Educ 450 Reflective Lesson Plan 1

Claflin University School of Education
EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name:
Colavito McKie
Date: September 17, 2014
PART I: PLANNING
Title of Lesson
Source
Subject Area (s)
Grade Level
Curriculum Standards
Description and
Background Information
Lesson Objectives
Going Out West
Colavito McKie (Self-created)

Social Studies
5th
SC Social Studies Standard
5-2: The student will demonstrate an understanding
of the continued westward expansion of the
United States.
5-2.1: Analyze the geographic and economic factors
that influenced westward expansion and the
ways that these factors affected travel and
settlement, including physical features of the
land; the climate and natural resources; and
land ownership and other economic
opportunities.
In this social studies lesson, students will learn about the
significance of the Westward Expansion. As a part of this
lesson, students will gain insight on the realities citizens
experienced (from diverse perspectives such as the newly freed
Africans; Europeans; and Native Americans). This lesson will
entail topics of discussion relative to western climate, terrain,
resources, economic opportunities, and explore the lives of
citizens who lived in America during the 1800s.
The students will be able to:
I.
Explore the geographical changes that impacted citizens
going out west with 100% accuracy;
II. Explore and explain the economic factors that contributed
to influencing citizens to move out west with 100%
accuracy;
III. Discuss the major factors that affected travel and
settlement with 100% accuracy;
IV. Explore and describe the physical features of the land
with 100% accuracy;
V. Discuss the positive and negative impact of the climate as
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)
and natural resources as related to settlement and travel

with 100% accuracy; and
VI.
Explain the conditions or stipulations for land ownership
with 100% accuracy.
English-Language Learners
As a method of varying objectives to meet the needs of the two
ESOL (Thai) students in our classroom, the teacher will
collaborate with the ESOL teacher and/or the ESOL teaching
assistant to provide a bilingual version of the text for students
who may demonstrate difficulty in understanding English. If the
ESOL teacher and/or teaching assistant are available to assist
with instruction in the classroom during the lesson, the hosting
teacher and the ESOL teacher will team-up in an effort to
include ESOL students in discussions with the general
population of students who do not require help with language
speaking during the lesson. Since there are two Thai students
included in our classroom learning community, the teacher will
tier instruction to meet the needs of all learners. In assessing
the needs of the two ESOL students, the teacher will place
students in their respective Tier group. Out of the two, one of
the ESOL students will receive Tier 2 instruction, where the
student will pair-up with another student to monitor
understanding, with little to no assistance from the teacher(s).
The second ESOL student will work with the teacher(s) to
monitor comprehension. Reading the material with little to no
interference from the teacher, the teacher will provide students
with the text and have students assist with forming reenactments
related to the Move out West. Several methods will be used to
assist in supporting the needs of the second ESOL student to
include small group instruction and re-teaching of the lesson
using a scripted video offering intensive articulation skills, where
the student can follow along using text.
Tier 1
Tier 1 students will engage in intellectual dialogue with peers in
groups of 3 to 4 students, where they will discuss major
implications, contributions, and set-backs of expanding into
western territory.
Tier 2
Tier 2 students will work in pairs to discuss both the positives
and negatives of moving west. Students in this particular group
will work on comprehension skills, attributing to understanding
the major events taking place during this time period in history.
Statement of Purpose
Tier 3
Tier 3 students will work in a small group setting with the
teacher, focusing on comprehension skills. Strands of content
information will be disseminated to students as they gain an
understanding for what is taking place in the unit.
The purpose of this lesson is to provide students with historical
Materials and Resources
Anticipatory Set
information as it pertains to the birth of the United States,

specifically the Westward Expansion. Students will learn about
the major influences that contributed to influencing people to
migrate west from the North and South after the period of
Reconstruction in our nations history. Students are expected to
conclude the lesson with a comprehensive knowledge on the
events featured in the Westward Expansion.
Westward Expansion: An Interactive History Adventure
Author: Allison Lassieur
Eye Witness Wild West
Author: Stuart Murray
Wagon Train
Author: Cortni C. Wright Illustrator: Gershom Griffith
Into the West: From Reconstruction to the Final Days of
the American Frontier
Author: James M. McPherson
Teacher-made Anchor Charts featuring the Westward
Expansion;
Markers
Crayons
Pencils
Bulletin Board paper (white)
Paper (for writing)
Classroom Map
United States Map of Terrain (with physical attributes)
Growth of A Nation (Social Studies basal reader)
As an introduction to the lesson, the teacher will begin the
lesson by showing a short 2 minute YouTube video clip featuring
events of the Westward Expansion. Click the link below to follow
video.
Westward Expansion Lesson Introduction:
www.history.com/topics/westward-expansion
In the event our SMART Board is not functioning properly, the
teacher will introduce the unit to students by reading aloud the
story Wagon Train. Before reading Wagon Train, the teacher
will engage students in a short discussion relative to what they
believe the story is about, through the use of inference skills.
Several books featuring the Westward Expansion will be
displayed for students to read at their convenience either before
or after the lesson.
Part II: IMPLEMENTATION
Pre-assessment
As a method for assessing what students know about the

Westward Expansion, the teacher will create a Going to the
West learning cloud/ anchor chart. Using the Learning Cloud,
students will generate responses to subtopics featured in the
Teacher Modeling or
Demonstration
Guided Practice
Westward Expansion unit. The learning cloud will consist of a

blank bubble, where students will be given the opportunity to
access prior knowledge by making connections to the following:
Technology of the 1800s compared to present day; economic
opportunity; and geographical landforms. Students will use Postit Sticky Notes to document any their responses.
Through the use of several teacher-made anchor charts, the
teacher will model the lesson, using a Direct-teaching
approach. Sections of the anchor charts discuss: landform
obstacles; points of travel (specifically, the Gateway to the
West); form of travel; the transcontinental railroad; the Great
Plains; 1800 technology; use of trails; weather/climate conditions
(impact); the economy; and resources. Using this approach, the
anchor charts are set-up with pertinent information relative to the
West during the 1800s. As a reference, students will copy the
information from the anchor charts, while the teacher shares
elaborative details about each event or significant factor in an
attempt to make connections to history. As each event unfolds,
the teacher will select a number of students to assist in providing
re-enactments for their peers. Other materials to be included in
the lesson include realistic pictures, video presentations, and
stories with storylines centered on the issues faced by the
pioneers during the 1800s. Since this is a unit lesson, parts of
the unit will unfold throughout the week. Once students have
been provided information on the Westward Expansion, the
teacher will provide students with an opportunity to work in
cooperative groups to: 1.) discuss the relevant factors of the
Westward Expansion; 2.) compare details relative to the terrain
of the landforms; and 3.) compare and contrast resources and
citizenship status during this particular era. With the assistance
of three students, the teacher will model whats supposed to
occur while in cooperative groups and expectations for
completing the task(s).
As a unit, the teacher will guide students through the process of
each phase of the cooperative learning project entitled Going
Out West. As students are split into teams of four, the teacher
will walk around the classroom, assisting students with whats
supposed to take place during the activity, checking to see if
students have divided roles and responsibilities amongst team
members, and know the order of whats supposed to happen.
The teacher will provide students with a finished product during
this phase of the lesson. By reviewing the details of each phase,
the teacher can model what should take place, when the project
is undergoing construction.
(Refer to the outline below for details.)
1. Choose two artists, one writer or author, and one
presenter.
2. As a group, come up with a captivating storyline that
features components mentioned throughout our social
studies lesson on the Westward Expansion. The writer
/author should be the person responsible for documenting

the groups ideas, during the Brainstorming process.
3. The presenter will collaborate with the writer and artists to
make any suggestions necessary for the project and
storyline.
4. Given the large sheet of white bulletin board paper,
markers, and crayons, construct a map of the United
States during the Westward Expansion. Include
descriptive details such as key icons, landforms, and
descriptions of locations traveled by pioneers. (The art
work should be discussed amongst the entire group and
created by the groups two artists, with the groups vision
in mind.)
5. As a group, bring the project alive by applying color and
three dimensional effects to the map, traveled by pioneers
moving out west. To do so, use clay, markers, sand, and
water color paint.
While circulating around the classroom, the teacher will pose
Checking for
questions such as:
Understanding
1. What kinds of landforms were mentioned in this particular
unit? How did these landforms affect travel?
2. What kind of weather conditions did the travelers
experience while going out west? Describe.
3. What president encouraged travelers to move west?
What type of incentive were the travelers (pioneers)
given for relocating out west?
4. What were the names of the major rivers and mountains
the travelers encountered while traveling west?
Independently, students will generate a news column from the
point of view of a reporter to recreate events and details of the
Independent Practice
move out west during the 1800s. Students will use as many
details provided from instruction and from research to develop a
captivating news column that everyone will want to read. (See
attached form.) The end product (final draft) of each news
column will be displayed on our modern day Twitter board.
In concluding the lesson, have individual groups share their
Closure
storyline and maps with the class. During this time, students can
make connections to the content material by relating the
information to modern life.
1. Cooperative Group Project: Going Out West
Assessment
2. Westward Expansion writing prompt entitled Going
(Give a description and attach to
Out West.
lesson plan)
For further understanding and research, students can visit their
Extension Activities
local library for the purpose of checking out materials on the
Westward Expansion. These materials could include:
newspapers, historical magazines, documentaries, and play
scripts. A second activity could consist of students visiting the
South Carolina Archives and History Center to see whose
families migrated out west after the Reconstruction era as well
as the museum, in hopes of learning about South Carolinas
Technology
Connection Across the

Curriculum
economy after the Civil War, during the period of Reconstruction.

After touring the two facilities, students could work in cooperative
groups to discuss items of interest in hopes of sharing their
information with the class.
With this lesson, technology can be used in several ways:
1. Students will use iPads to conduct research on historical
findings relevant to the Westward Expansion;
2. Students will present information found from the use of
iPads in cooperative groups to lead class discussions
through the use of visual aids in Power Point or Prezi
presentations;
3. The teacher will utilize a method of connecting and
collaborating through the use of Edmodo (an on-line
software program) that will promote dialogue amongst
students relevant to select content topics featured in the
lesson; and
4. Students will take a virtual field trip out west, where
theyll experience what its like to travel by wagon, harsh
climate, rough terrain, lack of natural resources, and
limited shelter.
Art:
In art, students will recapture scenes from
the west, by creating Still Life portraits
using paint and clay. In the scenes,
students will have the opportunity to reflect
on the relevant factors of traveling and
settling out west to include, the economy,
land terrain, resources, and travel.
Dance:
From our social studies lesson on the
Westward Expansion, we learned that
traveling out west was rough sometimes.
To stay entertained, families had to sing
songs and dance to remain focused on
their goal of traveling out west. Pretend
you were one of the African families who
left the South, in hopes of finding a new
start out west. Create a dance to maintain
a positive spirit while traveling out west.
Showcase your dance to the class.
Drama:
Tell your own story by creating a
reenactment based off of what we have
learned this far, regarding the move out
west. Be prepared to create any props and
scenes you may need to assist in your
demonstrating your adventure.
Music
In music, students can learn about various
instruments pioneers, the newly freed
Africans, widows, and others brought out
west. During the lesson, the music teacher
can display these various types of
instruments and their use during music
class.
P.E.:
Health:
In P.E., students can practice rock climbing

skills, trail walking, and building team skills
in an attempt to make it out west.
In health, students can learn about the
environmental factors and lack of
resources such as food, water, and shelter
that contributed towards people traveling
out west during the Westward Expansion.
Using the information students provide,
students can conclude their findings by
sharing their information aloud with the
class, through the use of Edmodo or
Twitter. The information shared on
Edmodo or Twitter will be used to create
Check-out-the West surveys for other fifth
grade classes that inquire about What
they know about the Westward Expansion
as related to the health conditions.
PART III: REFLECTION
Strengths
The instructional design of this lesson was in my opinion, strong.

Various strategies such as small group, large group, and
cooperative groups helped to steer the lesson in a meaningful
direction for all learners. I believe the constant use of anchor
charts and technology helped to positively impact the lesson on
a number of different levels, too. From this lesson, constant
student-to-student interaction was evident as students worked in
both small groups (containing 4 to 5 people) and cooperative
learning groups (with pairs of 2). The level of engagement was
high, due to method in which the content was presented, my
enthusiasm for the content taught, and the manner in which the
information was taught (Edmodo, Play Reenactments, Twitter,
etc.).
None
Weaknesses
Suggestions for
Improvement
One suggestion for this lesson could include a field trip to local
museums that feature additional historical information relevant to
the topic Westward Expansion.
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
DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 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

some introductory
components that are
The candidate identifies all

appropriate standards for
the lesson.
The candidate identifies

some of the standards that
are appropriate for the
lesson.
The candidate lists

standards, but standards
are inappropriate for the
lesson.
The candidate describes

the lessons activities and
content in a detailed
manner.

the lessons activities and
content in a manner that
provides a clear overview
of the lesson
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

some appropriate
standards and some
inappropriate standards
for the lesson.
the lessons activities
and content but fails to
provide a clear overview
of the lesson
clearly written
objectives that are not
measurable

objectives that are not
measurable or clearly
written
The candidate fails to

include objectives for
the lesson
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
accommodate diverse
students needs.

differentiate objectives

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
accommodate diverse
students needs
Moderately
Acceptable
(2 Points)
only one introductory
component that is
appropriate to the
lesson

the lessons activities or
the lessons content
Unacceptable
(1 Point)
include the
Introductory
components

identify curriculum
standards.

identify the lessons
activities and content
Score
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.

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

comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

lists of some of the
materials and resources
to be used by the teacher
and the students for the
lesson

a list of lesson materials
and resources to be
used by the teacher or
the students, but not
both

provide a list of
materials and resources
for the lesson

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

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

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

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

specific assessments that
correlate to all of the
objectives and lesson

assessments that correlate
to some of the objectives
and the lesson

assessments that
correlate to the
objectives and the
lesson, but do not
describe them

assessments that do not
correlate to the
objectives and the
lesson

include assessments

and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding

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

list or describe any
strategies/techniques or
asks questions to check
for understanding
NAEYC 5c
MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b
LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b
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
EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c
CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c
REFLECTIONS
ACEI 5.1
NAEYC 4d
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

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
grammar and typing,
through many errors
The candidate
demonstrates little
grammar and typing
through a significant
number of errors

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

extension activities that
connect the home, but
not the community and
community agencies

extension activities that
do not connect the
home, community and
community agencies

provide extension
activities

connections to all of the
curriculum content areas
during the lesson.

connections to at least 5 of
the 7 curriculum areas in
the lesson

connections to the four
core content areas in the
lesson
The candidate connects

the lesson to at least
two curriculum content
areas

connect the lesson to
other curriculum
content areas

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

information regarding
the effectiveness and
lesson, but gives no
future implementation

superficial information
regarding the
effectiveness and the
lesson, and gives no
future implementation
of the lesson.

provide information
regarding reflections
from the
implementation of the
lesson
T OT A L
Revised 1-2

Educ 450 Reflective Lesson Plan 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Educ 450 Reflective Lesson Plan 1

Uploaded by

Copyright:

Available Formats

Claflin University School of Education

EDUC 450: Professional Clinical Practice

Date: September 17, 2014

Going Out West

Colavito McKie (Self-created)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Varying Objectives for

and natural resources as related to settlement and travel

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Materials and Resources

information as it pertains to the birth of the United States,

Part II: IMPLEMENTATION

As a method for assessing what students know about the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Westward Expansion unit. The learning cloud will consist of a

Revised Fall 2013 ACEI/NAEYC 2010 Standards

/author should be the person responsible for documenting

Connection Across the

economy after the Civil War, during the period of Reconstruction.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

In P.E., students can practice rock climbing

PART III: REFLECTION

The instructional design of this lesson was in my opinion, strong.

THE CLAFLIN IMPERATIVE:

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The candidate includes all

The candidate includes

The candidate includes

The candidate identifies all

The candidate identifies

The candidate lists

The candidate describes

The candidate describes

The candidate identifies

The candidate includes

The candidate fails to

The candidate varies

The candidate does not

The candidate fails to

The candidate includes

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The candidate identifies

The candidate fails to

The candidate fails to

The candidate clearly

The candidate makes an

The candidate does not

The candidate makes

The candidate provides

The candidate provides

The candidate provides

The candidate provides

The candidate fails to

The candidate clearly

The candidate clearly

The candidate clearly

The candidate describes

The candidate describes

The candidate describes

The candidate includes

The candidate includes

The candidate fails to

The candidate describes