Claflin University School of Education

Reflective Lesson Plan Model

Name: Tracey Lee Dimsoy

Date: 10/9/14

PART I: PLANNING
Title of Lesson
Source

Subject Area (s)

Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

Individuals Needs

Statement of Purpose

Materials and Resources

Anticipatory Set

Click-clack moo!
Original plan.
The book was found on the following site:
http://www.slideshare.net/jodiwoodward/click-clack-moo7734682?related=3
English Language Arts
Pre- Kindergarten
ELA-4K-1.2 Students make relevant comments or appropriate
responses to story events or characters.
I will start by reading the title of the book and asking the
students what they think it will be about. I will then read the
book to them and ask question while reading to ensure that
they are following along. When I have finished reading the
book I will ask about the characters in the book and ask them
what happened in the book.
The students will be able to make relevant comments or
appropriate responses to the story events or characters.
I will have a copy of the book on the smartboard so that they
can follow while I read. I will also allow for students who
understand to explain so that their peers can learn from their
understanding. I will also ensure that the pictures can be
clearly seen so that even if the words are new to ELL
students, they will be able to reference the picture with the
words with my guidance.
Students need to learn these foundational skills to develop
their comprehension ability for more complex texts later on.
Students ability to identify the characters and events shows
their ability to follow along and understand the story.
I will supply the book and I will also supply a sheet for the
students to circle pictures about the characters and events of
the book to ensure understanding.
I will ask the students to imagine that we are on a farm and to
make the sounds that they would hear of the animals on the
farm. I will also play a short Youtube clip on animal sounds.
(Modification if the Smartboard does not work: sing Old
McDonald).

Part II: IMPLEMENTATION

Pre-assessment

I will ask the students to brainstorm about which animals are

on a farm.

Teacher Modeling or
Demonstration

I will ask the students to read along with me by saying Clickclack moo each time they see the phrase. As such I will
show them the phrase and say it so that while we read they
can say it with me.

Guided Practice

While reading I will ensure that they are following by asking

questions about what is happening already and mention what
character is doing an action or what event is taking place.

Checking for
Understanding

Independent Practice

At the end of the reading I will ask the students questions

such as, Who were the characters in the story?, What did
each character want/request? and What happened at the
end of the story to ensure that they can identify the
characters and events that were read.
The students will identify their favorite character in the book
and draw a picture of them.

Closure

Express how important it is for a story to have characters

and events for it to be interesting and how important knowing
the difference is in reading comprehension.

Assessment
(attach to lesson plan)

I will prepare a worksheet for the students. The worksheet

will include pictures of events as well as characters. The
students will circle the pictures of events and characters that
were in the book that was read.

Extension Activities

Students can make up their own stories with characters and

events and recite it for their parents. They can also visit the
local libraries when books are being read.

Technology

Connection Across the

Curriculum

The smartboard will be used to project the story. I will also

use the smartboard speakers to play the Youtube clip.
This lesson can be connected to science as they will learn
about different types of animals and the products they make,
for example, the book relays that cows make milk and that
chickens lay eggs.

PART III: REFLECTION

Strengths

The students enjoyed making animal noises and interacting with the
elements of the book. I believe that it was enjoyable and that they
were also able to remember the characters and events in the story.

Weaknesses

Relying on technology: modifications had to be made as the

smartboard was not co-operating as anticipated and as such I had to
make changes. Though I found a way to move past the hurdle, my
confusion took away from the class as made me a little nervous. I
also did not anticipate as much restlessness from the children and
was not as effective in terms of my classroom management
approaches.

Suggestions for
Improvement

I should have more extension of the activity so that students not only
understand and remember but can use what they have learnt to
build on higher level learning goals.
I should also make my expectations known before students act out so
that I set the standard before the class starts and not because they
have interrupted instruction.
Revised 1-2012
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY