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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

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)

Description and StoryBots video about time. The teacher will discuss with

Background Information students the importance of knowing the time of day.

white board, the students will take notes in their math

journals.

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.

Once the students have completed this assignment the

teacher will collect the papers and go over the answers.

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.

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)

students that have mastered the concept such as

converting smaller units to larger units (i.e. 208 minutes to 3

hours and 28 minutes).

learners, the teacher will provide charts and figures during

problem solving.

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

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

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

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.).

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.

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.)

foldable for units of time.

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.

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.

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

Describe the strengths of student engagement.

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.

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.

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

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

Converting Units of Time

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

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

CLAFLIN UNIVERSITY

SCHOOL OF EDUCATION

REFLECTIVE LESSON PLAN MODEL RUBRIC

(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

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

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

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