Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Tracey Lee Dimsoy

Date: 4/5/2016

PART I: PLANNING
Title of Lesson
Source
Subject Area (s)
Grade Level
Curriculum Standards

Authors Purpose
Original Lesson
E.L.A.
1st grade
10.1 Identify the authors purpose entertain, inform, or
convince.

Description and
Background Information

Students will be asked why they think people write different

types of text. Upon asking the question, I will determine from
students responses what they understand about Authors
Purpose. A Powerpoint will be provided with definitions of each
purpose and short texts will be given as examples so that
students can learn to identify the different types of texts. As a
class we will read 3 short stories together and students will write
on their white board whether they think they story is to convince,
inform or entertain. When doing these exercises I will ask
questions such as, What is the authors purpose in writing this
text?, Why do you think that is the authors purpose?, and
What evidence do you see in the text to support your answer?
Students will be given a worksheet to determine the authors
purpose in some short texts. As a class, we will review the
different reasons an author writes and I will challenge students
to think about their own writing and to think about what they want
their purpose to be when writing.

Lesson Objectives

Students learn to differentiate whether the writer of the text

wants the reader to be entertained, informed, or convinced.
Students will be assessed on their learning and 90 % of students
will score over 83 on the worksheet test that will be given at the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

end of the week of teaching.

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

Statement of Purpose

Materials and Resources

Anticipatory Set

For students who do not understand there will be videos and

other exercises for supplemental learning as well as small group
sessions to review the material. If students have mastered the
concept, they will be given longer passages to read through to
determine the authors purpose or they will be able to use their
Ipads once they finish an assignment early. For students who
are now learning English I will read the passages out loud in
order for them to hear and follow in the reading.
It is important for students to be able to read a text and
understand the reason that the author is presenting the
information given.
Teachers materials and resources:
Chart paper
Markers (white board and regular)
PowerPoint
Projector and laptop
Copies of worksheets
Students materials:
Pencils
Mini- whiteboard, marker and eraser

Students will be asked why they think people write different

types of text.

Part II: IMPLEMENTATION

Pre-assessment

Upon asking the question, I will determine from students

responses what they understand about Authors Purpose.

Teacher Modeling or
Demonstration

A Powerpoint will be provided with definitions of each

purpose and short texts will be given as examples so that
students can learn to identify the different types of texts.

Guided Practice

As a class we will read 3 short stories together and

students will write on their white board whether they think
they story is to convince, inform or entertain.

Checking for
Understanding

When doing these exercises I will ask questions such as:

-

What is the authors purpose in writing this text?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Independent Practice

Closure

Assessment
(Give a description and attach
to lesson plan)

Extension Activities

Technology

Connection Across the

Curriculum

Why do you think that is the authors purpose?

What evidence do you see in the text to support your
answer?

Students will be given a worksheet to determine the

authors purpose in some short texts.
Review the different reasons an author writes an challenge
students to think about their own writing and to think about
what they want their purpose to be when writing.
Students will be given a worksheet in which they will
determine the authors purpose and give evidence to
support your answer.

Students will be challenged to think about authors purpose

in books that they read at home or at school. Students can
go to the library and find other books to fit different authors
purpose.
A PowerPoint will be projected on to the Smartboard in order to
enhance the visual modality of the students.
Students can analyze texts in Mathematics, Science and Social
Studies and notice that in other subjects texts would be
informational as they are learning. Students will be able to walk
around and work with their peers thus allowing for physical
movement, students can create illustrations for texts read
connecting to Art and students will read informational texts about
health topics.

PART III: REFLECTION

Strengths

Students were engaged in the lesson. Expectations were given prior

to lesson and as such behavior was managed well.

Weaknesses

Students responded well to the lesson. There could have been more
examples for students to work from.

Suggestions for
Improvement

I would work on more extension activities.

Revised 6-2013
THE CLAFLIN IMPERATIVE:

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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: 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