Lesson Plan Template

HDFS 4223/4850
Candidate Name: ____Tara Newton_______________________________________

Lesson Title: ____Tell Time ____________________________________________

Day, Date, Time of Implementation: _______TBA_____________________

Grade Level: ______2nd Grade Math___________

Objectives (connect to PASS/Common Core):

Oklahoma Common Core Standards, Mathematics, Grade 2, Measurement and Data, Work with Time and
Money, 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and
p.m.

Students will be able to identify the minutes hand on an analog clock

Students will be able to identify the hour hand on an analog clock
Students will be able to read the time on an analog clock

Vocabulary:

Analog clock digital clock hour hand minute hand

Required Materials:

Projection screen for time trouble clip

Math journals
Construction paper cut outs of numbers 1-12
Interactive Analog Clock from SMART toolkit

Introduction/Transition into Lesson:

How will you capture the students attention?

I will play the following video called Time Trouble. This is a short video that uses cartoons to explain
how to tell time.

http://www.quietyoutube.com/watch?v=9V0UfS9tH3g&playnext=1&list=PL0LKC5UoovyaCH5pBk2JU
VaqIo1m3zLLe&feature=results_video

What prior knowledge will be related to this lesson?

This will remind students of the time concepts they learned about in first grade. Some of these concepts
are the differences in digital and analog clocks and how many minutes each number on the clock
represents.

How will you communicate to the students the objective for the lesson?
After the video I will tell the students, We will now be working on telling time as a class. By the end of
this lesson you all should be able to do three things. These are: identify the hour hand, identify the
minute hand, and tell what time an analog clock shows.

Step-by-Step Procedure: (What will you be teaching? How will you facilitate the learning? How will
students practice what is learned? Give an overview of the activities used in the lesson. Activities must
match objectives.)

After the video is over, I will bring all of the students back to their seats and pull up an interactive analog
clock on the SMART board. This will provide a visual and kinesthetic learning experience for students.

I will use the clock to review how basic concepts of telling time. This will be done by asking questions to
the entire class (see below). We will then talk through their responses to the questions.

Next, I will set the clock to several different times and ask students to tell what time is displayed on the
clock. They will then come to the board to justify their answer.

Then, I will challenge students to move the hands of the clock to display certain times for an added
challenge.

Finally I will introduce the main activity. I will lay out the numbers one through twelve in a large circle
to form a clock on the ground. Next I will ask for two student volunteers. One will be assigned as the
minute hand and one as the hour hand. I will then ask them to lie on the ground and use their bodies to
display the time written on the board. Other students in the class will be allowed to gather around and
help them get into the right position. We will do the activity ten times to allow each student to participate.

Questions to Facilitate Understanding: (consider Blooms Taxonomy)

Remember Can anyone remember how many minutes is represented by each number on
the clock?
Understand Which hand tells us how many minutes? Which hand tells us how many
hours have passed?
Applying When the minute hand is here and the hour hand is here, what does that tell us
about what time it is?
Analyzing When the hour hand is between the 3 and 4 what hour is it? Why?
Evaluating What time is displayed?
Creating Make 3:40 with your bodies on our giant floor clock.

Lesson Closure/Transition out of Lesson:

In what way will students reflect on what was learned? Be specific.

After the body clock activity, students will be asked to return to their seats. I will write on the board the
topics I want them to address in their math journals. These include: Which hand is the minute hand,
Which hand is the hour hand, how do these help you know what time it is. I will also have three clocks
displayed on the SMART board and I will ask the students to record what time is displayed on each clock.
When will the reflection take place? Be specific. (ex: after the main lesson has ended; as children are
practicing)

The reflection will take place immediately after the body clock activity.

How will you summarize the lesson and transition to the next activity?

I hope you all are more comfortable with telling time now. Be sure to practice what youve learned when
you see clocks at home or at the store. This is an important skill you will use for the rest of your life.

Assessment:
What specifically will be used to assess/document student progress? (assignments, anecdotal notes,
checklists, projects, rubrics, etc)

The math journals will be the form of assessment. I will look at their free responses, but closely examine
their responses of telling specific times to get a feel for if they really understand the information
presented.

How will you decide if the learning objectives were met? (link to the specific form of assessment)

If the students are able to correctly identify the hour and minute hands and can correctly name the time on
two of the three clocks shown I will consider the objectives to be met.

Classroom Management:
What special considerations will be made for classroom management? Include ways you will divide
students into groups or partners. How you will ensure all students are engaged? If students need to get
materials, how you will manage the procedures?

I will use the class cup to draw out names for the body clock activity. This will help the students feel they
are all getting a fair chance at going next to participate in the activity. Also reassuring students that they
will each have a chance will help with behavior.

Modifications (as needed for children with intellectual and/or developmental disabilities):

I will allow students who are unable to write to dictate their free response answers into their hand
held recording devices. Also, I will provide a challenge for more advanced students by offering a
bonus question of asking students to draw a clock displaying a given time in their math journals.

Changes/adaptations: (Make hand-written notes after the lesson.)

What worked well? What needs to be changed?