CCSULessonPlanTemplate

StudentTeacher:
SherriLefebvre
LessonDate:
September24,2015

GradeLevel:
Grade2
NameofLesson:
TimebyFives

CommonCoreStateStandard(s)

[Link].C.7
Tellandwritetimefromanaloganddigitalclockstothenearestfive

minutes,[Link].m.

[Link].2.1.B

Buildonothers'talkinconversationsbylinkingtheircommentstothe
remarksofothers.
StudentLearningObjective(s)
Whatistheintendedlearningoutcomeofthislesson?Besureitisobservableandincludesclearcriteria.
Consideriftherearestudentswhowillrequireanaccommodationormodificationtomeetthislessons
objective.

Studentswillbeabletotellandwritetimefromanaloganddigitalclockstothenearestfiveminutesusinga.m.
andp.m.bywatchingascreencastvideoandlisteningandwritingwithapartnerfor20minutes.
RationaleforObjective:Howdoesthislessonsupportpreviousandsubsequentlearning?
[Link],studentsneededtobeabletoreadandwrite
[Link],the
nextstepwouldbetointroducetheminutesthatoccurbetweenthenumbersrepresentedontheanalogclock
andwhatthatlookslikeonadigitalclock.
Theobjectiveistime,firstandforemost,andtheresawaytoconnectthislessontoanotherstandardwhichis
[Link],childrencandictateaseriesofeventsincorporating
[Link],a
morningroutine:

7:00amwakeup
7:05ambrushteeth
7:15ambreakfast
7:40ambus

...etcandnoticehowthetimeisworkinginthefives.
Childrencanseerealworldapplicationsforwhyreadingandwritingtimeisimportanttolearn


Assessment
Statethespecificstrategy(ies)andtool(s)usedtocollectthedataforeachSLO(i.e.,essays,projects,
quizzes,exitslip,worksheet,etc.).Aretherestudentswhowillrequireanaccommodationor
modificationtothislessonsassessment?

Thewholeclasswillhaveareviewsessionofwhichhandisresponsiblefortellingminutesandhouralongwith
[Link]
timeandaskedtowriteit(onawhiteboardorthosewhoneedavisualmodel,amanipulativeanalogclock)for
theteachertoassesswhoactuallyunderstandsandwhomayneedadditionalhelp.

Afterwards,thestudentswillwatcha5minutevideoexplaininghowminutesbetweenthefivesworkand
whatthefivesstandfor(1=5,2=10,3=15etc)

Theassessmentwouldbehavingchildrenworktogetherwithapartner,for20minutes,havingonechilddictate
[Link],thepartnercanswitch
andthestudentwritingcandictate,[Link],childrenwillbewritingthetimes
downindigitalformandthenwilluseblackanalogclockstodrawoutthetimeslabelingthetimesaspartofhis
[Link].

[Link]
accommodationsormodificationsforwhat,[Link]
styles:visual,auditory,kinesthetic,social,logical/mathematical,verbal,orcombinationallareincorporated.
ClassroomLearningEnvironmentFocus
(i.e.,standardsofbehavior,routines,procedures,groupwork,transitions,instructionalarrangement,etc.).
Explainspecificneeds.
[Link],theteacherwillassign
eachstudentapartneranywherearoundtheclassroomexcepttheteachersdeskorcomputersunlessgiven
[Link]
[Link],ifthestudent(s)arestillstrugglingwith
thetellingtimebythehourorhalfhour,theycankeeppracticingthatuntiltheyarereadytomovetothe
fives.
InstructionalModel/Strategy
(i.e.,conceptformation,conceptdevelopment,directinstruction,cooperativelearning,inquiry,discussion
model).[Link]
suretoincludearationaleforthechosenmodel(s).Youmayusemorethanone:

[Link].
Directinstructionallowstheteachertoexplainmisconceptionsandpractice,verbally,goingoverdesignated
[Link].Ateachermaydemonstratepointingtoananalogclocksaying5,10,
15,20whilepointingto1,2,3,4,andthenhavetheclassrepeatforpractice.

[Link]
[Link]
applicationchildrenalsopracticelistening,reading,writing,andaboutchronologicalorder.

[Link]
studentswhoneedtohearinordertolearn,[Link]
speakingthisisawaytogetstudentstoshareaboutthemselves.
Materials/Resourcesneededforthislesson

Screencastvideolesson
linedpaper
blankanalogworksheet
pencils
whiteboards/dryerasemarkers
Analogplayclock

DailyFormativeAssessment
Howwillyoucheckforunderstandingandstudentachievementduringthelesson?
[Link]
commentslikeGood,[Link],[Link]
helpyou(ifthechildstilldoesntgetit,Illhavetomakeasecondlessonthatwilladdressthissame
objective)
Theywillalsobehandingintheirlinedpaper(journals)formetocheckwhattheyhavewrittenand
whattheyhavedrawnontheanalogueclock.
DifferentiatingInstruction
Howwillyoudifferentiatetomeettheneedsofyourlearners(i.e.,whatyouteach,howyouteach,orhow
youwillassess).Explain:

[Link],verbal
practice,workingwithpartners,andmeetingstudentsontherugforadditionalinstruction.

Initiation
Citehowyouwillengageandmotivatelearners,activatepriorlearningandpresentthelessons
[Link]:
A)Whattheywillbedoingandlearninginthelesson
B)Howtheywilldemonstratelearning
C)Whyitisimportanttotheireverydaylives

Objective:
Studentswillbeabletotellandwritetimefromanaloganddigitalclockstothenearestfiveminutesusinga.m.
andp.m.bywatchingascreencastvideoandlisteningandwritingwithapartnerfor20minutes.

A. Studentswillbewatchinganinteractivevideoandworkingwithpartnerstopracticewritingtime
B. Studentswillbeabletowritetimedigitallyandbyanalog
C. [Link]
howwemanageourschoolday,workday,planevents,coordinatemeetings,orplaydates.

LessonDevelopment
[Link]/processyou
[Link].
Differentiateforstudentswhowillrequireanaccommodationormodificationinordertobeactive
participantsinthislessonandstatethesestrategiesinthedifferentiationsectionabove.

Studentswillconstructmeaningbythinking,relatingittotheirownlives,andbypracticingwritingitwiththe
helpofapartner.

Steps:
1. Meetontheruginassignedseatingwatchvideo
2. Usingademonstrationanalogclock,studentscanpracticesayingthecoordinatingtimetoeachnumber
3. Assignapartnerthiscanbedonestrategically,byteacherknowingwhoshouldworkwithwhom
4. Onestudentdictateswhiletheotherstudentwrites,bothcanhearwhatthepersonspeakingissaying
5. Switchanddostep4again
6. Studentswillfilloutablankanalogsheetcorrespondingtotheirmorningroutinevisualrepresentation
7. Studentshandintheirsheettobeassessed
Closure
Howwillyouquestionstudentsinordertoevaluateiftheobjective(s)wasmet?Howwillyouquestion
studentstoconnectthislessontopreviousandsubsequentlessonsaswellasconnecttotheirownlives?
Howwillyouquestionstudentstoseetherelevancyofthelessonbyunderstandingthepurpose/importance
ofthelearning?

Icandoawholeclassinstructionandaskvolunteerstocomeupandmanipulateamodelanalogclockbased
[Link],Whocanshowme,usingtheanalogclock,whattwoten
lookslike?orstudentcanyoucomeupandshowmethetimeyouwakeupinthemorning?

EachstudentcanhavetheirownclocktoworkwithandIcanaskstudents,directly,toshowmeaspecific
time.

Thefirstexamplespecificallyasksstudentsfortheirunderstanding,thesecondexampleasksthechildto
thinkaboutarealapplicationwhattimedoyouwakeup?andthethirdexampleallowsforeachchildto
practiceontheirown.
ReflectiononPractice
StudentAchievement
EvaluatestudentlearningbasedoncollecteddataforeachSLOforeachgroupof
[Link],includingspecificdataforeachSLO.
Basedonyouranalysiswhatwouldyoucontinueorchangeaboutyourteachingforthenextlesson?

CommonCoreofTeachingConnection
ChooseanattributefromanindicatorfromDomains
[Link]
supportsthis?

[Link]
[Link]

...doIanswerthisnoworafterthelesson

[Link]
needtofocusonthespecificattribute?Suggestastrategythatyouwilltryforthenextlessontoaddress
thisneed.