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Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
# 3 Video Lesson
Name: Louisa Steadman Date: February, 2017

PART I: PLANNING
Converting units of time
Title of Lesson

Source

Subject Area (s) Math- Measurement and Data Analysis


Grade 4
Grade Level
4.MDA. 1 Convert measurements within a single system of
Curriculum Standards measurement, customary (i.e. in, ft., yd., oz., lb., sec., min.,
hr.) or metric (i.e., cm, m, km, g, kg, mL, L)

To begin the lesson the teacher will show students a


Description and StoryBots video about time. The teacher will discuss with
Background Information students the importance of knowing the time of day.

As the teacher presents notes using a PowerPoint and the


white board, the students will take notes in their math
journals.

The teacher will guide students through guided examples of


converting time. He/she will use real life examples to make
the information relevant to students. The teacher will give
students an example to try on their own and go over the
answer together.

The students will then complete 4 questions independently.


Once the students have completed this assignment the
teacher will collect the papers and go over the answers.

The students will complete an assessment independently


with 80% accuracy.

To close the lesson, the teacher will review the units of time
with students and how time is used in everyday life. The
teacher will also assign homework.

Revised Fall 2013 ACEI/NAEYC 2010 Standards


Lesson Objectives Students will be able to accurately convert larger units of
time to smaller units of time (days, hr., min., sec.).

Varying Objectives for Students that are struggling with the material will work in
Individuals Needs small groups with classmates and the teacher to solve
(Differentiated Instruction-content; problems for converting units of time.
Process; Product; or Environment)

The teacher will provide more challenging material for


students that have mastered the concept such as
converting smaller units to larger units (i.e. 208 minutes to 3
hours and 28 minutes).

To benefit students learning English, as well as visual


learners, the teacher will provide charts and figures during
problem solving.

Statement of Purpose It is important for students to understand the relationships


between smaller units of time and larger units of time (i.e.
how many minutes do I have until I need to be to school,
how long will I have to finish my homework, etc.).

SmartBoard
Materials and Resources PowerPoint
Marker boards
Markers
StoryBots Video YouTube

The teacher will discuss with students the importance of


Anticipatory Set time and how it is used in everyday life.

Part II: IMPLEMENTATION

To find out what students already know, the teacher show


Pre-assessment students a video and discuss with them what units of time
they saw. He/she will ask students how they use time each
day and to describe the times that they are familiar with.
The teacher will model the steps to convert units of time.
Teacher Modeling or During this process he/she will think aloud so that students
Demonstration can follow the process.
The teacher will guide student through example problems
Guided Practice on the board. He/she will ask to work on an example
problem while the teacher monitors progress and checks
for understand and misconceptions.
In the process of direct instruction, the teacher will often
Checking for ask students to recite various conversions of units of time

Revised Fall 2013 ACEI/NAEYC 2010 Standards


Understanding During the independent practice, the teacher will ask
students to use a think aloud to check their thinking
process. The teacher will frequently ask students about
units of time (i.e. how many seconds in a minute, how many
minutes in an hour, etc.).

Independent Practice The students will complete 4 questions independently.


To close the lesson, the teacher will review the material on
Closure converting units of time and reminding students of their
homework assignment.
The students will complete an assessment independently
Assessment with 80% accuracy.
(Give a description and attach (see attachment)
to lesson plan)
At home or in the classroom students can write their own
Extension Activities problems for converting units of time, tackle more complex
problems for converting time such as smaller units to larger
unit problems (i.e. 360 minutes to hours), or complete a
writing prompt outlining their day in which they converts
units of time.

The teacher will use the SmartBoard to display a video and


a PowerPoint lesson.
Technology

Connection Across the In this lesson, the teacher mentioned that the relationships
Curriculum between this lesson on converting units of time was
connected to the unit in Science on day and night. (when
learning about day and night, students will learn that it
takes 24 hours for the Earth to rotate/spin.)

To incorporate art the teacher could have students create a


foldable for units of time.

To incorporate P.E. The teacher could ask students to


complete a scoot activity in which they will be in groups of
four and each stduents completes a question on the desk in
front of them. When the teacher says scoot, the students
will move to the next station and answer the next question.
They will continue this process until all of the questions
have been answered.

To incorporate health, the teacher could create a mini


lesson on how many average hours a fourth grade students
should have. The students can convert these hours to
minutes, and then minutes to seconds.

PART III: REFLECTION

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards


I feel that some of the strengths during this lesson would be
Strengths the use of think alouds, making personal connects, and
student achievement. The teacher used think alouds to
describe the process of solving the problems. Not only did
this help students understand the process, but it also
allowed them to become comfortable with using think
alouds on their own when describing their solving process.
The teacher provided many examples of personal
connections for the students which makes it relevant to
their lives. Overall, the student achieved the goal for the
lesson and seemed to have a good understanding of the
material.

One of the weaknesses of this lesson would be the


Weaknesses management of time. The example problems adsorbed more
time than originally planned which cut into time for
independent practice.
Classroom management is something that I have been
working to improve. I feel that in this specific lesson, I could
have used proximity more to minimize nonacademic
discussion and/or behavior issues.

If I could teach this lesson again, I would allow for more


Suggestions for overall time for the lesson. I would allot more time of the
Improvement lesson to allowing students to work independently, so that I
could watch the process in which they used to solve the
problems.
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


Converting Units of Time

Name: ________________________________ Date: ___________ Score: ________

Directions: Read each question carefully and solve the problem.

1. Ms. McCormick is going on a trip for her birthday. She will be on her trip for 5
days. How many hours will Ms. McCormick send on her trip?

__________________ Hours

2. Elijah is walking to the library. It takes him 15 minutes to get to the library.
How many seconds does it take Elijah to get to the library?

______________________ Seconds

3. The field trip to the aquarium will be 4 hours long. How many minutes long
will the field trip be?

_____________________ Seconds

4. It took me 6 minutes to read my book. How many seconds did it take me to


read my book?

______________________ Seconds

5. The movie lasted 2 hours and 8 minutes long. How many total minutes did
the movie last?

_________________ Minutes

6. My mom went to the store and she was gone for 28 minutes. How many
seconds was she gone?

__________________ Seconds

7. Mr. Williams is leaving 2 hours early from school for a doctors appointment.
How many minutes early will Mr. Williams be leaving?

________________ Minutes

8. Desiree is going to see a friend. It takes her 6 hours to drive there. How many
minutes does it take her to get there?

___________________ Minutes

9. Last week I was sick for 4 days. How many hours was I sick?

____________________ Hours

10.My birthday party will be 7 hours long. How many minutes will my party be?

______________ Minutes

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 appropriate to the components
ACEI .1.0 lesson 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 identify curriculum
STANDARDS the lesson. are appropriate for the standards and some standards are standards.
2.1-2.7 lesson. inappropriate standards inappropriate for the
NAEYC 4c for the lesson. lesson.
DESCRIPTION AND The candidate describes The candidate describes The candidate identifies The candidate The candidate fails to
BACKGROUND the lessons activities and the lessons activities and the lessons activities identifies the lessons identify the lessons
INFORMATION content in a detailed content in a manner that and content but fails to activities or the activities and content
ACEI 1.0; 3.1 manner. provides a clear overview provide a clear lessons content
NAEYC 1a of the lesson overview 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 are not clearly or concisely measurable written
NAEYC 5c standards written for the lesson
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 vary the objectives, but differentiate objectives
DIFFERENTIATION and challenge for all promote rigor and a to address diverse the candidate identifies
OF OBJECTIVES students, including diverse challenge for all students, students needs and teacher actions that
students, , and identifies including diverse students, includes some teacher accommodate diverse
ACEI 3.2
teacher actions that and identifies teacher actions that students needs.
NAEYC 1b; 5c accommodate diverse actions that accommodate accommodate those
students needs diverse students needs needs

Revised Fall 2013 ACEI/NAEYC 2010 Standards


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 no attempt to explain
PURPOSE the content for the student. importance of the content explain the importance of 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 provide a list of
MATERIALS AND lesson materials and lesson materials and materials and resources materials and materials and resources
RESOURCES resources with resources to be used by the to be used by the resources to be used by for the lesson
ACEI 1.0 explanations of how they teacher and the students, teacher and the students the teacher or the
NAEYC 4b will be used by the teacher but no explanations for the lesson students, but not both
and students

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

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards


The candidate The candidate The candidate The candidate The candidate fails to
meaningfully incorporates meaningfully incorporates incorporates and incorporates address the issue of
and describes student used and describes teacher used describes technology in technology in the technology
technology in the lesson or technology in the lesson the lesson in superficial lesson in superficial
TECHNOLOGY explains why technology ways. ways; candidate does
ACEI 3.1-3.5 cannot be meaningfully not 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 competence in
CONVENTIONS grammar and typing typing, but exhibits few grammar and typing, spelling, grammar and spelling, grammar and
ACEI 5.1 errors but exhibits several typing, through many typing through a
NAEYC 6b errors errors significant 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 provide extension
ACTIVITIES activity to connect the to connect the lesson with connect the home, but that 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 The candidate fails to
ACROSS THE connections to all of the connections to at least 5 of connections to the four connects the lesson to connect the lesson to
CURRICULUM curriculum content areas the 7 curriculum areas in core content areas in the at least two curriculum other curriculum
ACEI 2.8 during the lesson. the lesson lesson content areas content areas
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