EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Steven Walker PART I: PLANNING Comparing

Rational Numbers Title of Lesson

Is this lesson original idea? If not, from what source did I borrow this lesson?

Date: 2/21/14

Source Subject Area (s) 7th Grade Level Curriculum Standards

South Carolina PASS Coach 7 Grade Mathematics workbook Carnegie Learning Resource

th

Mathematics

7-2.2- Represent the location of rational numbers and square roots of perfect squares on a number line. 7-2.3- Compare rational numbers, percentages, and square roots of perfect squares by using the symbols <, >, <, >, and =.

Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background TLWBAT compare rational numbers by translating them into one type of number: fraction, decimal, or whole number depending Information on given numbers and putting points on the number line. Lesson Objectives
What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

TLWBAT compare rational numbers using inequalities and putting points on the number line.
How will I vary these objectives for students who do not understand the material?

Varying Objectives for Individuals Needs

Students who are new to rational numbers, at the beginning of the lesson I will explain to the students what rational numbers are and how they can be translated into different types of rational numbers.
How will I vary these objectives for students who have already mastered the concept?

These students will be given extra practice comparing larger numbers as the rest of the class catches up to them.
How will I vary these objectives for students who are presently learning English?

These students will be given the same notes and will work with their mentors to get the best understanding they can get. Also they can see me after school for more assistance.
Why is it important for the students to learn this content?

Statement of Purpose

This lesson will open the door for students as they will need to know how to compare percentages, taxes, tips, and know how to translate rational numbers, knowing that just because a number is written one way doesnt mean it cannot be written another way.

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?

Materials and Resources

Teacher Materials Starboard Laptop computer Whiteboard Markers Student Materials Pencil Paper/Notebooks
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?

Anticipatory Set

Students will be given these problems when they walk into class: Compare using <, >, =. 1) _ 2) _ 3% 3) 4) 5) 6) _ .04 _ 145 _ _

Part II: IMPLEMENTATION

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

Pre-assessment

I will collect the students DO NOW Anticipatory Set

What will I do to show students what is expected?

Teacher Modeling or Demonstration

During direct instruction I will give the students examples of how to translate rational numbers into the same type. Explaining to them the best way to compare rational numbers is by changing all rational numbers into decimals. After telling the students while they write everything in their notes I will begin the guided practice.
What will we do together as they learn how to succeed at the new task?

Guided Practice

We will do these problems here: 1) List from least to greatest: , -.03, 3%, 3 First asking the students what type of rational number should we try and change every number to, the answer to that is decimal. Once we figure out what each number looks like as a decimal we will change the numbers back to their original forms then list numbers from least to greatest. The solution is: -.03, 3%, , 3
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?

Checking for Understanding

With questions such as comparing using <, >, =, listing numbers from least to greatest and vice versa, and translating rational numbers, I will be able to tell if students are grasping the information or if more time is needed in learning the content.

What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Students will be given these problems out of there PASS Coach workbook: Pages 23-24, 29-30. Problems on pages 23-24 are to be turned in at the end of class while the ones on pages 29-30 will be for homework.
How 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?

Closure

I will ask random students at the end of class what are rational numbers and whats the best way to compare rational numbers.
What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

PASS Coach workbook: Pages 23-24, 29-30

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?

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

Starboard will have my PowerPoint presentation with all of the notes, guided practice, and some independent practice problems.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the Curriculum

ELA: With translating rational numbers, students will learn how fractions, decimals, whole numbers, mixed numbers, percentages, and square roots with perfect squares correlate to one another. Just because a number is written one way does not mean the amount will change when translating it another way. Just like saying the door is closed is the same as saying the door is not open.

PART III: REFLECTION

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

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

Weaknesses Suggestions for Improvement

What would you change when teaching this lesson again?

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:________________

Target (5 Points)
The candidate includes all introductory components and all components are appropriate to the lesson

Highly Acceptable (4 Points)

The candidate includes most introductory components that are appropriate to the lesson

Acceptable (3 Points)
The candidate includes some introductory components that are appropriate to the lesson

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.

Unacceptable (1 Point)
The candidate fails to include the Introductory components

Score

INTRODUCTION (Title, Source, Subject Area, Grade Level) ACEI .1.0

CURRICULUM STANDARDS 2.1-2.7 DESCRIPTION AND BACKGROUND INFORMATION ACEI 1.0; 3.1

The 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 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 varies some of the objectives to address diverse students needs and includes some teacher actions that

The candidate fails to identify curriculum standards.

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 varies most of the objectives to promote rigor and a challenge for all students, including diverse students,

The candidate identifies the lessons activities or the lessons content

The candidate fails to identify the lessons activities and content

LESSON OBJECTIVES 2.1-2.7

The candidate includes concise, clearly written, measurable performance objectives for all standards The candidate varies all objectives to promote rigor and challenge for all students, including diverse students, , and identifies

The candidate includes objectives that are not measurable or clearly written The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse

The candidate fails to include objectives for the lesson

The candidate fails to differentiate objectives

DIFFERENTIATION OF OBJECTIVES ACEI 3.2

teacher actions that accommodate diverse students needs

and identifies teacher actions that accommodate diverse students needs

accommodate those needs

students needs.

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 RESOURCES ACEI 1.0

LESSON DESIGN 3.1-3.5

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 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 provides comprehensive lists of lesson materials and resources to be used by the teacher and the students, but no explanations 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 describes assessments that correlate to some of the objectives and the lesson

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 clearly describes a studentcentered lesson that contains few of the organizational issues, and addresses some differentiated instruction.

The candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not both The candidate describes a lesson that is somewhat studentcentered with few of the organizational issues, with no differentiated instruction

The candidate fails to provide a list of materials and resources for the lesson

The candidate describes an ill-planned lesson that is not student-centered or the candidate fails to describe the lesson

KEY ASSESSMENTS ACEI 4.0

The candidate describes specific assessments that correlate to all of the objectives and lesson

The 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 lesson

The candidate fails to include assessments

CHECKING FOR UNDERSTANDING ACEI 3.1-3.5

The candidate describes and lists specific strategies and techniques and/or lists 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 The candidate demonstrates a high level of competence in spelling, grammar and typing

The candidate describes and lists several strategies/ techniques and questions to be asked to check for understanding The candidate meaningfully incorporates and describes teacher used technology in the lesson

The candidate lists and describes strategies/ techniques, but does not list any questions

The candidate lists questions, but fails to describe or list strategies and techniques The candidate incorporates technology in the lesson in superficial ways; candidate does not describe the use of technology The candidate demonstrates little competence in spelling, grammar and typing, through many errors The candidate provides extension activities that do not connect the home, community and community agencies The candidate connects the lesson to at least two curriculum content areas 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 does not list or describe any strategies/techniques or asks questions to check for understanding The candidate fails to address the issue of technology

TECHNOLOGY 3.1-3.5

The candidate incorporates and describes technology in the lesson in superficial ways.

PRESENTATIONS & CONVENTIONS ACEI 5.1 EXTENSION ACTIVITIES ACEI 5.3-5.4

The candidate demonstrates competence in spelling, grammar and typing, but exhibits few errors The candidate provides at least one extension activity to connect the lesson with the home and community, but not community agencies The candidate includes connections to at least 5 of the 7 curriculum areas in 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 demonstrates sufficient competence in spelling, grammar and typing, but exhibits several errors The candidate provides extension activities that connect the home, but not the community and community agencies The candidate includes connections to the four core content areas in the lesson The candidate provides information regarding the effectiveness and ineffectiveness of the lesson, but gives no information regarding future implementation

The candidate demonstrates little competence in spelling, grammar and typing through a significant number of errors The candidate fails to provide extension activities

CONNECTION ACROSS THE CURRICULUM ACEI 2.8

The candidate provides more than one extension activity to connect the lesson with the home, community and community agencies The candidate includes connections to all of the curriculum content areas during the lesson. 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 fails to connect the lesson to other curriculum content areas The candidate fails to provide information regarding reflections from the implementation of the lesson

REFLECTIONS ACEI 5.1

T OT A L
Revised 1-2012