertical
to each other. The students will see that the "dog to the bone" is a
vertical line so they can count the squares to find the distance.
Also, from the "dog to the dog house" is a horizontal line so they
can count the squares to find the distance. When the students
were asked to find the distance from to "dog to the steak" and the
"dog house to the bone", they realized if they counted the squares
the distance would be wrong because the squares were not
whole.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Revised Fall 2013

Review/Discuss
Keyterms and the algorithm for the distance formula.
I will demonstrate/model how to apply the distance
formula to find the distance between two points. (Refer
back to anticipatory set to find the distance between "the
dog and the steak").

Distance Formula :

Guided Practice

Checking for
Understanding

( x2 - x1 ) 2 ( y2 y1 ) 2

The students will lead me in finding the distance between

two points on the coordinate plane by using the distance
formula. We will refer back to the anticipatory set to find
the distance between "the dog and the bone. Then
under the direct guidance of the teacher, the students will
apply the distance formula to find the distance between
"the dog to the house," and "the house and the bone".
The students will be given 10 minutes and after the 10
minutes are over we will pull sticks to review the
answers; students correct their own mistakes.
I will ask:
Question: What is the formula to find the distance
between two points?

( x2 - x1 ) 2 ( y2 y1 ) 2

Independent Practice

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

Question: What when finding the coordinates for a point

on the graph, is the x or y written first?
Answer: x
Question: Can you just count the squares between the
two points to find the distance between two points?
Answer: ONLY when the points are horizontal or vertical
to each other.
Question: In what situation can you count the squares
between the two points to find the distance?
Answer: Horizontal and vertical points
The students will receive a worksheet (attached) to
practice finding the distance between two points by
using the distance formula (#1-3).The students are given
15 minutes to complete the three examples. The students
are working independently so the classroom is silent.
When the 15 minutes are over for the independent
practice, I will debrief the answers from the 3 questions
and review the algorithm for the distance formula.
The students were given 7 problems to complete for
homework. (Same worksheet used for independent
practice). The worksheet will be checked/graded for
accuracy and completeness to go in as a part of their
homework grade.
Homework is given for students to complete at home.
When they are home they can use outside resources to
enhance their learning. Their parents, siblings, or
community members. This is a way for the parents to see
what their students are learning inside the classroom. I
can ask my colleagues to share different
strategies/activities they use to enhance the learners and
that were successful for them. In the community, I
encourage the students to search and find resources to
enhance their learning of using the distance formula.
The calculator is used to assist the students when taking
the square root of a number.

Technology
Revised Fall 2013

The laptop is used it is the essential source that allows

me to project my lesson/lesson materials. The projection
appeals to the visual learner.
The SMART Board and software allows for flexibility in
projector size of lessons and materials. Also because of
its interactive capabilities lessons can contain
components that can be moved which address the
kinesthetic learner.
The lumens camera is used for projection and decreased
the need for hardcopies to be given to the students. Also
it allows to project student authentic work for discussion.
Manual/Electronic Timer is used to help the students
managed time appropriately and assist students in
remaining focused and on task.

PART III: REFLECTION

Strengths

Weaknesses

Suggestions for
Improvement

I feel as though my strengths include stressing the importance

of knowing the distance formula as well labeling the xs and ys
before plugging them into the distance formula. I did I good job
of making the students recite the formula to me before every
example was done. Also, the questions I asked the students
during the lesson sparked their thinking. I also continue to
check for understanding frequently as well as monitor the
progression of each student by walking around.
I need to draw upon students personal experiences relating to
the concept. I need to hear more of their ideas and feelings
towards the concept so I am able to tie it into my lesson. I also
need to use the mathematical vocabulary consistently
throughout the lesson to reinforce the concept taught.
I would like to provide more activities that relate to the students
and provide a differentiation within the lesson to address all
levels of learning.
I would also like to use engaging activities so the students are
able to have controlled fun while learning.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

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

Revised Fall 2013

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)

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

CURRICULUM
STANDARDS

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 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 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

DESCRIPTION AND
BACKGROUND
INFORMATION

LESSON
OBJECTIVES

DIFFERENTIATION
OF OBJECTIVES

Revised Fall 2013

The candidate includes

concise, clearly written,
measurable performance
objectives for all
standards
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

some of the objectives
to address diverse
students needs and
includes some teacher
actions that
accommodate those
needs

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

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 includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

Score

STATEMENT OF
PURPOSE

MATERIALS AND
RESOURCES

LESSON DESIGN

KEY ASSESSMENTS

CHECKING FOR
UNDERSTANDING

Revised Fall 2013

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

The candidate makes an

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

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 illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson

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 includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.

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 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 and

describes strategies/
techniques, but does not
list any questions

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 provides

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

TECHNOLOGY

PRESENTATIONS &
CONVENTIONS

EXTENSION
ACTIVITIES

REFLECTIONS

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 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 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