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T&L Instructional Plan Template (Grade: 1st)

(edTPA Aligned)
LESSON 1
Unit/Subject:
Math
____________________________________________________
Instructional Plan Title/Focus:
Telling Time
_____ _________________
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: The purpose of this lesson is to further introduce time to
the students in the classroom. They have had minimal experience with telling time in the
classroom to this point. This lesson will help students understand how to tell time on
both an analog clock and a digital clock to the hour. The focus of this lesson will be
telling time to the hour.
b. Alignment to State Learning Standards:
1.MD.3 Tell and write time in hours and half-hours using analog and digital
clocks.
c. Content Objectives:
SWBAT tell time to the hour using an analog clock. 1.MD.3
SWBAT draw the hands on an analog clock to match a given time. 1.MD.3
SWBAT write on a digital clock correctly to match a given time. 1. MD.3
SWBAT match a digital clock and an analog clock to the hour. 1.MD.3
d. Previous Learning Experiences: Prior to this lesson, students have been introduced to
telling time during their calendar time. Students have had practice with making an analog
clock match a digital clock to the hour. Most of the students are capable of matching an
analog clock with a digital clock to the hour, but they have not had practice drawing the
minute and hour hands on an analog clock. In this lesson, the students will be using their
prior knowledge of being able to match digital and analog clocks to the hour to help them
draw the correct hour and minute hands on an analog clock.
e. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Students with visual impairment will be placed at the front of
the class near the white board and projector. I will use the document camera to display
the worksheet that we will be completing together to make sure everyone can see and
follow along. The students in our class that are considered highly capable will have more
challenging activity centers that they complete after the introductory part of the lesson.
The two students in the class with IEPs will be meeting with their Special Education
teachers at this time. Students receiving ELL services are placed next to strong readers
to help them understand the academic language on their papers. Students that are
struggling readers will also be placed next to the highly capable readers. I will also read
the instructions of all materials while having a copy under the document camera for all
students to hear and see.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT identify and tell time to the hour
using an analog clock. 1.MD.3

Assessment Strategies
Informal: During the lesson, I will be asking students to
write on their white board in a digital format the time

SWBAT match a digital clock and an analog


clock to the hour. 1.MD.3

that matches my big analog clock. This will help me to


see which individual students are comfortable matching
digital and analog clocks to the hour. This will also show
if they can tell time with an analog clock and with a
digital clock.
Formal: During the lesson students will work on a
handout. At the end of the lesson I will collect all of their
papers and grade them on a right or wrong basis. This
will help me to see which students are ready to move
on to telling time to the half hour and which students will
need some re-teaching. From this assessment I will be
able to see if the students can tell time on an analog
clock and on a digital clock to the hour. The end of the
unit assessment will also show if they have mastered
this learning target or not.

SWBAT write on a digital clock correctly to


match a given time. 1.MD.3
SWBAT draw the hands on an analog clock
to match a given time. 1.MD.3

Informal: When we are working on the handout, I will


call on individual students to tell me how I should draw
the hands on the analog clock to tell the correct time. I
will also call on students to tell me how to write the time
on the digital clock. I will have them give a thumbs up or
down for understanding.
Formal: I will grade their papers on a right or wrong
basis. From their individual work I will be able to assess
if they can draw the hands on an analog clock to match
a given time and if they can write on a digital clock to
match a given time. The end of the unit assessment will
also show if they have mastered this learning target or
not.

g. Student Voice
K-12 students will be able to:

1. Explain student learning


targets and what is required
to meet them (including why
they are important to learn).

2. Monitor their own learning


progress toward the
learning targets using the

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the beginning of the lesson, the
students will produce an I Can
statement describing the learning
target. The students will also
complete an exit slip with multiple
questions on it that will help them
reflect on their learning.
The students will complete an exit
slip with a scale on it that will help
them monitor their progress

Description of how students


will reflect on their learning.

Students will reflect on their


learning by describing their
own learning target.
Students will reflect on their
learning by either writing a
sentence, a key word, or
verbally explaining why it is
important to be able to tell
time.
The students will circle a
smiley face with an open
mouth if they feel really

tools provided (checklists,


rubrics, etc.).

3. Explain how to access


resources and additional
support when needed (and
how/why those resources
will help them).

towards the learning targets.

Students will be introduced to the


time games as additional
resources for practice.

good about how they are


doing, students will circle the
closed mouth smiley face if
they feel pretty good about
their understanding, or
students will circle the
straight lined mouth (or
neutral mouth) if they feel
they need some more help
towards the learning target.
Students will play the time
games and verbally explain
to the teacher how the
games help them practice
telling time.

Grouping of Students for Instruction


For the warm-up and the lesson, students will participate in whole group instruction. After
the first few problems that we do together on the worksheet, students will then complete
the worksheet individually. I will walk around and help students as needed and re-teach
as necessary. After the students complete the worksheet, they will get in partners or
groups to play time games that are leveled by the hour, half our, and quarter.
Section 2: Instruction and Engaging Students in Learning
1. Introduction: I will begin the lesson by doing a warm-up activity. Every student will have
a whiteboard and a whiteboard marker. I will stand at the front of the class with a big
analog clock and set the clock to various times to the hour. I will have students write the
time digitally on the whiteboard and then hold it up for me to see. At this time I will
introduce the terms of analog clock and digital clock. During this time I will ask the class
guiding questions for the rest of the lesson.
o Questions:
Which hand is the minute hand?
Which hand is the hour hand?
What time is shown on the analog clock? (They will write their answer on
their whiteboard and then when I see everyone has had time to think
about the question, the class will say the answer.)
How do we know if it is oclock or not?
2. Learning Activities:
The warm-up activity will help the students connect the lesson with their prior
knowledge they have about time.
The whiteboard activity serves as an informal assessment to see the level of
individual understanding.
At this time I will explain to students that there are 60 minutes in one hour.
Students will have a discussion about why it is important to be able to tell time.
I will write on the white board the vocabulary terms necessary for the lesson so
they may refer back to them: analog clock, digital clock, hour hand, and minute
hand.

After the warm-up activity, I will begin the second part of the lesson by showing
the students a good way to remember which the hour hand and which is the
minute hand on the clock. The hour hand is the short hand because it is the short
word. The minute hand is the long hand because minute is the long word.
Students will then produce their I Can statement, which I will put up on the
board for the whole class to see.
I will then pass out the 15-2 handout to students.
I will read the learning bridge across the top of the handout with my own copy
under the document camera. I will ask the following questions as I read the
learning bridge.
i. How do you know that the clock shows 7 oclock?
ii. On the digital clock, what does the number before the two dots mean?
iii. What does the number after the two dots mean?
iv. When do you say oclock for the analog clock?
v. When do you say oclock for the digital clock?
I will do the first few problems with the students calling on people to tell me the
answers to the questions and explaining their thinking.
I will ask the students to give me a thumbs up if they feel confident in completing
the rest of the worksheet by themselves. Based off their answers, I will decide if I
want to continue to do it with them, or have them do it on their own and help
students as needed.
Students will continue to do the rest of the worksheet individually.
Students will check their answers with a partner before turning their work in to be
graded by the teacher.
Multiple means of access:
i. Students will be able to listen to instruction as well as follow along on the
document camera. Students will be able to actively engage in the lesson
by writing the time on the whiteboard and drawing the hands on the
analog clock. Students can access content through verbal explanations,
visual explanations, and modeling examples.
Multiple means of expression:
i. Students can show their learning through the whiteboard activity, through
drawing on the analog clock on their individual handout, through verbal
explanation with the teacher, and through peer working/checking.
Students make academic connections by connecting the prior knowledge about
time that they have from doing calendar each day (where they match a digital
and analog clock). Students make personal connections by thinking about why it
is important to be able to tell time and how it can help them (example: knowing
when recess is). Students work both individual and in small groups to cater
towards a variety of learners (pedagogical connection).

3. Closure: At the end of the lesson, students will complete an exit slip. We will then review
the I Can statement that they created and reiterate why telling time is important.
Students will decide if they met their I Can statement. This will show if students think
they met the learning target.
4. Independent Practice: After students are done with their worksheet, they will find a
partner or small group to play one of the various time games. There are time puzzles,

time matching games, time flash cards, and time board games. The homework for the
week also helps students practice independently telling time.
5. Instructional Materials, Resources, and Technology: Document Camera,
whiteboards, handouts (see attached).
6. Acknowledgements: Lesson plan adapted from Envisions Math curriculum, Grade 1
Topic 15, by Scott Forsmon, and the help of my cooperating teacher

T&L Instructional Plan Template


(edTPA Aligned)
Lesson 2
Unit/Subject: ________Math_____________________________________________________
Instructional Plan Title/Focus: Telling time to the half hour and quarter hour
Section 1: Planning for Instruction and Assessment
f.

Instructional Plan Purpose: The purpose of this lesson is for students to build off
lesson one (telling time to the hour) and learn how to tell time to the half hour.

g. Alignment to State Learning Standards:


1.MD.3 Tell and write time in hours and half-hours using analog and digital
clocks.
h. Content Objectives:
SWBAT identify and tell time to the half hour. 1.MD.3
SWBAT write a digital time that matches an analog clock. 1. MD.3
SWBAT prove that a clock says a specific time through verbal reasoning.1. MD.3
i.

Previous Learning Experiences: Prior to this lesson, students have learned how to tell
time to the hour. Students will use their knowledge of how to tell time to the hour and
build upon it to tell time to the half hour. Students will be using their prior knowledge of
matching digital and analog clocks to write the time in a digital format that corresponds
to the analog clock.

j.

Planning for Student Learning Needs (accommodations, student experiences, prior


learning and experiences): Students with visual impairment will be placed at the front of
the class near the white board and projector. I will use the document camera to display
the worksheet that we will be completing together to make sure everyone can see and
follow along. The students in our class that are considered highly capable will have more
challenging activity centers that they complete after the introductory part of the lesson.
The two students in the class with IEPs will be meeting with their Special Education
teachers at this time. Students receiving ELL services are placed next to strong readers
to help them understand the academic language on their papers. Students that are
struggling readers will also be placed next to the highly capable readers. I will also read

the instructions of all materials while having a copy under the document camera for all
students to hear and see.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT identify and tell time to the half
hour. 1.MD.3

SWBAT prove that a clock says a specific


time through verbal reasoning.1. MD.3

Assessment Strategies
Informal: During the first part of the lesson I will monitor
student learning by looking at the answers on their
whiteboards when they write the digital time that
matches my analog clock. This will show me what
students will need more practice and what students are
starting to understand how to tell time to the half hour.
Students will also verbally explain to the teacher and
the class how they came up with their answer. This will
show me if they understand the reasoning behind how
to tell time.
Formal: I will collect, grade, and provide feedback on
the worksheet that the students will individually
complete after the whole group part of the lesson with
the whiteboards. This formal assessment will show me
if students are ready to move onto the next learning
target, or if I need to reteach telling time to the half
hour.

SWBAT write a digital time that matches an


analog clock. 1.MD.3

Informal: During the whiteboard activity I will be able to


see if students are able to write a digital clock that
matches my analog clock. If students are unable to do
this, I will re-teach as necessary.
Formal: The worksheet that the students complete
individually will show me if students are able to match a
digital clock with an analog clock. The end of the unit
assessment will also show if they have mastered this
learning target or not.

(Add rows as needed)


g. Student Voice
K-12 students will be able to:

4. Explain student learning


targets and what is required
to meet them (including why
they are important to learn).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the beginning of the lesson, the
students will produce an I Can
statement describing the learning
target. The students will also
complete an exit slip with multiple

Description of how students


will reflect on their learning.

Students will reflect on their


learning by describing their
own learning target.
Students will reflect on their
learning by verbally

questions on it that will help them


reflect on their learning.
5. Monitor their own learning
progress toward the learning
targets using the tools
provided (checklists, rubrics,
etc.).

The students will complete an exit


slip with a scale that will help them
monitor their progress towards the
learning targets.

6. Explain how to access


resources and additional
support when needed (and
how/why those resources will
help them).

Students will be introduced to the


time games that focus on hour
and half hour as additional
resources for practice.

explaining why it is
important to be able to tell
more precisely (to the half
hour rather than the hour).
The students will circle a
smiley face with an open
mouth if they feel really
good about how they are
doing, students will circle the
closed mouth smiley face if
they feel pretty good about
their understanding, or
students will circle the
straight lined mouth (or
neutral mouth) if they feel
they need some more help
towards the learning target.
Students will play the time
games and verbally explain
to the teacher how the
games help them practice
telling time.

Grouping of Students for Instruction


Students will remain as a whole class during the whiteboard activity and main instruction
of the lesson. Students will then work independently on their worksheet. Students will
complete their time games in either partners or whole groups.
Section 2: Instruction and Engaging Students in Learning
7. Introduction: I will introduce the lesson by having them recall about the previous days
lesson (telling time to the hour). I will ask them to remind me why it is important to be
able to tell time and how it can be helpful for them. I will then say that today we are going
to be learning how to tell time to the hour and the half hour.
8. Learning Activities:
I will begin the lesson by asking the class what their I Can statement is for
todays lesson. I will write the I Can statement on the board for everyone to see.
I will also write the vocabulary terms that they need for the lesson: analog clock,
digital clock, hour hand, minute hand, and half hour.
I will begin the lesson showing the students the big analog clock.
Questions:
o How many minutes are in 1 hour?
o How many minutes are in a half hour?
o What number does the minute hand point at when 30 minutes has
passed?
o How do we know this is 30 minutes passed?

If thirty minutes has passed, how many more minutes need to pass
before we can say oclock?
I will show the students how they can count by fives around the analog clock to
see how many minutes have passed.
I will show the students that the little marks in-between the numbers indicate
individual minutes.
Then will we do some practice problems as a class. I will set the clock to a half
hour time and I will count out the minutes with them.
After a few practice problems, I will pass out whiteboards and have the students
write the digital time that matches my analog clock.
I will ask random students how they go their answers and have them explain to
the class.
After the whiteboard problems, I will then pass out a worksheet to each individual
student.
I will put the worksheet under the document camera for everyone to see and read
directions and explain the task.
Students will then complete their work independently and I will help and re-teach
as necessary.
When they complete their worksheet, students will check their answers with a
partner and then turn it into the teacher.
After turning their work in, students will then choose one of the time games to
play to practice their newly acquired skills.
Multiple means of access:
o Students will be able to listen to instruction as well as follow along on the
document camera. Students will be able to actively engage in the lesson
by writing the time on the whiteboard and writing the digital time on their
paper that matches the analog clock on their paper. Students can access
content through verbal explanations, visual explanations, and modeling
examples.
Multiple means of expression:
o Students can show their learning through the whiteboard activity, through
writing the matching digital times on their paper, through verbal
explanation with the teacher, and through peer working/checking.
Students make academic conections by connecting to and building off of prior
knowledge. Students make personal connections by thinking about how it is
important to tell time and how it helps the through their day (daily schedule).
Students work individually, in small groups, and as a class to cater to multiple
learning styles (pedagogical connection).
o

9. Closure: To close the lesson, we will review, as a class, what we did during the lesson. I
will ask them if they think they proved that they can do their I Can statement. This will
show if the students think they met the learning target or not. At this time I will go over
the time games for independent practice.
10. Independent Practice: After students are done with their worksheet, they will find a
partner or small group to play one of the various time games. There are time puzzles,
time matching games, time flash cards, and time board games. The homework for the
week also helps students practice independently telling time.

11. Instructional Materials, Resources, and Technology: Document Camera,


whiteboards, handouts (see attached).
12. Acknowledgements: Lesson plan adapted from Envisions Math curriculum, and the
help of my cooperating teacher

T&L Instructional Plan Template


(edTPA Aligned)
Lesson 3
Unit/Subject:

Math____
_______________________
Instructional Plan Title/Focus:
Is it to the hour or half hour?
_________________
Section 1: Planning for Instruction and Assessment
k. Instructional Plan Purpose: The purpose of this lesson is for students to take what
they have already learned about telling time and be able to decide if it is a time to the
hour or a time to the half hour. Prior to this lesson they have been working on the two
concepts separately. Now they will be working on them combined and have to
distinguish between the two.
l.

Alignment to State Learning Standards:


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

m. Content Objectives:
SWBAT tell time to the hour and half hour. 1. MD.3
n. Previous Learning Experiences: Prior to this lesson, students have learned to tell time
to the hour and to the half hour on both analog and digital clocks. Students will use these
previous learning experiences to further practice telling time and build off their prior
knowledge. In this lesson the students will be using their prior knowledge of telling time
to the half hour and the hour to continue telling time to the half hour and hour and
deciding which one it is when the problems are mixed.
o. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Students with visual impairment will be placed at the front of
the class near the white board and projector. I will use the document camera to display
the worksheet that we will be completing together to make sure everyone can see and
follow along. The students in our class that are considered highly capable will have more
challenging activity centers that they complete after the introductory part of the lesson.
The two students in the class with IEPs will be meeting with their Special Education
teachers at this time. Students receiving ELL services are placed next to strong readers
to help them understand the academic language on their papers. Students that are
struggling readers will also be placed next to the highly capable readers. I will also read

the instructions of all materials while having a copy under the document camera for all
students to hear and see.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT tell time to the hour and half
hour. 1. MD.3
1. MD.3

Assessment Strategies
Informal: I will look at the students individual white
board and see if their digital time matches my
analog time. This will help me to see if the
students can tell the difference between time to
the hour and time to the half hour when the
problems are mixed together.
Formal: I will grade their independent worksheet
on a right or wrong basis. The end of the unit
assessment will also show if they have mastered
this learning target or not.

(Add rows as needed)


g. Student Voice
K-12 students will be able to:

7. Explain student learning


targets and what is required
to meet them (including why
they are important to learn).

8. Monitor their own learning


progress toward the learning
targets using the tools
provided (checklists, rubrics,
etc.).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the beginning of the lesson, the
students will produce an I Can
statement describing the learning
target. The students will also
complete an exit slip with multiple
questions on it that will help them
reflect on their learning.
The students will complete an exit
slip with a scale on it that will help
them monitor their progress
towards the learning targets.

Description of how students


will reflect on their learning.

Students will reflect on their


learning by describing their
own learning target.
Students will reflect on their
learning by either writing a
sentence, a key word, or
verbally explaining why it is
important to tell if a situation
is a.m. or p.m.
The students will circle a
smiley face with an open
mouth if they feel really
good about how they are
doing, students will circle the
closed mouth smiley face if
they feel pretty good about
their understanding, or
students will circle the
straight lined mouth (or
neutral mouth) if they feel
they need some more help
towards the learning target.

10

9. Explain how to access


resources and additional
support when needed (and
how/why those resources will
help them).

Students will be introduced to


situational time games as
additional resources for practice.

Students will verbally


explain how the times
games help them practice
telling if the time is to the
hour or to the half hour.

Grouping of Students for Instruction


For the first part of the lesson the students will remain at their desks for whole class
instruction and discussion. Students will then complete their worksheet independently.
After they complete their worksheet, they will share what they wrote with their elbow
partner. Finally, the students will work in partners or small groups to complete the
time/situational game centers and activities. These activities will be leveled so that
students of all different learning levels can receive differentiated practice.

Section 2: Instruction and Engaging Students in Learning


13. Introduction: I will introduce the lesson by first having a review of what they already
know from the first two lessons about time. I will then ask the students the following
questions to lead into a discussion.
How many minute are in an hour?
How many minutes are in a half hour?
What does the analog clock look like when it is an hour time? When it is a half
hour time?
What does the digital clock look like when it is an hour time? When it is a half
hour time?
Which hand changes on analog clock from 4:00 to 4:30?
14. Learning Activities:
After the introduction, I will explain that today we will be practicing telling time to
the hour and telling time to the half hour. So they will have to pay close attention
to which one it is.
The class will create an I can statement that I will write on the board.
I will remind the student of the supports that are available to them and to use the
correct terminology that is one the vocabulary chart when they are explaining
their answers.
I will then do a whiteboard activity like in lessons 1 and 2. This time I will show
both time to the hour and time to the half hour and the students will have to
determine which one it is.
Students will explain their thinking to their elbow partner.
Students will explain their thinking in whole group.
I will then have the students independently complete a worksheet with mixed
problems on it.
The students will check with a partner and then turn their worksheet into the
teacher for a grade.
Students will complete an exit slip where they identify if they met the learning
target.

11

Students will play leveled time games that help them practice their skills.
o Multiple means of access:
Students will be able to listen to instruction as well as follow along on
the document camera. Students will be able to actively engage in the
lesson by writing the time on the whiteboard and putting telling time
into their own personal context. Students can access content through
verbal explanations, visual explanations, and modeling examples.
o Multiple means of expression:
Students can show their learning through the whiteboard activity and
discussion, through writing times and on their individual handout,
through verbal explanation with the teacher, and through peer
working/checking.
o Students make academic connections by connecting the prior knowledge
about time that they have from doing calendar each day (where they match a
digital and analog clock) and from what they learned in the first two lessons.
Students make personal connections by thinking about why it is important to
be able to tell time and if it is a.m. or p.m. and providing examples. Students
also make personal connections during the learning activity by identifying
when they do certain tasks. Students work both individual and in small groups
to cater towards a variety of learners (pedagogical connection).

15. Closure: At the end of the lesson, students will complete an exit slip. We will then review
the I Can statement that they created and reiterate why telling time is important.
Students will decide if they met their I Can statement. This will show if students think
they met the learning target.
16. Independent Practice: After students are done with their worksheet, they will find a
partner or small group to play one of the various time games. There are time puzzles,
time matching games, time flash cards, and time board games. The homework for the
week also helps students practice independently telling time.
17. Instructional Materials, Resources, and Technology: Document Camera,
whiteboards, handouts (see attached).
18. Acknowledgements: Lesson plan adapted from Envisions Math curriculum, and the
help of my cooperating teacher

12