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EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Simone Rascoe
Date: 10/16/15
PART I: PLANNING
Making Things a Little More Complex!
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
This is an original idea.
Source
Pre-Calculus
Subject Area (s)
11th and 12th grade
Grade Level
Curriculum Standards
PC.NCNS.2:
Use
the
i 2=1 and
relation
the
Description and
Background Information
i =1 .
The students
will watch an introductory video. After the video direct instruction will be given while
they also complete a complex number foldable. This foldable will be used in their
interactive notebooks. After guided practice problems, they students will demonstrate
their new knowledge with a worksheet. The closure will be to answer one problem for an exit
ticket.
Lesson Objectives
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
How will you vary these objectives for students who do not understand the material?
I will vary the objective by re-teaching during independent practice to those students who do not
understand.
How will you vary these objectives for students who have already mastered the concept?
I will vary these objectives for students who have already mastered the concepts by always
having challenging math puzzles that relate to the concept for them to do for extra credit.
How will you vary these objectives for students who are presently learning English?
I will vary these objectives by translating the assignments in worksheet. I currently do not have
any ELLs.
Why is it important for the students to learn this content?
Statement of Purpose
Anticipatory Set
http://study.com/academy/lesson/what-is-an-imaginary-number.html
This video will explain the origin of imaginary numbers and reasons why it is important to
understand them.
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?
Pre-assessment
How will you find out what students already know about this topic?
I will ask questions about complex numbers to see what they know.
Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding
Independent Practice
Closure
Assessment
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?
Pages 284 #2-60 even The students will add, subtract, multiply,
and divide complex number.
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
I will use the technology of the Star Board and the wireless tablet so that I can write on the board from the
back of the classroom. All the students will be able to see the board at all times during instruction. I will
also use the technology of an educational video.
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.
I will include word problems during guided practice that relate to science, math, and health.
Strengths
Weaknesses
Suggestions for
Improvement
Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
The strengths of my instructional techniques, strategies, and classroom management were my planning and
worksheets. The foldable was also very convenient because it went right along with the Power Point.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
The weakness of my instructional techniques, strategies, and classroom management include not having
enough time to complete the entire lesson. My time management could be improved.
What would you change when teaching this lesson again?
When teaching this lesson again, I would time my activities better. I would also choose another activity for
the students to relate the standards too.
Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
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)
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
Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
Score
DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c
STATEMENT OF
PURPOSE
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
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
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
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
CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
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
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated
NAEYC 5c
REFLECTIONS
ACEI 5.1
NAEYC 4d
T OT A L
Revised 1-2