Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name:

Jordan Canty

Date: 9/8/15

PART I: PLANNING
Title of Lesson

Source
Subject Area (s)
Grade Level
Curriculum Standards

Ordering Numbers
An original lesson
Mathematics
3rd grade
3.NSBT.5: Compare and order numbers through 999,999 and
represent the comparison using the symbols >, =, or <.
-

Description and
Background Information

Lesson Objectives

Access prior knowledge by asking students if they already know

how to order numbers
Write sets of numbers on the board and have them guess which
set is in correct order
Hand out notecards with different numbers to 10 students in the
class
Have the select group of students come to the front of the board
and silently get in ascending order according to the number on
their notecard
Review the order as a class
Hand out number cutouts (12) to every student and have them
independently place the given numbers in order on their desk
Students will write down the numbers in ascending and
descending order in their math journals
The same numbers will also be displayed on Promethean board
so students can refer to that list as well
Ask students if they understand
Ask students what they learned from the lesson

Students will be able to accurately order any set of numbers up to six

digits, in both ascending and descending order. 90% of the class will pass
their Ordering Numbers test with an 80 or higher.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

Materials and Resources

For students having difficulty with ordering numbers, have those

students who finish early and understand the concept work with them
(cooperative learning). For those students who have difficulty seeing the
board move up closer; and have most of the lesson written out either on
the promethean board or on the whiteboard for those students who are
hearing impaired.
Students need to know how to place numbers in order because it is
fundamental for basic math content such as addition, subtraction,
multiplication, etc. without the proper understanding of how to order
numbers students will be confused in future math lessons.
Materials:
- Promethean board
- Whiteboard
- 10 Number cards
- Computer
- Dry erase marker/ eraser
Students:
- Math journals
- Pencils
- (24) 12 set number cards
-

Anticipatory Set

Hand out 10 cards with numbers on them to a select group of students

(based off behavior and attentiveness). Give the students 3-5 minutes to
order themselves in ascending order without verbally communicating. If
time permits allow them to order themselves in descending order as well.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration

Guided Practice

Checking for
Understanding

Ask students prior to lesson if they already know how to order numbers. May
also ask them what they already know about ordering numbers and write down
the list on the whiteboard.
With the four different sets of numbers students will guess which of the sets is in
the correct order if the numbers are increasing. The teacher will explain why
certain sets arent in order, and clear up any confusion.
The 10 selected students will work together silently to put themselves in
ascending order, according to the assigned number card. Once theyve agreed
on the order the rest of the class will interject to say whether they agree or
disagree with the order and why.

Ask students:
Why is _____ larger than _____?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Why is _____smaller than ________?

Is the given set of numbers in ascending order? Descending order?
Any questions?

Independent Practice

Closure

Assessment
(Give a description and attach
to lesson plan)

Extension Activities

Technology

Connection Across the

Curriculum

Students will be given 12 individual number cards. Students are then

responsible for ordering the given numbers in ascending order on their desk,
and writing down the list in their journal. If time permits students can also
order the cards in descending order.

The teacher will ask the students what theyve learned from the lesson that day,
and if they have any confusion with anything taught while passing out their
notecards.
*attached*

The Ordering Numbers assessment is a fill in the blank worksheet in which

students are given a set of numbers and based on the directions must place them
in ascending or descending order.
Students can put any object in order based off of their quantity, color, height,
weight, or etc. So although were dealing more with numbers students can go
home and put their toys in order by size or color; or even rocks they find outside.
They can even have their parent/guardian write down a random list of numbers
and they can practice putting it in order.
There are a plethora of interactive activities students can utilize on their free
time at home. There are also songs based on ordering numbers and how to do it
on YouTube.
Arts: Have students draw and color several shapes and have them order them
based on color, shape, and sizes
P.E: Students can play red light/green light based off a list of numbers. Students
can take a certain number of steps towards the finish line based on the order of
numbers.
Health: Students can simply order foods from the most healthy to least based off
a given set of food items.

PART III: REFLECTION

Strengths

Student engagement
Student understanding
Interactive activities

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Weaknesses
Suggestions for
Improvement

Poor timing/rushed
More technology

Next time include a video/song off of the computer, to have more technology
resources in lesson. Also time activities in order for the transition to go
smoothly.
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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Printable Math Worksheets @ www.mathworksheets4kids.com

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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)

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 identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

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 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 includes

concise, clearly written,
measurable performance
objectives for all standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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
The candidate includes
objectives that are not
measurable or clearly
written

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

The candidate fails to

identify curriculum
standards.

The candidate fails to

identify the lessons
activities and content

The candidate fails to

include objectives for
the lesson

Score

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE

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 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 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
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

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

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 provides

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

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 provides

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

The candidate fails to

provide a list of
materials and resources
for the lesson

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 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

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

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 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
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 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

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

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8

The candidate includes

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

The candidate includes

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

The candidate includes

connections to the four
core content areas in the
lesson

The candidate connects

the lesson to at least
two curriculum content
areas

The candidate fails to

connect the lesson to
other curriculum
content areas

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 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 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
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

Revised Fall 2013 ACEI/NAEYC 2010 Standards

NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

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

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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