LESSON PLAN TEMPLATE Date Dee Lesson Title | “*lendar Time Grade Level | * ‘Time in Lesson subject | M*" Lesson# |” 1 Hour | Developed by | »ysisy Mangat IDENTIFY DESIRED RESULTS Learner Outcomes from the Program of Studies ‘What are the SPECIFIC outcomes to be addressed in this lesson? Read and record calendar dates in a variety of formats Objective in student-friendly language Assessment Strategies What will students understand/experience/appreciate as a result of this lesson? What will | acceptas evidence of learning/development? Have | employed formative assessment? Do I make use of prior assessments in this lesson? By the end of this lesson students will understand that calendar dates can be written in various formats and dates written in metric format YY/MM/DD. Students will write on desks with whiteboard markers will display learning, Practice worksheet Resources ‘What materials/resources/technology will be required? Personalization/Differentiation How will you attend to the needs of ALL learners in this lesson? Whiteboard markers and eraser Document Camera Worksheets (Months of the year, Math Sense, Time Puzzel) Students who had difficultly counting months will have a “months of the year" worksheet; we will number them on the document camera together. Students who did not have difficulties will do the new worksheet. Students done early will have a “telling time” puzzle. ‘Adapted from Wiggins, Grant & J. McTighe (1998)LESSON PLAN SEQUENCE How will you activate prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons? Introduction Recap calendar time - Ask five students to come up (stick pick) and start asking about birthdays and how we can arrange them from oldest to youngest - Whois the oldest? How do we know? - Have students sit down and now write the five dates in metric notation ‘Whatis the TEACHER doing? What is your plan for the body of the lesson? What steps are taken during the lesson? What are the STUDENTS doing? How are they engaged while you are teaching the lesson? Approx. time Recap Participating in discussion 10 Mins Introduce math sense worksheet, hand out to students _| Listening for instruction 3 Mins who are starting with that Introduce months in the year worksheet to those who Listening for instruction, filling in numbers with me on | 3 Mins will start with that - Number months together and leave up on document camera the board Conclusion How will you ensure students walk away with a sense of understanding the PuRPost of the lesson and its imporTaNcé to their learning? Students should walk away understanding how months are numbers and how dates can be written in a lot of different formats. Understanding these formats will help understand dates in daily life. Adapted from Wiggins, Grant & J. McTighe (1998)PRE-SERVICE TEACHER SELF-REFLECTION How do you feel your students experienced this lesson? How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge? How did you employ formative assessment for/of/as learning? Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring accommodations? Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge? ‘What went well and what needs refinement? What might you do differently next time? Ask students to share with elbow partners Ask students to come to the carpet when supplies are being collected or have them on task and then have the supplies collected Give clear instructions to those that are at their desks when I am talking to other group about “Months of the year” worksheet Have an answer key ready for quick students to check their work ‘Adapted from Wiggins, Grant & J.McTighe (1998)