Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
# 3 Video Lesson
Name: Louisa Steadman Date: February, 2017

PART I: PLANNING
Converting units of time
Title of Lesson

Source

Subject Area (s) Math- Measurement and Data Analysis

Grade 4
Grade Level
4.MDA. 1 Convert measurements within a single system of
Curriculum Standards measurement, customary (i.e. in, ft., yd., oz., lb., sec., min.,
hr.) or metric (i.e., cm, m, km, g, kg, mL, L)

To begin the lesson the teacher will show students a

Description and StoryBots video about time. The teacher will discuss with
Background Information students the importance of knowing the time of day.

As the teacher presents notes using a PowerPoint and the

white board, the students will take notes in their math
journals.

The teacher will guide students through guided examples of

converting time. He/she will use real life examples to make
the information relevant to students. The teacher will give
students an example to try on their own and go over the
answer together.

The students will then complete 4 questions independently.

Once the students have completed this assignment the
teacher will collect the papers and go over the answers.

The students will complete an assessment independently

with 80% accuracy.

To close the lesson, the teacher will review the units of time
with students and how time is used in everyday life. The
teacher will also assign homework.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Lesson Objectives Students will be able to accurately convert larger units of
time to smaller units of time (days, hr., min., sec.).

Varying Objectives for Students that are struggling with the material will work in
Individuals Needs small groups with classmates and the teacher to solve
(Differentiated Instruction-content; problems for converting units of time.
Process; Product; or Environment)

The teacher will provide more challenging material for

students that have mastered the concept such as
converting smaller units to larger units (i.e. 208 minutes to 3
hours and 28 minutes).

To benefit students learning English, as well as visual

learners, the teacher will provide charts and figures during
problem solving.

Statement of Purpose It is important for students to understand the relationships

between smaller units of time and larger units of time (i.e.
how many minutes do I have until I need to be to school,
how long will I have to finish my homework, etc.).

SmartBoard
Materials and Resources PowerPoint
Marker boards
Markers
StoryBots Video YouTube

The teacher will discuss with students the importance of

Anticipatory Set time and how it is used in everyday life.

Part II: IMPLEMENTATION

To find out what students already know, the teacher show

Pre-assessment students a video and discuss with them what units of time
they saw. He/she will ask students how they use time each
day and to describe the times that they are familiar with.
The teacher will model the steps to convert units of time.
Teacher Modeling or During this process he/she will think aloud so that students
Demonstration can follow the process.
The teacher will guide student through example problems
Guided Practice on the board. He/she will ask to work on an example
problem while the teacher monitors progress and checks
for understand and misconceptions.
In the process of direct instruction, the teacher will often
Checking for ask students to recite various conversions of units of time

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Understanding During the independent practice, the teacher will ask
students to use a think aloud to check their thinking
process. The teacher will frequently ask students about
units of time (i.e. how many seconds in a minute, how many
minutes in an hour, etc.).

Independent Practice The students will complete 4 questions independently.

To close the lesson, the teacher will review the material on
Closure converting units of time and reminding students of their
homework assignment.
The students will complete an assessment independently
Assessment with 80% accuracy.
(Give a description and attach (see attachment)
to lesson plan)
At home or in the classroom students can write their own
Extension Activities problems for converting units of time, tackle more complex
problems for converting time such as smaller units to larger
unit problems (i.e. 360 minutes to hours), or complete a
writing prompt outlining their day in which they converts
units of time.

The teacher will use the SmartBoard to display a video and

a PowerPoint lesson.
Technology

Connection Across the In this lesson, the teacher mentioned that the relationships
Curriculum between this lesson on converting units of time was
connected to the unit in Science on day and night. (when
learning about day and night, students will learn that it
takes 24 hours for the Earth to rotate/spin.)

To incorporate art the teacher could have students create a

foldable for units of time.

To incorporate P.E. The teacher could ask students to

complete a scoot activity in which they will be in groups of
four and each stduents completes a question on the desk in
front of them. When the teacher says scoot, the students
will move to the next station and answer the next question.
They will continue this process until all of the questions
have been answered.

To incorporate health, the teacher could create a mini

lesson on how many average hours a fourth grade students
should have. The students can convert these hours to
minutes, and then minutes to seconds.

PART III: REFLECTION

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 I feel that some of the strengths during this lesson would be
Strengths the use of think alouds, making personal connects, and
student achievement. The teacher used think alouds to
describe the process of solving the problems. Not only did
this help students understand the process, but it also
allowed them to become comfortable with using think
alouds on their own when describing their solving process.
The teacher provided many examples of personal
connections for the students which makes it relevant to
their lives. Overall, the student achieved the goal for the
lesson and seemed to have a good understanding of the
material.

One of the weaknesses of this lesson would be the

Weaknesses management of time. The example problems adsorbed more
time than originally planned which cut into time for
independent practice.
Classroom management is something that I have been
working to improve. I feel that in this specific lesson, I could
have used proximity more to minimize nonacademic
discussion and/or behavior issues.

If I could teach this lesson again, I would allow for more

Suggestions for overall time for the lesson. I would allot more time of the
Improvement lesson to allowing students to work independently, so that I
could watch the process in which they used to solve the
problems.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Converting Units of Time

Name: ________________________________ Date: ___________ Score: ________

Directions: Read each question carefully and solve the problem.

1. Ms. McCormick is going on a trip for her birthday. She will be on her trip for 5
days. How many hours will Ms. McCormick send on her trip?

__________________ Hours

2. Elijah is walking to the library. It takes him 15 minutes to get to the library.
How many seconds does it take Elijah to get to the library?

______________________ Seconds

3. The field trip to the aquarium will be 4 hours long. How many minutes long
will the field trip be?

_____________________ Seconds

4. It took me 6 minutes to read my book. How many seconds did it take me to

read my book?

______________________ Seconds

5. The movie lasted 2 hours and 8 minutes long. How many total minutes did
the movie last?

_________________ Minutes

6. My mom went to the store and she was gone for 28 minutes. How many
seconds was she gone?

__________________ Seconds

7. Mr. Williams is leaving 2 hours early from school for a doctors appointment.
How many minutes early will Mr. Williams be leaving?

________________ Minutes

8. Desiree is going to see a friend. It takes her 6 hours to drive there. How many
minutes does it take her to get there?

___________________ Minutes

9. Last week I was sick for 4 days. How many hours was I sick?

____________________ Hours

10.My birthday party will be 7 hours long. How many minutes will my party be?

______________ Minutes

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

Target Highly Acceptable Acceptable Moderately Unacceptable

(5 Points) (4 Points) (3 Points) Acceptable (1 Point) Score
(2 Points)
The candidate includes all The candidate includes The candidate includes The candidate includes The candidate fails to
INTRODUCTION introductory components most introductory some introductory only one introductory include the
(Title, Source, Subject and all components are components that are components that are component that is Introductory
Area, Grade Level) appropriate to the lesson appropriate to the lesson appropriate to the appropriate to the components
ACEI .1.0 lesson lesson
NAEYC 1a
The candidate identifies all The candidate identifies The candidate identifies The candidate lists The candidate fails to
CURRICULUM appropriate standards for some of the standards that some appropriate standards, but identify curriculum
STANDARDS the lesson. are appropriate for the standards and some standards are standards.
2.1-2.7 lesson. inappropriate standards inappropriate for the
NAEYC 4c for the lesson. lesson.
DESCRIPTION AND The candidate describes The candidate describes The candidate identifies The candidate The candidate fails to
BACKGROUND the lessons activities and the lessons activities and the lessons activities identifies the lessons identify the lessons
INFORMATION content in a detailed content in a manner that and content but fails to activities or the activities and content
ACEI 1.0; 3.1 manner. provides a clear overview provide a clear lessons content
NAEYC 1a of the lesson overview of the lesson
The candidate includes The candidate includes The candidate includes The candidate includes The candidate fails to
LESSON concise, clearly written, measurable performance clearly written objectives that are not include objectives for
OBJECTIVES measurable performance objectives, but objectives objectives that are not measurable or clearly the lesson
2.1-2.7 objectives for all are not clearly or concisely measurable written
NAEYC 5c standards written for the lesson
The candidate varies all The candidate varies most The candidate varies The candidate does not The candidate fails to
objectives to promote rigor of the objectives to some of the objectives vary the objectives, but differentiate objectives
DIFFERENTIATION and challenge for all promote rigor and a to address diverse the candidate identifies
OF OBJECTIVES students, including diverse challenge for all students, students needs and teacher actions that
students, , and identifies including diverse students, includes some teacher accommodate diverse
ACEI 3.2
teacher actions that and identifies teacher actions that students needs.
NAEYC 1b; 5c accommodate diverse actions that accommodate accommodate those
students needs diverse students needs needs

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 The candidate clearly
STATEMENT OF explains the importance of
PURPOSE the content for the student.
NAEYC 5c
The candidate provides
comprehensive lists of
MATERIALS AND lesson materials and
RESOURCES resources with
ACEI 1.0 explanations of how they
NAEYC 4b 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
LESSON DESIGN (anticipatory set), purpose,
ACEI 3.1-3.5 modeling/demonstration,
NAEYC 4b guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction
The candidate describes
specific assessments that
KEY ASSESSMENTS correlate to all of the
ACEI 4.0 objectives and lesson or
NAEYC 3b-c attaches the assessment.
The candidate describes
and lists specific strategies
CHECKING FOR and techniques and/or lists
UNDERSTANDING questions to be asked to
ACEI 3.1-3.5 check for understanding
NAEYC 5c
Revised Fall 2013 ACEI/NAEYC 2010 Standards
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 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 describes
assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.
The candidate describes
and lists several strategies/
techniques and questions
to be asked to check for
understanding
The candidate makes an The candidate does not The candidate makes
adequate attempt to explain the relevance no attempt to explain
explain the importance of the content for the the relevance of the
of the content to for the student. content for the student
student.
The candidate provides The candidate provides The candidate fails to
lists of some of the a list of lesson provide a list of
materials and resources materials and materials and resources
to be used by the resources to be used by for the lesson
teacher and the students the teacher or the
for the lesson students, but not both
The candidate clearly The candidate The candidate
describes a student- describes a lesson that describes an ill-
centered lesson that is somewhat student- planned lesson that is
contains few of the centered with few of not student-centered or
organizational issues, the organizational the candidate fails to
and addresses some issues, with no describe the lesson
differentiated differentiated
instruction. instruction
The candidate includes The candidate includes The candidate fails to
assessments within the assessments within the include and/or attach
plan which correlate to plan that do not the assessment(s).
the objectives and the correlate to the
lesson, but does not objectives and the
describe or attach the lesson.
assessment.
The candidate lists and The candidate lists The candidate does not
describes strategies/ questions, but fails to list or describe any
techniques, but does not describe or list strategies/techniques or
list any questions strategies and asks questions to check
techniques for understanding
 The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
TECHNOLOGY explains why technology
ACEI 3.1-3.5 cannot be meaningfully
NAEYC 4b incorporated
The candidate
demonstrates a high level
PRESENTATIONS & of competence in spelling,
CONVENTIONS grammar and typing
ACEI 5.1
NAEYC 6b
The candidate provides
EXTENSION more than one extension
ACTIVITIES activity to connect the
ACEI 5.3-5.4 lesson with the home,
NAEYC 4c community and
community agencies
CONNECTION The candidate includes
ACROSS THE connections to all of the
CURRICULUM curriculum content areas
ACEI 2.8 during the lesson.
NAEYC 5c
The candidate provides
thorough information that
shows an understanding of
the effectiveness and
REFLECTIONS ineffectiveness of the
ACEI 5.1 lesson; gives information
NAEYC 4d regarding changes for
future implementation of
the lesson
T OT A L
Revised Fall 2013 ACEI/NAEYC 2010 Standards
The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson
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
Revised 1-2
The candidate The candidate The candidate fails to
incorporates and incorporates address the issue of
describes technology in technology in the technology
the lesson in superficial lesson in superficial
ways. ways; candidate does
not describe the use of
technology
The candidate The candidate The candidate
demonstrates sufficient demonstrates little demonstrates little
competence in spelling, competence in competence in
grammar and typing, spelling, grammar and spelling, grammar and
but exhibits several typing, through many typing through a
errors errors significant number of
errors
The candidate provides The candidate provides The candidate fails to
extension activities that extension activities provide extension
connect the home, but that do not connect the activities
not the community and home, community and
community agencies community agencies
The candidate includes The candidate The candidate fails to
connections to the four connects the lesson to connect the lesson to
core content areas in the at least two curriculum other curriculum
lesson content areas content areas
The candidate provides The candidate provides The candidate fails to
information regarding superficial information provide information
the effectiveness and regarding the regarding reflections
ineffectiveness of the effectiveness and the from the
lesson, but gives no ineffectiveness of the implementation of the
information regarding lesson, and gives no lesson
future implementation information regarding
future implementation
of the lesson.