Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Kamaria Downs

Date: February 25, 2015

PART I: PLANNING
Geometry: Making New Shapes

Title of Lesson
Kamaria Downs revised this lesson plan from a lesson originally created by
Mrs. Wade at Whittaker Elementary School.

Source
Math

Subject Area (s)

2nd

Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;

2.G.1 Recognize and draw shapes having specified attributes, such as a

given number of angles or a given number of equal faces. Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.

This is a second grade math lesson that allows students to work with shapes
and their attributes, as well as create new shapes from familiar ones. This
lesson provides the necessary connection between identifying and drawing
shapes based on specific attributes that are two-dimensional. This lesson is
aligned to Common Core State Standards: 2.G.1. Students will begin the
lesson by listening to a story, The Shape Family Babies. This story
introduces the new shapes being learned. Students will be shown a mosaic
picture and listen to an explanation about what it is. After this point, the
teacher will move on to introducing the content to the students using the math
software, PearsonSuccessNet.com. As a class, the students will complete the
guided practice, and then each will be given math manipulatives. Students will
be given time to explore and create designs with the manipulatives. Students
will then use the manipulatives to complete the independent practice. The
entire class will review the independent practice, and then students will be
given a short assessment. After the assessment, the lesson will end by the
class recapping what was learned.
Students will recognize and name trapezoids, parallelograms, and hexagons,
put shapes together to make new shapes, and identify the number of sides
and vertices in each shape.

For students who do not understand the material, the teacher will work closely
with them. The teacher will focus their attention (What have you noticed about
. . . ? What do you see when you . . . ?), help students count or measure
(How many . . . ? How long . . . ? How much . . . ?), and ask comparison

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Process; Product; or Environment)

Statement of Purpose

Materials and Resources

Anticipatory Set

questions (What do these have in common with . . . ? How are they

different?).
For students who have already mastered the content, the teacher will allow
them to continue exploring with the math manipulatives. Students will sketch
each design they have created and explain what shape it is, including the
number of sides and vertices. Students who have mastered the content will
have to responsibility of working with students who are presently learning
English.
For students presently learning English, the teacher will provide scaffolds that
support student participation. The students will also have the opportunity for
cooperative learning with a student who has already mastered the content.
The teacher will provide students with several opportunities for English
Language Learners to listen, speak, read, and write about mathematics. The
teacher will also use research-based strategies to help the students with the
content of the lesson.
This lesson deepens students' understanding of how familiar shapes can be
combined to make new ones.
Computer/Laptop
Access to www.pearsonsuccessnet.com
Pearson Math Booklet (for classwork and homework)
Student Math Journals
Pencils
The Shape Family Babies by Kristin Haas
SmartBoard
Math Manipulatives (Geometry Shapes)
Mosaic Pictures
2.G.1 Assessment
Start the lesson by reading The Shape Family Babies by Kristin Haas to
students. Stop periodically throughout the story to ask questions about the
shapes present within. Afterwards, present the students with mosaic pictures.
Explain to students that mosaics are made up of smaller shapes that make a
picture.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Guided Practice
Checking for

Monitor students responses while reading The Shape Family Babies.

Students should be familiar with shapes names such as square, triangle, and
rectangle. Some students may be familiar with shapes such as rhombus or
parallelogram, pentagon, hexagon, and octagon.
The teacher will begin teaching the content of the lesson by using
PearsonSuccessNet.com. This software teaches students the content in a
way that is easy to understand. Throughout the demonstration, students will
write down the names and sketch the shapes, as well as answer questions
from the teacher about the number of sides and vertices.
Teacher and students will work together to complete the first two pages of the
math worksheet. These two sheets consist of naming shapes and using
smaller shapes to make new, bigger ones.
The teacher will circulate the classroom during the lesson to ensure students
are grasping the content. The teacher will ask questions about the names of

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Understanding

Independent Practice

Closure

Assessment
(Give a description and attach
to lesson plan)

Extension Activities

shapes, the number of sides and vertices.

The teacher will distribute math manipulatives to the students. Students will
be given 5 minutes to explore and create as many designs as they can with
the manipulatives. At this time, the teacher should encourage students to
make designs similar to what was seen during the demonstration. Once the 5
minutes is up, students will complete the last 2 pages of independent work in
their math worksheet packet using the manipulatives. At this time, the teacher
will again circulate the classroom to ensure students are on task and grasping
the content.
As a closure for this lesson, students will have the opportunity to share any
designs they created during independent practice. The entire class will go
over the guided work. Once guided work has been reviewed, the students will
be given a short assessment to collect data about their understanding of the
content. Once all students have completed the assessment, the class will
recap on the material learned for the day.
Students will demonstrate what they have learned by completing a short,
formative assessment. The assessment asks students to circle all of the
quadrilaterals and put a star in all of the hexagons. The assessment also asks
students to explain how they know the shape they circled or put a star in is
what it is.
Assessment in attached.
Students will complete an activity review sheet at home to practice using
smaller shapes to make bigger ones. Homework will be reviewed the next day
to help assess student learning.

Students will view the lesson content on the SmartBoard, streamed from
PearsonSuccessNet.com.

Technology
Connection Across the
Curriculum

Science-Ask students to make a design a using squares, triangles,

trapezoids, hexagons, and parallelograms and/or other shapes the class is
studying.
Social Studies- Ask students, which states on the map of the United States
resemble shapes being studied.
ELA- Read The Shape Family Babies to students.
Arts- Allow students to sketch the designs they make with their shapes.
P.E.- As an extension activity, create a map of the school and have students
do a scavenger hunt for the different shapes being studied.
Health- Ask students which food they eat are shaped like geometric shapes.

PART III: REFLECTION

Strengths

My strengths for instructional techniques and strategies include connecting

the lesson across the curriculum. I was able to incorporate other subjects into
this math lesson. Another strength was incorporating technology. Instead of
standing in front of the class lecturing students about the content, I was able
to use the software to help teach the students. Using technology gives
students visual aids and sounds to help with learning.
My strengths for classroom management include circulating the room to
prevent any students from being off task. Another strength includes being

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Weaknesses

Suggestions for
Improvement

able to monitor and adjust. Just before I taught the lesson, I was informed of a
program the students had to attend. I made every effort to get as much
information to students in the short time frame we had.
My strengths for student engagement include engaging students using hands
on materials. Incorporating the math manipulatives gave students the
opportunity to create their own learning. Engaging students this way lessens
the chances of them being off task during the lesson.
My weaknesses for instructional techniques and strategies include the lack of
time to complete the entire lesson as planned. With an altered schedule for
the day, time was cut short for the period, so the lesson had to be adjusted to
meet the needs of time.
My weaknesses for classroom management include not addressing issues
that came about during the lesson. At one point during the lesson, students
were conversing about things other than math. I could have been more aware
of the students conversation and brought it back to the appropriate
conversation.
My weaknesses for student engagement include having all students involved
in the lesson. There are some students who do not participate whether it is
because of shyness or they do not understand the content. I will make a
better effort to get 100% participation from the students.
If I were to teach this lesson again, I would change the amount of time I had
to teach the lesson. I would also add more challenging material to the lesson
since the students were able to grasp the concept fairly quickly. I would make
an effort to get all of the students involved in the lesson instead of just the
majority. If all students are not involved in the lesson that indicates to me that
I am not reaching them.
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: 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 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