Non-SLO Lesson Plan Template
Developed by Alyssa Qahash
Telling and Writing Time to the Half Hour Lesson
*If used independent of a Unit Plan or SLO*
Lesson Day
Goal Statement
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
PA Standards
Academic Language
Objective(s)
(1c: Setting Instructional Outcomes)
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
1 minute
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
4/24/18
Students will develop knowledge about telling time.
This lesson will support the learning goal by giving students practice telling and writing time
to the half hour.
Standard - CC.2.4.1.A.2
Tell and write time to the nearest half hour using both analog and digital clocks.
- Half hour
- Hour
- Minute
*Students will practice these vocabulary words throughout the entire lesson while using their
geared clocks.
Students will be able to show and tell time to the half hour.
- Geared clocks: students will manipulate them to show the time.
- Math magazine: students will record their answers on this.
- iPad: students will manipulate the time on an analog clock after reading the time on
the digital clock on a telling time app.
- SMARTBoard: the curriculum provides a video that introduces the lesson topic.
- Weighted pencil: Daja will use this to support her fine motor development.
- Wiggle Cushion: Daja will use this to control her wiggles.
- Trampoline: this will be used to get wiggles out when needed.
- Punch cards: classroom management strategy used when students make good
choices.
Pose the problem: How can we show time to tell the half hour? Have students think-pair-
share.
Exploration:
- Show a clock with a line dividing it vertically in half. Ask students what numbers
the line goes through (12, 6). Say, “We already know how the minute on the 12 is a
full hour. When it is on the 6, it is half way around. We call that a half hour.”
- Show 4 o’clock and ask what time it is. Move the minute hand as you explain that as
the minute hand travels around the clock, the hour hand travels between the 4 and 5.
- Have the children show it on their clocks. Tell them that when the minute hand
points to the 6, you say thirty. Ask what time they think they are showing. (4:30)
You can also say that is half past 4.
Guided Practice:
- Write different times to the half hour on the board. Have the children work together.
concepts to be able to use this new knowledge? How will you
monitor and provide feedback?
Closure
(1e: Designing Coherent Instruction)
___ 2 minutes
Differentiation
(1e: Designing Coherent Instruction)
Accommodations
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Modifications
(1e: Designing Coherent Instruction)
- One child picks a time from the list and records it in their math magazine. The
second displays the time on their clock. After they agree the time matches, they will
record it in their math magazine.
- This process is repeated for each item.
Independent Practice:
- Explain directions for the inside of the magazine and do the first one together.
- Have students complete it on their own.
- Error Prevention: If children write 5:30 instead of 4:30, demonstrate how it does not
pass 5.
Check answers and have them correct any mistakes.
- “So today we learned how to tell time to the half hour. When we tell time to the half
hour, what number does our minute hand point to?” (6)
- Struggling students will receive one on one support.
- All students are rewarded with punches when making good choices.
- Students will be able to go jump on the trampoline when she shows that she cannot
control her body.
- Daja will sit on a wiggle cushion.
- Model every step of the task using manipulatives to provide a visual and auditory
input.
- Write answers on the SMARTBoard when necessary.
- Daja will be using her weighted pen.
- Each student receives their own manipulatives.
Daja:
- Wiggle cushion
- Trampoline break
- Weighted pencil
- Manipulatives (clocks)
- Visual on board and through modeling
- Oral and written directions
Sofia:
- Manipulatives (clocks)
- Visual on board
- Oral and written directions
- Work at her on pace on independent section
Jasmine:
- Manipulatives (clocks)
- Visual on board
- Oral and written directions
- Modeling using concrete objects
- Repetition of directions to support processing
- Rewording of directions in simpler language
- Modified workload (students will not do the back of the math magazine)

Assessment (Formal or Informal).
(1f: Assessing Student Learning)
Reflection on Instruction
What evidence did you collect to demonstrate that your students
have met or are progressing towards the learning outcome?
What changes or adjustments had to be made during the lesson
(justify those changes) to ensure students make adequate progress
in meeting the learning objective?
What changes will have to be made to the next lesson in order for
students to be on pace in meeting the overall goal of the Lesson or
Unit?
Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.
- Circling or highlighting important words in the directions
Formal:
- Math magazine
Informal:
- Oral and written answers
- Observation of independent work
Reflection on Planning:
This lesson was planned using the enVision math curriculum book. It builds off the last
lesson we did which was telling time to the hour. There will be a lot of modeling since this
lesson is in much more detail. Students will be introduced to it using the geared clock and
writing the digital time on the board. This will give them a visual input to match with the
auditory input. This lesson was designed in an I do, we do, you do manner so there is a
gradual release of responsibility. Students’ learning will be scaffolded through the use of
manipulatives as well as verbal and gestural prompts. There is error intervention built in
such as reminding them what the word o’clock actually looks like, just to make sure they are
practicing good habits. I kept a lot of the same differentiation in place because they have
proven to meet the needs of these students.
Reflection on Instruction:
This lesson went very smoothly. The students were engaged and seemed to enjoy working
with their own geared clocks. One of the students was absent today which made it even
easier to provide support to the students. I could accurately assess each of them and I
decided that they have all met the objective. My observations, their oral answers, and their
written answers on the math magazine all helped me make this decision. If I could do this
lesson again, the only change I would make would be to give the students their materials
after I have finished explaining the directions so that the expectations are clear and delivered
without distractions. My next moves will consist of giving them a practice sheet for
homework to reinforce the objective, and building off this lesson by having students learn
about schedules and accurately writing the times of activities during tomorrow’s math time.
Today’s lesson will help them write activities to both the nearest hour and half hour. I will
continue to use the classroom management strategy of giving punches on their punch card
for making good choices to keep the students motivated. I also want to keep the
differentiation in place because it has proven to provide adequate supports to help each
student reach the objective.