Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Naja Argrow

Date: 2/2/16

PART I: PLANNING
Finding meanings using Base Words
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

This lesson is an original idea.

English Language Arts (mainly) and Science

Subject Area (s)
4th
Grade Level
Curriculum Standards

10.2 Determine the meaning of an unknown word using

knowledge of base words and Greek and Latin affixes.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

This lesson will be on learning different prefixes, suffixes, and affixes to

determine the meaning of words. I will begin the lesson with the
bellringer. The bellringer will be the Pre-Assessment in the lesson. From
the Pre-Assessment, I will move on to the anticipatory set and the video.
Then the direct instruction will begin. During the direct instruction, I will
check for understanding by calling on random students to answer
questions. We will proceed to the guided practice which would be
Quizlet on the SMARTboard. When we have finished the guided
practice, we will complete the Independent Practice and the closure.
Additional resources for extension will be given to students as well.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

Lesson Objectives

The students will be able to analyze the meanings of unfamiliar words

by breaking down the parts with 80% accuracy.
The students will be able to construct new words made with familiar
word parts, affixes, prefixes, and suffixes.
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?

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

To students who dont understand the material, additional resources will

be found on compass learning to help them with the material.
To students who have already mastered the concept, an enrichment
activity is that they could make their own words and make a Frayer
model depicting the word, the definition, an example, and a picture.
To students who are presently learning English, I will research the
material in their native language and try to get assistance from an ESOL
teacher.
Why is it important for the students to learn this content?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Statement of Purpose

The students need to know this content because many of the words
they use today are made from Greek and Latin prefixes and suffixes. It
also will assist the students in building their vocabulary.
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

Anticipatory Set

The materials needed for everyone will be the SMARTboard, Speakers,

iPads, notebooks, worksheets, and pencils.
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?

To motivate the students, I will make up some words that would not be
found in the dictionary for the daily starter and tell the students to
define the words. The students will be very vocal about them never
hearing the words, so I will tell the students whoever can tell me a
predication of the definitions will be rewarded with class dojo points.
Once the students have given up, I will play the BrainPOP video: Roots,
Prefixes, and Suffixes.

Part II: IMPLEMENTATION

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

Pre-assessment

To find out what the students already know about the topic, I will do a
Word Splash. Word Splash is when content vocabulary is placed on a
board, chart, or large piece of paper. Students will then be asked to
draw a representation of the word or use it in a sentence.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

To model for the students what is to be expected, I will use a powerpoint

presentation for the direct instruction. The direct instruction will include
some questions on the slides as well.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

Together, we will play with flashcards on the SMARTboard on Quizlet.

Quizlet will allow us to match prefixes, suffixes and their definitions.
Once the students comprehend the definition of the Greek and Latin
word parts, we will begin to find the meaning of words by breaking them
down.
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?

To check for understanding, I will call on random students during the

powerpoint to answer certain questions provided in the powerpoint.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

Assessment
(Give a description and attach
to lesson plan)

For the independent practice, students will complete a worksheet

entitled word parts. This worksheet makes the students choose the
prefix and/or suffix of words that are used in a sentence.
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 closure of the lesson will be 321. In this closure activity, the student
will write in their notebook 3 things they learned, 2 things they have a
question about, and 1 thing they want me the teacher to know.
What will students do to demonstrate what they have learned?

To demonstrate what they have learned, students will complete a last

worksheet entitled Prefixes, Root Words, and Suffixes. When they

Revised Fall 2013 ACEI/NAEYC 2010 Standards

have completed it with 80% accuracy I will know that they have
internalized the knowledge.

Extension Activities

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?

In the classroom or at home, students can practice building their own

words using the flash cards on quizlet.
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

To assist students with learning the concepts, I will assign them extra
practice on Compass Learning. Compass learning will provide them
with fun ways to extend their knowledge.
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.

The Arts: Students will create pictures that describe the words they
have created.
PE: Students can play a competitive game of flyswatter by running up
to the board and hitting the correct term.
Health & Science: As an extension activity, students could look up
medical terminology because that could be integrated with science and
it uses many of the prefixes and suffixes the students have learned.
Math: Students will find out which numbers have prefixes and how they
are used.

PART III: REFLECTION

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

Strengths

The lesson went very well, students were very involved during this lesson to the
point where I had to quiet them down every once in a while. I used different
instructional techniques such as choral speaking, debates, flash cards, and
educational games. The instructional strategy I used was 321 instructional
strategy.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

Since the teacher doesnt always allow the students to use the smartboard, some
students became too excited. Also, when other groups were going to the board
during the guided practice, other groups began to talk amongst themselves. I
should have given them a worksheet to complete while the every one was going
to the board so they wouldnt have thought it was free time.
What would you change when teaching this lesson again?
When teaching the lesson again, I would make sure the kids would have more control over their own
learning by doing a nearpod presentation instead. That way, I could tell who was/was not on task
just by looking at my iPad. Also, they could have it to look back on when they get home.

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

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