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Name: Christina Martin

` Southwestern College-Teacher Education Unit Planning Guidelines and Template with Lesson Plan format embedded
Directions: Use the following template for unit and lesson planning.

Course:EDUC 323 Date:7/29/13 Unit Title: Telling Time Subject(s): Math

Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state standards for other disciplines.
Grade level(s):1st

Standards include: Telling Time For math useDomain: Measurement and Data Cluster: Tell and write Time Standard: 3. Tell and write time in hours using analog and digital clocks For ELA useStrand: Boxed Sub-heading: Standard: For all other subjects useStandard: Benchmark: Indicator:
Grade Level:




What will student know, understand, be able to do as a result of this unit? Know (nouns) Definition List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.   Time- the ongoing sequence of events taking place, the past, present and future, hour- 60 minutes passes

definitions. unit-specific question(s) that help build understanding of the Essential Question. A concise overview of your unit explaining what is to be learned and how students will attain the learning goals. make connections  tell time x☐ x☐  writing time x☐ x☐  ☐ ☐  ☐ ☐  ☐ ☐ This standard means a student will know and be able to do…(use your own student friendly words)  tell and write time Essential Questions: Why is telling time important? x☐ x☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐  Unit Questions: Guiding.     How many minutes are in an hour? How many seconds are in a minute? How many minutes are in a half hour? How many times does the hand make one full rotation in one hour? Summary: In the space below.   minutes-60 seconds passes Be Able to Do (Verbs) List the verbs that are key learning targets. & formulas Level II Comprehension/ Understanding Perform Procedures Level III Application Demonstrate understanding of math Level IV Analysis Conjecture. (Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?) I am teaching this unit to teach students how to interpret the hands of a clock. . hour. The students will be learning to tell time to the half hour and hour. Prove Level V Synthesis/Evaluate / Create. Solve nonroutine problems. write a brief summary for the unit. tell time to the half hour. Generalize. then determine the cognitive demand level (Bloom’s) with verbs in context by placing a checkmark in the appropriate square: Level I Knowledge/ Remembering Memorize facts. and to prepare them to tell time to the minute. open-ended.

Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs? When will these differences be addressed (small group differentiation during core.  By what criteria will performances of understanding be judged? I will be checking for basic understanding and seeing if they can apply the learned information on future lessons. Tier III-intensive intervention)? Data type: Common Core standards requirement Analysis details: The differences will be addresses with Tier II supplemental intervention during one on one session with the teacher or computer supplements. The students will self assess their learning by observing if they are doing the same thing as the other students. I will be watching for children that are struggling with changing the time. Tier II-supplemental intervention. . Other Evidence: I will observe how they play along with telling time with their bodies. if they are I will take a min to explain it again. Summative: I will check their worksheets for comprehension/ Performance Task(s):  Through what authentic performance tasks will students demonstrate the desired understandings? They will be demonstration with their bodies As they are doing their worksheets I will walk around and interview each child to have them explain to me their understanding of a half hour and what that represents to them. Assessment: :Formative: I will be assessing the students as they are showing me their clocks.

technology. This will allow them to self assess what they do not understand. As you continue to work on your lessons. materials/supplies needed for demonstration and instruction or needed by students to complete tasks.Formative1.superteacherworksheets. I will also have this worksheet that I will grade and make sure they understand how to write time. you will likely add to this If they complete the worksheet I will grade it and have them correct any mistakes. etc. Smart Board.pdf 2. speakers . Materials andSummativeResources: In the space below. This may include teacher and student books. guest speakers. 3. http://www. One large clock to demonstrate with class Small demonstration clocks for each child Pencil Worksheets Computer. brainstorm any materials you might need to complete the lesson in your classroom.

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence. Session 1 2 3 4 cont Instruction and Learning Experience I will identify the terms with the students I will identify the clock and the hands I will demonstrate telling time with the children using their bodies We will play a clock game as teams The class will complete worksheets .

I will also allow them to be at a table where they can have peer help. . I will make sure all ideas are scaffold for the whole class and if I need to repeat myself I will do it on a one to one level.Lesson Plan Guidelines –What teachings and learning will equip students to demonstrate targeted knowledge. and open-ended tasks or projects. I will have a Para there for them that can translate. Having a visual will solidify the knowledge. understanding. Teacher assessm ents. High performing students/exceeds Describe the various ways students may explore curriculum content. including independent study. Instead of the final worksheet I can have them demonstrate to me on an individual level their concept of telling time and if they understand it then there is no need to do the time consuming worksheet. extensions that require in-depth uncoverage. Nonnative English speaker Telling time is universal so I think the only think they would need help with is translation of the numbers if I am orally calling out times. If the worksheet is too much I will allow them to practice on the computer where I can find interactive games that will help them understand the concept of telling time to the half hour. I will students with disabilities needing additional support will have the same worksheets with less problems on them. This should also be review but it will get their minds thinking and excited to start our lesson. such as more challenging tasks. time to complete 15 min vocabul ary 10 min body game 15 min clock game 10 min assessm ent workshe ets. When I am asking the times if they say them in their native language I will accept it because I know my numbers in different languages and can decipher if they understand. skills(be able to do) (information and questions in parenthesis provide guidance about what should be included in each section of the lesson plan) Objective(s): The students will learn how to tell time to the half hour Instructional Plan: The first thing the students will do is learn the new vocabulary. then they will learn how to tell time using their bodies. This will allow them to feel included in the I would put my large demonstration clock on the white board and ask students to come up and change my clock to certain times that the song says. Approx. a lot of the time they see all the work and shut down in fear it may take too long. and expectations various options through which students can demonstrate or exhibit what they have learned. Accommodations for differentiation Students with disabilities/students I can show the students with disabilities how to tell time using their bodies. The students that are high performers will be allowed to do the time to the quarter past or quarter till. If the children are having a hard time demonstrating the time I will pair them with a peer tutor who will demonstrate the times and they will have to do it in return. Opening: : To get the children involved I would play a video from YouTube http://www. extended investigation in related topics of the learner’s I will also having the students singing along. play the clock game as a class and do the worksheet to assess Meeting the needs of various learners/Accommodations: Students that need modifications will work with an adult or me so I can demonstrate more clearly.

teams. Practice: (Guided practice may be done in pairs. 6. 7.Instruction: 1. Repeat with 6:00 (do the analog clock first) then 9:00. half hour I would set the clock on 1:00 and change the one to a two. 2. I will then tell them that it will end up on the 6 or when the clock is split in half vertically meaning straight up and down it is a half hour. have them put this out to the side so that they are imitating the hands of the clock. Both arms should be straight above their heads for 12:00. Change the digital clock to be 3:30. individually with various ways for teacher to observe. I would then explain to them the difference between an analog clock which is the clock with the hands and a digital clock is the clock that just tells you the time. 5. or at the introduction of the next class period. Some will say I split it in half. Did the hour change or the minutes? I would tell them to whisper their answer to their neighbor. Have students use their bodies to imitate 3:30. 4. I will ask them if they know what I just did. I will say yes and an hour is 60 minutes so half is 30. then 9:30. I will make sure they understand that it didn’t make it to the 2 yet so it still belongs to the one. I would ask them now what time it is. Then I would ask someone to share with the class and let them explain to me that if the hour hand changes the hour is changing not the minutes. . Show what this looks like on the analog clock. 3. I will then explain to them that when a time starts off at 1:00 and it goes to 1:30 the 1 doesn’t stay the same either. Guided Practice Now I will have all the students use their clocks and I will call out a time and they will demonstrate as a class how to do it on their bodies and then on their clocks. Their hands should be straight up above their heads. Then have them imitate the 3:00 short hand. I would go over vocabulary clock. 9. 11. So when the minutes get to the 30 minutes the 1 will be halfway to the 2. Using their unused arm. 8. then 12:00. then 6:30. Guided Practice I will then demonstrate a time on my clock and ask them to write down what time I have. I will then have them show me with their bodies. For the remainder of the class period. Then I will draw a clock on the whiteboard and draw a line right down the middle. ask for volunteers to come up to the front of the class and make a time with their bodies for other students to guess. I will then explain that whenever the big hand ends up on the 6 it is: 30 and whatever number the little hand is on. Have them use one arm to show where the long clock hand will be when it is at zero minutes. 10. hour. We will then demonstrate the time by using our bodies I would h ave students stand up. Whenever the minutes are half the hour or 30 minutes. The first thing I would do is review the big hand is the hour hand and the small one is the minute hand. I wou ld explain that as the minute hand is moving the hour hand is trying to get to the next hour. see responses and student work)    Guided Practice I will have the students tell me a time and I will demonstrate it on my own clock.

I will have two lines and the children will come up two at a time. Guided Practice As a class we will play a For the students that met the objective I would have a computer game to play with elapsed time because this seems to be a hard concept to grasp so if they start early they will be able to be able to help the other students when they get to that level. Independent Practice http://www.mathworksheets4kids. After Assessment: I am sure my objective would be met by most but for the students that didn’t I would have a peer tutoring group during morning math work or as a starter for the next math lesson. Wichita Public Schools instructional frameworks. INTEL Teach Program unit planning model. Kansas Association for Supervision and Curriculum Development. Charlotte Danielson’s Framework for Enhancing Professional Practice. Compiled and adapted with resources from: Understanding by Design.html  Closing: As the students are working independently I will go around and check for understanding allowing them to demonstrate with their bodies or if they are more comfortable with a clock. Gradual Release of Responsibility model. The last child standing will get a skittle. Bloom’s Taxonomy. Friend’s Co-Teaching strategies. . I will say a time and whoever fixes their clock fastest gets to go against the next person.