Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Evan Kroon

Date

November 6

Subject/ Topic/ Theme

Telling Time

Grade _________2nd_______

I. Objectives
How does this lesson connect to the unit plan?
cognitiveR U Ap An E C*

Learners will be able to:

Recognize the difference between the hour hand (short) and minute hand (long) on an analog clock.
Tell time to the half hour
Locate oclock and half past on an analog clock.

physical
development

socioemotional

U
R
R

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.1.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

How to skip count by fives, a basic idea of what a half is.

Pre-assessment (for learning):

I will give students a pre-quiz by showing them a picture of a clock and asking what time is it? I will
also ask students what the world half means and have them demonstrate the meaning by folding paper.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

I will ask students to demonstrate what 3:30, 5:00, 2:30 looks like using their own clocks.
Formative (as learning):

Students will do two work sheets dealing with telling time to the hour and half-hour.
Summative (of learning):
Students will do two work sheets dealing with telling time to the hour and half-hour.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Students can listen to the teacher,

move their own clock, look at the
big clock.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

I will clarify what half-past,

thirty, Oclock mean.
Provide options for comprehensionactivate, apply & highlight

Move their own clock hands,

look at the big clock in the
front, talk with the whole group,
do a work sheet
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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Move the clock with their own
hands, use their own arms to
represent the hands of a clock.
Provide options for expression and
communication- increase medium
of expression

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Ask students why keeping track of
time is important.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students can talk with a partner,

ask me questions, look at the
board for examples.

Students can share

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students can self-asses using the

two work sheets.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Judy Clock, A small clock for each student, clock worksheets

The classroom can be set up in your normal way.

How will your classroom
be set up for this lesson?
III. The Plan
Time
5 min

Components
Motivation
(opening/
introduction/
engagement)

10
min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will put up a picture of an analog clock on the
Students will sit at the front of class and make
smart board.
guesses about what time the clock on the board is
showing.
I will ask the students to guess what time the clock
is showing.
Students will share why they think keeping time is
important.
I will then ask the students why they think keeping
and telling time is important.
First I will ask the students to look at their clocks
and tell me what they notice about the hands (They
are different sizes) I will tell them that the little
hand is called the hour hand and the big hand is
called the minute hand.

Development
(the largest
component or
main body of
the lesson)

Next I will ask the students if they know how many

minutes make up an hour (60). I will talk about
how the clock is organized into five-minute
sections. I will have the students count by fives all
the way around the clock. (We do this because it
would take a long time to count by ones all the way
to 60) I will show the students how when I move
the minute hand all the way around the clock the
hour hand moves to the next number.

Students will observe their own clocks and share

things they notice with the whole class.
Students will count by fives all around the clock.

Next, I will ask students what half is. I will show

them a piece of paper and demonstrate half by
folding the paper in half. I will explain to the
students that when the minute hand is on the six the
hour is divided in half. This is called half past. I
will show this on my big clock by pointing out that
the hour hand is half way between two hours when
the large hand is on the six.
5 min

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Closure
(conclusion,
culmination,
wrap-up)

Finally, I will give students some practice problems

to do on their personal clocks. I will check their
answers and if they are correct they can go to their
desk to work on the clock hand out.

Do the practice problems on their own personal

clocks.
Once they have the correct answer students will get
up and pick up a clock work sheet from the
welcome table and then complete the work sheet.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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