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CCSULessonPlanTemplate

StudentTeacher:
SherriLefebvre
LessonDate:
September24,2015

GradeLevel:
Grade2
NameofLesson:
TimebyFives

CommonCoreStateStandard(s)

CCSS.MATH.CONTENT.2.MD.C.7
Tellandwritetimefromanaloganddigitalclockstothenearestfive

minutes,usinga.m.andp.m.

CCSS.ELALITERACY.SL.2.1.B

Buildonothers'talkinconversationsbylinkingtheircommentstothe
remarksofothers.
StudentLearningObjective(s)
Whatistheintendedlearningoutcomeofthislesson?Besureitisobservableandincludesclearcriteria.
Consideriftherearestudentswhowillrequireanaccommodationormodificationtomeetthislessons
objective.

Studentswillbeabletotellandwritetimefromanaloganddigitalclockstothenearestfiveminutesusinga.m.
andp.m.bywatchingascreencastvideoandlisteningandwritingwithapartnerfor20minutes.
RationaleforObjective:Howdoesthislessonsupportpreviousandsubsequentlearning?
Thisisacontinuationfromthefirstgradestandards.Infirstgrade,studentsneededtobeabletoreadandwrite
timeinhoursandhalfhoursusinganaloganddigitalclocks.Afteraproperreviewofhoursandhalfhours,the
nextstepwouldbetointroducetheminutesthatoccurbetweenthenumbersrepresentedontheanalogclock
andwhatthatlookslikeonadigitalclock.
Theobjectiveistime,firstandforemost,andtheresawaytoconnectthislessontoanotherstandardwhichis
literacy.Toreinforcetimeandtopracticewriting,childrencandictateaseriesofeventsincorporating
timechronologicallyandhavetheirpartnerwritethattimedown.Partnerscantaketurns.Forexample,a
morningroutine:

7:00amwakeup
7:05ambrushteeth
7:15ambreakfast
7:40ambus

...etcandnoticehowthetimeisworkinginthefives.
Childrencanseerealworldapplicationsforwhyreadingandwritingtimeisimportanttolearn


Assessment
Statethespecificstrategy(ies)andtool(s)usedtocollectthedataforeachSLO(i.e.,essays,projects,
quizzes,exitslip,worksheet,etc.).Aretherestudentswhowillrequireanaccommodationor
modificationtothislessonsassessment?

Thewholeclasswillhaveareviewsessionofwhichhandisresponsiblefortellingminutesandhouralongwith
recognizingwhattimeisrepresentedwhenanhourandahalfhourisdisplayed.Studentscanbedictatedthe
timeandaskedtowriteit(onawhiteboardorthosewhoneedavisualmodel,amanipulativeanalogclock)for
theteachertoassesswhoactuallyunderstandsandwhomayneedadditionalhelp.

Afterwards,thestudentswillwatcha5minutevideoexplaininghowminutesbetweenthefivesworkand
whatthefivesstandfor(1=5,2=10,3=15etc)

Theassessmentwouldbehavingchildrenworktogetherwithapartner,for20minutes,havingonechilddictate
hisorhermorningroutineslowlyandhavingthepartnerwritedownthetime.Then,thepartnercanswitch
andthestudentwritingcandictate,whiletheotherchildwrites.Bydirection,childrenwillbewritingthetimes
downindigitalformandthenwilluseblackanalogclockstodrawoutthetimeslabelingthetimesaspartofhis
orherroutine.Thewriteupwiththefillinclockmodelswillbehandedinforassessment.

ImtryingtouseasmanyofBloomstaxonomysaspossible.UnlessIknowspecificallywhoneeds
accommodationsormodificationsforwhat,Imnotreallysurewhattoaddhere.Imusingallthelearning
styles:visual,auditory,kinesthetic,social,logical/mathematical,verbal,orcombinationallareincorporated.
ClassroomLearningEnvironmentFocus
(i.e.,standardsofbehavior,routines,procedures,groupwork,transitions,instructionalarrangement,etc.).
Explainspecificneeds.
Theclasswillsituatethemselvesontherugintheirusualseatingarrangements.After,theteacherwillassign
eachstudentapartneranywherearoundtheclassroomexcepttheteachersdeskorcomputersunlessgiven
specialinstructions.Studentswhoneedmoretimetoprocesscanjointheteacherontherugfordifferent
instructionstilldoingthesameassignmentastheirpeers.Forexample,ifthestudent(s)arestillstrugglingwith
thetellingtimebythehourorhalfhour,theycankeeppracticingthatuntiltheyarereadytomovetothe
fives.
InstructionalModel/Strategy
(i.e.,conceptformation,conceptdevelopment,directinstruction,cooperativelearning,inquiry,discussion
model).Explainhowyouwillbestfacilitatestudentlearningthroughaspecificmodelofinstruction.Be
suretoincludearationaleforthechosenmodel(s).Youmayusemorethanone:

DirectInstructionthevideoexplanationoftellingtime.Learningtotelltimeisdifficultandcanbeconfusing.
Directinstructionallowstheteachertoexplainmisconceptionsandpractice,verbally,goingoverdesignated
timeassociatedwitheachnumber.Ex.Ateachermaydemonstratepointingtoananalogclocksaying5,10,
15,20whilepointingto1,2,3,4,andthenhavetheclassrepeatforpractice.

ConceptDevelopmentthestudentsputaseriesofeventsinorderbasedonthetimetheactionoccurred.Its
importantforchildrentounderstandtheimportanceoftimeandhowitisplayedintheirlives.Throughreallife
applicationchildrenalsopracticelistening,reading,writing,andaboutchronologicalorder.

CooperativeLearningstudentswillbepartneredtoworktogether.Thisisimportantbecausethisnotonlyhelps
studentswhoneedtohearinordertolearn,butitalsopromotesbeingsocial.Althoughtheyarenotpublic
speakingthisisawaytogetstudentstoshareaboutthemselves.
Materials/Resourcesneededforthislesson

Screencastvideolesson
linedpaper
blankanalogworksheet
pencils
whiteboards/dryerasemarkers
Analogplayclock

DailyFormativeAssessment
Howwillyoucheckforunderstandingandstudentachievementduringthelesson?
Iwillwalkaroundlisteningforstudentdiscussionandobservewhatthewriteriswriting.Iwillmake
commentslikeGood,youreontherighttrack.Close,checkthatagain.Ifyourestuckhaveapartner
helpyou(ifthechildstilldoesntgetit,Illhavetomakeasecondlessonthatwilladdressthissame
objective)
Theywillalsobehandingintheirlinedpaper(journals)formetocheckwhattheyhavewrittenand
whattheyhavedrawnontheanalogueclock.
DifferentiatingInstruction
Howwillyoudifferentiatetomeettheneedsofyourlearners(i.e.,whatyouteach,howyouteach,orhow
youwillassess).Explain:

Iwillbedifferentiatinginstructionbyusingthemultipleintelligences.Thisincludesthevideo,verbal
practice,workingwithpartners,andmeetingstudentsontherugforadditionalinstruction.

Initiation
Citehowyouwillengageandmotivatelearners,activatepriorlearningandpresentthelessons
objective.Explain:
A)Whattheywillbedoingandlearninginthelesson
B)Howtheywilldemonstratelearning
C)Whyitisimportanttotheireverydaylives

Objective:
Studentswillbeabletotellandwritetimefromanaloganddigitalclockstothenearestfiveminutesusinga.m.
andp.m.bywatchingascreencastvideoandlisteningandwritingwithapartnerfor20minutes.

A. Studentswillbewatchinganinteractivevideoandworkingwithpartnerstopracticewritingtime
B. Studentswillbeabletowritetimedigitallyandbyanalog
C. Studentsneedtounderstandwhattimelookslikeonanyclockandbeabletoapplyittotheirlives.Its
howwemanageourschoolday,workday,planevents,coordinatemeetings,orplaydates.

LessonDevelopment
Citehowyouwillprovideopportunitiesforthestudentstoconstructmeaning.Listthesteps/processyou
willfollow.Besuretoidentifyhowyouwillcheckforunderstandingandcollectformativedata.
Differentiateforstudentswhowillrequireanaccommodationormodificationinordertobeactive
participantsinthislessonandstatethesestrategiesinthedifferentiationsectionabove.

Studentswillconstructmeaningbythinking,relatingittotheirownlives,andbypracticingwritingitwiththe
helpofapartner.

Steps:
1. Meetontheruginassignedseatingwatchvideo
2. Usingademonstrationanalogclock,studentscanpracticesayingthecoordinatingtimetoeachnumber
3. Assignapartnerthiscanbedonestrategically,byteacherknowingwhoshouldworkwithwhom
4. Onestudentdictateswhiletheotherstudentwrites,bothcanhearwhatthepersonspeakingissaying
5. Switchanddostep4again
6. Studentswillfilloutablankanalogsheetcorrespondingtotheirmorningroutinevisualrepresentation
7. Studentshandintheirsheettobeassessed
Closure
Howwillyouquestionstudentsinordertoevaluateiftheobjective(s)wasmet?Howwillyouquestion
studentstoconnectthislessontopreviousandsubsequentlessonsaswellasconnecttotheirownlives?
Howwillyouquestionstudentstoseetherelevancyofthelessonbyunderstandingthepurpose/importance
ofthelearning?

Icandoawholeclassinstructionandaskvolunteerstocomeupandmanipulateamodelanalogclockbased
onwhattimeIwanttothemtomake.Forexample,Whocanshowme,usingtheanalogclock,whattwoten
lookslike?orstudentcanyoucomeupandshowmethetimeyouwakeupinthemorning?

EachstudentcanhavetheirownclocktoworkwithandIcanaskstudents,directly,toshowmeaspecific
time.

Thefirstexamplespecificallyasksstudentsfortheirunderstanding,thesecondexampleasksthechildto
thinkaboutarealapplicationwhattimedoyouwakeup?andthethirdexampleallowsforeachchildto
practiceontheirown.
ReflectiononPractice
StudentAchievement
EvaluatestudentlearningbasedoncollecteddataforeachSLOforeachgroupof
learners.IdentifyhoweachgroupmetthestatedcriteriaintheSLO,includingspecificdataforeachSLO.
Basedonyouranalysiswhatwouldyoucontinueorchangeaboutyourteachingforthenextlesson?

CommonCoreofTeachingConnection
ChooseanattributefromanindicatorfromDomains
14.Chooseanattributethatwaseffectiveinyourlesson.Whatspecificevidencefromthelesson
supportsthis?

1.IusedtheCCSS
2a.ProficientMylessonincorporatesalllearningstylesandisdifferentiated

...doIanswerthisnoworafterthelesson

Chooseanattributethatyouwouldliketofocuson.Whatspecificevidencefromthelessonsupportsthe
needtofocusonthespecificattribute?Suggestastrategythatyouwilltryforthenextlessontoaddress
thisneed.

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