Gina DAngeli

Mott Elementary
2/24/16
Math
Second Grade

Telling Time: A.M./ P.M.

Standards
2.MD.C.7

Objectives
The student will be able to accurately differentiate AM and PM when telling time.

Materials

18 AM/PM Sorting worksheets

6 Glue sticks
6 scissors
18 Spin and record AM/PM worksheets
2 time spinners
2 AM/PM spinners
6 student analog clocks
AM/PM Anchor chart

Procedure
1. Students will meet on the classroom carpet.
2. (Introduction) I will state the objective to the class: Today, students will be able to
accurately differentiate AM and PM when telling with 85% accuracy.
3. I will ask students to turn and talk to discuss what they think the word afternoon/noon
4. Allow for student response
5. I will ask my students to confirm if the afternoon is during the day or night.
6. Allow for student response
7. I will ask my students to turn and talk to discuss what they think the word midnight
means.
8. Allow for student response.
9. I will ask my students to confirm if midnight is during the day or the night.

10. I will introduce AM & PM Anchor Chart then, define what AM and PM means to the
class as a whole group while using the anchor chart as a visual aide.
11. I will them use small white board to have a class discussion about activities we do in the
AM and activities we do in the PM.
12. I will record students answers on the small white board.
13. After collecting student data of AM/PM activities I will confirm student comprehension
by asking when is noon and when is midnight (Student response I am looking for:
midnight= AM, noon= PM).
14. I will introduce centers to the students.
15. Center 1: Spin-a-Time: students will use a spinner to select a time and another spinner to
select AM or PM. Using their bodies, students will then show the time they spun by using
their arms and legs inside the student engaged analog clock created on the classroom
floor. Students will then record an activity they do in regards to the time they spun.
16. Center 2: Students will complete an AM/PM sorting worksheet by taking a cluster of
activities and sorting them in the appropriate AM or PM section of worksheet.
17. Center 3: Students will engage in a flashcard time activity where they will pick a flash
card and have to show what they picked from the flashcard on an analog clock.
18. Center 4: Technology Center: students will utilize technology by engaging in a telling
time game called Time Travel.
19. I will announce which students are in what center.
20. I will dismiss students to centers.
21. While students are working I will rotate to each center to check student comprehension
by conversing with students on their work as well as assessing their work conducted on
their worksheet.
22. With five minutes remaining: I will have students stop their work to review when is AM
and when is PM.
23. I will instruct students to leave their work at their desks to finish or clean up when we
return from lunch.
24. Dismiss students to lunch.
Assessment
1. Turn and Talk: Students will be assessed by me during three stages of turn and talk
when circulating the carpet to listen to students discuss ideas of what/when afternoon
and midnight are.
2. Teacher observation: Students will be assessed for comprehension of direction and task
by me as I rotate to each table while students work on their AM/PM Sorting
worksheet
3. Worksheets: Students work conducted on their AM/PM Sorting worksheet, Spin-aTime worksheet.

Management Issues

To maintain student focus on task and concentration I will allow opportunity for two turn and
talks during class carpet discussion as well as have students engage in a data activity on the
small white board to endure constant student engagement during my lesson.
Transition
When students transition from classroom carpet to their desks they will be dismissed in rows to
maintain order and control of class while avoiding opportunity for any distraction.
Students will know it is time to switch centers when the class timer goes off.
Differentiation
For lower functioning students:
I will first, call on them at the classroom carpet to record data to ensure their comprehension.
I will have a one-on-one conversation to confirm each student comprehends the task/directions
when I rotate to their table.
Students will only have ten words to sort (as oppose to 18).
For higher functioning students who may finish early:
I will distribute higher level worksheet where students will have to create their own pictures and
label on their own if that activity is conducting in AM or PM.

Self-Reflection

If I had to rate my lesson on a scale 1-10, I would rate todays lesson that I taught to my
students and 8.5. Although I feel I planned well for the lesson in regards to materials, charts and
centers, I did not plan on how hard the students comprehension of differentiating am and pm
would truly be. Even though I planned on what I would say in introducing am and pm, it was not
until I heard myself speaking to my students, explaining midnight to noon, and noon to midnight.
I was proud of myself that I did not continue with the lesson as planned but stopped to focus
more on the main idea of the lesson, and so I decided to utilize a large classroom clock and hourby-hour with an example, go through a 24 hour day differentiating am or pm and why. I feel
having students record their own data of activities done at specific times also helped to
strengthen student comprehension.
My favorite part of the lesson was the four centers I creating that all involved physical
student engagement. The day before, I had created a life size clock on the classroom floor and
center one was for students to spin-a-time and then spin am or pm and with the time they spun,
using their arms and legs had to show the time on the real life clock. This center not only kept
my students engaged the entire allotted time but also strengthened their comprehension in
regards to the hour hand and the minute hand. Center two, I feel was the most beneficial for
students because this center allowed for one-on-one opportunity with myself while they worked
through sorting a cluster of activities in which they had to differentiate if it would happen in the
am or pm. This center was an opportunity to assess students comprehension by not only
observing their work closely but also being able to conference and discuss the task at hand with
them to either confirm comprehension, or identify if the student needs more help comprehending
the task which in this case was differentiating am and pm.

The main lesson I learned is to establish a stronger rotation/transition schedule prior to

my lesson and to not try and figure out the rotation when the lesson is already going on. There
was confusion from the students on which center they would transition to next which caused a
major part in the lesson because I had to reiterate where each student should go. I learned to
make a transition schedule prior to the lesson and then put the schedule on a large phsical chart
or write it on the white board for students to see on their own so that they can learn responsibility
by having to check the chart themselves as oppose to always asking a teacher where they should
go next. This chart will also assist in having better classroom management for myself and my
future classroom.