LESSON PLAN FORMAT
Leah Goodnoe Mrs. Ellen Crane Dr. Lyke
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Teacher Education Candidate Classroom Teacher UWG Supervisor
November 7, 2005 November 16, 2005
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Date of Submitted Lesson Plan Date of Implemented Lesson Plan
Block I__, II_X_, III___, or IV___ Subject: Mathematics Grade Level: 2
Not Available
If applicable, Author(s) or Source(s) of Lesson Plan: ______
1. State of Georgia’s Q.C.C.’s and GPS’s:
QCC’s:
Strand: Geometry & Spatial Sense; Measurement
10 Topic: Time
Standard: Applies appropriate units to measure time (minutes, hours, days,
weeks, months, years), tells time to five minutes, and determines elapsed time.
GPS’s:
M2M2 Students will tell time to the nearest five minute and know relationships of time such as the
number of minutes in an hour and hours in a day.
2. Specific Objective(s): Use the following A-B-C-D format:
a. Audience -The students in this fifth grade;
b. Behavior - will describe the life cycle of a butterfly;
c. Condition - by writing a sentence for each stage under corresponding picture; and
d. Degree - with 90% accuracy.
The students in this second grade class will demonstrate time telling skills to show the time on an analog clock with 70% accuracy.
3. Materials (List everything you and students will need to complete lesson.)
- Analog Clocks (for every student)
- A Large Analog Clock (for the teacher to demonstrate time to students)
- How Much Time Worksheet
- Pencils
- Chalkboard or a Dry-Erase board
4. Procedures:
a. Motivation/Opener/Attention Getter. (Quick activity to stimulate everyone’s interest)
Read The Grouchy Lady by Eric Carle, and have students show the time on their individual analog clocks as the book is being read.
b. Tie to previous learning. (How is this lesson related to prior learning?)
This lesson that I am teaching is related to their morning work lessons and their unit in math.
c. Teaching methods sequence. (What will you do first, second, etc?)
- First, pass out the individual student analog clocks. Remind the students that the hour hand is the short hand and the minute hand is the long hand.
- Second, show the class the clockwise direction that the hands move around the clock
- Show 5:00 on the teacher model analog clock. Ask: What is the hour? What minute is it? How did you know the hour/minute? Have the students to show 5:00 on their analog clocks. The hour hand will be on the five and the minute hand will be on the twelve.
- Third, write 7:15 on the board. Tell the students to show 7:15 on their clocks. Check student responses by walking around the room. If any need extra help, assist them individually. After everyone has had the opportunity to show 7:15 on their clocks, show 7:00 on the teacher model analog and then count to fifteen minutes past.
- Write each of the following times on the board (one at a time) and ask: Where will the hour hand be? Where will the minute hand be? Show the time on your model clock. After checking individual student clocks, then show the appropriate time on the teacher model analog clock. (Times to show: 11:30, 5:20, 12:00, 9:35, 8:00, 4:10, 1:05, 6:45, 2:50, 3:40.)
d. Closure. (How will you summarize or bring lesson to a close?)
To close the lesson, I will give students a time to show me, and if they show it correctly then they can go put their clock away.
e. Transition (How will you move from the end of this lesson into the next lesson?)
Everyone clean pick up around your desk and line up to go to the restroom.
f. Special needs adaptation (How will you adapt this lesson to meet special needs of students?)
Keep students actively involved and have students sitting beside them help/assist. Check on them frequently and assist the problem as soon as it arises.
5. Connections (How will this lesson be related to other content areas in the curriculum?)
This lesson goes with their math unit and ties into their daily morning work.
6. Related independent activities. (What will students who finish early do?)
Have students do the How Much Time Worksheet.
7. Evaluation (Each specific objective must be included in the evaluation design with the use of appropriate assessment instruments.)
Evaluate students on:
- demonstrating the times
- showing the time on analog clock
- participation
8. Documentation or record keeping of students’ academic achievement.
When students finish, come around and check for completion and correctness of time. Have students’ correct missed answers/time. Then mark them off in the grade book for participation, demonstration, and completion.
9. Reflections (After teaching and evaluating student outcomes, write a critique about the effectiveness of the procedure, your instructional skills, and your students’ reactions. Give reasons or explanations for these opinions. Also, describe and explain any alterations to this lesson if you would to teach it again.)
This lesson went great. It was fun for me and the students. They now know what a digital clock looks like along with an analog clock. I emphasized this through out the lesson. All the students were able to show me time on their analog clock. I had to help a few at first, but they eventually got the hang of the concept. I do not think I would change anything about the lesson.
I feel like my instructions were extremely clear and helpful. I gave helpful hints on how to remember which hand to do first. If students did not understand my questions after I asked them for a second time, then I re-worded the question. Students did very well on this, and I was proud of them. I do not think my students wanted to stop demonstrating the times. They asked me if we were going to do some more, and if we could do this when we got back from lunch. I was excited that wanted to continue this lesson. They have been struggling with this, but I feel and think they have it now.
Name______Date______
How Much Time?
Circle the appropriate unit of time for each activity.
1. Popping popcorn a) hours b) days c) minutes
2. Watching a movie a) weeks b) years c) hours
3. A tree growing a) minutes b) years c) days
4. Reading a picture book a) minutes b) weeks c) years
5. Going on a field trip a) years b) minutes c) hours
*Try This! Draw a picture of your favorite activity and tell if it takes minutes, hours, days, weeks or years to complete.
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