William Paterson University

College of Education
LESSON PLANNING TEMPLATE
Teacher Candidate Name: Katelyn Sheridan
Grade: 2
Topic: Math
Date of Lesson:11/24/2015
Standard/s):
2.MD.C.7 Tell and write
time from analog and
digital clocks to the
nearest five minutes,
using a.m. and p.m.

Concept: Time

School: Florence M. Burd

Essential Question: How do we read time?

Learning objective(s): To review Assessment(s): ( attach assessment tools & rubrics)

telling time; and to provide
experiences with writing time in Formative: observation of students working with their tool kit clocks
digital clock notation.
Students will be able to read an
analog clock and write the time
to the nearest 5 minutes.
Students will be able to
distinguish
the
difference
between the minute and hour
hands.
Students will be able to count
by 5s to move from number to
number on the clock. (minutes
practice)
Students will be able to
represent time using the hour
and minute hands on an analog
clock.
Students will be able to write
the time in digital clock
notation example: 1:00 P.M.

Summative: Math boxes page 60 (to be completed on Wednesday or

during free time on Tuesday)
Math Journal page 59

Planning:

Teacher Resources (Internet Sites, Technology / Visuals) Mailbox Magazine October/November issue 2009 page 39 for the clock
cutout, Everyday Math program Unit 3.3 Volume 1 for journal pages and interactive whiteboard visuals.
Academic Vocabulary: analog, digital, hour hand, minute hand
Materials (e.g. Props/Manipulatives/Picture Book or Information Text): Math journal, pencil, cutout clock, brass fasteners, Epson board
projector, Everyday Math program online representations of journal pages.
Groupings: 2 groups the red group and the blue group.
Family Engagement: H.L. homework and Study Guide assistance for the unit test on Wednesday.
Cite Sources (e.g. textbook page # or pinterest website) Everyday Math Volume 1 Unit 3.3
Student prior knowledge needed: Count by 5s to figure out the minutes on the analog clock
Co-Teaching Strategy: One teach one assist

Teaching and Learning

Process:

ENGAGE

Teacher
What questions will you ask?
What will you do, say, and/or
write? What tools will you use?
Write a time on the board 8:40
P.M. Ask the children to draw
the hands on their clocks to
represent this time. Have
students work in groups to
figure this out. Explain that
each group should choose one
person to present their answer
to the class. Once their group
has their answer ready they
can all sit quietly with their
thumbs up and we will review
each groups answer.
Pose the question Is this time
closer to when you start school
in the morning or is it a time
that you would be sleeping?
Wait for student responses
What about the time written on
the board told you that?
Students have not discussed
the difference between A.M.
and P.M. in the past so it will be
interesting to see what they
know about this label.

Students
What will students do? What tools will students use? Where in the classroom
are the students? How will students be grouped?
Students will be seated in their assigned seats. I will pass out blank clocks
for the students to draw the hands on for the time. Students will work with
others in their group to represent the time on the clock.
Differentiated instruction: All students can work with others in their group to
discuss the answer. This gives the more advanced students the ability to
teach/assist the struggling students.

EXPLORE

I have already cut out and

prepared paper analog clocks
for the students to use. Today
we will be exploring how to
read/use them.
Pass out the clocks.
Point out the 2 hands on the
clock. Explain that the smaller
hand is the hour hand and the
longer hand is the minutes
hand.

EXPLAIN

EXTEND

Have students take out

reference books and turn to
page 78 to help explain the
difference between the minute
hand and hour hand.
Journal page 59 we will
complete as partners but we
will go over one-two problems
as a full class.
What time is it?
Draw the lines to match the
time (digital written time
provided)
Make up your own times. Draw
the hands to show each time.
Write the time under each
clock.
Discuss how time is always
estimated. By the time we
write down or say the time we
just read; the time has already
changed. Time doesnt stop it is
always moving and changing.

Students are seated in their assigned seats

Each student will receive a paper clock to practice and use until the end of
the year. The first thing the students will do with the clock is write in the
5minute numbers around the clock examples: 1 would be 5 minutes so they
would write a small 5 by the one.
Differentiation: Multiple forms of representation (personal paper clocks to
practice with and look at)
Differentiation-Multiple means of representation (read aloud and typed on
the books page): We will read the reference book pages as a class. Students
with an IEP will follow along with their EZ reader (colored transparent plastic
strip to highlight words) or their pointer finger.
Students will remain seated in their assigned seats and work with their
assigned partner on this journal page. Students will take turns; one student
will write the time in digital notation and the other student will have to show
that time on their clock (During this time Mrs.Rosselli and I will observe and
see what students may need extra help representing time on their own
clock. As students work in groups I can pull the students having difficulty and
work one on one with them for a few minutes.

Students are sitting in their assigned seats. They will raise their hands to
answer and ask questions.

Possible response: estimating is a guess, hypothesis, it isnt certain

What does it mean to
estimate? When we estimate
time there are some different
ways of saying it examples: it is

Differentiation: access prior knowledge about estimation. Questions will be

discussed verbally as a class so the students with communication disorders
dont have to read instructions on their own.

about _____ oclock, it is just

before _____ oclock, it is
between ___ and _____ oclock.
Student will clean up what they
have started because they
need to get to filling out their
study guide for the test on
Wednesday.
EVALUATE

Formative and Summative:

Journal Page. Formative
because I will be observing the
interactions going on during
the partnerships. Summative
because I will take the whole
page as a practice grade.

Students will finish up most of this time lesson in the 1 st period of math
(period 4). During the second period of Math the students will work on a
study guide that they will take home to practice with before the test on
Wednesday 11/25. During this 2nd period I can meet for the post observation.

Students may work in assigned partnerships for journal page 59. Math Boxes
must be completed independently.

Math Boxes: Formative because

students will work on this
independently and it will be
taken for a grade.
Formative: Observing and
taking notes as I circulate the
room as the children explore
their new paper clocks.
Self Assessment: Answering
the question How comfortable
are you with telling time? I can
tell time on my own, I can tell
time on my own but sometimes
I need help, or I want to learn
more about telling time.
Differentiated Instruction:
Multiple means of representation: All of the students will receive their own cut out analog clack with moving hands so they can
explore time and move the hands themselves to figure out the time.
Accommodation/Modification: JB and PM receive extra time to complete Math boxes and Math journal pages. They will work

together in a partnership and receive the same one on one extra help during the partner work.

POSSIBLE PROCESS ELEMENTS:

(Any Process Element may be used in more than one of the 5 Es)

ENGAGE: An engaging opening to a lesson that allows for teachers to stimulate students with questions about their prior knowledge and for students to ask
questions and gain clarification about the activity/task, its goals and objectives.

Motivate: The introduction to the lessons topic or concept, where the pre-service teacher sparks interest by asking questions or conducting
an activity which involves students prior knowledge and generates interest in the topic.
Ask Questions based on student prior knowledge

EXPLORE: During this time, the teacher can provide expert knowledge, listen to students ideas, monitor and assess progress, provide support, and offer
meaningful extensions. Students can work in groups, pairs or independently to pursue and develop their own ways of thinking

Teach: The delivery of expert information from the teacher to the students. Often known as a Mini-Lesson, Teach can involve interactive
student participation or teacher-led modeling where the students watch the teacher as s/he presents a strategy.
Ask Questions: Based on Blooms Taxonomy, the Candidate asks, lower and higher order questions, using scaffolding, to stimulate critical
thinking.
Centers: Stations where students are assigned task cards/ instructions based upon specific content, skills, or strategies; or areas where
students engage in intentional play and/or work with manipulative materials.
Image: a visualization where students examine pictures, draw, watch and discuss videos or use guided imagery

EXPLAIN: An opportunity for students to share their ideas with each other and the class, as well as practice skills. Teachers actively listen to ideas, help
students clarify and share their own thoughts, deepen their reasoning and engage with others reasoning (.e.g. ask the students if they agree or disagree with
another students idea and why).

Guided Practice: An opportunity for student to practice a new skill through a worksheet or graphic organizer, based on a Common Core
Benchmark or CPI, either in pairs, independently or in small groups.
Cooperative Learning: Think/Write, Pair, Share
Model a New Skill: A prepared reading by a proficient reader who models fluency, accuracy, and expression.
Differentiated Instruction: 1) plan multiple options for selecting and presenting information (content); 2) plan multiple avenues for
practicing skills (process) e.g., graphic organizers, flash cards, Games, Tiering, Assistive Technology; and 3) plan multiple means of creating
products, e.g., books, letters.

EXTEND: An opportunity to go deeper into the content. The teacher can encourage generalization, summarize main ideas, and assign real world
performance tasks.

Performance Task: a real world task such as writing a letter, a brochure, writing a how to or all about book, writing a play, producing a
video, etc.
Independent Practice: Homework
Differentiated Instruction
Centers

EVALUATE: An opportunity for teachers and students to determine how much learning has taken place. (e.g., Create a rubric to score the Performance
Task in EXTEND)

Formative Assessments: Pre-Post, Observation, questions, worksheets, graphics organizers, exit slips and response cards
Closure/Share: A closing activity where students are able to share their work in small groups or in front of the entire class.