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Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
#2

Name: Louisa Steadman Date: February 15, 2017

PART I: PLANNING
Coordinating and Subordinate Conjunctions
Title of Lesson
Mellichamp Elementary School Pacing Guide, South
Source Carolina state standards

Subject Area (s) Language Arts

Grade Level Fourth

Curriculum Standards L.4.1. g. use coordinating and subordinating conjunctions


when writing.

To begin the lesson, the teacher will tell a story without


Description and using conjunctions. Once the story is over the teacher will
Background Information ask the students if the story made sense and what seemed
to be wrong with the story. The teacher will re-tell the story
using the appropriate conjunctions and the students and
teacher will discuss why the story was different the second
time.

The teacher will tell the students that they will be


discussing conjunctions. To determine what students know
about conjunctions the teacher will create a K-W-L chart on
the board. The teacher will ask students what they know to
complete the K portion of the chart.

The teacher will present the content using a PowerPoint


presentation. (Content: Conjunctions join two clauses in a
sentence. Coordinating conjunctions join two independent
thoughts while subordinate conjunctions join an
independent clause with a dependent clause. Etc.)

Revised Fall 2013 ACEI/NAEYC 2010 Standards


The teacher will provide examples in the PowerPoint as
guided practice. Once the information is presented the
teacher will show students an exemplar of a foldable for
vocabulary. (Conjunction, coordinating conjunction, and
subordinate conjunction.) The students will create their own
foldable.

The students will complete an independent practice


assignment. The teacher will review the assignment with
students.
The students and teacher will complete the L portion of the
K-W-L chart to determine what students have learned.
Students will then complete an assessment to determine if
they have mastered the concept.
The teacher will close the lesson by displaying BrainPop
video on conjunctions.

Lesson Objectives The students will be able to identify subordinate and


coordination conjunctions and use them in an appropriately
when writing.
For students that are having trouble with the content, the
Varying Objectives for teacher will work in small groups on independent practice.
Individuals Needs The teacher will read the questions on the assignments and
(Differentiated Instruction-content; assessment aloud to students that are having trouble. For
Process; Product; or Environment)
students that have mastered the concept, the teacher will
ask students to explain and describe why their answers are
correct in terms of choosing a subordinate and
coordinating conjunction. (I.e. how did you know that this
was the correct? Would it be possible to use a different
conjunction? Etc.) For ELLs the teacher will use word
charts to display the conjunctions within the PowerPoint.

Statement of Purpose The purpose of this lesson is for students to understand the
difference between coordinating and subordinate
conjunctions and when to use them in writing and speaking.
PowerPoint
SmartBoard
Materials and Resources Construction paper
Markers
Glue
Teacher made assignment/assessment

Anticipatory Set To begin the lesson, the teacher will tell a story without
using conjunctions. Once the story is over the teacher will
ask the students if the story made sense and what seemed

Revised Fall 2013 ACEI/NAEYC 2010 Standards


to be wrong with the story.

Part II: IMPLEMENTATION

Pre-assessment To determine what students know about conjunctions the


teacher will create a K-W-L chart on the board. The teacher
will ask students what they know and what they want to
know about conjunctions to complete the K and L portion of
the chart.
The teacher will provide students with examples on the
Teacher Modeling or PowerPoint presentation. He/she will create examples to
Demonstration write on the board.

The teacher will model for students an exemplar of a


foldable that they will make after direct instruction. This
foldable will be used to study subordinate and coordinating
conjunctions.
To guide the students through using conjunctions
Guided Practice appropriately, the teacher will provide incomplete
sentences. The teacher and students will choose the correct
conjunction for the sentence and discuss why it is a fitting
conjunction.
The teacher will check for understanding during the guided
Checking for practice by asking questions such as:
Understanding Why is this conjunction correct?
Could we have used another conjunction?
Is there always one correct answer?

During guided practice the teacher will use the thumbs


up/down strategy to see how many people agree with the
answer chosen.

The students will complete an assignment in which they are


asked to choose the correct conjunction to complete
Independent Practice sentences. The assignment also provides a story and the
students are asked to underline the eight conjunctions
within the story. The teacher will go over the assignment
once the students have completed it. (Attachment A)
To close the lesson, the teacher will review the independent
Closure practice assignment. The students and teacher will
complete the L portion of the K-W-L chart and discuss what

Revised Fall 2013 ACEI/NAEYC 2010 Standards


they learned throughout lesson.

The teacher will place a 4 minute brain pop video to review


conjunctions.
https://www.brainpop.com/english/grammar/conjunctions/

The students will complete an assessment in which they


Assessment will circle multiple choice questions 1-6, and complete 7-17
(Give a description and attach by combining two sentences using the appropriate
to lesson plan) conjunction. The students should complete the assignment
with 80% accuracy. (Attachment B)

Extension Activities Students could be asked to write a persuasive essay using


a certain number (I.e. 12) conjunctions. They could be asked
to read the story without conjunctions first, and discuss
with classmates if the story makes sense. Then, they will
read the story with conjunctions and check for
understanding.

At home, the students could watch their favorite show and


record how many conjunctions are used in the episode.
Then, they would be asked to determine if the conjunction
is a subordinate or coordinating conjunction.

The teacher will use technology by presenting a PowerPoint


Technology to provide content and examples. The teacher will also
show a BrainPop video using the SmartBoard.

Connection Across the To incorporate the arts, students will be creating a foldable
Curriculum that they will glue into their notebooks for studying. They
will use construction paper, markers, and glue to complete
this task.

PART III: REFLECTION

I feel that the students had a good understanding of the


Strengths material at the end of the lesson. The students were
engaged and enjoy being able to relate to the content by
creating their own sentences. Using the thumbs up/down
strategy was a helpful way to check for understanding
during the lesson.
Classroom management is something that I feel I could

Revised Fall 2013 ACEI/NAEYC 2010 Standards


work on. I feel that maybe having more interactive activities
Weaknesses would have allowed this lesson to be more exciting for
students.
If I taught this lesson again, I would incorporate some sort
Suggestions for of activity which allowed the students to move around such
Improvement as a scoot activity, or a sketch to stretch. This would allow
students to get out of their seats and work with students
outside of their own groups.
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: ________________

Target Highly Acceptable Acceptable Moderately Unacceptable


(5 Points) (4 Points) (3 Points) Acceptable (1 Point) Score
(2 Points)
The candidate includes all The candidate includes The candidate includes The candidate includes The candidate fails to
INTRODUCTION introductory components most introductory some introductory only one introductory include the
(Title, Source, Subject and all components are components that are components that are component that is Introductory
Area, Grade Level) appropriate to the lesson appropriate to the lesson appropriate to the lesson appropriate to the components
ACEI .1.0 lesson
NAEYC 1a
The candidate identifies all The candidate identifies The candidate identifies The candidate lists The candidate fails to
CURRICULUM appropriate standards for some of the standards that some appropriate standards, but standards identify curriculum
STANDARDS the lesson. are appropriate for the standards and some are inappropriate for the standards.
2.1-2.7 lesson. inappropriate standards lesson.
NAEYC 4c for the lesson.
DESCRIPTION AND The candidate describes The candidate describes The candidate identifies The candidate identifies The candidate fails to
BACKGROUND the lessons activities and the lessons activities and the lessons activities the lessons activities or identify the lessons
INFORMATION content in a detailed content in a manner that and content but fails to the lessons content activities and content
ACEI 1.0; 3.1 manner. provides a clear overview provide a clear overview
NAEYC 1a of the lesson of the lesson
The candidate includes The candidate includes The candidate includes The candidate includes The candidate fails to
LESSON concise, clearly written, measurable performance clearly written objectives that are not include objectives for
OBJECTIVES measurable performance objectives, but objectives objectives that are not measurable or clearly the lesson
2.1-2.7 objectives for all standards are not clearly or concisely measurable written
NAEYC 5c written for the lesson

Revised Fall 2013 ACEI/NAEYC 2010 Standards


The candidate varies all The candidate varies most The candidate varies The candidate does not The candidate fails to
objectives to promote rigor of the objectives to some of the objectives to vary the objectives, but differentiate objectives
DIFFERENTIATION and challenge for all promote rigor and a address diverse students the candidate identifies
OF OBJECTIVES students, including diverse challenge for all students, needs and includes some teacher actions that
students, , and identifies including diverse students, teacher actions that accommodate diverse
ACEI 3.2
teacher actions that and identifies teacher accommodate those students needs.
NAEYC 1b; 5c
accommodate diverse actions that accommodate needs
students needs diverse students needs

The candidate clearly The candidate The candidate makes an The candidate does not The candidate makes
STATEMENT OF explains the importance of appropriately explains the adequate attempt to explain the relevance of no attempt to explain
PURPOSE the content for the student. importance of the content explain the importance the content for the the relevance of the
for the student, but more of the content to for the student. content for the student
NAEYC 5c information is needed. student.

The candidate provides The candidate provides The candidate provides The candidate provides The candidate fails to
comprehensive lists of comprehensive lists of lists of some of the a list of lesson materials provide a list of
MATERIALS AND lesson materials and lesson materials and materials and resources and resources to be materials and resources
RESOURCES resources with resources to be used by the to be used by the teacher used by the teacher or for the lesson
ACEI 1.0 explanations of how they teacher and the students, and the students for the the students, but not
NAEYC 4b will be used by the teacher but no explanations lesson both
and students

The candidate clearly The candidate clearly The candidate clearly The candidate describes The candidate
describes a well-organized describes a student- describes a student- a lesson that is describes an ill-planned
student centered lesson centered lesson that centered lesson that somewhat student- lesson that is not
that reflects all reflects most of the contains few of the centered with few of the student-centered or the
organizational issues: pre- organizational issues: organizational issues, organizational issues, candidate fails to
assessment, motivation pre-assessment, and addresses some with no differentiated describe the lesson
LESSON DESIGN (anticipatory set), purpose, motivation, purpose, differentiated instruction
ACEI 3.1-3.5 modeling/demonstration, modeling/demonstration, instruction.
NAEYC 4b guided and independent guided and independent
practice, closure, extension practice, closure,
activities and other extension activities and
instructional strategies. other instructional
The lesson plan reflects strategies. The lesson plan
differentiated instruction reflects differentiated
instruction

Revised Fall 2013 ACEI/NAEYC 2010 Standards


The candidate describes The candidate describes The candidate includes The candidate includes The candidate fails to
specific assessments that assessments that correlate assessments within the assessments within the include and/or attach
KEY ASSESSMENTS correlate to all of the to some of the objectives plan which correlate to plan that do not the assessment(s).
ACEI 4.0 objectives and lesson or and the lesson and/ or the objectives and the correlate to the
NAEYC 3b-c attaches the assessment. attaches the assessment. lesson, but does not objectives and the
describe or attach the lesson.
assessment.
The candidate describes The candidate describes The candidate lists and The candidate lists The candidate does not
and lists specific strategies and lists several strategies/ describes strategies/ questions, but fails to list or describe any
CHECKING FOR and techniques and/or lists techniques and questions techniques, but does not describe or list strategies/techniques or
UNDERSTANDING questions to be asked to to be asked to check for list any questions strategies and asks questions to check
ACEI 3.1-3.5 check for understanding understanding techniques for understanding
NAEYC 5c

The candidate The candidate The candidate The candidate The candidate fails to
meaningfully incorporates meaningfully incorporates incorporates and incorporates technology address the issue of
and describes student used and describes teacher used describes technology in in the lesson in technology
technology in the lesson or technology in the lesson the lesson in superficial superficial ways;
TECHNOLOGY explains why technology ways. candidate does not
ACEI 3.1-3.5 cannot be meaningfully describe the use of
NAEYC 4b incorporated technology

The candidate The candidate The candidate The candidate The candidate
demonstrates a high level demonstrates competence demonstrates sufficient demonstrates little demonstrates little
PRESENTATIONS & of competence in spelling, in spelling, grammar and competence in spelling, competence in spelling, competence in spelling,
CONVENTIONS grammar and typing typing, but exhibits few grammar and typing, but grammar and typing, grammar and typing
ACEI 5.1 errors exhibits several errors through many errors through a significant
NAEYC 6b number of errors

The candidate provides The candidate provides at The candidate provides The candidate provides The candidate fails to
EXTENSION more than one extension least one extension activity extension activities that extension activities that provide extension
ACTIVITIES activity to connect the to connect the lesson with connect the home, but do not connect the activities
ACEI 5.3-5.4 lesson with the home, the home and community, not the community and home, community and
NAEYC 4c community and but not community community agencies community agencies
community agencies agencies

CONNECTION The candidate includes The candidate includes The candidate includes The candidate connects The candidate fails to
ACROSS THE connections to all of the connections to at least 5 of connections to the four the lesson to at least connect the lesson to
CURRICULUM curriculum content areas the 7 curriculum areas in core content areas in the two curriculum content other curriculum
ACEI 2.8 during the lesson. the lesson lesson areas content areas

Revised Fall 2013 ACEI/NAEYC 2010 Standards


NAEYC 5c
The candidate provides The candidate somewhat The candidate provides The candidate provides The candidate fails to
thorough information that provides information that information regarding superficial information provide information
shows an understanding of shows an understanding of the effectiveness and regarding the regarding reflections
the effectiveness and the effectiveness of the ineffectiveness of the effectiveness and the from the
REFLECTIONS ineffectiveness of the lesson; gives information lesson, but gives no ineffectiveness of the implementation of the
ACEI 5.1 lesson; gives information regarding changes for information regarding lesson, and gives no lesson
NAEYC 4d regarding changes for future implementation of future implementation information regarding
future implementation of the lesson future implementation
the lesson of the lesson.

T OT A L

Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards