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CCSU Lesson Plan Template

Student Teacher: Krista Molusis Grade Level: 2

Lesson Date: October 1, 2015 Name of Lesson: Telling Time

Common Core State Standard(s)

CCSS.MATH.CONTENT.2.MD.C.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear

criteria.

Consider if there are students who will require an accommodation or modification to meet this

lesson’s objective.

By the end of the lesson, students should be able to identify the numbers on both digital and analog clocks, differentiate the hour hand from the minute hand on the analog clock, distinguish the hour and minute places on a digital clock, tell and write time to the nearest five minutes on both clocks, and differentiate between a.m. and p.m.

Rationale for Objective: How does this lesson support previous and subsequent learning?

Students have been previously working with numbers and number relationships. Students understand the concept of place value, have demonstrated skip counting by 5s and 10s, and have worked with addition and subtraction in relation to length by placing and identifying whole numbers on a number line. This lesson will

prepare students for upcoming lessons containing word problems and interpreting data containing time.

Assessment

State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,

projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an

accommodation or modification to this lesson’s assessment?

An exit slip and homework worksheet addressing time will be given to students to complete. Both the exit slip and the homework worksheet will ask students to identify the time represented, or draw the time given, on both analog and digital clocks.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional

arrangement, etc.). Explain specific needs. -Students must raise their hand and be called upon by the teacher in order to ask a question or give an answer. -Students will use the designated hand signals to signify when they need to use the bathroom or get a drink of water and wait for the teacher to grant them permission. -During transitions, students will follow instructions quietly and with a safe body. -Students will sit in their assigned seats, unless told to sit elsewhere by the teacher.

Instructional Model/Strategy

(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,

discussion model). Explain how you will best facilitate student learning through a specific

model of instruction. Be sure to include a rationale for the chosen model(s). You may use more

than one: -Direct Instruction: teacher led

-Discussion Model: open discussion

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Materials/Resources needed for this lesson -Children’s book: What Time is it Mr. Crocodile? By Judy Sierra -Screencast-o-matic & written tutorial (handouts) -Venn diagram (white board/SMART Board/easel paper&markers) -Padlet; chromebooks/computers/iPads -Homework worksheet & Exit slip

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson? The students will be frequently asked questions for comprehension of the topics addressed, such as: “Which hand represents hours? Minutes? Seconds?”, “How many minutes pass from number to number?”, “At what time does the clock switch from a.m. to p.m., or p.m. to a.m.?”, etc.

Differentiating Instruction

How will you differentiate to meet the needs of your learners (i.e., what you teach, how you

teach, or how you will assess). Explain: -A written tutorial handout of the Screencast-o-matic will be distributed to all students. -Some students may need directions on handouts read to them. -Additional practice time with the interactive clocks may be given. *Alternate website students may use for additional practice will be given: http://www.iboard.co.uk/iwb/Set-The-Clock-Digital-FROM-Analogue-464

Initiation

Cite how you will engage and motivate learners, activate prior learning and present the lesson’s

objective.

Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate

learning;

C) Why it is important to their everyday lives. Learners will be engaged and motivated by the read aloud book, What Time is it Mr. Crocodile?, which

has the theme of telling time and includes a clock displaying the corresponding time of an event on every

page.

A) In this lesson, students will be learning how to tell and write time.

B) Students will demonstrate learning by representing time on both digital and analog clocks.

C) Time is important in their everyday lives because of school and extracurricular schedules,

appointments, and planned events.

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Lesson Development

Cite how you will provide opportunities for the students to construct meaning. List the

steps/process you will follow. Be sure to identify how you will check for understanding and

collect formative data. Differentiate for students who will require an accommodation or

modification in order to be active participants in this lesson and state these strategies in the

differentiation section above.

1. Welcome students to the front rug to gather for a read aloud. 2. Read the students the story, What Time is it Mr. Crocodile? to introduce the concept of time. 3. Ask if any of the students already know how to tell or write time: Digital clock? Analog clock? Both? 4. Discuss the importance of knowing how to tell time and why we use it in everyday life. 5. Play the ‘Screencast-o-matic’ explaining the features of digital and analog clocks. 6. As a class, fill out a Venn diagram on the board or easel paper comparing and contrasting the features of

digital and analog clocks. 7. Allow each student to use a chromebook/computer/iPad; have them return to their seats. 8. Individually, students will practice transferring analog time to digital time using this website:

http://www.iboard.co.uk/iwb/Set-The-Clock-Digital-FROM-Analogue-464 9. Access Padlet: https://padlet.com/ 10. The teacher will display questions (one at a time) pertaining to time, addressing either digital or analog. 11. Give the students time to type their responses on their own device. 12. Review the responses to each question as a class.

Closure

How will you question students in order to evaluate if the objective(s) was met? How will you

question students to connect this lesson to previous and subsequent lessons as well as connect to

their own lives? How will you question students to see the relevancy of the lesson by

understanding the purpose/importance of the learning? -Review time-related terms and ideas. -Watch the 2 minute YouTube video, “What’s the Time?” (https://www.youtube.com/watch?v=RBvmO7NgUp0) -An exit slip will be distributed following the lesson, which the students will complete individually at their seats and pass in to be graded. The students will also complete a worksheet for homework for additional practice and assessment.

Reflection on Practice

Student Achievement – Evaluate student learning based on collected data for each SLO for each

group of learners. Identify how each group met the stated criteria in the SLO, including specific

data for each SLO. Based on your analysis what would you continue or change about your

teaching for the next lesson?

Common Core of Teaching Connection – Choose an attribute from an indicator from Domains

1-4. Choose an attribute that was effective in your lesson. What specific evidence from the

lesson supports this?

Choose an attribute that you would like to focus on. What specific evidence from the lesson

supports the need to focus on the specific attribute? Suggest a strategy that you will try for the

next lesson to address this need.