Jess Cassidy

LESSON SEQUENCE

Timing Teaching Learning experiences Assessment of, for or as learning Resources

(mins) strategies and What the students will do… (evidence/data) (include
organization ICT/online)
What the
teacher will do…

INTRODUCTION
5 mins The teacher will Seconds and Minutes Assessment for Learning: use the Whiteboard
ask the questions • How many minutes are within an hour? students’ responses to inform or Whiteboard
to check for o Which hand represents the minute? modify the rest of the lesson Marker
understanding. § What colour is it? Class Clock
o What is the current minute on the clock in the room? Large Clock
o 15 minutes past – what is this also known as? Pencils/Rubb
o 30 minutes past – what is this also known as? ers
o 45 minutes past – what is this also known as?
o If the time is between 1 minute and 19 minutes it is
minutes past and if it is between 31 and 59 it is minutes
to
o Do 3 o’clock on the big clock, what time is this?
o If the minute hand is on the 12 what do we call this?
• Past
o Demonstrate which numbers are ‘past’
o 1 is 5 minutes past
o 2 is 10 minutes past
o 3 is 15 minutes past or quarter to
o 4 is 20 minutes past
o 5 is 25 minutes past
o 6 is 30 minutes past
• To
o Demonstrate which numbers are ‘to’
o 7 is 25 minutes to
o 8 is 20 minutes to
o 9 is 15 minutes to or quarter to
o 10 is 10 minutes to
o 11 is 5 minutes to

EDFX242 1 2018
Jess Cassidy

DEVELOPMENT
30 The teacher will Rotations Assessment as Learning: The teacher Rotations
mins use the strategy Students will be split into 4 groups. will check for understanding of time. Time
of “I do, we do, • Time Dominos The time activity allows for the teacher Dominos
you do” for the o Working within their groups, students will match the to see if the students understand the
first activity. dominos until they reach ‘End’ – teacher model concept of time. Telling Time
o Students need to start the game at ‘Start’ Puzzle
o 15 minutes then swap Activity
o 2 groups start at this activity
• Telling Time Puzzle Activity
o Working within their groups, students will match their
puzzle pieces together – teacher model
o 15 minutes then swap
o 2 groups start at this activity Commented [JC1]: AITSL Standard 4.2: This demonstrates
CLOSURE the capacity to organise and manage classroom activities
through the use of a group rotational activity.
5-10 The teacher will Hickory Dickory Clock Assessment as Learning: The teacher Interactive
mins be leading the • Hickory Dickory Clock game can use the student’s responses to Whiteboard
questioning to the • As a class, the students will tell the teacher which answer is determine if the students understood http://www.ict
students. correct the overall lesson and concept of games.com/m
time. obilePage/hic
koryDickory/
Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…
Within the lesson plan, diversity has been catered in different ways. These include:
• Having hands on activities, and materials for students who learn better when they can feel and manipulate their learning materials
• Having the students work in groups and pairs – allows for students to collaboratively work with their peers – catering for those students who work better
when they can have their peers to guide their thinking in relation to the topic
• Having easy and hard questions within each of the activities to cater for each of the students who are at different levels academically
Feedback:
Great lesson. You kept on top of behaviours early which made the rest of the lesson far more controlled and calm. Moving the pegs throughout the lesson let
them know who's boss.
You modelling set the class up for success and the majority of the class were on track during the independent part of the lesson. They were bouncing answers
off each other which was great to see.
Getting the kids to add their answers to the board was a great way to keep them engaged and thinking about the answers.
You moving around the room, doing check-ins and providing individual feedback was another element which kept the class on track.
You stuck to the time limit really well. You can think about giving the class time warnings leading into a transition so they are aware of the next step.
J. Harris Commented [JC2]: AITSL Standard 4.2 & 4.3: This
demonstrates the capacity to be able manage and organise
classroom activities, as well as provide clear directions.
Demonstrates the ability to be able to manage classroom
behaviour too.

EDFX242 2 2018