Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Nakita Manigault Date: February 25, 2013

PART I: PLANNING

Title of Lesson

Classifying and Sequencing Is this lesson original idea? If not, from what source did I borrow this lesson?

Source This lesson is my original idea. Subject Area (s) Grade Level English Language Arts 4th Grade

Curriculum Standards 4-6.3 Organize: information by classifying or sequencing. Describe the lessons activities and content. - To begin the lesson, students will complete a daily reading reinforcer on spelling and grammar. (Students are provided copies of the daily reading reinforcer.) Students will be given 5-8 minutes to complete both questions. Once students have selected their answers, we will review the questions and correct answers. - After the daily reading reinforcer, students will participate in an anticipatory set titled Front or Back? The purpose of this activity is to give students the focus of the lesson as well as activate thinking skills and prior knowledge. I will classify students into two categories, Short students and Tall students. From this activity, students will know that when you classify information you organize them into groups or categories. - Next, we will begin the Prezi Presentation on classifying and sequencing. During this time, students will read and review notes (printed slides from the presentation) and underline important details about the content. - During the presentation, students will participate in a cooperative activity. Students will respond to the question How would you classify the students in your school? Students will work with partners in their designated groups

Description and Background Information

to classify students in the school. After the cooperative activity, I will guide students through two PASS like questions on classifying and sequencing. I will model for students how to read and reread passages, questions, and answer choices, and how to eliminate distracter and nonsense answers. Next, Students will complete an independent practice activity on classifying and sequencing. Students will be given ten minutes to complete the assignment and we will review the activity and it will be graded. Lastly, for closure we will review the definitions of classifying and sequencing. Students will respond to the sentence starter I learned that Classifying and sequencing is They are important because Students will be able to explain organizing and classifying. Students will be able to organize information by classifying or sequencing. If the entire class does not understand the content of the lesson, I will re-plan the lesson to ensure that it is very descriptive and explicit and reteach it during the next lesson. If a small group of students do not understand the content being taught, I will hold a small group session during independent practice to reteach the skills students do not understand. If students are having difficulties due to lower reading levels, I will help them by reading passages, questions and answer choices so that they can better understand the text.

Lesson Objectives

What will students be able to do at the conclusion of this lesson?

How will I vary these objectives for students who do not understand the material?

Varying Objectives for Individuals Needs

How will I vary these objectives for students who have already mastered the concept? - Students who have mastered the concept taught during the

lesson and have correctly completed the independent practice assignment will review notes in preparation for notes on Friday. Also, on the back of their note sheet, they will create their own categories and classify information and create a sequence map and sequence an event. This will help students internalize information learned during the lesson.
How will I vary these objectives for students who are presently learning English?

Students who are ELLs will be given extra time to carefully read passages and respond to questions. These students will also have the opportunity to sit independently with me and I will help these students read and re-read any passage, question or answer choice they have difficulty with to ensure comprehension.

Statement of Purpose

Why is it important for the students to learn this content? - It is important for students to know how to classify and

sequence information because classifying and sequencing helps understand information in text. We classify and sequence information on a daily basis and if the process of classifying and sequencing is completely understood, it will become second nature. Also, classifying and sequencing is an important skill that will be assessed on the PASS exam. Comprehension of these skills during the lesson will ensure mastery on the PASS.

Materials and Resources

What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? - Copies of the daily reading reinforcer - Printouts of the slides for note taking - Printouts of independent practice - Smart Board - Laptop What will the students need?

Anticipatory Set

Students will only need sharpened pencils prior to the lesson All activities will be handed out as needed. No other resources will be needed. There will be no speakers for this lesson.

What other resources are needed? Will you use resource speakers?

What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

The anticipatory set is called Front or Back? I will begin the activity by telling students when I ask them to stand up, and move either to the front or the back of the classroom. I will not tell students why they are going to the front or back of the room, but as more and more students stand and move to their spots, students will see what is going on. Once all students are in their designated groups, I will ask students to tell me what the categories are. Once students have told me that the two categories are Tall students and short students, I will explain to students that what I did was classifying. The activity leads me into the lesson and it activates students thinking skills as well as prior knowledge.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic? - Students will be asked what classifying and sequencing is

Pre-assessment

and why we need to do both of these things when reading text. I will call on 3 students to answer the question. Teacher Modeling or Demonstration
What will I do to show students what is expected? - During the lesson, I will read passages

and think aloud how to eliminate answers, and reread important details that

support the answer. Guided Practice

What will we do together as they learn how to succeed at the new task? - We will read passages together as a class (I read aloud and

students read quietly along with me). Students will be given the opportunity to read and review the passage, after I have read, and underline important details and identify their answers. We will review their answers and I will ask a few students to identify the detail from the passage that helped them to classify and sequence text. Checking for Understanding
What questions will you ask to determine if students understand so far? - Students will be asked during the lesson to classify and

sequence about the passage we are reviewing. During this activity, students will be asked What clues lead you to the inference/conclusion? What do you know about the topic in the passage from your real life?
What techniques or strategies will be used to determine if students understand so far? - If students comprehend the content taught during the

lesson, they will be able to define classifying and sequencing. Students will also be able to correctly classify and sequence information from a given passage if the students understand the content.

Independent Practice

What will students do by themselves to show that they have internalized the knowledge? - Students will complete an activity on classifying and

sequencing. In the activity students will have to classify information on eagles and falcons and answer sequencing questions about a barbeque chicken recipe, as well as sequence the cooking directions as written.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

Closure

At the end of the lesson, students will respond to the sentence starter I learned that Classifying and sequencing is They are important because This will help students internalize the information by giving classifying and sequencing their own definition, one they can easily remember. We will also discuss different things that can be classified outside of school such as reasons to play on the football team or reasons to try out for the cheer squad after school, as well as sequencing the things that are done once students are home from school, or what they do before going to church in the morning. From this lesson, students will know that we classify and sequence lots of things on a daily basis. Students will complete an assessment at the end of the week that will test them on the information learned during the lesson.

What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

What can students do at home or in the classroom to apply the knowledge or skills? - Students can practice classifying things at home. When

students are discussing what to eat for dinner with their parents they could have two categories such as whether to go out to eat or cook at home, what to cook if they stay home, where to go if the family decides to go out to eat. Also students can sequence information as well. When it is time to perform a task such as washing dishes after a meal, students can sequence the steps they take to make sure the dishes are cleaned properly.
How could you use your colleagues or community agencies to improve student performance?

I could collaborate with community agencies or my colleagues to create events for students. Students would be responsible for classifying reasons to attend or be a part of either of these events. This will help students internalize classifying. For example there will be a Circus coming to school on March 7th. The 4th grade team can work with students to classify reasons on why they should or should not attend the circus. In each of these categories they can state reasons that support either category. The 4th grade teachers would judge whether or not the students will go to the Circus based on the best answers from the graphic organizer students used to classify the information.

Technology

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology will help present information to students in a very organized manner. Information is presented on Prezi.com via laptop and Smart Board so that students can easily follow along without feeling confused. I will use Prezi.com to present students with information on Classifying and Sequencing. Prezi is similar to Microsofts PowerPoint software. I input my lesson information and present it to students.

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum? - Classifying and sequencing is directly related to Science.

Classifying is a 4th grade skill. If students can comprehend the content taught in this lesson, students can better understand classifying in science. I will inform students that the content taught in this lesson can help them in science as well.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. - I felt as though this lesson went fairly well. It went

Strengths

smoothly. Following Ms. Kennedys flow of instruction, I ask questions during the lesson to assess whether students are paying attention and focusing, as well as comprehending what is being taught. Students responded to

the questions, and if answers were incorrect I was able to redirect them or guide them to the correct answer. There was a situation between two students and I was able to diffuse the small altercation before it got out of hand.
Describe the strengths of student engagement. - Students actively participated in the

lesson and focused

throughout the lesson.

Describe the weaknesses of your instructional techniques, strategies and classroom management. - In this lesson, I believe that I was better able to manage my

Weaknesses

instructional time, but I still need to work on fitting everything into the lesson. I was able to complete the lesson and guided practice, but because I confused the dismissal time, students were not able to complete the independent practice activity. Also, I did not explain the independent practice activity to ensure the students understood the task. I was so focused on time and making sure my lesson was complete, I did not thoroughly explain the activity. I also did not close my lesson and check for comprehension by using my sentence starter. Over time I believe that I will become better at managing my time efficiently and making sure I address everything on my daily agenda. in student engagement.

Describe the weaknesses of student engagement. - In my opinion, there were no weaknesses

Suggestions for Improvement

What would you change when teaching this lesson again?

Overall, I would thoroughly plan each section of my lesson to ensure I spend an adequate amount of time on each part to endure completion for myself and for my students. Revised 1-2012

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