Months, Days of the Week, & Time

Unit Plan
Adrienne Whitham & Sarah Potter 12/5/2012

Table of Contents

Rationale & Content Standards ..................................................................................2 Unit Overview ............................................................................................................3 Goals .......................................................................................................................3 Description ..............................................................................................................3 Direct Instruction Lesson Plan ...................................................................................4 Presentation with Advance Organizer Lesson Plan ...................................................9 Cooperative Learning Lesson Plan ..........................................................................12 Concept Attainment Lesson Plan .............................................................................17 Problem-Based / Inquiry Instruction Lesson Plan ...................................................21 Summative Assessment ...........................................................................................26 Unit Conference Guide .........................................................................................27 References ................................................................................................................29

Rationale & Content Standards

The purpose of this unit is to introduce months, days of the week, the concepts of morning, afternoon and night as well as time, doing this will equip students with the necessary skills to become independent learners and succeed in school and beyond. By introducing these concepts early in school, we are taking a proactive approach to setting our students up for success. Being able to use and be familiar with a calendar and clock are practical skills that need to be introduced early in life so that they can serve as a foundation for further academic learning. Teaching students these concepts also emphasizes scheduling and the importance of organization and planning. Every topic discussed in this unit helps students become more independent both inside and outside the classroom. Through this content we hope to develop an independent classroom of young learners. Given this lesson topic and theme we have listed below appropriate content standards to be addressed. Iowa Core 21st Century Skills: Communicate and work appropriately with others to complete tasks Work productively and are accountable for their actions

Iowa Core Mathematics: Make sense of problems and persevere in solving them.

Common Core English Language Arts (K): 11. Follow one- and two-part oral directions. 4. Use words that describe and represent real-life objects and actions.

Iowa Early Learning Standards: 8.3 Children demonstrate strategies for reasoning and problem solving. 9.2 Children show increasing ability to regulate their behavior and express their emotions in appropriate ways. 9.4 Children develop the ability to interact with peers respectfully and to form positive peer relationships. 10.3 Children engage in early writing experiences. 11.5 Children apply and adapt strategies to solve problems.

Unit Overview
Goals
Academic: Students will become familiar with the calendar (months, days of the week). Students will practice using a schedule (both personal and classroom). Students will be introduced to the concept of telling time and clock features. Students will understand and be able to work with the concepts of morning, afternoon, and night.

Social: Students will practice being responsible for themselves and knowing their tasks/responsibilities. Students will practice effective listening skills in partnerships and group work as well as during teacher instruction. Students will practice taking turns. Students will be introduced to the importance of sharing their ideas and learning from others.

Description
This unit covers using a schedule, days of the week, months of the year, morning, afternoon and night, and an introduction to telling time. These concepts are presented through five different lesson formats: Direct Instruction, Presentation with Advance Organizer, Cooperative Learning, Concept Attainment, and Problem Solving. The first lesson of the unit follows a direct instruction format. In this lesson the students will be introduced to the months of the year, will write about one month of their choice and create an accompanying illustration. Then in the following presentation with advance organizer the students worked with days of the week and creating their own organizational flipcharts. Next students worked in cooperative groups on a morning, afternoon and night picture sort. Following this lesson, students were introduced to the concept of time and created their personal clock visuals. And finally in the problem solving lesson students worked together to help Jack organize his weekly schedule of activities. The students then presented this information through a skit. This unit is important for early learners because it introduces key practical skills that they will need throughout life. By teaching these skills to students helps them to become independent learners and creates an independent classroom environment. Having an understanding of the calendar and telling time will serve as a foundation for further academic learning and beyond. The unit goals will be accomplished through using multiple lesson formats, using the gradual release of responsibility in each lesson, and providing multiple opportunities for collaborative work. The students will be provided with support in their zone of proximal development to maximize their learning and success.

Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Direct Instruction Lesson Plan Lesson Background:

Your Name: Adrienne Whitham Sarah Potter Subject: Life Skills Lesson Title: Months of the Year Materials Needed: Twelve Hats for Lena by Karen Katz White board and markers Pencils and coloring utensils Paper for writing frame and picture (see attached worksheet) Elmo Prerequisite Skills: Students should have an understanding that a year is made up of months. Also have experience using writing frames in their work. Be able to raise hand before speaking to share ideas with class. A B C D Lesson Objective: After reading a story on months of the year, kindergarten students will be able to identify a given month, write at least two reasons why they like the month, and create an illustration to accompany their written text with 100% accuracy. -------------------------------------------------------------------------------------------------------------------Grade Level: K

Interaction with Students:

1. Provide objectives: Time: 30 seconds Today, we are going to learn about months of the year. Learning this will help us with our learning for the next few days about calendars and schedules and how they work. By the end of the lesson today you will be able to write about a month of your choice telling me your favorite things about it. 2. Demonstrate knowledge or skill: Time: 5 minutes Today we are going to read a story about the months of the year. It is called Twelve Hats for Lena. In this story Lena, decorates a hat for each month of the year. While I am reading be sure to look at how Lena decorates her hat for each month. Read the story aloud to the class.

3. Provide guided practice: Time:15 minutes Now as a class lets look back at each month the book talks about. Lets share some observations about Lenas hat she made for January (Refer to corresponding page in book for class to look at).We can also share things that we might know about this month from our own personal experiences. As I was reading I noticed that Lena had snowmen on her hat. What other things did you notice? (Record observations and thoughts on the whiteboard, see attached page for layout) Continue this practice throughout the book for each month, recording ideas on the board. Now that we have brainstormed together, it is time for all of you to work independently to show me what you know about a month of your choice. Project handout with writing frame on Elmo, and walk through the independent practice. First I will write my name on my work. Then I will pick a month that I want to write about. I think I will choose the month of August because I like the warm weather and coming back to school! Now I need to draw a picture to go along with my words. I am going to draw myself outside of the school with the sun shining. Now it is your turn! Make sure to use the list of things we brainstormed on the board as a resource while you work. 4. Check for understanding and provide student feedback: Time: 2 minutes Can someone raise their hand and tell me what you are supposed to do for your assignment? Wait for student answer and confirm or add clarification/additions where needed. Give me a thumbs up if you know what to do for your assignment and are ready to start. Give me a thumbs to the side if you still have some questions, or give me a thumbs down if you need more instruction. 5: Provide extended practice and transfer: Time:15 minutes Students will receive their writing frame handout. Individually student will write about a month of their choice, listing at least two different reasons why they like it. To accompany their written work, each student will draw in the provided frame a picture that matches their words. They will be given 15 minutes to work, completing the writing frame and adding an illustration. 6. Assessment / Closure: Time: 30 seconds

Please take time on this, and do your very best work. Once you are done with your writing assignment, please come find me to turn in and share with me your work. I am so looking forward to reading and learning about your favorite month! Months of the Year Assignment Checklist: Used and followed the writing frame provided (2 points) A given month is identified (2 points) Included a reason why they like the month (2 points) Included a second reason why they like the month (2 points) Created an illustration to accompany their written text (2 points) Total (10 points possible) Comments & Observations:

7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? For students that expressed either a thumbs to the side or a thumbs down they can meet with the teacher to talk through an individual plan for their assignment. While students are working independently the teacher will be available to students that need extra help with spelling. b. Extension for students of high ability? If high ability students finish early and are not challenged enough by the writing frame provided you can have them either add more details to their writing or have them use their assignment as a framework for a creative story. They could then work on this story independently while others finish the original assignment. TOTAL LESSON TIME: 38 minutes 8. References Consulted: Katz, K. (2002). Twelve hats for Lena: A book of months. New York: Margaret K. McElderry Books.

Name_______________________________

My favorite month is ______________________. I chose this month because _______________ ______________________________________________. I also like it because _______________________ ______________________________________________. Here is a picture of me in the month of _____________!
7

Month

Things We Know

January

February

March

April

May

June

July

August

September

October

November

December

Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Presentation with Advance Organizer Lesson Plan

Your Name: Sarah Potter Adrienne Whitham Subject: Life Skills Lesson Title: Days of the Week Flip Chart Materials Needed: Classroom calendar 20, 12 x 17 inch pieces of white construction paper, folded in half hotdog style, with six evenly spaced slits perpendicular to the fold on one half only to make seven flaps (Brigbauer, 2006-2012). pencils, markers, and crayons Elmo Computer Projector Prerequisite Skills: Students should have an understanding that the week is made up of seven days. They should also have experience with their classroom schedule for specials, and using the classroom calendar as a large group. Be familiar with thumbs up/thumbs down practice in the classroom. Lesson Objective: After the advance organizer is presented, the kindergarteners will be able to write all seven days of the week in the correct order, list at least one activity that corresponds to each particular day, and draw a picture on the front of each flap that illustrates what they do on that day, with 100% accuracy. 1. Present objectives: (What are students going to learn?) Time: 15 seconds Class by the end of today you will have created your own flip chart about the days the week. You will be able to write all of the days of the week in order and talk about what you do on each day. 2. Present advance organizer: Time: 5 minutes In a minute we are going to learn about days of the week, but before we do that, I want you to think about what we need to wear on days that we have P.E. We know that we need to wear our gym shoes on Wednesdays so we are prepared for P.E. and we arent surprised. Now I want you to think about what we need for library day. Since we know that we go to the library on Thursday, we can make sure to bring our books to return to school that day. This way we can all be ready for library, because we know that it is always on Thursdays. These are some examples of how knowing the days of the week is important. By knowing the days of the week we can make reasonable predictions and use a calendar effectively. Now we are going to look together at our class calendar and go through the days of the week.
9

Grade Level: K

3. Demonstrate knowledge or skill: Time: 18 minutes As I said, now we are going to spend time looking at our class calendar. Lets find what today is on the calendar. I know that yesterday was Sunday, and today is the first day back at school after the weekend, so today must be Monday. Point to day on calendar. Now can someone raise their hand and tell me what tomorrow will be? Wait for student answer. Thats right! Tomorrow is Tuesday. Now lets go through the week together. I will start with the beginning of the week on Sunday, and point to each day after it on the calendar. As I point I want you as a class to say out loud the day of the week. Ready, (point to Sunday) Sunday. Repeat this process for all days of the week. Great job class, now I have something really special to share with you that helps me remember the days of the week. It is a song that I am going to play for you! Then play song on computer once through and then play a second time. http://www.mightybook.com/MightyBook_free/classroom_songs/days_of_the_week.swf Wasnt that great, I hope you all feel more comfortable with the days of the week now! To further practice the days of the week we are going to make flip charts. Hold up flip chart to class. We are going to move back to our seats to work on this. Please take a blank flip chart back to your seat. Demonstrate on Elmo, as you can see here there are seven flaps on your flip chart, one flap for each day of the week. First we are going to write the days of the week on the flaps. What day should be on the first flap, class? Wait for verbal response. Yes, we write Sunday on the first flap because it is the first day of the week. Now while I write Sunday on my flip chart, please go ahead and write Sunday on yours. Students and teacher continue this process and write days of the week in order, one per flap, until all flaps are written on. Now we need to add some more details to our flip chart. Lets think about on which days we go to specials as a class. Lets start with today. Today is Monday, and we always go where on Mondays? Wait for student response. Very good, we have Art on Mondays. Lets all go to the flap we labeled Monday, and I want you to write Art under the flap on the inside. Demonstrate on Elmo. Continue this process for P.E. on Wednesdays, Library on Thursday, and Music on Fridays. Great class, now we should all have our specials recorded in our flip charts. 4. Check for understanding and provide student feedback: Time: 2 minutes Does everyone have all the days of the week on your flip chart? Give me thumbs up or thumbs down. Wait for student response. Go over any questions about labeling the days of the week. Does everyone have their specials recorded in their flip chart? Give me a thumbs up or thumbs down. Wait for student response. Go over any questions about recording the specials in their chart. 5. Assessment / Closure: Time: 15 minutes Now that we have all labeled and written our specials in your flip chart, it is your turn to make your flip chart your own! For each day that we dont have specials, Sunday, Tuesday, and Saturday I want you to come up with one thing that you do on each day and write it in your chart, just like we did with our class specials. Then for each day draw a picture that reminds you of the activity you do on that day. Make sure that your picture matches your words, and is drawn either on the front flap or on the inside of the specific day. I know that on Tuesdays I always go grocery shopping. So I am going to write on my Tuesday flap, go grocery shopping. To illustrate and help me remember what are special about Tuesdays, I am going to draw a bag of groceries on the inside with my words. Demonstrate on Elmo. Now it is your turn to show me what you know about the different days of the week. On your flip chart I will be looking for each flap to be
10

labeled with the appropriate day of the week. For each day of the week you should also write at least one activity you do on that day and draw a picture to illustrate the activity. If you have any questions ask a neighbor first and then raise your hand to ask me if you still are confused. Checklist for Days of the Week Flip Chart Write all seven days of the week on their flip chart (2) For each day of the week we have a special, Monday, Wednesday, Thursday & Friday, the student has written down the appropriate special (2) For Sunday student has written one activity that they do (1) For Tuesday student has written one activity that they do (1) For Saturday student has written one activity that they do (1) The days of the week are in the correct order on their flip chart (2) For each day of the week, an illustration is drawn to show what they do on that particular day (3) Total (12 points possible) Comments & Observations:

6. Adaptation for students who need extra help, time, or attention? Students that expressed a thumbs down during the temperature check, we can meet with them individually or in a small group to go over questions they may still have and work through it together. Adaptation the checklist may be made for students based on their needs. Students that struggle with written language, could communicate their ideas through pictures and symbols. Extension for students of high ability? For high ability students that are not challenged enough by the basic flip chart they could add additional details to their activities for each day of the week. Students could also compose their own song about the days of the week using inspiration from the song shared in class. TOTAL LESSON TIME: 40 minutes 7. References Consulted: Brigbauer, C. (2006-2012). Make days of the week flip flaps. Retrieved from http://www.education.com/activity/article/days-week-flip-flaps/ Keyes, M. (2010). Days of the week song. Retrieved from www.mightybook.com/MightyBook_free/classroom_songs/days_of_the_week.html

11

Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Cooperative Learning Lesson Plan Lesson Background:

Your Name: Sarah Potter Adrienne Whitham Subject: Life Skills Lesson Title: Morning, Afternoon and Night Group Project Materials Needed: Poster with three sections designated and labeled morning, afternoon and night (see attached example of pictures) Plastic baggy of morning, afternoon and night pictures for each group Notecards (7 different colors, 3 cards for each color) with roles and responsibilities for each group member Glue sticks Pencils Notebook paper Prerequisite Skills: Be familiar with small group work procedures, where every member is responsible for a given task. Also be familiar with the project reflection form. Students should be able to take turns sharing and working together in their groups. Be able to raise hand to ask for teacher assistance. Lesson Objective(s): a. Academic: Once group project guidelines have been communicated, kindergarteners will be able to sort and paste pictures into an appropriate time of day (morning, afternoon and night), as well as make connections between the picture cues and their own life and share them along with the poster to the class, with 100% accuracy. b. Social Goals for your lesson Knowing your tasks/responsibilities Listening to your partner(s) Taking turns Sharing of ideas Cooperative Learning Grouping Structure: Learning Together Grade Level: K

--------------------------------------------------------------------------------------------------Interaction with Students:

1. Present objectives: Time: 20 seconds

12

Today we are going to learn about the concept of morning, afternoon and night and how we can use these terms in regards to schedules and sharing concepts of time with others. We are also going to spend time practicing listening to partners, taking turns, sharing of ideas, and knowing your own responsibilities as a group member. 2. Present information for the academic goal: Time: 3 minutes Can someone raise their hand and tell me what the first thing you did this morning was, after you woke up? Wait for student response. Now can someone raise their hand and tell me something you are going to do this afternoon once you get home from school? Wait for student response. Great! And finally can someone share with me what you do in the night before bedtime? Wait for student response. As we have just shared, there are certain times of day that you do different activities. One way to talk about these things is in regards to what time of day you do them. There is a certain time of day when you typically do different activities, and we call these times morning, afternoon and night. Draw on previous student responses to make explicit connections to the concept of morning, afternoon, and night. Today we are going to spend time working on visual charts to show what we do in the morning, the afternoon and the night. The concept of morning, afternoon, and night is important in planning our schedules and effectively communicating with others the time of day when we do different things. For our activity, we are going to get into small groups and together work on creating a poster that illustrates morning, afternoon and night events. Once everyone has created their posters you will have the opportunity to share out to the class. 3. Organize students into learning teams: Time: 5 minutes a. Explain how theyll practice the social goal? When we are working in our groups today, there are a few things that we need to remember. We need to be respectful of our partners by making sure that we take turns talking and sharing our ideas and while others are talking we are listening to their ideas. In a minute I will tell you each your role in the group and your corresponding responsibilities. We know that part of being a good group member is being responsible for your part of the project. Everyone needs to work together in order for the project to be successful! b. How will you organize the groups? Today we are going to work in groups of three. Each group will be a different color. I am going to pass out different colored notecards to everyone. Once you have your notecard find the other students in the class that have the same color notecard as you. You should be able to find two other people to form your group. On your notecard is your job and job description that you will be responsible for during the activity. c. What group roles will you have? Communicate with students the three different roles they may have as listed below. Visual Maker (gets materials at beginning, glues pictures on poster, and puts project away at close) Communicator (talks/asks questions to teacher if needs be, shares poster visual and connections to whole class) Connection Maker (write down connections the group makes while working) 4. Assist team work and study:Time: 25 minutes (includes time spent on project and sharing) a. How will you monitor academic progress? b. How will you monitor the social goals?
13

While students are working I will be monitoring the class with clipboard cruising, looking for both academic and social progress. The form I will use for this will have each students name on the left hand column, and then the top row will designate space for comments on academic progress and social goals. 5. Provide recognition: Time: 3 minutes (cumulative) Throughout the time students are working in their groups as well as sharing time at the end, as the teacher I will periodically recognize them for meeting our predetermined academic and social goals by rewarding the class with a star sticker on our class chart. If the students arent meeting the expectations, then the classs attention will be drawn to remind them of our goals and how we can go about accomplishing them. While students are working in their small groups, I will circulate around the room providing specific feedback and positive reinforcement. 6. Assessment / Closure: Time: 5 minutes

Checklist for Morning, Afternoon and Night Group Work Pictures are sorted and glued into appropriate columns (2 points) At least 2 connections made (2 points) Shared/presented project with class (1 point) Total (5 points) In addition to the points for the group work, comments and observations should also be factored in to your end of project closure. For kindergarteners, comments and observations should be a meaningful tool to inform your assessment. The teacher will specifically be looking for the determined social goals for this lesson: Knowing your tasks/responsibilities Listening to your partner(s) Taking turns Sharing of ideas In addition to this students should complete a project reflection form. This form can provide insight into self and peer performance throughout the project (see attached form). 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? Different groups receive different pictures for their picture sort, based on their needs and ability. Also written text will accompany each picture to provide extra clarification. The teacher will be circulating around the room and can provide extra help and guidance when needed. Extra time can also be provided to finish the project. b. Extension for students of high ability? Students could draw their own pictures of specific tasks that they do in the morning, afternoon and evening to add to their poster. They could create a different medium to present their information to the class such as, creating a skit, poem, or song to communicate their ideas and make it more creative. TOTAL LESSON TIME: 41 minutes
14

8. References Consulted: Google Images for Clip Art and Pictures used for project Curriculum and Pedagogy in the Elementary School Course Pack

Getting on the bus

Getting off the bus

Brush your teeth

Brush your teeth

Eat breakfast

Read before bed

Wake up

Eat dinner

Sleep

15

Project Reflection

Name: _______________________________ Group color: ________________________

How do you feel about the way you worked with your group today?

How do you feel about the way your group members worked together?

Is there anything else I should know about your experience today?

16

Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Concept Attainment Lesson Plan Lesson Background:

Your Name: Sarah Potter Adrienne Whitham Subject: Life Skills Lesson Title: My Personal Clock Materials Needed: Concept Attainment notecards (both yes and no attributes and concept listed) Tape Whiteboard Dry erase markers Clock Visual: Small paper plate glued inside a larger paper plate (The larger plate will have minutes prelabeled on the rim. A small hole will be made in the middle of these plates for the brad to be inserted in.) Paper brads Foam sticker numbers (1-12) Minute and hour hands (made out of paint chip samples, precut and pre-labeled minute and hour by teacher) Teacher sample of clock Prerequisite Skills: Students should have experience working with foam stickers. They should also have some background knowledge about clock features. Be familiar with thumbs up/thumbs down practice in the classroom. Students should be familiar with established classroom procedures for group instruction and individual work time. Also students should have previous knowledge of how concept attainment lessons work. Lesson Objective: After the personal clock project is previewed as a whole group, kindergarten students will be able to put all 12 numerals on their clock in order, as well as having both the hour and minute hands attached to their clock face and the arrows facing the numerals with 100% accuracy. Concept Label: Clocks Critical Attributes: [yes] Hands Numbers Hours Face Non-critical Attributes: [no] Feet Letters Head Days of the Week
17

Grade Level: K

Minutes Seconds

Months of the Year Compass

Definition of Concept: A device for measuring or telling the time and especially one not meant to be worn or carried about by a person. ---------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide examples and non-examples to the class: Time: 2 minutes Today we are going to start a new lesson! Im not going to tell you what it is because I want you to think really hard and try to figure it out. Up on the whiteboard, you can see that I have labeled two categories, one yes and one no. I have cards with different word clues on them that will help us figure out our topic for the day. It will be your job to help determine which words go where, either under our yes column or our no column. I will do the first one for you. Teacher tapes notecard labeled hand under the yes column and the card labeled feet under the no column. 2. Test for attainment: Time: 6 minutes Teacher holds up next word, and asks class for input on which category the word should go in. Teacher asks questions about where each word goes, and asks if this is a yes or a no word. The teacher asks students to support their reasoning. Teacher periodically uses thumbs up or thumbs down strategy to gage students understanding. Based on student feedback throughout the activity, once all the words have been sorted the teacher will ask the class if anyone thinks they know what the concept is. The students that think they know will raise their hand. The teacher will call on them and they will share out to the class their idea. Based on student response, the teacher will guide the discussion to the correct concept label. 3. Analyze student thinking processes and integration of learning: Time: 2 minutes Thats right; today we will be starting our new lesson on clocks! I am very impressed with how you all used your brain to figure out our topic! Now who can raise their hand and share another example of a word that would fit in our yes column? Make sure to have a reason for why you picked that word. Wait for several student answers and guide where needed, adding answers to the list on the whiteboard. Repeat this process for non-examples. Great job, those are some really well thought out examples. I think we are ready to do our activity for today! 4. Clarify lesson objectives: Time:1 minute By the end of class today, you will be able to identify the different features of a clock. You will also get the opportunity to create your own personal clock visual, which you will be able to use throughout the rest of our unit on clocks. When I say features of a clock I am talking about the different parts of the clock, like the numbers, hands, and face. These are three of the yes words that we used in our introduction activity. We are going to use our yes list to help us build our clock visuals. Lets get started! 5. Procedures for Using the Concept: Time: 20 minutes Here is an example I have made of what our personal clocks will look like. If we look at our classroom clock, this can help us assemble our own clocks. Lets go through the steps together. First we need to add numbers to our clock face. The clock face is the surface of the clock. It holds the numbers and hands. Our classroom clocks face is white. To make our clock face we
18

will use a red plate. You will notice that in my example I also have a blue plate behind the red plate. While this doesnt appear on our classroom clock, it will be a helpful tool for understanding how to tell time in our upcoming lessons. Next we need to add our numbers to our clock face. By looking at our classroom clock, we know the numbers go in a circle around the edge of the clock, starting with 12 at the top. Teacher will point to classroom clock and go through each number in order, clockwise. For our clocks we are going to use foam number stickers. Lets count together the numbers on my personal clock. Class will join teacher in counting in order. Once you have your numbers on your clock, what do you think our next should be? Thats right; we still need to add the hour hand and minute hand to our personal clocks. Looking at our classroom clock we know that the longer hand represents minutes and the shorter hand represents hours. I always remember that the word minute is longer than the word hour, just like the minute hand is longer than the hour hand on the clock. Write out the word minute and hour on the whiteboard to demonstrate concept. Because we are just starting to learn about clocks, I have labeled your hands for you so you can easily remember which one is which. To put the hour and minute hands on our own clocks we are going to use a paper brad to attach them. Demonstrate to class. Now it is time for you to go back to your seats and assemble your own clock. Remember if you get stuck, first look at our classroom clock for help and my example clock. If you are still stumped raise your hand and I will come help you.

6. Assessment / Closure Time: 30 seconds Once you are finished make sure your name is on the back of your clock and put it in the turn in tray. Please take time on this, and do your very best work! The teacher will use this form to check for student completion of their clocks. Listed below are four criterions that should be evident in the students work. If the student has successfully met each criterion, this will be designated with a checkmark in the corresponding column. Checklist for Personal Clock Visual: All 12 numerals are represented on the clock The numerals are in the correct order Both hour and minute hands are on the clock, attached with a paper brad The arrow on the hands are facing the numerals Additional Teacher Comments:

19

7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? The teacher will be constantly circulating around the room providing assistance to students that need it. Students that expressed a thumbs down during class time, the teacher will make sure to visit them one on one as they are working to check for understanding. The teacher can provide physical assistance for those that need help peeling stickers or inserting the paper brad. Extra work time can be given to students that need it. b. Extension for students of high ability? For high ability students materials given for the project can be unlabeled. For students that finish early, they can chose from a variety of extension activities approved by the teacher. An extension activity could be having them discuss different types of clocks they have seen and used and write a story about it. TOTAL LESSON TIME: approx. 32 minutes 8. References Consulted Student Clock Visual: http://mykiddiegarden.blogspot.com/ Student friendly definition for clock: http://www.wordcentral.com/cgi-bin/student

20

Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Problem-Based / Inquiry Instruction Lesson Plan Lesson Background:

Your Name: Sarah Potter Adrienne Whitham Subject: Life Skills Lesson Title: Jacks Schedule Confusion Materials Needed: Students personal clocks Students group morning, afternoon and night visuals Elmo Daily Planning Sheet (piece of paper with day of the week and three clocks with time) 21 cut-out activity slips (each group will receive 3 slips, students then glue these slips onto their daily planning sheet) Glue sticks Prerequisite Skills: Students should have experience working in small groups and putting on skits in class, along with what it means to be a good audience member. Students will also need to have previous experience and knowledge of schedules and using clocks to tell time. Logistics: Ample area cleared at front of room for each group to act out their schedule to the class. Tables also need to be configured for 7 groups to work. Lesson Goal (not ABCD objectives): Students will work in small groups to help Jack develop a schedule for his daily activities. Students will be expected to glue 3 activity slips on their daily planning sheet, and be able to justify their reasoning. In their small groups, students will also act out the 3 activities and display a corresponding time on their personal clock visuals. Grade Level: K

---------------------------------------------------------------------------------------------------Interaction with Students:

1. Orient students to the problem or dilemma? In this unit we have been talking a lot about schedules and time. It is important when planning your day to figure out what time to do different activities. I have a friend named Jack, who is in kindergarten like you all! Jack was telling me he has a problem and he really needs all of your help! Jack has a lot of things he needs to do next week but he is having trouble remembering when he does all his different activities. I told him that my class would be able to help because we have been learning about schedules and time. 2. Organize students for study:

21

Now it is your turn to help, Jack! We are going to get into 7 groups of 3 just like we did when we made the morning, afternoon and night visuals. You will be with the same group today. Each one of our groups will be responsible for one day of the week on Jacks schedule. I have put out each groups morning, afternoon, and night visuals on separate tables around the room. Now I want everyone to go find where their group will be meeting based on where your chart is. On your way to your group makes sure to pick up and bring your personal clock, then sit down and wait for further instruction. 3. Assist independent and group investigation: I am going to give you a piece of paper with a picture of three clocks and 3 blank boxes. I will also give each group three slips of paper, each with a different activity that Jack needs to do on your day of the week. It will be your job to think and decide as a group which activity fits best with each time. Once you have decided this and have a reason for your decision you will glue each activity next to the appropriate clock picture in the box. Once all of the groups have organized Jacks schedule for their day, each group will get the opportunity to act out their schedule to the class. Now class, lets walk through what you should be doing in your small group during work time. Teacher uses the elmo to share example of Day of the Week Planning Sheet that each group will have, walking through the thought process they should use to fill out their planning sheet. If you get stuck and are having trouble deciding what time should go with a certain activity, use your morning, afternoon and night visual for help. I will be walking around the room to answer any questions. Once you are finished raise your hand for me to come and check your work. 4. Develop and present artifacts and exhibits: Now that we have all done our very best work on our day of the week, we are going to present our day to the rest of the class. To do this, your small group will create a skit that illustrates each activity that Jack will do on your day of the week. Teacher will refer back to their example planning sheet that they shared with the class previously. Since there are three activities for each group and three group members, everyone will get to be the clock once and an actor the rest of time. When you are the clock you need to make sure your personal clock visual is set to the same time as the clock you are in charge of on your groups daily planning sheet. Model setting your example clock to the correct time, using your example daily planning sheet. If it is not your turn to be the clock your job is to be one of the actors. When you are the actor you need to come up with actions to represent your given activity. These actions should not include talking. This way using the displayed personal clock visual and watching the actions your classmates should be able to guess what activity you are doing. Continue this process for each of your three activities, making sure that everyone gets a turn to be the clock. If your group is not presenting and you are in the audience it will be your job to use what we know about schedules and the time displayed on their clock to guess what the activity being demonstrated is. When you think you know, we are going to be good audience members and raise our hands, instead of just shouting the answers out. Okay, lets get to work on our skits! 5. Analyze and evaluate the problem-solving process: Teacher will visit each group during work time and verbally ask questions to evaluate students thinking process. Then again after each group presents their skit to the class, more questions will be asked. Notes will be taken on a checklist for each group. Possible questions the teacher might ask to gage students problem solving process are: Where are you getting your ideas?
22

Tell me about your process? Why did you choose to do that? Do you do any of the activities that Jack does? Does that help you figure out what time Jack might do those activities and why? 6. Assessment / Closure: Students have glued each of their 3 activity slips next to a clock on their daily planning sheet Are able to verbally justify their reason for gluing each slip where they did Each personal clock displays the correct time as shown on their planning sheet Each activity is acted out by group members Comments and Observations:

Students will plan and present skits to the class. Once each skit has been presented and the class has guessed Jacks three different activities for the day, the teacher will display that groups daily planning sheet on the elmo and ask some follow up questions. The teacher will be evaluating the students as they present on the group checklist shown below. Daily Planning Guide and Skit Checklist: Group Members: __________________________________________ Class, you all did a great job helping Jack with his schedule. He is going to be so happy! 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? Different groups can receive different activities and times, based on their needs and abilities. Teacher will be walking around during work time to monitor and provide added support when needed. During the skit, the teacher can provide support through prompts and narration for groups that need extra help. b. Extension for students of high ability? Different groups can receive different activities and times, based on their high ability needs and abilities. For their skit, students can create one fluent skit tying in all 3 times, as opposed to 3 separated skits. Students can work on an extension activity where they write a story about Jacks given day. Students can work to find connections between Jacks day and their own schedules. TOTAL LESSON TIME: 40 minutes 8. References Consulted Idea adapted from Product Criteria Cards Clip art via Google Images
23

Group Member Names:

_____________________________________________________

Monday

24

Here is a list of examples of what students will cut out and paste in the boxes on the opposite side of this paper:

Go to Bed Brush your teeth Read a book Eat dinner Eat lunch Wake up Do homework Go to soccer practice Go to school Eat breakfast
25

Summative Assessment:
To assess student learning on all of the lessons included in this unit, the teacher will have individual one on one 2-3 minute conferences with each student. These conferences will take the place of guided reading groups; instead the teacher will be meeting individually with students to assess their learning on the unit. During this time the other students in the class will be doing their daily literacy rotations. The teacher will call students over one by one to sit down and ask them a few questions. The meeting will be very conversational and relaxed in hopes to make students feel comfortable and help them truly showcase what they know. The questions that will guide our conversation with students will be based on the objectives from each lesson of the unit. The teacher will have questions to guide the conversation on a piece of paper, which will also serve as a place to take notes throughout the conference. The teacher will have each students products from throughout the unit on hand (month of the year writing frame with picture and personal clock visuals). The first lesson covered the months of the year, we will show students their work from the lesson (writing frame with picture) and ask them to identify a different month than the one they wrote about. Next we will give the student seven slips of paper, each slip of paper will have a different day of the week on it. We will then prompt the student to show us the correct order of the days by putting the slips in order. Then the teacher will ask students a few questions about different activities they do during the day. The students will be asked to respond with the time of day the activity occurs, morning, afternoon or night and provide support for their answer. The teacher will provide scaffolding when needed, an example would be if the student says they brush their teeth before bed. The teacher would provide support by further prompting the student asking what time of day they go to bed, in the morning, afternoon, or night. And finally we will show students their personal clock visuals. We will ask students to identify the clock features talked about during the lesson: face, hour and minute hands, and numerals in the correct order. On the following page is the unit conference guide the teacher will use to lead their questions with the student. On the first page there are possible teacher prompts and space to record student responses and teacher observations. Next there are three self-assessment questions to verbally ask students, with possible teacher prompts given. And finally a checklist to record if the student correctly answered the questions asked. See the next page for more information. Once the student has completed their conference with the teacher, they will get the opportunity to take their months of the year writing frame with illustration and put it on the classroom bulletin board with the help of a teacher aide. This will be a bulletin board designated for this specific unit, focusing on months of the year.

26

Unit Conference Guide

Student Name: 1. I love what you did here to illustrate the month of _______________! Can you tell me the name of another month that we talked about?

2. So, I have these slips of paper with the days of the week on them, but I cant seem to remember what order they go in. Do you think you could help me with that by putting them in order.

3. How do you get to school? Oh really, and what time of day do we come to school? Is that in the morning, the afternoon, or at night? a. I brush my teeth every day. Do you do that too? When do you brush your teeth? Why do you do it at that time?

b. You know, I love eating dinner. Do you like to eat dinner too? Whats your favorite thing to eat for dinner? What time of day do you eat dinner? In the morning, afternoon, or at night? 4. Lets look at your personal clock. Can you point to the face of the clock for me? a. What about the hands of the clock, Can you point to those for me? Which hand is the minute hand? How about the hour hand?

b. Put your finger on the one. Count the numbers as you go around out loud for me.

Additional general comments:

27

Self-Assessment Questions: 1. How do you think you did as a learner during this unit? Were you responsible for yourself? Did you take turns with your friends?

2. Which project did you like the best? Why?

3. What do you want to learn about next?

Checklist: Student accurately identified one month of the year (other than the one they used on their month of the year writing frame and illustration) Student placed all seven slips of paper with the days of the week on them in the correct order Student identified the morning as the time we arrive at school Students answer and justification for the time of day that they chose to brush their teeth makes sense Student identified that dinner is eaten at night Student pointed to the face of the clock Student pointed to the hands of the clock Student correctly identified the small hand as the hour hand Student correctly identified the big hand as the minute hand Student accurately counted the numerals in order around the clock

28

References
Teachers & Families

For Families: telling time: http://www.youtube.com/watch?v=RBvmO7NgUp0 (video) http://resources.woodlands-junior.kent.sch.uk/maths/measures.htm (games) http://www.free-training-tutorial.com/telling-time-games.html (games) http://more2.starfall.com/m/math/measure-content/load.htm?f&d=demo&n=matchclocks&y=1&www=main_pumpkinclock__1 (games) days of the week: http://www.youtube.com/watch?v=7AvNq2CQnOI (video) http://www.eslprintables.com/vocabulary_worksheets/time/days_of_the_week/ (worksheets) http://www.parenting.com/article/how-to-teach-a-tot-the-days-of-the-week-21354405 (ideas for supporting your student) months of the year: http://www.roythezebra.com/reading-games/high-frequency-words-months.html (game) http://www.abcya.com/months_of_the_year.htm (practice) For Teachers: Telling time: http://www.senteacher.org/Worksheet/18/Time.xhtml (practice worksheets) http://www.educationworld.com/a_lesson/lesson312.shtml (lessons) http://classroom.jc-schools.net/basic/math-time.html (activities) http://www.apples4theteacher.com/math/time/ (activities) Days of the week: http://www.earlylearningactivities.com/PDF/daysmonths.pdf (songs) http://www.turtlediary.com/kindergarten-games/math-games/weekdays.html (game) http://www.starfall.com/n/holiday/calendar/load.htm?f&n=main (activity)

Cookie's Week by Cindy Ward (book) Today is Monday by Eric Carle (book) Months of the year: http://www.youtube.com/watch?v=b_A43_sYIiw (video) http://www.youtube.com/watch?v=5enDRrWyXaw (video) http://www.earlylearningactivities.com/PDF/daysmonths.pdf (songs)
29