Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Mr. C. Patterson & Mrs. D. Hailey Date: Feb. 14, 2018

PART I: PLANNING
Title of Lesson Making Real-World Connections: The 1st Amendment

Source

Subject Area (s) English language Arts

Grade Level 8th

W. Standard
6.1 Write routinely and persevere in writing tasks over short and
extended time frames, for a range of domain specific tasks, and for a
variety of purposes and audiences.
R. Standard
9.1 Determine the figurative and connotative meaning of words and
phrases as they are used in text.
C. Standard
2.1 Gather relevant information from diverse print and multimedia
sources to articulate claims and findings, emphasizing salient points in a
Curriculum Standards focused, coherent manner with pertinent descriptions facts and details.
2.2 Analyze and evaluate the credibility of information and accuracy of
findings.
2.3 Quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
I. Standard
2.1 Formulate logical questions based on evidence, generate
explanations, propose and present original conclusions, and consider
multiple perspectives.

Students have begun reading the story/play, Nothing but the Truth, which follows
young Philip and illustrates how students’ actions can lead to many unfavorable
Description and consequences. As the teacher and the students explore the story, discussions will
Background be held regarding life choices, the first amendment, patriotism, and other issues
adolescents struggle with. Students will be asked to analyze various aspects of the
Information story and must use evidence from the story to support whatever answers they
provide throughout the lesson.
TLWBAT:
 Respond to a journal entry topic and discuss said topic.
Lesson Objectives  Read and analyze the reading.
 Engage with the novel by making personal connections to its themes.
 Analyze the theme of a novel using both personal opinion and factual
information.
Students who have an IEP or 504 will receive additional clarifications and
accommodations, such as receiving extra time to complete assignments and
assessments. They will also receive additional assistance, oral test administrations,
Varying Objectives for as needed, as well as small group administration.
Individuals Needs Students who have already mastered this concept will focus on formulating an
argument for either main character’s (Philip or Miss Narwin) side and citing details
from the novel to support.
 The purpose of this lesson is to help students create connections among real world
Statement of Purpose and literary issues

Students:
 Pencils
 Paper
 Notebooks/Journals
Materials and  Nothing but the Truth by Avi

Resources Teacher:
 Smart Board
 Prezi
 Microsoft PowerPoint
 Nothing but the Truth by Avi

The teacher will read a series of quotes regarding truthfulness and expression, and
Anticipatory Set students will state whether they agree or disagree.

Part II: IMPLEMENTATION

The teacher will discuss last week’s reading of the story with the class and gauge
Pre-assessment the student’s retention through questioning and asking students to give supporting
details.

The teacher will use the journal entry to discuss the Bill of Rights, the first
amendment and Philip’s rights in the story.

Teacher Modeling or The teacher will review the First Amendment using a PowerPoint Presentation and
Demonstration discuss the concept of freedom of speech.

The teacher will give examples and non-examples. Have students come up with their
own examples.
Students will discuss their responses to the journal entry.
Guided Practice Students will identify moments in the story where Philip’s rights may have been
broken or challenged.
 What does it mean to “stick up for your rights?”
Checking for  What rights are protected under the first amendment?
Understanding  How does the first amendment protect you as a student?
Students will be grouped into pairs and compose their own “Bill of Rights” for
students at Clark Middle School. Students will have to consider rights that are
Independent Practice reasonable and fair yet include rights that they feel are neglected.

Students will share their Bill of Rights with the class.

Closure Students will be asked to reflect on what they have learned for the day.

Assessment Students will complete a worksheet that requires students to determine which
(attach to lesson plan) scenarios are violations of the one’s first amendment rights.

Divide students into five groups, assigning each group one freedom. The teacher
Extension Activities will have students work individually or as a group to create a physical or digital
poster to show how one could exercise his/her freedom.
The teacher will use the Smart Board to display the “Do Now” activity. Additionally, Prezi
Technology was used as a visual aid to present information on the 1 st amendment.
The play/story, Nothing but the Truth, introduces various topics in Social Studies, such as
Connection Across the freedom of speech and the power of the press. These topics are key components in class
Curriculum discussions. In this lesson, students discuss the first amendment in great detail and how it
personally affects them as students and citizens. The lesson is heavily social studies oriented.
PART III: REFLECTION

One of my most noticeable strengths is proximity control. I walked around the classroom to
help command the attention of wondering students and keep students on their toes.
Strengths Additionally, my positive rapport with my students made the discussion portion of the lesson
more comfortable and natural. I did not have to force information out of my students or beg
them to participate.
My primary weakness was the pace and energy of the lesson. Although there were moments
Weaknesses that the lesson became noticeable intriguing for the students, I stood in front of the class and
spoke for too long. While reviewing the video lesson, I understood that I could have found
 other methods of getting the students thoroughly engaged.

Suggestions for To improve this lesson, I would like to make more attempts at finding activities that give
students the opportunity to show the teacher what they know, instead of me speaking
Improvement throughout majority of the lesson.

Revised 6-2013

THE CLAFLIN IMPERATIVE

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