Reflective Lesson Plan Classifying and Sequencing

7/30/2019 Reflective Lesson Plan Classifying and Sequencing

1/6

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

Source

Is this lesson original idea? If not, from what source did Iborrow this lesson?

This lesson is my original idea.

Subject Area (s) English Language Arts

Grade Level 4th

Grade

Curriculum Standards4-6.3 Organize: information by classifying or sequencing.

Description and

Background Information

Describe the lessons activities and content.

- To begin the lesson, students will complete a daily reading

reinforcer on spelling and grammar. (Students are providedcopies of the daily reading reinforcer.) Students will be

given 5-8 minutes to complete both questions. Oncestudents have selected their answers, we will review the

questions and correct answers.

- After the daily reading reinforcer, students will participatein 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 willclassify students into two categories, Short students and

Tall students. From this activity, students will know that

when you classify information you organize them intogroups 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) andunderline important details about the content.

- During the presentation, students will participate in acooperative 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


2/6

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 practiceactivity on classifying and sequencing. Students will be

given ten minutes to complete the assignment and we willreview 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 starterI learned that Classifying and sequencing

is They are important because

Lesson Objectives What will students be able to do at the conclusion of this lesson?- Students will be able to explain organizing and classifying. - Students will be able to organize information by classifying

or sequencing.

Varying Objectives for

Individuals Needs

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

- If the entire class does not understand the content of thelesson, I will re-plan the lesson to ensure that it is verydescriptive 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 sessionduring 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.How will I vary these objectives for students who have already masteredthe concept?

- Students who have mastered the concept taught during the

lesson and have correctly completed the independentpractice 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 informationand 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 anypassage, 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


3/6

sequence information because classifying and sequencinghelps understand information in text. We classify and

sequence information on a daily basis and if the process of

classifying and sequencing is completely understood, itwill 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

- LaptopWhat will the students need?

- Students will only need sharpened pencils prior to the

lesson

- All activities will be handed out as needed. What other resources are needed?

- No other resources will be needed.Will you use resource speakers?

- There will be no speakers for this lesson.

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

- The anticipatory set is called Front or Back? I will beginthe activity by telling students when I ask them to stand up,

and move either to the front or the back of the classroom. Iwill not tell students why they are going to the front or

back of the room, but as more and more students stand andmove 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 studentshave 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 itactivates students thinking skills as well as prior

knowledge.

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this topic?

- Students will be asked what classifying and sequencing is

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 howto eliminate answers, and reread important details that


4/6

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 andstudents 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 afew 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 theinference/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 thelesson, 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 sequencingquestions about a barbeque chicken recipe, as well as

sequence the cooking directions as written.

Closure

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?

- At the end of the lesson, students will respond to thesentence starterI learned that Classifying and sequencing

is They are important because This will help studentsinternalize 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 tochurch in the morning. From this lesson, students will

know that we classify and sequence lots of things on adaily basis.

Assessment

(attach to lesson plan)

What will students do to demonstrate what they have learned?

- Students will complete an assessment at the end of theweek that will test them on the information learned during

the lesson.

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


5/6

students are discussing what to eat for dinner with theirparents 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 improvestudent performance?

- I could collaborate with community agencies or my

colleagues to create events for students. Students would beresponsible 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 withstudents 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 tothe 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 informationon Classifying and Sequencing. Prezi is similar to

Microsofts PowerPoint software. I input my lessoninformation 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 studentsthat the content taught in this lesson can help them in

science as well.PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and

classroom management.

- I felt as though this lesson went fairly well. It went

smoothly. Following Ms. Kennedys flow of instruction, I

ask questions during the lesson to assess whether studentsare paying attention and focusing, as well as

comprehending what is being taught. Students responded to


6/6

the questions, and if answers were incorrect I was able toredirect 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 focusedthroughout the lesson.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and

classroom management.- In this lesson, I believe that I was better able to manage my

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 thedismissal 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 focusedon 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 comprehensionby using my sentence starter. Over time I believe that I willbecome better at managing my time efficiently and making

sure I address everything on my daily agenda.Describe the weaknesses of student engagement.

- In my opinion, there were no weaknesses in studentengagement.

Suggestions for

Improvement

What would you change when teaching this lesson again?

- Overall, I would thoroughly plan each section of my lessonto 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

Documents

Reflective Lesson Plan Classifying and Sequencing