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EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
#2
PART I: PLANNING
Coordinating and Subordinate Conjunctions
Title of Lesson
Mellichamp Elementary School Pacing Guide, South
Source Carolina state standards
Statement of Purpose The purpose of this lesson is for students to understand the
difference between coordinating and subordinate
conjunctions and when to use them in writing and speaking.
PowerPoint
SmartBoard
Materials and Resources Construction paper
Markers
Glue
Teacher made assignment/assessment
Anticipatory Set To begin the lesson, the teacher will tell a story without
using conjunctions. Once the story is over the teacher will
ask the students if the story made sense and what seemed
Connection Across the To incorporate the arts, students will be creating a foldable
Curriculum that they will glue into their notebooks for studying. They
will use construction paper, markers, and glue to complete
this task.
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 of no attempt to explain
PURPOSE the content for the student. importance of the content explain the importance 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 materials provide a list of
MATERIALS AND lesson materials and lesson materials and materials and resources and resources to be materials and resources
RESOURCES resources with resources to be used by the to be used by the teacher used by the teacher or for the lesson
ACEI 1.0 explanations of how they teacher and the students, and the students for the the students, but not
NAEYC 4b will be used by the teacher but no explanations lesson both
and students
The candidate clearly The candidate clearly The candidate clearly The candidate describes The candidate
describes a well-organized describes a student- describes a student- a lesson that is describes an ill-planned
student centered lesson centered lesson that centered lesson that somewhat student- lesson that is not
that reflects all reflects most of the contains few of the centered with few of the student-centered or the
organizational issues: pre- organizational issues: organizational issues, organizational issues, candidate fails to
assessment, motivation pre-assessment, and addresses some with no differentiated describe the lesson
LESSON DESIGN (anticipatory set), purpose, motivation, purpose, differentiated instruction
ACEI 3.1-3.5 modeling/demonstration, modeling/demonstration, 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 The candidate The candidate The candidate The candidate fails to
meaningfully incorporates meaningfully incorporates incorporates and incorporates technology address the issue of
and describes student used and describes teacher used describes technology in in the lesson in technology
technology in the lesson or technology in the lesson the lesson in superficial superficial ways;
TECHNOLOGY explains why technology ways. candidate does not
ACEI 3.1-3.5 cannot be meaningfully 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 spelling, competence in spelling,
CONVENTIONS grammar and typing typing, but exhibits few grammar and typing, but grammar and typing, grammar and typing
ACEI 5.1 errors exhibits several errors through many errors through a significant
NAEYC 6b 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 that provide extension
ACTIVITIES activity to connect the to connect the lesson with connect the home, but 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 connects The candidate fails to
ACROSS THE connections to all of the connections to at least 5 of connections to the four the lesson to at least connect the lesson to
CURRICULUM curriculum content areas the 7 curriculum areas in core content areas in the two curriculum content other curriculum
ACEI 2.8 during the lesson. the lesson lesson areas content areas
T OT A L
Revised 1-2