Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Courtney Frasier

Date: November 16, 2016

PART I: PLANNING
Title of Lesson

Drawing Conclusions
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source
Subject Area (s)
Grade Level
Curriculum Standards

www.readworks.org
ELA
2nd
MC: 5.1 Ask and answer literal and inferential questions to
demonstrate understanding of a text; use specific details to
make inferences and draw conclusions in texts heard or read.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

Drawing conclusions guides students through reading

comprehension. The lesson will be introduced by displaying a
short passage under the document camera. A student volunteer
will read the passage as the students listens intently. Next, they
will have to answer 3 questions where they have to draw
conclusions from the passage. I will explain that sometimes the
author does not give us all the information we need to
understand a story. Good readers have to pay close attention to
clues the author provides so they can figure out the story on
their own. I will read a sentence (Ex: I opened the door and
everyone yelled surprise) and draw a conclusion. I will inform
students that this makes me think of a time this happened to
someone I know. I will continue drawing conclusions from other
sentences. Next, the short story In the Night will be displayed
on the smartboard. I will read the story as the students listen and
follow along. We will think about all the animals we know and the
clues from the story. We will draw a conclusion about the type of
animal the story is about. We will explain how we reached this
conclusion. Then, students will listen to the story Ssssssilent
Hunter and draw a picture of the animal in the story. They will

Revised Fall 2013 ACEI/NAEYC 2010 Standards

explain how they knew what animal was being described in the
story by writing down the clues that assisted them in drawing a
conclusion. The lesson will be concluded by going over the
independent practice and reviewing how we can draw
conclusions
Lesson Objectives

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

Students will be able draw a conclusion from clues in a story and

use textual clues to explain how a conclusion was reached.
Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

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?

I will vary these objectives for students who do not

understand the material by monitoring students to
determine who needs reteaching and adjust the lesson
accordingly. I can also work with the students during the
independent work time to provide more assistance.
I will vary these objectives for students who have already
mastered the concept by having extra work that they can
move on to or have them assist other students who may
need extra help.
I will vary these objectives for students who are presently
learning English by having books and assignments in
their first language. This allows them to learn the same
material as the other students as they continue to develop
the English language.

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

Statement of Purpose

It is important for students to learn this content because using

story details to draw conclusions is an important part of
comprehension and it helps sharpen their critical thinking skills.
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?

Materials and Resources

Students
Reading Journals
Pencil
Teacher
Example Sentences
In the Night (Guided Practice)
Ssssssilent Hunter (Independent Practice)
Internet
Smartboard

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Document Camera

Anticipatory Set

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?

I will introduce the lesson by displaying a short passage under

the document camera. A student volunteer will read the passage
as the students listens intently. Next, they will have to answer 3
questions where they have to draw conclusions from the
passage.

Part II: IMPLEMENTATION

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

Pre-assessment

The anticipatory set will serve as the pre-assessment. It allows

me to see if students can draw conclusions from the passage to
answer questions.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

I will explain that sometimes the author does not give us all the
information we need to understand a story. Good readers have
to pay close attention to clues the author provides so they can
figure out the story on their own. I will read a sentence (Ex: I
opened the door and everyone yelled surprise) and draw a
conclusion. I will inform students that this makes me think of a
time that happened someone I know. I will continue modeling
drawing conclusions with other sentences.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

The short story In the Night will be displayed on the

smartboard. I will read the story as the students listen and follow
along. We will think about all the animals we know and the clues
from the story. We will draw a conclusion about the type of
animal the story is about. We will explain how we reached this
conclusion.
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?

How did we draw a conclusion about who or what the story was
about?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Students will listen to the story Ssssssilent Hunter and draw a

picture of the animal in the story. They will explain how they
knew what animal was being described in the story by writing

Revised Fall 2013 ACEI/NAEYC 2010 Standards

down the clues that assisted them in drawing a conclusion.

Closure

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?

The lesson will be concluded by going over the independent

practice and reviewing how we can draw conclusions .
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)

Extension Activities

When we break into groups, the students will complete a

worksheet where they have to read and check the sentence
thats supported by each group of sentences. They will also
complete an assessment at the end of the week dealing with
drawing conclusions.
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?

For homework, students will be given a worksheet to practice

drawing conclusions. They can also play charades at home or in
the classroom where they would have to draw conclusions from
a given action.
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

The smartboard will be used to display the guided and

independent practice short stories.
How will you connect this lesson with other content areas across the curriculum? Include the other
content areas as well as the Arts, PE and Health.

Art: The students will illustrate a picture of the animal in the story
read during the independent practice.
PE: To extend the lesson, we could play charades where the
students would have to draw conclusions from a given action.
For example, I or a student volunteer could act out running.
Health: To extend the lesson, we could play charades where the
students would have to draw conclusions from a given action.
For example, I could or a student volunteer could act out being
sick.

PART III: REFLECTION

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

Strengths

The students grasped the content easily and enjoyed the lesson.
They are always so eager to participate and help out when

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Weaknesses

My weakness would still be getting all the students to raise their

hands instead of calling out. Majority of the students follows the
rule but it is just a couple who still cant seem to get it.
What would you change when teaching this lesson again?

Suggestions for
Improvement

When teaching this lesson again, I would include the charades activity
because I think they would have enjoyed acting different actions.
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

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