Documente Academic
Documente Profesional
Documente Cultură
Expectations (from curriculum documents/ you can also include expectations for social development)
Grade 1: Read demonstration digital and analogue clocks, and use them to identify benchmark times (e.g.,
times for breakfast, lunch, dinner) and to tell and write time to the hour and half hour in everyday settings
Grade 2: Tell and write time to the quarter-hour, using demonstration digital and analogue clocks
Success Criteria (what you expect students to say, write or do by the end of the lesson to confirm that they have or are in the process
of achieving the lesson expectations)
- Students are able to put the numbers in the correct order on an analogue clock
- Students correctly put the big hand on the minute and the little on the hour
- Students are able to correctly identify what time they displayed on their clock
- Students are able to write a sentence describing what their favorite time is and why
Recording Devices (how you will Grouping Strategies: Student Grouping Process:
collect the evidence of the assessment (how you will group students)
criteria) Small Groups
Whole Class
Observation/Anecdotals
Rubric
Pairs
Checklist Individual
cmarkskrpan 2017
Lesson Plan Continued
Time Minds ON (Beginning/Mental Set) (what will you do to get the students interested, Thinking about Resources
the concepts?) (Input, Modeling, Check for Understanding, Guided or Independent Activity, Sharing Success Criteria)
Hickory,
35 dickory,
min.
Read picture book, Hickory, Dickory, Dock, and have students think about common dock book
themes throughout the book and discuss at the end of the book. by Robin
Muller and
- It is about time Suzanne
Duranceau
- Each page goes up one number/one hour
- Analogue clocks illustrated
40 After students practiced on the whiteboard drawing on the big and little hands
mins.
have them on the carpet and explain the activity.
Teacher Reflections:
cmarkskrpan 2017