Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model ML and Secondary
Name:

Kayla Sanderson

Date:

November 30, 2016

PART I: PLANNING
Discount
Title of Lesson
Woods
Source
Mathematics
Subject Area (s)
7th grade
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives
Revised Fall 2013

7.PR.3- Solve real-world and mathematical problems

involving ratios and percentages using proportional
reasoning (e.g., multi-step dimensional analysis, percent
increase/decrease, tax).
In todays lesson the students will learn about discount
using a percent proportion. For direct instruction I will
review/discuss the meaning of discount as a percentage of
decrease and demonstrate/model how to use the percent
proportion to solve discount examples.
For guided practice the students will be given 10 minutes to
complete the two examples. When the time is up, I will pull
sticks for the students to walk me through the first
example. Then I will choose another stick for a student to
explain their answer to the class for the second example.
(The examples are attached and provided in the guided
practice section of the lesson plan).
The students will apply the Percent Proportion to determine
the discounted price and the amount of discount of an item.
The students will be given two examples to compete
independently. This is independent practice so the
classroom is silent. The students will be given 15 minutes
to complete two examples.
The students will be able to determine the amount of
discount using a proportion.

Varying Objectives for

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

Statement of Purpose

Materials and Resources

Upon presenting the information and allowing students to

practice the new learning, I will monitor the students to
determine who needs re-teaching and adjust the lesson
accordingly. The students who do not understand the
material may need oral reading of the lesson to complete
assignments. They can also use the calculator and have
small group or one on one time with me. They may also be
given a copy of the notes for those who write slower than
others and for those who have trouble seeing the board.
The students who have mastered the concept are always
welcome to share their thoughts and strategies with their
classmates to help enhance learning of their peers. For the
students who are presently learning English, I will read the
notes/rules aloud and give extra time on assignments if
needed.
You have already computed the amount of discount by
expressing a percent as a decimal. You need to learn how
to determine discount by using proportions because the 7 th
grade standards indicate this is how they will test you on
this concept.
The SMART Board is used during the Problem Solving Mat.
Lumens camera is used during direct instruction to display
when I am solving an example.
The computer/laptop is connected to both the SMART
Board and Lumens camera. I also use a manual timer to
help manage tie throughout each period to ensure I
complete the lesson cycle.
Why do you think stores have Black Friday each year?

Anticipatory Set

Part II: IMPLEMENTATION

Pre-assessment

Revised Fall 2013

I would ask the students to all put their heads down on the
desk and close their eyes. I would ask the students how
many are familiar with discount and for them to put thumbs
up for being familiar and thumbs down for not being
familiar. This would allow me to see which students have
not been exposed to using discount by allowing the
students to not be embarrassed or afraid to answer

Teacher Modeling or
Demonstration

truthfully with their peers looking or judging their

knowledge of discount.
Review/Discuss
-meaning of discount as a percentage of decrease
-demonstrate/model how to use the percent proportion to
solve discount examples.
Notes:
With this method, students will need to subtract. This
method offers the amount of discount.
Amount of discount = new price (part) .
100
original price (whole)

Direct Instruction:
The price of a motorbike is 1,500. How much would you
need to pay if you get a 10% discount? (see attachment)

Guided Practice

Checking for
Understanding

Revised Fall 2013

The students under the direct guidance of the teacher will

apply the percent proportion to determine the discounted
price and the amount of discount of an item. The students
will be given 10 minutes to complete the two guided
practice examples. When the time is up, I will pull sticks for
the students to walk me through the first example. Then I
will choose another stick for a student to explain their
answer to the class for the second example.
Example 1: Mrs. Dibble went to JC Pennys on Black Friday.
She bought Memory Foam mattress top for $27. The
mattress top usually sells for $80. What was the amount of
discount?
Example 2: You only have $1,000. The price of a TV-set is
$1,150. Can you buy the TV if you get 10% discount?
Question: When a discount is applied to the price of an
item, will it become cheaper? Explain.
Answer: Yes because once you find the percent of
decrease, you subtract the amount of discount from the
original price. Subtraction means decrease so yes the price
would become cheaper.
Question: what is the percent proportion we use to find the
discount of an item?
Answer: Amount of discount = new price (part) .
100
original price (whole)
The students will apply the Percent Proportion to determine
the discounted price and the amount of discount of an item.

Independent Practice

Closure

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

Technology

Revised Fall 2013

The students will be given two examples to compete

independently. This is independent practice so the
classroom is silent. The students will be given 15 minutes
to complete two examples.
Example 1: Mike and Mandy bought the same item. Mike
paid $15,000. Mandy got a discount and paid $3,000 less
than Mike. How much discount did Mandy get?
Example 2: The price of a math book is $50, but you only
have $35 with you. If you get a discount of 20%, how much
money do you need to borrow from a friend so that you can
buy the book?
To conclude the lesson we will debrief the examples from
the independent practice. I will give the students the
answers as well as provide the workout projected through
the Lumens camera. I will also remind students that
discount refers to the price of an item decreasing.
I will ask the students, what amount of discount would
convince you to go shopping even if you did not plan to go
shopping?
The students will receive a worksheet to do for homework
that will be graded. The students are to do the even
numbers only (attached).
I encourage the students to discuss discount with their
family members, relatives, and parents to gain insight about
money and discount. I also encourage the students to pay
close attention to sales and discounts in the mall. The
lesson was done before Thanksgiving so I encouraged the
students to go Black Friday shopping to experience the
discounts first hand. Homework is given for students to
complete at home. When they are home they can use
outside resources to enhance their learning.
The laptop is used it is the essential source that allows me to
project my lesson/lesson materials. The projection appeals to the
visual learner.
The SMART Board and software allows for flexibility in projector
size of lessons and materials. Also because of its interactive
capabilities lessons can contain components that can be moved
which address the kinesthetic learner.
The lumens camera is used for projection and decreased the
need for hardcopies to be given to the students. Also it allows to
project student authentic work for discussion.
Manual/Electronic Timer is used to help the students managed

time appropriately and assist students in remaining focused and

on task.

PART III: REFLECTION

Strengths

Weaknesses
Suggestions for
Improvement

I feel like my strengths include helping the students understand

how important it is to understand discount as it relates to everyday
living. I also feel like my strength would be proving ample amount
of examples for the students to become familiar with discount. I
also check for understanding frequently to be sure all students are
engaged in the learning process.
I need to use vocabulary more often and become familiar with the
using a percent proportion. I also feel like with more experience I
will be able to provide a variety of ways to deliver the content.
I would like to do an engaging activity where I provide the students with a catalog and everything in
the catalog is 12.5% discount. The students would pick a few items and then find out their total with
the discount. I think this would be a fun activity for the students to get practice with using discount.

Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)

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

CURRICULUM
STANDARDS

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

DESCRIPTION AND
BACKGROUND
INFORMATION

LESSON
OBJECTIVES

Revised Fall 2013

The candidate includes

concise, clearly written,
measurable performance
objectives for all
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

STATEMENT OF
PURPOSE

MATERIALS AND
RESOURCES

LESSON DESIGN

Revised Fall 2013

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 provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.
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 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

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 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 illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson

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 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

KEY ASSESSMENTS

CHECKING FOR
UNDERSTANDING

TECHNOLOGY

PRESENTATIONS &
CONVENTIONS

EXTENSION
ACTIVITIES

Revised Fall 2013

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 includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.

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 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 lists and

describes strategies/
techniques, but does not
list any questions

The candidate lists

questions, but fails to
describe or list
strategies and
techniques

The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

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 does not

list or describe any
strategies/techniques
or asks questions to
check for
understanding
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

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

The candidate provides

thorough information that
shows an understanding of

The candidate somewhat

provides information that
shows an understanding of

The candidate provides

information regarding
the effectiveness and

The candidate provides

superficial information
regarding the

The candidate fails to

provide information
regarding reflections

REFLECTIONS

the effectiveness and

ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

the effectiveness of the

lesson; gives information
regarding changes for
future implementation of
the lesson

ineffectiveness of the
lesson, but gives no
information regarding
future implementation

T OT A L
Revised 1-2

Revised Fall 2013

effectiveness and the

ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

from the
implementation of the
lesson