2013-2014 UMU Lesson Plan Template

Name: Brittany Moore Grade Level: First Grade Subject: Math Big Idea/Lesson Focus: Telling time to the hour Essential Question: How do I tell time to the hour?

Date: 2/11/14 Class Period: 10:45-11:35 Lesson # & Title: Lesson 2, Telling Time to the Hour

Context for Learning: 26 students, 17 males and 9 females, average socioeconomic status, rural school district, 3 students on an IEP, 2 for reading, writing, and math, and 1 for behavior Function of the Lesson (check all that apply): X Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: 1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks. Learning Objectives: The students will be able to draw the correct time, to the hour, on an analog clock when provided the time in digital form and they will be able to write the correct digital time when provided with the time on an analog clock achieving 83% accuracy or 5 out of 6 correct. Academic Language (or A.L. Demands, A.L. Objectives): The students will be able to understand and use the words: clock, analog, digital, minute hand, hour hand, o clock, and hour. The students will be hearing these words in the introduction, explicit, structured practice, and guided practice. The students will be using these words in structured practice, guided practice, independent practice, and closure. Instructional Materials and Support: Pictures of analog and digital clocks, analog clock, the students paper clocks, cards for guided practice, and worksheets for independent practice. Prior Knowledge: The students know about analog and digital clocks and the minute and hour hand from the previous lesson, but do not know about telling time to the hour. Assessments: Pre-Assessment for the unit: There was a pre-assessment administered before the unit in which the students had to draw the time on an analog clock and write the time in digital form to the hour and half hour. Assessment(s) during the lesson: During structured practice, I will looking at the students clocks when they hold them up to make sure they are showing the correct time. During guided practice, I will go around to each pair and they will hold up their cards and say their time to make sure they are matched up correctly. Assessment(s) at the end of the lesson: The students will be turning in their worksheets they complete in independent practice so I can see if they understood the material that I taught them that day.

Post-Assessment for the unit: There will be a post-assessment administered at the end of the unit in which the students have to draw the time on an analog clock and write the time in digital form to the hour and half hour. Strategies & Learning Tasks

Introduction: I will review analog and digital clocks with the students by holding up some pictures of each. Then I will review the hour hand and minute hand with them by showing them an analog clock and asking which hand is the minute hand and which hand is the hour hand. Presentation/Explicit Instruction: I will teach the students about telling time to the hour. I will have a clock to demonstrate. I will explain to the students that in order for the time to be to the hour, the minute hand has to be on the 12 and that the hour hand lets us know what hour it is. I will show 2 different times on the clock and tell the students what time it is. Then I will show a different time on the clock and have the students tell me what time it is. Structured Practice/Exploration: The students will get the paper clocks out that they made in lesson one. I will write a time on the board and the students will show that time on their clocks. Once they are finished, they will hold them up for me to check. If a student shows the incorrect time, I will correct them. This will be repeated 4-6 times, depending on how quickly they understand. I will be walking around the room while the students are working on these. Guided Practice/Specific Feedback: Each student will receive a card. Half of the students will have a clock on their card with a time to the hour. The other half of the students will have the time in digital form. The students will have to find the person who matches their card. One will be analog and one will be digital. Once the students find their match, they will stay together and each pair will say the time they have out loud. The other students will be checking to see if the times match up. If they dont match the other students will help them find their match. Independent Practice/Application: The students will individually complete a worksheet. The worksheet will have 3 problems that a time to the hour will be provided in digital form and they have to draw it on an analog clock. The other 3 problems will have the time on an analog clock and they will have to write it in digital form. This will be turned into me after they complete it. Closure: Each student will receive 6 paper cookie jars and 6 paper cookies. On the cookie jar is an analog clock with a time to the hour. On the cookie is a digital time. The students will match the cookie jar to the correct cookie. When they students are finished, they will raise their hands and I will check them. Differentiation, Individualized Instruction, and Assessment: During structured, guided, independent, and closure, the classroom aide will be working with the students on an IEP. During structured practice, she will be helping the students show the correct time on their clocks. If they show an incorrect time, she will correct them. During guided practice, she will be helping and prompting the students while they are finding their match. During independent practice, she will be assisting and prompting them while they complete the worksheet if they are struggling. During closure, she will be helping the students complete the cookie jar activity if necessary. Throughout the whole lesson, the aide will be repeating the directions to the students on IEPs when necessary. In independent practice, the higher level students will have to draw their own clock with a time to the hour and write the digital form in addition to the other 6 problems. I will be walking around in structured, guided, independent practice, and closure for one-on-one assistance if any of the students need help.

Research and Theory: During this lesson, I am using Jerome Bruners theory that students construct new ideas based on their current and past knowledge. The students currently have knowledge of analog clocks, digital clocks, minute hand, and hour hand from the past lesson. During this lesson, they are constructing new ideas about telling time to the hour based on the knowledge they already have about clocks. I am also using Jean Pi agets theory of schema in my lesson by activating their prior knowledge of clocks in the introduction.