Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Courtney Frasier

Date: September 14, 2016

PART I: PLANNING
Weather
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source

Dr. Jamisons science lesson plan as well as ideas of my own.

Science
Subject Area (s)
2nd Grade
Grade Level
Curriculum Standards

2.E.2A.1-Analyze and interpret data from observations and

measurements to describe local weather conditions (including
temperature, wind, and forms of precipitation).
Crosswalk Standards: 2-3.2 Recall weather terminology (including
temperature, wind direction, wind speed, and precipitation as rain,
snow, sleet, and hail).
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

Lesson Objectives

I will introduce the lesson by asking students to describe the weather

when they first came to school and to describe the weather now
(afternoon). They will take out their science books and I will discuss
pages 8-10 and pages 14-16 with them. We will talk about temperature,
precipitation, wind, and the tools for measuring weather (rain gauge,
wind vane, thermometer). Next, I will pass out thermometers and rain
gauges to each group of students so they can practice reading them. As
a class, we will read the Weather Word story and answer the questions.
Finally, the students will be able to apply what they learned from the
lesson by completing a thermometer and a rain gauge worksheet.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

Students will be able to know that weather conditions can be

described using weather terminology (temperature, wind
direction, wind speed, and precipitation).
Students will be able to practice reading a thermometer and a

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Varying Objectives for

Individuals Needs

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?

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

Statement of Purpose

Materials and Resources

Anticipatory Set

rain gauge.
Students will be able to read story and answer questions at the
end.
Students will be able to complete a thermometer and/or rain
gauge worksheet.

I will vary these objectives for students who do not understand

the material by monitoring students to determine who needs
reteaching and adjust the lesson accordingly.
I will vary these objectives for students who have already
mastered the concept by having extra work that they can move
on to or have them assist other students who may need extra
help.
I will vary these objectives for students who are presently
learning English by having books and assignments in their first
language. This allows them to learn the same material as the
other students as they continue to develop the English language.

Why is it important for the students to learn this content?

It is essential for students to know that weather conditions can

be described using specific weather terminology.

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?

Science Book
Thermometers
Rain Gauges
Wind Vane
Edhelper
Thermometer and Rain Gauge Worksheet

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?

I will ask the students to describe the weather when they came
to school and to describe the weather now (afternoon time).

Part II: IMPLEMENTATION

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

Pre-assessment

Have students share what they already know about weather.

What will you do to show students what is expected?

Teacher Modeling or

Read and discuss pages 8-10 and pages 14-16 in the science

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Demonstration

book
Practice reading a thermometer and record the data
Practice reading a rain gauge and record the measurement

What will we do together as they learn how to succeed at the new task?

Guided Practice
Checking for
Understanding

Read the Weather Words story and answer questions at the end

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?

What are some ways that weather can be different?

What is temperature?
What tool do we use to record temperature?
What is precipitation?
What do we use to measure rain?

What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

Students will complete a thermometer and a rain gauge

worksheet.

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?

I will conclude the lesson by going over the independent

worksheet and by clarifying and reviewing skills through
questioning.

What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

The students will complete a second thermometer worksheet.

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?

Students can use a thermometer to record the temperature in the

classroom or at home.
Students with internet access at home can be asked to visit
weather websites.
Students can be assigned to watch the evening weather forecast
on TV.
I can use the community agencies to improve student
performance by having a meteorologists from the news station
come and talk to the class about his/her job.
Students can record the temperature at a certain time for a
week.

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

Document Camera

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.

Math- The students can look up the cities temperature for a

Revised Fall 2013 ACEI/NAEYC 2010 Standards

week and graph them using graph paper.

Arts- The students can draw a picture or pictures of something
happening in certain weather conditions.
Health- I can inform the students that we can use a thermometer
to check the temperature of people.

PART III: REFLECTION

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

Strengths

The students seemed really engaged in my lesson. They loved the fact
that I had the actual weather tools present for them so they could see
how they work and touch them as well. During the independent
practice, majority of the students did not understand the rain gauge
worksheet. I did the first five problems out fifteen for them and tried
my best to explain how to find the answers, but they still did not
understand. After witnessing this, I realized that the rain gauge
worksheet may have been a little difficult to see where it stopped. So, I
quickly made the decision to adjust the lesson and do the rest of the
problems together as a class.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

I felt like I could have spent a more time going over the terminology
and some of the tools to make sure that they grasped the material.
During some parts of the lesson, classroom management was an issue.
They were talking to one another and talking out of turn shouting out
answers. Because of this I realized that I needed to come up with an
ideas to control the situation.
What would you change when teaching this lesson again?

I would explain the lesson more thoroughly making sure that the
students are grasping the information being taught. I also would find a
better, easy to understand rain gauge measurement worksheet for the
students.

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