Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Courtney Frasier
2016

Date: October 12,

PART I: PLANNING
Building 1,000
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source
Subject Area (s)
Grade Level
Curriculum Standards

Dr. Jamisons lesson plan

Math
2nd
2.NSBT.1 Understand place value through 999 by demonstrating
that:
a. 100 can be thought of as a bundle (group) of 10 tends called a
hundred.
2.NSBT.2 Count by tens and hundreds to 1,000 starting with any
number.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

This math lesson allows students to build 1,000 by determining

how much is 100 less and 100 more. Students will begin the
lesson by reviewing a hundred chart. They should be able to tell
how many numbers are in each row, how many rows are there,
and how do the numbers change as you count by 10s? Next, I
will log on to www.pearsonsuccessnet.com to view the
introduction and the topic math video. During the video, the
students will volunteer and answer the questions. Next, I will
place sample problems on the board for the students to
complete in their math journal. After they have completed the
problems, we will go over them. I will then guide them through
the guided practice where they have to use crayons to circle the
number of hundred flats stated. After the guided practice, they
will move on to the independent practice where they will show
that they can find 100 less and 100 more. Finally, I will conclude

Revised Fall 2013 ACEI/NAEYC 2010 Standards

the lesson with an activity for the students. Using number cards,
I will have a student pull a number then transform it into 100 then
state what number is 100 less and what number is 100 more.
Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

Students will count by hundreds to 1,000

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

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?

Statement of Purpose

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 important for students to know that numbers can be used to

tell how many.

Materials and Resources

Anticipatory Set

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?

Students
Math journal
Pencil
Manipulatives (if needed)
Math Booklet
10-1 Practice Worksheet
Teacher
Laptop (Internet)
100 chart
Access to pearsonsuccessnet.com
Smartboard
Document Camera
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?

Review on a hundred chart. How many numbers are in each

Revised Fall 2013 ACEI/NAEYC 2010 Standards

row? (10) How many rows are there? (10) How do the numbers
change as you count by 10s? (The tens digit increases by one)

Part II: IMPLEMENTATION

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

Pre-assessment
I will review the lesson from the previous week (10 less, 10
more). I will provide the students with example questions on the
board. After reviewing, I would inform them that we will be doing
the same thing except we will use the number 100.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

Log on to www.pearsonsuccess.net.com to view the introduction

and the interactive topic math video. We will watch the video and
the students will respond to the questions. After the video, I will
provide the students with example problems for them to write
and answer in their math journal. We will go over the problems
as a class.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

I will guide the students through page 298 in the math booklet.
The students will use crayons to circle the correct number of
hundreds flat stated.
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?

How many ones make 1 ten?

How many tens make 100?
How many hundreds make 1,000?

After viewing the video, I would draw a certain amount of

hundreds flats on the board. The students would have to state
how many they see, how much is 100 less, and how much is
100 more. During the independent practice, I would walk around
the classroom and monitor students to see if they grasped the
material.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

Students will show that they can find 100 less and 100 more on
page 299 in the math booklet.
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?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Using number cards 1-9, have students pull a number transform

it into 100 then state what number is 100 less and what number
is 100 more. Example: If a student pulls 6. Then, 6 is 600; 100
less will be 500 and 100 more will be 700.
What will students do to demonstrate what they have learned?

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

Students will build 1,000 by finding 100 less and 100 more on
the 10-1 practice 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 will complete the back of the math booklet for

homework. This will be reviewed the next day in class before the
start of the lesson.
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

We will log on to www.pearsonsuccessnet.com to view the

introduction and the interactive topic math video. While watching
the video I will allow volunteers to respond with an answer to the
questions. I will use a document camera so the students can
view the 100 chart.
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.

Arts: I will use www.pearsonsuccess.net.com to view the topic

math video with the students.
PE: There will be number stations around the room with 100 less
and 100 more problems. Students will start at one station and
move to the next when they correctly answer the question to the
station that they are on.
Health: Students can look at the number of calories on items and
determine 100 less and 100 more.

PART III: REFLECTION

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

Strengths

Some of the students grasped the content really quickly while

some struggled a little. For the ones who struggle, I allowed
them to used manipulatives to assist them in the problems.
Some students were very engaged in the lesson. They paid
attention to the math video and answered the questions.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Weaknesses

Suggestions for
Improvement

I need to work on getting them to raise their hand to answer

questions instead of blurting out. Also, getting some of them to
focus on the lesson.
What would you change when teaching this lesson again?

I would make sure that everyone is involved and focus on the

lesson.
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