Claflin University School of

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

Date: 10/21/15

PART I: PLANNING
Factoring Polynomials by Grouping
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
This is an original idea.

Source
Algebra I
Subject Area (s)
9th grade
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

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

Statement of Purpose

Materials and Resources

A1.ASE.2
*

Analyze the structure of binomials, trinomials, and other

polynomials in order to rewrite equivalent expressions.

Describe the lessons activities and content to provide a clear overview of the lesson.
This lesson is apart of the factoring polynomials section of Algebra one. There are many types of
polynomials; therefore, there are multiple ways to factor. One of the ways to factor is by
grouping. This is when a polynomial has 4 terms. This lesson will show how to factor
polynomials with four terms by the grouping method. The students will practice problems with
this method and will be able to recognize when to factor polynomials by grouping.
What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
The students will be able to factoring out polynomials with four terms by using grouping. They
will also be able to find the GCF and divide it out of polynomials.
How will you vary these objectives for students who do not understand the material?
I will vary the objective by re-teaching during independent practice to those students who do not
understand.
How will you vary these objectives for students who have already mastered the concept?
I will vary these objectives for students who have already mastered the concepts by always
having challenging math puzzles that relate to the concept for them to do for extra credit.
How will you vary these objectives for students who are presently learning English?
I will vary these objectives by translating the assignments in worksheet. I currently do not have
any ELLs.
Why is it important for the students to learn this content?
It is important for students to learn this standard because it will allow them to master more
challenging standards in the future.
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Shmoop Video
Foldable
Starboard
Wireless tablet
Infinite Algebra 2
Graphing Calculator
I will not use resource speakers.

Anticipatory Set

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?

Shmoop - Factoring Polynomials by Grouping

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding

How will you find out what students already know about this topic?
I will ask the students if they have ever factored polynomials by grouping. I will also ask them if
they remember how to factor out the GCF, which is an important skill because it is a part of
factoring my grouping as well.
What will you do to show students what is expected?
I will work out on the Star Board two example problems that the student will write in their
Foldables in order for them to use the examples to follow the steps while completing their own.
What will we do together as they learn how to succeed at the new task?
I will give the students numerous problems to work out on the dry erase board. I will be able to
determine who understands the concept and who is struggling as well. This will also allow me to
determine whether or not I can move on or teach again.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?
I will use the Find Someone Who Can activity where the students must find another student
who can solve the problem and have them sign the paper.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

Assessment

Students will complete a worksheet that covers how to factor polynomials

by grouping. Factoring by Grouping Worksheet
How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?
I will wrap up the lesson by asking the students to tell me the steps and questions to ask when
factoring polynomials with four terms. They will have an exit ticket where they must answer a
problem.
What will students do to demonstrate what they have learned?
The students will have to complete their independent handout in order to demonstrate they have
learned the standard. This will be assessed and graded.

(Give a description and attach

to lesson plan)
Extension Activities

What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

The students should study their interactive notebook and

complete the independent practice if needed.

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?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Technology

Connection Across the

Curriculum

I will use the technology of the Star Board and the wireless tablet so that I can write on the board from the
back of the classroom. All the students will be able to see the board at all times during instruction. I will
also use the technology of an educational video.
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.
I will include word problems during guided practice that relate to science, math, and health.

PART III: REFLECTION

Strengths

Weaknesses
Suggestions for
Improvement

Describe the strengths of your instructional techniques, strategies and classroom management.
The strengths of my instructional techniques, strategies, and classroom management were my planning and
worksheets. The foldable was also very convenient because it went right along with the Power Point.
Another strength was that the students had a lot of problems to work with and to practice the skill.
Describe the strengths of student engagement.
The students were very engaged. They wanted to do more and more practice problems as well as try
problems on their own.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
The weakness of my instructional techniques, strategies, and classroom management include not having
enough time to complete the entire lesson.
What would you change when teaching this lesson again?
Even though this was my smallest class, I would try adding an activity where the students have to interact
with one another.

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

Factoring by Grouping Worksheet

1.

x 2 3x 5 x 15

Name _________________

6.

y 2 y yx x
2.

3.

4.

5.

7.

x3 2 x 3x 6

x3 2 x 2 8 x 16

x 2 4 x x3 4 x 2

8.

9.

10.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

2 x 2 x 3 10 5 x

5 x 3 4 x 2 25 x 20

2 x 3 3 x 2 18 x 27

x3 4 x 2 3 x 12

x3 13x 2 5 x 65

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: preassessment, 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