Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Morgan Dahme

Grade Level: 1st Grade
Subject: Mathematics
Date: March 25, 2021
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

1.MD.3 – Tell and write time in hours and half-hours using analog and digital clocks.

List the Rationale (cite theories or theorists):

According to Benjamin Bloom’s “A Taxonomy for Teaching, Learning, and Assessment,” students go through several
cognitive processes while they encounter and work with knowledge. First the students are asked to “remember”
(recognize and recall) information. In this lesson, students are asked to recall what they know about the different
types of clocks. Second, the students are asked to “understand” (interpret, exemplify, compare, explain)
information. Students are asked to explain their answers during our guided practice worksheet to show their
understanding of the information. Third, the students are asked to “apply” (execute and implement) their
knowledge to the information. During the post assessment, students are asked to show their knowledge by
executing problems on their own without guidance. During this process the students will also “evaluate” (check and
critique) and “create” (generate, plan, produce). This lesson allows for the students to evaluate their own work and
the work of others. They are also asked to create their times on their two types of clocks based on what the teacher
asks of them. Knowledge is based on the six cognitive processes, but also on the types of knowledge used in
cognition - factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

- Students will be able to tell time in hours and half-hours using an analog and digital clock.
- Students will be able to write time in hours and half-hours using and analog and digital clock.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

- Students will use both analog and digital clocks to tell time for the rest of their lives. This is a needed skill
that will not only help them in the real-world but will lay a foundation to the basic understanding of number
correspondence and math concepts.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
N/A

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
N/A

List the materials/resources you will need to teach the lesson.

- Laminated analog and digital clock for each student.

- Dry erase markers.
- Example of analog and digital clock.
- Guided practice worksheet. ( https://www.teacherspayteachers.com/Product/Telling-Time-Common-Core-
Math-Assessment-1MD3-1056123)
- Pre-assessment checklist for teacher.
- Post-assessment worksheets. ( https://www.teacherspayteachers.com/Product/What-Time-is-It-1180348 )
(https://www.teacherspayteachers.com/Product/Show-the-Time-1180343 )
- Pre-assessment checklist for teacher.
- I have / Who has flashcards (https://www.teacherspayteachers.com/Product/Telling-Time-to-the-Hour-and-
Half-Hour-I-Have-Who-Has-Cards-220345

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

- The teacher will use the document camera to model the differences between an analog clock and a digital
clock and show the model on the interactive whiteboard.
- The document camera will be used to model where the hours are located on the clock and where the half-
hours are located.
- The laminated analog and digital clock will be shown on the document camera to model the lesson opening
and guided practice.
- The teacher will also use the interactive whiteboard for students to model their answers during the guided
practice.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
Input
-Teach meaning of key vocabulary words.
-Provide examples of the difference between hour and minute hands of an analog clock and where the hours
and minutes are located on a digital clock.
Guided Practice
- Use chunking during instruction and provide many examples for students to follow along with.
- Highlight key words that will be used during instruction.
- Provide an example of a correctly solved problem.

Independent Practice
- Allow students the use of an analog clock manipulative. Where there is an hour and minute hand that can be
moved to model the problem instead of drawing on the laminated copy.
- Provide examples of the difference between hour and minute hands of an analog clock and where the hours
and minutes are located on a digital clock.
Assessment
- Allow students to use the manipulative analog clock.
- Allow students to orally dictate their answers to a scribe or orally submit a response.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

- Pre-assessment will take place during the

introduction of the lesson.
- Each student will receive a laminated copy of an
analog clock and digital clock and a dry erase
marker.
- The teacher will ask students to model a certain time
on the analog clock and then write what time is
modeled on the analog clock onto the digital clock.
- The teacher will use the checklist while observing
the students to see if they are understanding how an
analog and a digital clock shows time.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

- The pre-assessment will show the teacher if the students know how an analog and a digital clock
shows time. This will help the teacher plan instruction based on whether or not the students need
more instruction about the hour hand and minute hand on an analog clock and where the hour and
minutes are located on a digital clock. According to the objectives, students will be able to tell time
in hours half-hours using an analog and digital clock and they will be able to write time in hours and
half-hours. The pre-assessment allows the teacher to assess on both telling time on an analog clock
and a digital clock and writing time.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

- Students will be given opportunities to share their answers with the class, talking to a partner first before
sharing their answers.
- Students will be given a hands-on manipulative to help them see the differences between an analog clock
and digital clock.
- Students will be given opportunities to use the interactive white board.
- Students will demonstrate mastery using a worksheet.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
 1. The teacher will introduce the lesson by using the document camera to show an analog and digital clock.
2. The teacher will first ask students to notice the differences in the two clocks and if they can find any
similarities.
3. The teacher will also ask students where they have seen either one of these clocks (or if they have not seen
them) before and if they have any experiences using one, the other, or both.
4. On the document camera, the teacher will use the analog clock as a model(laminated clock and digital clock
example above) and ask for volunteers to identify which hand of the clock Is the hour hand, and which hand
of the clock is the minute hand.
5. The teacher will also ask students to identify the hour and minutes on the digital clock.
6. Each student will receive a laminated copy of an analog clock and digital clock and a dry erase marker.
7. The teacher will ask students to model a certain time on the analog clock and then write what time is
modeled on the analog clock onto the digital clock. (pre-assessment)
8. The teacher will walk around the classroom and observe the student’s thinking and fill out a checklist to see
which examples the students are able to complete and which ones they may be struggling with.
9. The teacher will introduce the guided practice worksheet.
10. The teacher will model, using the laminated clock, the first two problems on the worksheet, emphasizing
where the hour and minute hand are located on the analog clocks and modeling how to write the time on
the digital clock.
11. The teacher will also model how to draw the hour hand and minute hand to represent the time on the digital
clock.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

1. One worksheet will be used for the guided practice.

2. The students will follow along with the teacher for the first two problems, as they are
being modeled.
3. The students will be asked to complete the next problems, one at a time and the
teacher will ask for volunteers to share their answer and model it on the interactive
white board to “defend their answer.”
4. The teacher will allow time for students to talk with a partner before the volunteers
share their answers with the rest of the class.
5. The teacher will also ask the students to give a thumbs up or thumbs down if they agree
with the answer that was modeled on the interactive white board.
6. If there are different answers the students will be asked to defend their answer.
7. The teacher will ask the student to point out the hour hand and the minute hand to
reemphasize after each problem how to tell time.
8. The teacher will also point out the difference between where the hour hand lies when
the minute hand is on the 12 (hour) and when it is on the 6 (half-hour).

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

1. Students will complete the two post-assessment worksheets

2. Students will be asked to write time in hours and half-hours using
analog and digital clocks.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

- There will be a class discussion on the main components of the two types of clock.
- EX: Reemphasize location of hours and minutes. Talk about the difference between a half-hour and a full
hour.
- As a whole group we will play the game “I have, Who Has.” This will reemphasize the concept of telling time
by looking at an analog clock. Students must identify the correct time on their flash card in order to
complete the game.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

- I will use this post-assessment to measure students’ level of

understanding toward the learning objectives after teaching the lesson.
- This assessment ask students to draw the hour and minute hands on the
analog clocks and also has students read analog clocks and write the time
on the digital clocks.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
N/A

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
N/A