Professional Documents
Culture Documents
(edTPA Aligned)
LESSON 1
Unit/Subject:
Math
____________________________________________________
Instructional Plan Title/Focus:
Telling Time
_____ _________________
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: The purpose of this lesson is to further introduce time to
the students in the classroom. They have had minimal experience with telling time in the
classroom to this point. This lesson will help students understand how to tell time on
both an analog clock and a digital clock to the hour. The focus of this lesson will be
telling time to the hour.
b. Alignment to State Learning Standards:
1.MD.3 Tell and write time in hours and half-hours using analog and digital
clocks.
c. Content Objectives:
SWBAT tell time to the hour using an analog clock. 1.MD.3
SWBAT draw the hands on an analog clock to match a given time. 1.MD.3
SWBAT write on a digital clock correctly to match a given time. 1. MD.3
SWBAT match a digital clock and an analog clock to the hour. 1.MD.3
d. Previous Learning Experiences: Prior to this lesson, students have been introduced to
telling time during their calendar time. Students have had practice with making an analog
clock match a digital clock to the hour. Most of the students are capable of matching an
analog clock with a digital clock to the hour, but they have not had practice drawing the
minute and hour hands on an analog clock. In this lesson, the students will be using their
prior knowledge of being able to match digital and analog clocks to the hour to help them
draw the correct hour and minute hands on an analog clock.
e. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Students with visual impairment will be placed at the front of
the class near the white board and projector. I will use the document camera to display
the worksheet that we will be completing together to make sure everyone can see and
follow along. The students in our class that are considered highly capable will have more
challenging activity centers that they complete after the introductory part of the lesson.
The two students in the class with IEPs will be meeting with their Special Education
teachers at this time. Students receiving ELL services are placed next to strong readers
to help them understand the academic language on their papers. Students that are
struggling readers will also be placed next to the highly capable readers. I will also read
the instructions of all materials while having a copy under the document camera for all
students to hear and see.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT identify and tell time to the hour
using an analog clock. 1.MD.3
Assessment Strategies
Informal: During the lesson, I will be asking students to
write on their white board in a digital format the time
g. Student Voice
K-12 students will be able to:
Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the beginning of the lesson, the
students will produce an I Can
statement describing the learning
target. The students will also
complete an exit slip with multiple
questions on it that will help them
reflect on their learning.
The students will complete an exit
slip with a scale on it that will help
them monitor their progress
After the warm-up activity, I will begin the second part of the lesson by showing
the students a good way to remember which the hour hand and which is the
minute hand on the clock. The hour hand is the short hand because it is the short
word. The minute hand is the long hand because minute is the long word.
Students will then produce their I Can statement, which I will put up on the
board for the whole class to see.
I will then pass out the 15-2 handout to students.
I will read the learning bridge across the top of the handout with my own copy
under the document camera. I will ask the following questions as I read the
learning bridge.
i. How do you know that the clock shows 7 oclock?
ii. On the digital clock, what does the number before the two dots mean?
iii. What does the number after the two dots mean?
iv. When do you say oclock for the analog clock?
v. When do you say oclock for the digital clock?
I will do the first few problems with the students calling on people to tell me the
answers to the questions and explaining their thinking.
I will ask the students to give me a thumbs up if they feel confident in completing
the rest of the worksheet by themselves. Based off their answers, I will decide if I
want to continue to do it with them, or have them do it on their own and help
students as needed.
Students will continue to do the rest of the worksheet individually.
Students will check their answers with a partner before turning their work in to be
graded by the teacher.
Multiple means of access:
i. Students will be able to listen to instruction as well as follow along on the
document camera. Students will be able to actively engage in the lesson
by writing the time on the whiteboard and drawing the hands on the
analog clock. Students can access content through verbal explanations,
visual explanations, and modeling examples.
Multiple means of expression:
i. Students can show their learning through the whiteboard activity, through
drawing on the analog clock on their individual handout, through verbal
explanation with the teacher, and through peer working/checking.
Students make academic connections by connecting the prior knowledge about
time that they have from doing calendar each day (where they match a digital
and analog clock). Students make personal connections by thinking about why it
is important to be able to tell time and how it can help them (example: knowing
when recess is). Students work both individual and in small groups to cater
towards a variety of learners (pedagogical connection).
3. Closure: At the end of the lesson, students will complete an exit slip. We will then review
the I Can statement that they created and reiterate why telling time is important.
Students will decide if they met their I Can statement. This will show if students think
they met the learning target.
4. Independent Practice: After students are done with their worksheet, they will find a
partner or small group to play one of the various time games. There are time puzzles,
time matching games, time flash cards, and time board games. The homework for the
week also helps students practice independently telling time.
5. Instructional Materials, Resources, and Technology: Document Camera,
whiteboards, handouts (see attached).
6. Acknowledgements: Lesson plan adapted from Envisions Math curriculum, Grade 1
Topic 15, by Scott Forsmon, and the help of my cooperating teacher
Instructional Plan Purpose: The purpose of this lesson is for students to build off
lesson one (telling time to the hour) and learn how to tell time to the half hour.
Previous Learning Experiences: Prior to this lesson, students have learned how to tell
time to the hour. Students will use their knowledge of how to tell time to the hour and
build upon it to tell time to the half hour. Students will be using their prior knowledge of
matching digital and analog clocks to write the time in a digital format that corresponds
to the analog clock.
j.
the instructions of all materials while having a copy under the document camera for all
students to hear and see.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT identify and tell time to the half
hour. 1.MD.3
Assessment Strategies
Informal: During the first part of the lesson I will monitor
student learning by looking at the answers on their
whiteboards when they write the digital time that
matches my analog clock. This will show me what
students will need more practice and what students are
starting to understand how to tell time to the half hour.
Students will also verbally explain to the teacher and
the class how they came up with their answer. This will
show me if they understand the reasoning behind how
to tell time.
Formal: I will collect, grade, and provide feedback on
the worksheet that the students will individually
complete after the whole group part of the lesson with
the whiteboards. This formal assessment will show me
if students are ready to move onto the next learning
target, or if I need to reteach telling time to the half
hour.
Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the beginning of the lesson, the
students will produce an I Can
statement describing the learning
target. The students will also
complete an exit slip with multiple
explaining why it is
important to be able to tell
more precisely (to the half
hour rather than the hour).
The students will circle a
smiley face with an open
mouth if they feel really
good about how they are
doing, students will circle the
closed mouth smiley face if
they feel pretty good about
their understanding, or
students will circle the
straight lined mouth (or
neutral mouth) if they feel
they need some more help
towards the learning target.
Students will play the time
games and verbally explain
to the teacher how the
games help them practice
telling time.
If thirty minutes has passed, how many more minutes need to pass
before we can say oclock?
I will show the students how they can count by fives around the analog clock to
see how many minutes have passed.
I will show the students that the little marks in-between the numbers indicate
individual minutes.
Then will we do some practice problems as a class. I will set the clock to a half
hour time and I will count out the minutes with them.
After a few practice problems, I will pass out whiteboards and have the students
write the digital time that matches my analog clock.
I will ask random students how they go their answers and have them explain to
the class.
After the whiteboard problems, I will then pass out a worksheet to each individual
student.
I will put the worksheet under the document camera for everyone to see and read
directions and explain the task.
Students will then complete their work independently and I will help and re-teach
as necessary.
When they complete their worksheet, students will check their answers with a
partner and then turn it into the teacher.
After turning their work in, students will then choose one of the time games to
play to practice their newly acquired skills.
Multiple means of access:
o Students will be able to listen to instruction as well as follow along on the
document camera. Students will be able to actively engage in the lesson
by writing the time on the whiteboard and writing the digital time on their
paper that matches the analog clock on their paper. Students can access
content through verbal explanations, visual explanations, and modeling
examples.
Multiple means of expression:
o Students can show their learning through the whiteboard activity, through
writing the matching digital times on their paper, through verbal
explanation with the teacher, and through peer working/checking.
Students make academic conections by connecting to and building off of prior
knowledge. Students make personal connections by thinking about how it is
important to tell time and how it helps the through their day (daily schedule).
Students work individually, in small groups, and as a class to cater to multiple
learning styles (pedagogical connection).
o
9. Closure: To close the lesson, we will review, as a class, what we did during the lesson. I
will ask them if they think they proved that they can do their I Can statement. This will
show if the students think they met the learning target or not. At this time I will go over
the time games for independent practice.
10. Independent Practice: After students are done with their worksheet, they will find a
partner or small group to play one of the various time games. There are time puzzles,
time matching games, time flash cards, and time board games. The homework for the
week also helps students practice independently telling time.
Math____
_______________________
Instructional Plan Title/Focus:
Is it to the hour or half hour?
_________________
Section 1: Planning for Instruction and Assessment
k. Instructional Plan Purpose: The purpose of this lesson is for students to take what
they have already learned about telling time and be able to decide if it is a time to the
hour or a time to the half hour. Prior to this lesson they have been working on the two
concepts separately. Now they will be working on them combined and have to
distinguish between the two.
l.
m. Content Objectives:
SWBAT tell time to the hour and half hour. 1. MD.3
n. Previous Learning Experiences: Prior to this lesson, students have learned to tell time
to the hour and to the half hour on both analog and digital clocks. Students will use these
previous learning experiences to further practice telling time and build off their prior
knowledge. In this lesson the students will be using their prior knowledge of telling time
to the half hour and the hour to continue telling time to the half hour and hour and
deciding which one it is when the problems are mixed.
o. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Students with visual impairment will be placed at the front of
the class near the white board and projector. I will use the document camera to display
the worksheet that we will be completing together to make sure everyone can see and
follow along. The students in our class that are considered highly capable will have more
challenging activity centers that they complete after the introductory part of the lesson.
The two students in the class with IEPs will be meeting with their Special Education
teachers at this time. Students receiving ELL services are placed next to strong readers
to help them understand the academic language on their papers. Students that are
struggling readers will also be placed next to the highly capable readers. I will also read
the instructions of all materials while having a copy under the document camera for all
students to hear and see.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT tell time to the hour and half
hour. 1. MD.3
1. MD.3
Assessment Strategies
Informal: I will look at the students individual white
board and see if their digital time matches my
analog time. This will help me to see if the
students can tell the difference between time to
the hour and time to the half hour when the
problems are mixed together.
Formal: I will grade their independent worksheet
on a right or wrong basis. The end of the unit
assessment will also show if they have mastered
this learning target or not.
Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the beginning of the lesson, the
students will produce an I Can
statement describing the learning
target. The students will also
complete an exit slip with multiple
questions on it that will help them
reflect on their learning.
The students will complete an exit
slip with a scale on it that will help
them monitor their progress
towards the learning targets.
10
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Students will play leveled time games that help them practice their skills.
o Multiple means of access:
Students will be able to listen to instruction as well as follow along on
the document camera. Students will be able to actively engage in the
lesson by writing the time on the whiteboard and putting telling time
into their own personal context. Students can access content through
verbal explanations, visual explanations, and modeling examples.
o Multiple means of expression:
Students can show their learning through the whiteboard activity and
discussion, through writing times and on their individual handout,
through verbal explanation with the teacher, and through peer
working/checking.
o Students make academic connections by connecting the prior knowledge
about time that they have from doing calendar each day (where they match a
digital and analog clock) and from what they learned in the first two lessons.
Students make personal connections by thinking about why it is important to
be able to tell time and if it is a.m. or p.m. and providing examples. Students
also make personal connections during the learning activity by identifying
when they do certain tasks. Students work both individual and in small groups
to cater towards a variety of learners (pedagogical connection).
15. Closure: At the end of the lesson, students will complete an exit slip. We will then review
the I Can statement that they created and reiterate why telling time is important.
Students will decide if they met their I Can statement. This will show if students think
they met the learning target.
16. Independent Practice: After students are done with their worksheet, they will find a
partner or small group to play one of the various time games. There are time puzzles,
time matching games, time flash cards, and time board games. The homework for the
week also helps students practice independently telling time.
17. Instructional Materials, Resources, and Technology: Document Camera,
whiteboards, handouts (see attached).
18. Acknowledgements: Lesson plan adapted from Envisions Math curriculum, and the
help of my cooperating teacher
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