Lesson Plan Template

HDFS 4223/4850
Candidate Name: ____Tara Newton_______________________________________

Lesson Title: ____Tell Time ____________________________________________

Day, Date, Time of Implementation: _______TBA_____________________

Grade Level: ______2nd Grade Math___________

Objectives (connect to PASS/Common Core):

Oklahoma Common Core Standards, Mathematics, Grade 2, Measurement and Data, Work with Time and
Money, 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and
p.m.

 Students will be able to identify the minutes hand on an analog clock
 Students will be able to identify the hour hand on an analog clock
 Students will be able to read the time on an analog clock

Vocabulary:

Analog clock digital clock hour hand minute hand

Required Materials:

 Projection screen for “time trouble” clip
 Math journals
 Construction paper cut outs of numbers 1-12
 Interactive Analog Clock from SMART toolkit

Introduction/Transition into Lesson:
How will you capture the students’ attention?

I will play the following video called “Time Trouble”. This is a short video that uses cartoons to explain
how to tell time.

http://www.quietyoutube.com/watch?v=9V0UfS9tH3g&playnext=1&list=PL0LKC5UoovyaCH5pBk2JU
VaqIo1m3zLLe&feature=results_video

What prior knowledge will be related to this lesson?

This will remind students of the time concepts they learned about in first grade. Some of these concepts
are the differences in digital and analog clocks and how many minutes each number on the clock
represents.

How will you communicate to the students the objective for the lesson?

Next I will ask for two student volunteers. By the end of this lesson you all should be able to do three things. how do these help you know what time it is. Finally I will introduce the main activity. identify the minute hand. Step-by-Step Procedure: (What will you be teaching? How will you facilitate the learning? How will students practice what is learned? Give an overview of the activities used in the lesson. I will also have three clocks displayed on the SMART board and I will ask the students to record what time is displayed on each clock. I will then ask them to lie on the ground and use their bodies to display the time written on the board. I will set the clock to several different times and ask students to tell what time is displayed on the clock. These include: Which hand is the minute hand.) After the video is over. They will then come to the board to justify their answer. This will be done by asking questions to the entire class (see below). Next. This will provide a visual and kinesthetic learning experience for students. and tell what time an analog clock shows. Which hand is the hour hand. I will write on the board the topics I want them to address in their math journals. I will lay out the numbers one through twelve in a large circle to form a clock on the ground. students will be asked to return to their seats. Questions to Facilitate Understanding: (consider Bloom’s Taxonomy)  Remember – Can anyone remember how many minutes is represented by each number on the clock?  Understand – Which hand tells us how many minutes? Which hand tells us how many hours have passed?  Applying – When the minute hand is here and the hour hand is here. I will use the clock to review how basic concepts of telling time. I will bring all of the students back to their seats and pull up an interactive analog clock on the SMART board. After the body clock activity. . I will challenge students to move the hands of the clock to display certain times for an added challenge. One will be assigned as the minute hand and one as the hour hand. Then. what does that tell us about what time it is?  Analyzing – When the hour hand is between the 3 and 4 what hour is it? Why?  Evaluating – What time is displayed?  Creating – Make 3:40 with your bodies on our giant floor clock. We will then talk through their responses to the questions.After the video I will tell the students. Lesson Closure/Transition out of Lesson: In what way will students reflect on what was learned? Be specific. Activities must match objectives. “We will now be working on telling time as a class. We will do the activity ten times to allow each student to participate. These are: identify the hour hand. Other students in the class will be allowed to gather around and help them get into the right position.

I will provide a challenge for more advanced students by offering a bonus question of asking students to draw a clock displaying a given time in their math journals. checklists. How you will ensure all students are engaged? If students need to get materials. but closely examine their responses of telling specific times to get a feel for if they really understand the information presented. (ex: after the main lesson has ended. How will you decide if the learning objectives were met? (link to the specific form of assessment) If the students are able to correctly identify the hour and minute hands and can correctly name the time on two of the three clocks shown I will consider the objectives to be met. Assessment: What specifically will be used to assess/document student progress? (assignments. This will help the students feel they are all getting a fair chance at going next to participate in the activity. Modifications (as needed for children with intellectual and/or developmental disabilities): I will allow students who are unable to write to dictate their free response answers into their hand held recording devices. I will look at their free responses. how you will manage the procedures? I will use the class cup to draw out names for the body clock activity. projects. etc) The math journals will be the form of assessment. How will you summarize the lesson and transition to the next activity? I hope you all are more comfortable with telling time now. Also. Also reassuring students that they will each have a chance will help with behavior. Classroom Management: What special considerations will be made for classroom management? Include ways you will divide students into groups or partners.) What worked well? What needs to be changed? . Changes/adaptations: (Make hand-written notes after the lesson. rubrics. This is an important skill you will use for the rest of your life. as children are practicing) The reflection will take place immediately after the body clock activity. anecdotal notes.When will the reflection take place? Be specific. Be sure to practice what you’ve learned when you see clocks at home or at the store.