EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student behavior?
Introduction: Creating Excitement and Focus for the
Lesson Target
What will you do to generate interest?
Evidence that Documents the Elements
CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time
intervals in minutes. Solve word problems involving addition
and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.
I can…
 Identify the time on a clock up to the minute by looking at the minute
and hour hand with 80% accuracy when shown an analog clock face.
 Count by 5s to identify the minutes on the clock with 80% accuracy
when shown an analog clock.
This lesson will encourage collaboration and teamwork between
student.
 They will be able to go through the steps of looking at a clock and to
identify the time that way
o Find the hour hand (the short one)
o Look at the number
o Write it down the hour
o Find the minute hand ( the long one)
o Count by 5s and then by ones
o Write down the minute
 I will use the positive feedback for when they are completing their
activities and making it specific. “ I like the way you did…”
 The students receive Power Paws for good behaviors and so if they
listen to the teacher, complete their work, and behave up to
expectations I can use that as an incentive to stay focused
 Discuss with students the importance of telling time and how it is not
only important in our school day (start time, end time, lunch, recess)
 How will you access prior knowledge? but it will be important throughout our whole life. This will generate
What will you practice/review? some interest and purpose for this lesson.
 We have started learning about the different ways to read a clock so I
will do a review of the steps/ tips that I gave them in last week’s
lessons.
 We will go over how to read a clock (which hand is which, when you
count to fives, and different ways to say the times)
Introduction: Creating Excitement and Focus for the Task Analysis
Lesson Target  The learner needs to know the parts of the clock which will be
reviewed at the beginning of the lesson, they need to know how to
Task analysis: count by 5s which they can already do, and they need to be able to
 What information does the learner need? If needed, count on by ones which they also can do. This lesson will be
how will it be provided? scaffolded by doing a think aloud so they can have an idea as to what
 How is the lesson scaffolded? their thought process should look like when trying to read the time.
Thinking Levels
Thinking levels: questions to engage students’ thinking  Understanding and applying is the level the students would engage
with this lesson. The review will get at the level of understanding
 Remembering
having to match up the times and get them thinking about the
 Understanding
process of reading a clock. Once they begin the activity with the
 Applying
watches and asking each other what time it is, they will be applying
 Evaluating
the skill of reading a clock to help them communicate time.
 Creating
Accommodations
Accommodations: Differentiating to meet students’ needs
 A lot of my students have been very active lately with summer being
 Remediation/Intervention
so close and the weather being so nice. The accommodation I will
 Extension/enrichment
make for that is an active lesson where students can move around in
 Learning Styles
the classroom and interact with one another.
Methods, Materials and Integrated Technology
 Instructional techniques
 Some students are struggling with the minutes so I will just start with
 Engagement strategies increments of 5 minutes. If they seem able, I will then go onto any
 Materials and Integrated Technology list time where they have to count the single dashes to get the accurate
time.
Methods, Materials, and Integrated Technology
 I will try and keep in mind the language I am using as I teach the
lesson and ensure they understand what I am referring to. I will also
try and repeat the steps and the tips as often as I can to really drive

Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?
home the information as this is still somewhat new so several
students.
 Students will be engaged in the activity because of the movement
and the engaging nature of the lesson itself.
 Materials include:
o Hand outs- class list and time chart
o Paper watches
o Matching clock cards
o Pencil
o Clip boards
o Projector and interactive clock website
 I will use show/tell for modeling because I will begin reviewing how to
read a clock. I will do a think aloud with the steps I go through too
when reading the clock that way they can hear my thought process
and recall what we talked about last week.
 If I am looking at the clock and the minute hand is before 30 minutes,
do I say x minutes after the hour or x minutes before the hour?
 When do I say the number the hand is pointing to and when do I
count by 5s?
 Students will be have the opportunity to give physical responses as
well as oral responses during this lesson
 Students will have the chance to respond at the end with the
worksheet that they fill out during the activity of everyone else’s
time. I will have my master sheet of what times each person has so I
can get an idea of who got how many times correctly. Most of my
assessment thought will be through observation of the activities.
 There will be a part of the review that I will have the students walk
me through the process and I will do what they tell me and ask
prompting questions as I go along with them. I will also do some of
the matching problems as well.
Collaborative (You Do Together) and/or Independent
Practice (You Do)
What practices will be demonstrated/modeled?
Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
Reflection
How do you know that the objective(s)/target(s) was met?
What is your evidence?
Using your assessment data how will you change the lesson or
instruction for the next time?
How well did the students perform/respond? Were all my
students engaged?
How was my timing?
How many students struggles? What will I do to help the
student(s) who struggled?
What will I do to extend the learning of those students who
met target?
What did everyone know? What did no one know? Were there
any surprises?
 The students will do the activities independently when I feel like they
have a good grasp of the concept during the “we do” part of the
lesson.
 I will ask each student “NAME, what time is it?” and they will read me
their watch’s time (which throughout the activity they would have
the other person read their watch, so now they get to read their own)
 Each student gets a good level of involvement because they each
have their own watch and recording sheet that they are responsible
for filling out
 The students have the ability to write down the different times of
classmates and show the times in hour and minutes. I will also ask the
students to say the time in two ways.
 The worksheet and final review will be my means of assessment.
 I know that the students achieved their learning objectives because
they were able to successfully match up the speech bubbles and
clocks with each other. When we went through each one after the
activity they were able to explain to me why they were a match and
answer any questions I asked of them. They were engaged and didn’t
seem like they were getting too frustrated with the work.
 I would change the lesson by having student come up after the
activity and explain to the class why they pair is correct and go
through the think aloud student lead
 The students did a really good job staying engaged from watching the
video and going over a review to the moving around in the activity
and listening to directions.
 The timing was good, I had to adjust the lesson and not do the watch
part but it turned out well because at the end they started to get a
little worn out from the lesson.
 Some of the students struggled but I allowed them to work with a
peer when they were done and that helped them to work out the
ones they were unsure of.
 For the students who met the target, they could help someone else
out or try and think of a different way to say the time.