Teacher Education Lesson Plan Template

Teacher: Ms. Brinda Patel

Date: 3/24/2016

Title of Lesson: The Grouchy Lady bug (2/2)

Cooperating Teacher: Ms. Victoria Zano

Core Components
Subject, Content Area, or Topic
Math and Language Art
Student Population
AM-24
PM-20
Learning Objectives
SOL
K.9 The student will tell time to the hour, using analog and digital clocks.
K.10 The student will demonstrate comprehension of nonfiction texts. a) Use pictures to identify
topic and make predictions. b) Identify text features specific to the topic, such as titles, headings,
and pictures.
VBO
I can identify hour hand and minute hand.
I can tell time to the hour.
I can tell difference between analog clock and digital clock.
Materials/Resources
The Grouchy lady bug book
Clocks made by students
Brain pop jr. video
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used

Strategy
Return
Identifying Similarities & Differences
45%
Summarizing & Note Taking
34%
Reinforcing Efforts & Providing Recognition
29%
Homework & Practice
28%
Nonlinguistic Representations
27%
Cooperative Learning
23%
Setting Goals & Providing Feedback
23%
Generating & Testing Hypothesis
23%
Questions, Cues, & Advanced Organizers
22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return
Teach Others/Immediate Use of Learning
95%
Practice by Doing
75%
Discussion
50%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Demonstration
Audio Visual
Reading
Lecture

30%
20%
10%
05%

Safety (if applicable)

Time
(min.)

Process Components

5-7
mins

*Anticipatory Set
TW play a brainpopjr. video
TW tell students today they will learn how to tell time to the hour with the help of clock
they have made.
*State the Objectives (grade-level terms)
Today we will learn about telling time to the hour.

20-25
min

*Instructional Input or Procedure

TW ask students to come to the carpet. TW show the cover of the book The grouchy lady
bug. Yesterday we read about this book.
TW ask Who remembers what we learned yesterday from this book?
SW respond.
Today we will learn how to tell time by using the clock that we made yesterday.
T and TA will pass out students clock.
Teacher will review about the minute hand and hour hand.TW show that on Judy clock.
TW explain the minutes on the clock. There are 5, 10, 15, 20, 25, 30, 25, 30, 35, 40, 45,
50, 55, 60 minutes on the clock. On clock, they dont 1-60, they write by 5s. Minute hand
(big hand) will move to 5s.
TW ask Who can tell me how many times does a minute (big) hand move in an hour?
SW respond.
TW ask Who can tell me how many times does an hour (small) hand move in an hour?
SW respond.
TW show few examples on her Judy clock.

10-15
mins

*Modeling
TW ask students if I want to write 9 o clock, where should I put the minute hand and hour
hand on the clock. TW put hour hand on 9 and minute hand on 12.
TW show few examples.
TW ask students to TTP and show how to make 5 o clock. SW share their response.
TW correct any misconceptions.
TW ask students to TTP and show how to make 11 o clock. SW share their response.
TW continue doing this until every student get the concept.
Next, TW explain to students how to write time. TW write 3:00 on the white board. TW
tell students that when showing time to hour, you put 00 at the end because it is 00
minutes.
TW call out different students to write different timing on the board.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

*Check for Understanding

TW show the students bigger and smaller arrows and ask which hand is this?
Also, the teacher will ask students how many times does the minute hand move in one
hour and how many times does the hour hand move in one hour?
2-3
mins

*Guided Practice
TW ask students to show time on the clock they have made. SW move the hands on their
clock to show appropriate timings. TW walk around to see if all the students got it correct.
*Independent Practice
SW work on the worksheet. Worksheet will have 6 questions that will ask students to tell
what time is the clock showing. SW have to answer the questions.
Assessment
Students will be summatively assessed based on the answers they give when they doing
worksheet.

2
mins

*Closure
Teacher will ask students what hands need to move for minute and hour.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Auditory (class discussion), Visual (Judy clock, lady bug clock, brainpopjr video), Kinesthetic
(showing time on clock)
Classroom management Issues
TW will be very clear on instruction on how to work with the clock.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Brinda Patel
Intern Signature

Cooperating Teacher
Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

3/24/16
Date