EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Mr. Rashad Paige Date: 4/9/14

PART I: PLANNING

Title of LessonCivil Rights Movement

SourceIs this lesson original idea? If not, from what source did I borrow this lesson?Studyisland.com

Subject Area (s)Social Studies

Grade Level5th

Curriculum Standards

5-5.3 Explain the advancement of the modern Civil Rights Movement; including the desegregation of the armed forces, Brown v. Board of Education, the roles of Rosa Parks, Martin Luther King Jr., Malcolm X, the Civil Rights acts, and the Voting Rights Act.

Description and Background Information

Describe the lessons activities and content to provide a clear overview of the lesson. The lesson begins with a short story of a time when civil rights of African Americans and other ethnicities were not protected by the government. The progression of the lesson follows with the teacher explaining different moments during the civil rights movement when a stand was taken by groups of individuals to make a change. Students will copy the problems and solutions to these moments during the civil rights movement the teacher will work collaboratively with students on highlighting important sections. The independent practice consists of students completing a graphic organizer on important events of the civil rights movement students. The closure of the lesson will consist of students reading their statements from their civil rights graphic organizer.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. At the conclusion of the lesson students Explain the advancement of the modern Civil Rights Movement; including the desegregation of the armed forces, Brown v. Board of Education, the roles of Rosa Parks, Martin Luther King Jr., Malcolm X, the Civil Rights acts, and the Voting Rights Act.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?

I will vary objectives with the use of one on one assistance, I will look to pair a weaker student with a stronger student. My expectations is that the weaker student will learn from the stronger student progress.How will I vary these objectives for students who have already mastered the concept?I will vary objectives with students who mastered the concept by providing them with more civil rights events. My expectation is that they will take the extra time read through the events and develop their own perception of the event.

How will I vary these objectives for students who are presently learning English?

Statement of PurposeWhy is it important for the students to learn this content?It is important that students know this content because it is a standard that needs to be covered according to South Carolina 5th grade Social Studies Standards.

Materials and Resources

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? Teacher needs: Studyisland.com, smartboard,Student needs: Pencil, notebook, & civil rights graphic organizer worksheet

Anticipatory Set

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? The hook of the lesson is to begin with a story, the story which is told to me often by my grandmother who has lived through the civil rights movement. My hope is that the story engages and starts to get students to imagine living during this time period. This story and personal connection for students should get them ready for the lesson ahead

Part II: IMPLEMENTATIONPre-assessment

How will I find out what students already know about this topic? I will use various methods of questioning to find out what students already know about Civil rights movement, Rosa Parks, and Martin Luther King.

Teacher Modeling or DemonstrationWhat will I do to show students what is expected? The teacher will elaborate on a number of events during the civil rights movement. The teacher will speak on three events in detail and students are expected to listen as the teacher explains..

Guided PracticeWhat will we do together as they learn how to succeed at the new task? The teacher and student will work together on determine what were the problems and solutions that followed during each civil right event.

Checking for UnderstandingWhat 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? I would use an informal assessment where I ask students questions using the stages of Blooms Taxonomy. Can you describe what is happening in this situation? Can you tell me the feeling you would have if you were in this position?

Independent PracticeWhat will students do by themselves to show that they have internalized the knowledge? Problems from the PowerPoint. Students will also create a poster as a group with an assigned acronym. The papers will be taped on the wall as a reference.

ClosureHow will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson? Each student will read their perception of the civil rights event spoke about during the lesson. Students are to speak on the problem and solution.

Assessment(attach to lesson plan)What will students do to demonstrate what they have learned? Students will complete a standards practice worksheet.

Extension ActivitiesWhat 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 be assigned a reading assignment on further civil rights events.

TechnologyHow 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? I will use StudyIsland.com as my main source of Technology with assistance in student learning. Using Studyisland.com I am able to present the information, generate questions, and assess student learning.

Connection Across the CurriculumHow will you connect this lesson with other content areas across the curriculum?

The Arts: Teacher plans as a guided practice activity where students are to create an illustration for the civil rights movement event of their choosing.

Health: Students can read about some of the different injuries protesters had to endure during various events during the civil rights movements.

Physical Education: Teacher plans as a guided practice activity where students will participate in a walk around campus in order to build the connection between the freedom walks that occurred during the civil rights movements. .

PART III: REFLECTION

StrengthsDescribe the strengths of your instructional techniques, strategies and classroom management.Describe the strengths of student engagement.My strengths consists of being able to involve personal connections between the content and the students. Through this strategy I am able to build relevance of the content to students lives. Students felt they were thrown into the content because I involved questions about them personally.

WeaknessesDescribe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement. My weakness of the lesson consisted of spending too much time on any one event, time management was key in this lesson and I feel that could have been improved on. I noticed that some students work faster than others so I should of worked on monitoring the time of the lesson.

Suggestions for ImprovementWhat would you change when teaching this lesson again? I would change the amount of time I spent on one certain components of the lesson.

Revised 6-2013THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

CLAFLIN UNIVERSITYSCHOOL OF EDUCATIONREFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date:________________

Target (5 Points)Highly Acceptable (4 Points)Acceptable(3 Points)Moderately Acceptable(2 Points)Unacceptable(1 Point)Score

INTRODUCTION(Title, Source, Subject Area, Grade Level)ACEI .1.0The candidate includes all introductory components and all components are appropriate to the lessonThe candidate includes most introductory components that are appropriate to the lessonThe candidate includes some introductory components that are appropriate to the lesson

The candidate includes only one introductory component that is appropriate to the lessonThe candidate fails to include the Introductory components

CURRICULUMSTANDARDS2.1-2.7The candidate identifies all appropriate standards for the lesson.The candidate identifies some of the standards that are appropriate for the lesson.The candidate identifies some appropriate standards and some inappropriate standards for the lesson.

The candidate lists standards, but standards are inappropriate for the lesson.The candidate fails to identify curriculum standards.

DESCRIPTION AND BACKGROUND INFORMATIONACEI 1.0; 3.1The 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 lessonThe candidate identifies the lessons activities and content but fails to provide a clear overview of the lesson

The candidate identifies the lessons activities or the lessons contentThe candidate fails to identify the lessons activities and content

LESSON OBJECTIVES2.1-2.7The candidate includes concise, clearly written, measurable performance objectives for all standardsThe candidate includes measurable performance objectives, but objectives are not clearly or concisely written for the lessonThe candidate includes clearly written objectives that are not measurableThe candidate includes objectives that are not measurable or clearly writtenThe candidate fails to include objectives for the lesson

DIFFERENTIATION OF OBJECTIVESACEI 3.2The 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 needsThe candidate varies some of the objectives to address diverse students needs and includes some teacher actions that accommodate those needsThe candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse students needs.The candidate fails to differentiate objectives

STATEMENT OF PURPOSE

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

MATERIALS AND RESOURCESACEI 1.0The candidate provides comprehensive lists of lesson materials and resources with explanations of how they will be used by the teacher and studentsThe candidate provides comprehensive lists of lesson materials and resources to be used by the teacher and the students, but no explanationsThe candidate provides lists of some of the materials and resources to be used by the teacher and the students for the lessonThe candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not bothThe candidate fails to provide a list of materials and resources for the lesson

LESSON DESIGN3.1-3.5The 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 student-centered 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 student-centered lesson that contains few of the organizational issues, and addresses some differentiated instruction.The candidate describes a lesson that is somewhat student-centered with few of the organizational issues, with no differentiated instructionThe candidate describes an ill-planned lesson that is not student-centered or the candidate fails to describe the lesson

KEY ASSESSMENTSACEI 4.0

The candidate describes specific assessments that correlate to all of the objectives and lessonThe candidate describes assessments that correlate to some of the objectives and the lessonThe candidate includes assessments that correlate to the objectives and the lesson, but do not describe them

The candidate includes assessments that do not correlate to the objectives and the lessonThe candidate fails to include assessments

CHECKING FOR UNDERSTANDINGACEI 3.1-3.5

The candidate describes and lists specific strategies and techniques and/or lists questions to be asked to check for understandingThe candidate describes and lists several strategies/ techniques and questions to be asked to check for understandingThe candidate lists and describes strategies/techniques, but does not list any questionsThe candidate lists questions, but fails to describe or list strategies and techniquesThe candidate does not list or describe any strategies/techniques or asks questions to check for understanding

TECHNOLOGY3.1-3.5The candidate meaningfully incorporates and describes student used technology in the lesson or explains why technology cannot be meaningfully incorporatedThe candidate meaningfully incorporates and describes teacher used technology in the lessonThe 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 technologyThe candidate fails to address the issue of technology

PRESENTATIONS & CONVENTIONSACEI 5.1The candidate demonstrates a high level of competence in spelling, grammar and typingThe candidate demonstrates competence in spelling, grammar and typing, but exhibits few errorsThe candidate demonstrates sufficient competence in spelling, grammar and typing, but exhibits several errorsThe candidate demonstrates little competence in spelling, grammar and typing, through many errorsThe candidate demonstrates little competence in spelling, grammar and typing through a significant number of errors

EXTENSION ACTIVITIESACEI 5.3-5.4

The candidate provides more than one extension activity to connect the lesson with the home, community and community agenciesThe candidate provides at least one extension activity to connect the lesson with the home and community, but not community agenciesThe candidate provides extension activities that connect the home, but not the community and community agenciesThe candidate provides extension activities that do not connect the home, community and community agenciesThe candidate fails to provide extension activities

CONNECTION ACROSS THE CURRICULUMACEI 2.8The 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 lessonThe candidate includes connections to the four core content areas in the lessonThe candidate connects the lesson to at least two curriculum content areasThe candidate fails to connect the lesson to other curriculum content areas

REFLECTIONSACEI 5.1The 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 lessonThe candidate somewhat provides information that shows an understanding of the effectiveness of the lesson; gives information regarding changes for future implementation of the lessonThe candidate provides information regarding the effectiveness and ineffectiveness of the lesson, but gives no information regarding future implementationThe 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

T OT A L

Revised 1-2012