Claflin University School of Education EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model – ML and Secondary Name:
Date:
PART I: PLANNING
Distance Formula Title of Lesson Woods
Source Mathematics Subject Area (s) 8th grade Grade Level Curriculum Standards
Description and Background Information
8.GM.8 Find the distance between any two points in the coordinate plane using the Pythagorean Theorem
The lesson s activities include discussing the distance between two points on a coordinate plane(anticipatory set). Then the students will take notes on the distance formula algorithm. We will discuss the algorithm for the subtraction of integers because it is a very important aspect of the distance formula. Then the students will ’
than others and for those who have tr ouble seeing the board. The students who have mastered the concept are always welcomed to share their thoughts and special ways in which help them remember the algorithm for the distance formula. For the students who are presently learning English, I will r ead the notes/rules aloud and give extra time on assignments if needed.
Statement of Purpose
Materials and Resources
Anticipatory Set
Today, you will use what you have learned about squaring and square roots to determine the length of a line on the coordinate plane. This is important because in order to apply the P ythagorean Theorem to triangles on the coordinate plane, the students must be able to determine the length and/or hypotenuse.
The SMART Board is used during the Problem Solving Mat. Lumens camera is used during direct instruction to display when I am solving an example. The computer/laptop is connected to both the SMART Board and Lumens camera. I also use a manual timer to help manage tie throughout each period to ensure I complete c omplete the lesson cycle. The worksheet used for today's lesson came from www.mathworksheetsland.com The students are assigned a calculator to use when taking the square root (last step in the distance formula). *see attachment for coordinate plane* How would you decide the distance between two points on the coordinate plane? The students see the coordinate plane with a dog located at the points (-4, 7), the bone located at the points ( -4,-2), the dog house located at (6, 7) and a nd the steak located at the points (5,1). The goal here is to get the students to see you cannot count the squares on the coordinate plane unless the two points are diagonal or vertical to each other. The students will see that the "dog to the bone" is a vertical line so they can count the squares to find the distance.
Distance Formula :
Guided Practice
( x2 - x1 )2 ( y2 y1 ) 2
The students will lead me in finding the distance between two points on the coordinate plane by using the distance formula. We will refer back to the anticipatory set to find the distance between "the dog and the bone . Then under the direct guidance of the teacher, the students will apply the distance formula to find the distance between "the dog to the house," and "the house and the bone". The students will be given 10 minutes and after the 10 minutes are over we will pull sticks to review the answers; students correct their own mistakes. I will ask: Question: What is the formula to find the distance between two points? ”
Checking for Understanding
Independent Practice
( x2 - x1 ) 2 ( y2 y1 ) 2 Question: What when finding the coordinates for a point on the graph, is the x or y written first? Answer: x Question: Can you just count the squares between the two points to find the distance between two points? Answer: ONLY when the points are horizontal or vertical to each other. Question: In what situation can you count the squares between the two points to find the distance? Answer: Horizontal and vertical points The students will receive a worksheet (attached) to practice finding the distance between two points by using the distance formula (#1-3).The students are given 15 minutes to complete the three examples. The students are working independently so the classroom is silent. When the 15 minutes are over for the independent
The laptop is used it is the essential source that allows me to project my lesson/lesson materials. The projection appeals to the visual learner. The SMART Board and software allows for flexibility in projector size of lessons and materials. Also because of its interactive capabilities lessons can contain components that can be moved which address the kinesthetic learner. The lumens camera is used for projection and decreased the need for hardcopies to be given to the students. Also it allows to project student authentic work for discussion. Manual/Electronic Timer is used to help the students managed time appropriately and assist students in remaining focused and on task.
PART III: REFLECTION I feel as though my strengths include stressing the importance of knowing the distance formula as well labeling the x s and y s before plugging them into the distance formula. I did I good job of making the students recite the formula to me before every example was done. Also, the questions I asked the students during the lesson sparked their thinking. I also continue to check for understanding frequently as well as monitor the progression of each student by walking around. ’
Strengths
Weaknesses
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I need to draw upon students personal experiences relating to the concept. I need to hear more of their ideas and feelings towards the concept so I am able to tie it into my lesson. I also need to use the mathematical vocabulary consistently throughout the lesson to reinforce the concept taught. I would like to provide more activities that relate to the students
CLAFLIN UNIVERSITY SCHOOL OF EDUCATION REFLECTIVE LESSON PLAN MODEL RUBRIC Candidate____________________ Candidate_ ___________________________________ ________________ Title of Lesson _________________ _________________ ______________ Date: ________________
Target (5 Points)
Highly Acceptable (4 Points)
Acceptable (3 Points)
Moderately Acceptable (2 Points)
Unacceptable (1 Point)
INTRODUCTION (Title, Source, Subject Area, Grade Level)
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 includes only one introductory component that is appropriate to the lesson
The candidate fails to include the Introductory components
CURRICULUM STANDARDS
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 lesson’s 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, and identifies teacher actions that accommodate diverse students’ needs
The candidate lists standards, but standards are inappropriate for the lesson. The candidate identifies the lesson’s activities or the lesson’s content
The candidate fails to identify curriculum standards.
The candidate describes the lesson’s activities and content in a detailed manner.
The candidate identifies some appropriate standards and some inappropriate standards for the lesson. The candidate identifies the lesson’s activities and content but fails to provide a clear overview of the lesson The candidate includes clearly written objectives that are not measurable
DESCRIPTION AND BACKGROUND INFORMATION
LESSON OBJECTIVES
DIFFERENTIATION OF OBJECTIVES
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 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 fails to identify the lesson’s activities and content
The candidate includes objectives that are not measurable or clearly written
The candidate fails to include objectives for the lesson
The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse students’ needs.
The candidate fails to differentiate objectives
Score
STATEMENT OF PURPOSE
MATERIALS AND RESOURCES
LESSON DESIGN
KEY ASSESSMENTS
CHECKING FOR UNDERSTANDING
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 provides comprehensive lists of lesson materials and resources to be used by the teacher and the students, but no explanations
The candidate makes an adequate attempt to explain the importance of the content to for the student. 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 well-organized student centered lesson that reflects all organizational issues: preassessment, 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
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 includes assessments within the plan which correlate to the objectives and the lesson, but does not describe or attach the assessment.
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 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 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 does not list or describe any strategies/techniques or asks questions to check for understanding
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 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 The candidate fails to a list of lesson provide a list of materials and materials and resources resources to be used by for the lesson the teacher or the students, but not both
TECHNOLOGY
PRESENTATIONS & CONVENTIONS
EXTENSION ACTIVITIES
REFLECTIONS
The candidate meaningfully incorporates and describes student used technology in the lesson or explains why technology cannot be meaningfully incorporated
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 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
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
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
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
T OT A L Revised 1-2
