Elaina Katz - Completed Pop Cycle With Lesson Plan and Instructional Resources

Fullerton
Online Teacher Induction Program

Pre/Observation/Post Cycle Form(POP)
Revised 4.20.17

Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Elaina Katz Elaina.katz@gmail.com Multiple Subjects First Grade
Mentor Email School/District Date
Heritage Oak Private
Jeremy Nelson Jeremy.nelson@heritageoak.org 11-12-18
Education
Content Standard Lesson Objectives Unit Topic Lesson Title
California Common Core
State Standards:
2.MD.7Tell and write time
from analog and digital clocks
to the nearest five minutes,
using a.m. and p.m.

2.SL.1Participate in
collaborative conversations
with diverse partners about
grade 2 topics and texts with
peers and adults in small and
larger groups.
a. Follow agreed-upon rules
for discussions (e.g., gaining -The students will demonstrate
the floor in respectful ways their understanding of telling
listening to others with care, time using technology.
speaking one at a time about -The students will be able to tell
the topics and texts under time to the nearest five minutes
Telling Time to the Nearest Five
discussion). using an analog clock. Telling Time
Minutes Using Technology
b. Build on others’ talk in -The students will demonstrate
conversations by linking their their ability to write and read
comments to the remarks of various times both digitally and
others. using the hands on an analog
c. Ask for clarification and clock.
further explanation as needed
about the topics and texts
under discussion.

California English Language
Development Standards:
A. Collaborative
1. Exchanging information
and ideas with others through
oral collaborative
conversations on a range of
social and academic topics

*Although I teach first grade,
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 12
my school teaches one full
grade level ahead. We teach a
second grade curriculum to
our first graders.

CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands ability
just coming into prominence and examines pedagogical practices increased relevant and suitable use of elements into a cohesive and unified to add new methods and strategies into
pedagogical choices pedagogical repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Selects, adapts, and utilizes appropriate instructional materials,
Using and adapting resources, resources, and technologies for concept and skill development in
technologies, and standards-aligned subject matter. Resources reflect the diversity of the classroom and
3.5 instructional materials including Applying support differentiated learning of subject matter.
adopted materials, to make subject
matter accessible to all students Guides students to use available print, electronic, and online subject
matter resources based on individual needs.
Decides on the purpose for assessment and skills to be assessed to
select appropriately matches pre-, formative and summative
Applying knowledge of the purposes,
assessments.
5.1 characteristics, and uses of different Applying

types of assessments
Selects assessments based on clear understanding of the purposes
and characteristics of assessments to support student learning.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
-My inquiry focus is the use of technology to
strengthen student achievement, understanding,
and engagement. My school is currently working
hard to incorporate more technology into the Great focus on the lesson. There is proper
classrooms, so this focus is very appropriate at this utilization of the iPads, as the focus is to
time. enhance learning and not taking away the
-My inquiry question is: Will incorporating the use actual teaching. Students are truly visual
of the Promethean Board and class iPads improve learners and rely on technology to enhance
my students’ ability to tell time using analog their learning.
clocks?
-I will incorporate the inquiry focus and question I believe that iPads are a better technology
into my lesson by integrating technology into the medium to enhance learning than that of
teaching of telling time through the use of a the Promethean board as it is now a bit
Promethean Board flipchart and the use of my outdated and not as clear as the iPad screen.
Inquiry Focus/Special Emphasis class iPads. I believe that my students will be I think students are much more engaged
• What is your inquiry focus and/or special emphasis? fully engaged in this lesson and will respond well through their own device as opposed to
• How will you incorporate the inquiry focus and/or
special emphasis into the lesson? to using the different forms of technology, while taking turns being interactive at the
What specific feedback do you want from your ME?
•
deepening their understanding of telling time. I Promethean Board.
believe that my students will also enjoy this
lesson and I think that their ability to read analog It is very important to find ways to build the
clocks and display various times on analog clocks confidence of students who lack in this area.
will improve as a result of using technology in Front-loading concepts, texts, and prompts
the lesson. are a good way of familiarizing students. An
-My special emphasis is: ISTE Standards for easy ways to frontload is to incorporate
Educators 5: Educator as Designer: I design interactive decision making on the iPad.
authentic, learner-driven activities and Finding Apps or programs that allow the
environments that recognize and accommodate students to manipulate a clock will help.
learner variability. This lesson will allow me to
work on incorporating the use of technology
(Promethean Board and iPads) to promote
students’ learning, engagement, and mathematics
achievement through the use of authentic
learning activities. This lesson will allow me to see
if the incorporation of technology influences
student achievement in telling time.
-Since technology is a major focus of this lesson, I
would like to know if my mentor has any
suggestions for additional ways to use technology
to strengthen my students telling time skills and if
he believes there is a way to ease the use of the
technology, especially the iPads, in this lesson.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

My English Language Learner has trouble This focus student struggles
This focus student has a modification plan
expressing ideas in the appropriate way and she academically in both math and language
due to his struggles with focusing. This has
tends to have a difficult time communicating to arts due to her having difficulty staying
led him to become academically behind. He
others what she is trying to say. She is off to a on-task, listening to directions, and
tends to respond well to technology-based
Focus Students good start in mathematics this year. She does following the directions. Multi-step
activities and focuses better during hands-
• Summarize critical needs and well when using mathematics manipultaives, problems tend to be tough for her.
on activities. The use of the interactive
how you will address them
visuals, and graphics, such as charts and tables. During this telling time lesson, I will
during this lesson. clocks on the Promethean Board and the
The use of technology in this telling time lesson break down telling time into clear steps
iPad clock activity in this telling time lesson
will be helpful for her, as it is interactive and full to make it easier for her to understand. I
should be helpful for him. In addition, I will
of visuals. I will work with her when using the will have her keep the steps on her desk
work with him at the lesson table to make
iPad to make sure she fully understands the during the lesson, so that she is able to
sure he fully understands the concepts
directions and what is expected of her. actively participate with more
being taught.
confidence.

One way that may keep students engaged in
a lesson is by beginning a unit with a real
world story or problem that can continually
I would like to know if my mentor has any be referred to throughout a unit or weekly
additional suggestions for how I could help my lessons. Make it relatable to the topic, in
What specific feedback regarding your focus students
•
do you want from your ME? focus students remain engaged throughout the this case telling time. As the week/unit
entire lesson and obtain a better understanding of progresses, add high order thinking
how to tell time to the nearest five minutes. questions that relate to the story/real world
problem. Make the lesson about time
relevant each day rather than just the task
of telling time.
A good way to keep from students giving up
or becoming frustrated is to “Catch them
being Good.” Other ways include giving
open ended questions that allow them to
I would like to know if my mentor has any ideas of
not give a wrong answer. Often times these
Specific Feedback ways to successfully incorporate the use of the
• What additional specific feedback do you want from students are hung up on “always” being
your ME regarding lesson implementation? iPads without it becoming frustrating for the
wrong and they just are afraid to answer.
students.
Giving students options on how to answer
and how to learn often helps. Give the
students more choice in how they work or
what they choose to do.
Lesson Structure: Class Discussion, Whole-Group
Instruction, Promethean Board Flipchart, iPad
Have you thought of giving the students
Interactive Clock Usage, Independent Practice
choices on how to interact with the iPad or
(Worksheet and iPad Activity), Reflection
Promethean Board?
-The lesson will open with me asking my students
Instructional Planning
to raise their hand if they could tell me what time
• How is the lesson structured (opening, body, and
Do you have a hook to get the children
closing)? it is and see what they know. We will then have a
• What varied teaching strategies and differentiated excited about learning the time lesson?
instruction will help students meet lesson goals? class discussion about the importance of telling
What progress monitoring strategies will be used? Is there a specific hook to getting the
•
How will results inform instruction?
time and how we use time in our daily lives.
children excited about learning?
-Next, I will have the students help me come up

with the steps used to tell time, based on what
How might you engage the children in asking
they learned in kindergarten (time to the hour,
probing questions?
half hour, and quarter hour) and what they
already know. We will review these steps and
practice a few examples. Then, we will talk about
how we will be learning about telling time to the
nearest five minutes and we will go over the steps
used to do this.
-Then, the class will work through a telling time
flipchart on the Promethean Board. This flipchart
includes interactive clocks with which the students
will display different times and it includes various
examples that require the students to write the
time displayed on the analog clock digitally.
-Next, I will pass an iPad around with an
interactive clock that is mirrored to the
Promethean Board and students will have the
opportunity to display a time for the class to see.
-Following the whole-class activities, I will have
the students do some independent practice in
order to check for understanding and to have
them demonstrate their learning. Since I do not
have a class set of iPads, I will have some students
complete a worksheet, while others complete a
telling time iPad activity (First in Math Telling Time
Game). Then, they will switch.
-Once all of the students have completed both
types of independent practice, I will call the class
back together to reflect on how the lesson went.
-I will close the lesson by asking the students to
raise their hand if they could tell me what time it
is now.
-Technology is a major part of this lesson. I believe
that this lesson will appeal to my students’ varying
learning styles and preferences. The use of the
many different instruction strategies will also help
to meet the needs of my diverse students.

Varied Teaching Strategies and Differentiated
Instruction: During the independent practice time,
I will monitor my students and check for
understanding. I will have additional telling time
resources (telling time to the hour, half hour, and
quarter hour) on-hand for students who do not
understand the concepts. This will allow me to
help them gain a better understanding of the
foundations of telling time. The various types of
teaching strategies used in this lesson will also
work to address the needs of the individual
students in my class. I believe that this lesson
gives my students many opportunities to gain a
better understanding of telling time and the
lesson gives the students many opportunities to
demonstrate their learning.
Progress Monitoring Strategies: I will use
students’ responses during our class discussion
and monitor the students during both the whole-
class instruction and independent practice to
determine how to assist the students throughout
the lesson.
-In order to make the lesson relevant to all
students, I will ask the students to display times of
our different activities, classes, and other events
that pertain to them on the iPad interactive
clocks. For example, I will ask a student to show
me what time we go to lunch, what time we have
Strings class, or what time they go to bed or wake
This is a good idea and helps them make
up in the morning. This will show the students that
connections to real world problems. Have
Student Engagement/Learning what we are learning is something they will be
you thought about incorporating this into
• How will you make the lesson relevant to all the able to use everyday inside and outside of the
students? other parts of the day? Like when they are
• How will students show progress towards master of classroom. This will make learning more authentic
lesson objectives? walking to and from other classes, or when
for my students, as it relates to real-world
they are in line waiting to come in from
situations. The incorporation of the iPads will also
recess?
make learning more relevant to my students, since
many of them use iPads at home.
-The students will show progress towards
mastering the lesson objectives by correctly
displaying various times on the clocks and
demonstrating their understanding during the
independent practice.
-In order to maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness, I will randomly select
students to come up and participate in the
interactive clock flipchart on the Promethean
Board. This will be a fair way to choose
participants, since we probably won’t have
enough time for every student to get a turn to
come up to the board. However, every student
Classroom Management will get an equal amount of time using the iPads. I Look at finding ways for the children to have
• How will you maintain a positive learning
environment with a welcoming climate of caring, will also use positive reinforcement to display my choice. That way they are engaged because
•
respect, and fairness?
Identify specific classroom procedures and strategies
expectations to my students. they are doing what they prefer it gives
for preventing/redirecting challenging behaviors. - In order to prevent and redirect challenging them a sense of ownership.
behaviors, I will be using Class Dojo to reward
students for appropriate behavior and give a
consequence to students who are not displaying
the appropriate behavior during the lesson. My
students respond well to Class Dojo, as they know
their parents are able to see how their day is
going. I will also use other classroom incentives
(Disney Dollars, character cards, and class pom
poms) during the lesson.
-To close my lesson, I will call the class back
together to reflect on how the lesson went. I will
ask them how they felt about using the interactive
clocks and different technology and how they felt
the lesson went overall. It is important for me to
get feedback from my students and see if they
I suggest asking some higher order thinking
enjoyed the lesson and found it worthwhile. This
Closure questions so as to see if they can make
How will you close your lesson? helps me to learn more about what they find
connections between telling time and real
•
• How will you assess student learning and prepare appealing and what they respond well to.
them for the next lesson? world. Small group and reflection time make
-I will complete the lesson by asking the students
it an ideal time to do this.
to raise their hand if they could tell me what time
it is now.
-After this lesson, the students will take the post-
assessment and this will help drive my instruction
and help me to determine what I need to continue
working on with my students.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
EXAMPLE When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
• In what ways were students prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
• Before delivering my lesson, I

asked my mentor for ideas of
ways to successfully
incorporate the use of the
iPads without it becoming
frustrating for the students.
He suggested giving the
• Provided ample opportunities
students choices throughout
for the students to learn
the lesson. To do this, when a
Specific Feedback concepts and demonstrate
• Students were engaged in student participated in
• What information can you their learning
provide the NT regarding using the different forms displaying a specific time, I
requested special • Incorporated the use of the
feedback? of technology gave them the choice of using
iPads and Promethean Board
the interactive clock on the
well
Promethean Board or on the

iPad. I think this made the
students more comfortable
when participating and helped
to prevent the students from
becoming frustrated by the
use of technology in the
lesson.
• I found that my students were
most engaged during the
completion of the
Promethean Board flipchart.
The majority of the students
raised their hands multiple
times during this part of the
lesson. The students were
very eager to participate in
coming up to the board to use
CSTP 1: Engaging All
the “magic pen” and
Students answering the questions. The
• In what ways were • Classroom answered
students were also engaged
students engaged? How
together
were students not during the iPad telling time
engaged? small hand vs. the large hand
• How did students activity that they completed
contribute to their on a clock
• Raising Hands and engaged independently using the First
learning? • Use of the “Magic Pen” to
• How did teacher and/or in Math program. They were
students monitor uncover the correct time on
learning? very excited to participate in
the Promethean Board
• How were the focus
this activity, and even asked if
students engaged and
supported throughout the we could do this independent
lesson?
activity again. I found that my
students were not as engaged
when completing the
independent worksheet. Only
half of the class did this at a
time, so when those students
were working on it, they saw
the other students using the
iPads. I could tell that they all
wanted to be using the iPads
at the same time. However,
due to the amount of iPads
available to me, this was not
possible. Overall, I was
impressed by how engaged
my students were throughout
the lesson.
• The students did a nice job of
contributing to their learning.
They actively participated in
the class discussion and lesson
activities and offered great
answers to the questions.
They were also able to recall a
good amount of previously
learned information about
telling time.
• I worked to monitor my
students’ learning throughout
the lesson by asking them to
recall the different steps of
telling time each time a new
time was being read on the
clocks. I also monitored the
students closely during the
independent work time and
was there to provide them
with assistance and support
when needed.
• My three focus students were
engaged throughout the
lesson and actively
participated in the
Promethean Board exercises. I
found that Focus Student 2
had a difficult time staying
focused while completing the
independent worksheet. I
worked with him and asked
him to verbally go through the
steps needed to solve the
problems on the worksheet.
This was helpful for him.
• I think the fact that the lesson
was broken down into
different parts with different
types of instruction (class
• Great putting into context a
discussion, whole-group
time that is relevant to the
• Students volunteered to instruction, Promethean
children (Lunch time)
CSTP 2: Effective Learning use the “Magic Pen” Board flipchart, iPad
Environment • “Is it strings time?” When
• How did students and • Every student picked to interactive clock usage,
during the day do we go?
teacher contribute to an come to the board to use independent practice, and
effective learning Putting time in context for
environment? the “Magic Pen” reflection) helped to create an
the children. Broad questions
effective learning
to refined questions.
environment for the students.

It was appealing for the
students and helped to keep
them focused and engaged in
learning. In addition, I used
positive reinforcement and
used the classroom
management program, Class
Dojo, to hold the students
accountable for their actions
during the lesson.
• During the lesson, I reviewed

telling time to the hour, half
hour, and quarter hour,
before moving on to telling
time to the nearest five
minutes. This helped the
students to become ready for
the new content and not feel
overwhelmed by having to
remember everything without
any reinforcement.
• The students constructed
knowledge of the subject
matter by applying the skills
they had already learned to
the new concepts being
taught.
CSTP 3: Organizing • I think the biggest
• Scaffolded questions to time
Subject Matter • Agree/Disagree moments misconception my students
• What actions of the NT • Hourà1/2 Houràby 5 min
contributed to student for the students had was thinking that they
counting
assimilation of subject • The volunteer at the board could quickly tell time without
matter? • Leading questions to the
• How did students construct got to make final decision using the steps carefully. To
knowledge of subject volunteer usually starting
but was allowed a bit of address this, I had the
matter?
with the lead question of the
• What misconceptions did peer pressure to be lead to students verbally talk through
students have and how big hand and little hand
were they addressed by final answer. each step to help them to
the teacher? meaning
slow down and take their
time. This was very helpful for
many students. I also
reminded the students of the
importance of checking their
work. The students also had
some trouble when it came to
telling a time such as 10:55.
Since the hour hand is so close
to the 11 in this specific time,
it was difficult for some of the
students to read the time as
10:55, and not 11:55. I had to
go over this concept many
times. Exercise that included
times like those were the
most challenging for my
students.
• Throughout the lesson, I
made sure to have the
necessary tools available to
meet the individual needs of
my students. Since I had
already given the pre-
assessment and had an idea
of what the students already
knew, I was able to focus on
certain areas of telling time
with certain students. I also
had additional worksheets
(time to the hour, half hour,
and quarter hour) on hand to
use when needed. During the
independent work time, as I
monitored my students’
progress, I gave support to
students who needed it. The
iPad activity on First in Math
was great as well because the
questions got more advanced
as the students got them
correct, which was a nice
challenge for the students
• Each child was allowed to
who needed it.
CSTP 4: Learning • Pre-assessment was given to go to the board to answer
Experiences • The students participated in
the students before I entered a question
• How were students the lesson in many ways. The
supported through the classroom • Children were given
differentiated instruction? students assisted in coming
• How did students • Leading questions that made opportunity to show
participate? up with the steps needed to
children get right answer and learning on paper and
• How did the NT contribute tell time, came up to the
to student learning? build confidence through iPad use
Promethean Board to write

digital times under analog
clocks, moved the hands on
the interactive Promethean
Board clock to display
different times, used the iPad
interactive clock to display
different times on the
Promethean Board through
mirroring, and completed the
independent iPad activity and
worksheet.
• I worked to contribute to my
students’ learning by asking
guiding questions, having
students recall specific
information related to telling
time, asking questions that
related to the real world,
working on telling time step
by step to help the students
gain a more thorough
understanding, and giving the
students numerous
opportunities to learn and
demonstrate their learning.
• The students demonstrated
achievement of the lesson
objectives by accurately
answering questions verbally
throughout the lesson and
accurately completing various
telling time exercises
throughout the use of the
Promethean Board flipchart.
• I found that some students
struggled when it came to
identifying the correct hour in
the time when given times
where the hour hand moves
very closely to the following
hour (for example 5:50, 6:55,
9:45). Also towards the
beginning of the lesson, I
found that a couple of
students had a limited
understanding of how to
• Compare the pre assessment properly say certain times. To
and the post assessment. assist with this limited
CSTP 5: Assessing They were similar which • Students still struggle with understanding, I went around
Student Learning
• How did students allowed the teacher to see a starting spot when telling the whole clock in five minute
demonstrate achievement
of lesson objectives?
possible learning growth time. intervals from 12:00-1:00 in
• In what ways did students • Teacher used relationships, • Students do however which I had the students
struggle or demonstrate
limited understanding? positive reinforcement, when identify the long repeat how each time was
• What teacher actions encouragement, leading hand are very accurate read. I did this before they
contributed to student
achievement? questions, and detailed when telling time. moved on to their
instruction to facilitate independent work.
student learning • Something that I did
throughout the lesson that I
think really helped the
students and contributed to
their overall achievement was
that I had each student talk
through each step of telling
time when participating
during the lesson. Instead of
just having the students give
an answer that was either
correct or incorrect, I allowed
the student to fully talk it out.
This not only helped the
student participating, but it
also reinforced the telling
time steps to the entire class.
I believe that repetition is very
helpful in helping students
understand multi-step
problems.

Section 4: Post Observation Conference
After reflecting on the entire lesson and analyzing the post-assessment data in comparison to the pre-
To what degree did students assessment data, most of the students achieved the lesson objectives. The students did a great job of
achieve lesson objectives? demonstrating their understanding of telling time using the different forms of technology. Based on the data,
most of the students in my class (87% of the students) showed improvement and increased their ability to tell
time to the nearest five minutes using an analog clock. Many of the students demonstrated their ability to write
and read various times both digitally and using the hands on an analog clock.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This focus student had a big
improvement in his ability to tell
time to the nearest five minutes.
This focus student had a good
Based on his pre-assessment, he
improvement in her ability to
My English Language Learner had had a lot of trouble differentiating
tell time to the nearest five
some improvement in her ability to between the hour hand and
minutes. Based on her pre-
tell time to the nearest five minutes. minute hand and would also write
assessment, she had a lot of
After having her take the pre- down the time as the numbers
trouble differentiating between
assessment, I noticed that she was just that the hands on the clock were
the hour hand and minute hand
writing down the time as the numbers pointing to. After the lesson was
and would forget to start at the
that the hands on the clock were taught, he still made some
12 when counting by fives to
pointing to. For example, she would mistakes when it came to
determine the value of the
To what degree did focus write 7:30 as 7:06. After the lesson differentiating the hands on the
students achieve lesson minute hand. After the lesson
objectives? was taught, this student had a much clock. He also would tend to move
was taught, she had a much
better understanding of the steps the hour hand forward rather than
better understanding of how to
used to tell time and she was verbally using the hour that the hand had
count by fives around the clock,
able to explain to me how to tell time. passed. However, he accurately
but she still continued to
Her biggest challenge was displayed the value of the minute
confuse the hands on the clock
remembering to start at the 12 and hand, as he did a nice job of
at times. She did a great job of
accurately counting by fives to find the counting by fives around the clock.
telling me the steps used to tell
value of the minute hand. She actively He did a great job of staying
time. She actively participated
participated throughout the lesson focused throughout the whole-
throughout the entire lesson,
and seemed very engaged. group instruction and loved the
and was most engaged during
iPad activity. He had the most
the Promethean Board activity.
trouble staying focused while
working on the independent
worksheet.
The next time I do this lesson, I will be sure to use a different iPad interactive clock. The specific clock I used
proved to be a bit more challenging to use than I had expected, and the students did not seem as interested in
this part of the lesson. I have already started looking for different apps with interactive clocks and there are
What would you do differently quite a few options to choose from. Also, I would like to try and get access to more iPads the next time I do this
next time? lesson. I think the independent work portion of the lesson would be more effective if all of the students were
doing the iPad activity at the same time and then the worksheet at the same time. I think they would remain
more focused on themselves, as opposed to worrying about what the other students are doing.

One top lesson strength was the incorporation of technology into the lesson. The lesson included different
types of technology that proved to be engaging for the students. I found that the students participated more
during this lesson than previous math lessons. Another top lesson strength was the variety of instruction
strategies used. The class discussion, whole-group instruction, Promethean Board flipchart, iPad interactive
clock usage, independent practice, and reflection offered the students a variety of opportunities to meet the
lesson objectives and demonstrate their learning and understanding of the concepts being taught. A third top
What were three top Lesson
Strengths? lesson strength was the class discussion. During this time, I got to hear why the students thought telling time
was important. I was very impressed with their reasons and they all agreed that it was a very important concept
for them to learn. This started off the lesson well by having them understand that the lesson was going to teach
them a skill that would be used every day. I also got to hear what the students had remembered about telling
time from their previous learning and I was able to better determine what prior knowledge they possessed.
Overall, I think student engagement was the biggest strength of this lesson. The students were excited to learn
and focused throughout the majority of the lesson, which I believe led to the amount of achievement.
One top area for improvement was the interactive clock use on the iPad. I found that my students were not as
engaged when I gave them a chance to display a time on the interactive iPad clock. The specific clock I used
What were three top areas for proved to be a bit more challenging to use than I had expected, and the students did not seem as interested in
improvement? this part of the lesson. Another top area of improvement had to do with the iPad activity on the First in Math
program. Although the students enjoyed getting to complete this activity independently and found it fun to do,
the directions from the program were a bit difficult for some of the students to understand. I should have
explained the directions verbally to the class before having them start. Instead, I found myself walking around
and explaining the directions to individual students as they raised their hands due to a lack of understanding.
However, once they understood the directions, they were able to continue working independently. A third top
area of improvement had to do with my lesson time management. I would have liked to have given the
students more time to work independently on the First in Math iPad activity. Also, I did not have as much time
as I would have liked for student reflection at the end of the lesson. Towards the end, I just briefly reflected on
the lesson with my class before they had to get ready for their French class. I did use time later in the day to go
back and reflect on the lesson with the class, but I would have liked to do it right after the lesson, so that the
students could be more focused on the lesson right after it took place.

My next steps are going over telling time to the nearest five minutes in future lessons, helping my students to
gain mastery of this concept, revisiting times such as 8:55 where the hour hand is very close to the 9 causing
What are next steps? confusion for some students, and having the students continue to demonstrate their understanding of telling
time concepts using technology. I plan on pulling a small group of students who are still having trouble with
telling time to the nearest five minutes and giving them the additional support that they need.
Other Comments/Notes
Overall, I think the lesson went well and I truly enjoyed delivering it to my students. There were a lot of different components to the
lesson, which I loved. My students told me they enjoyed the lesson as well, and want to do more lessons using our iPads like we did in
this lesson.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

Name: Elaina Katz School: Heritage Oak Private Education
Date of Lesson: November 6, 2018 Group Size: 23
Grade: First Curriculum Area: Mathematics
Specific Lesson: Telling Time to the Nearest Five Minutes

Rationale: The purpose of this lesson is for the students to develop an understanding of how to
tell time to the nearest five minutes. In relation to Gardner’s theory of multiple intelligences,
this lesson is made up of various components that will appeal to different types of learners. It
involves a class discussion, whole-group instruction, an interactive promethean board flipchart,
iPad interactive clock usage, independent practice (worksheet and iPad activity), and reflection.
Technology is a major part of this lesson.

Standards:
California Common Core State Standards:
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using
a.m. and p.m.
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways
listening to others with care, speaking one at a time about the topics and texts under
discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.

California English Language Development Standards:
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics

*Although I teach first grade, my school teaches one full grade level ahead. We teach a second
grade curriculum to our first graders.

Learning Objectives: The students will demonstrate their understanding of telling time using
technology. The students will be able to tell time to the nearest five minutes using an analog
clock. The students will demonstrate their ability to write and read various times, both digitally
and using the hands on an analog clock.

Materials:
• Pre-assessment Worksheets (Prior to the lesson)
• Pencils
• Whiteboard
• Markers
• Classroom Analog Clock (Hanging on the wall)
• Promethean Board and Pens
• “Telling Time to the Nearest Five Minutes” Flipchart
• Class iPads (There are four in the classroom. The teacher will borrow iPads from the other
first grade teachers to have a total of twelve.)
• Independent “Telling Time to the Nearest Five Minutes” Worksheets
• Additional Telling Time Worksheets (telling time to the hour, half hour, and quarter hour)-
to be used for differentiation as needed
• Post-assessment Worksheets (After the lesson)

Lesson Development/Procedures: Estimated Lesson Time: About 1 hour

Lesson Introduction: About 5 minutes
The teacher will ask the students to raise their hand if they could tell her what time it is (using
the classroom analog clock) and see what they know. Then, the teacher will initiate a class
discussion with the students about the importance of telling time and how time is used in their
daily lives.

Body (Instructional Strategies): About 50 minutes
1. The teacher will have the students come up with the steps used to tell time, based on
what they learned in kindergarten (time to the hour, half hour, and quarter hour) and
what they already know.
2. The teacher will record these steps on the whiteboard and review these steps with the
students.
3. The teacher will have the students practice completing the steps by doing a few
examples.
4. Then, the teacher will tell the students that they will be learning about telling time to
the nearest five minutes and the teacher will go over the steps used to do this.
5. The teacher will introduce the “Telling Time to the Nearest Five Minutes” flipchart to
the class on the Promethean Board.
6. The teacher will go through each slide of the flipchart with the class. This flipchart
includes interactive clocks, with which the students will display different times. It also
includes various examples that require the students to write the time displayed on the
analog clock digitally.
7. The teacher will call upon students to complete different exercises in the flipchart.
8. After completing the flipchart, the teacher will pass an iPad around with an interactive
clock that is mirrored to the Promethean Board and students will have the opportunity
to display a time for the class to see. The teacher will ask the students to display the
times of different activities in their day.
9. Following the whole-class activities, the teacher will have the students do some
independent practice in order to check for understanding and have the students
demonstrate their learning. For independent practice, some students will complete a
worksheet, while others will complete a telling time iPad activity (First in Math Telling
Time Game).
10. After an appropriate amount of time (about 10 minutes), they will switch. This will allow
all of the students to have the opportunity to demonstrate their learning through both
the worksheet and the iPad activity.

Lesson Closure: About 5 minutes
The teacher will call the class back together to reflect on how the lesson went. The teacher will
ask the students how they felt about using the interactive clocks and different technology and
how they felt the lesson went overall using a “thumbs up, thumbs down” to display their
thoughts. The teacher will complete the lesson by asking the students to raise their hand if they
could tell her what time it is now.

Accommodations for Diverse Students:
• This lesson is designed to reach all students’ learning needs and help all students to
become engaged in learning and succeed.
• The teacher will provide additional assistance and support to students who are struggling
with the independent worksheet and will have additional telling time resources (telling
time to the hour, half hour, and quarter hour) on-hand for these students, if needed.
• The directions for the activities will be given verbally and in writing, and will be repeated
and rephrased when necessary. This will help students who are having trouble
understanding the directions.
• The teacher will work to keep students who have trouble focusing on task and engaged in
the lesson by seating them in an appropriate location.

Assessment:
• Prior to the start of this lesson, the students will take a pre-assessment on telling time to
the nearest five minutes. It will be in the form of a worksheet.
• During the lesson, the students will be assessed based on their participation and responses
given during the class discussion, as well as on their accuracy and completion of the
independent practice worksheet and iPad activity.
• The teacher will use strategies such as “thumbs up, thumbs down” and “turn and talk” to
check for student understanding during the lesson.
• The teacher will assess the students by observing their work during the entire lesson.
• The students’ learning will be assessed through written, verbal, and technology-based
responses, which will allow students with different individual needs and learning
preferences to demonstrate their learning.
• After completing the lesson, the students will take a post-assessment. This will be in the
same format as the pre-assessment. The results from this post-assessment worksheet will
be compared to the results from the pre-assessment worksheet to track student growth
and progress in the area of telling time.

Further Learning: If I have additional time with the students on this day, I will allow them to
have a greater amount of time participating in the individual iPad activity. To further the
students’ learning and continue to check for understanding at a future time, I would have the
students complete a math journal entry about the importance of telling time. I would also have
them come up with their own problem using the steps of telling time and have them pass it to
another student for solving.

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