2019-2020 Multiple Subject Program Lesson Plan Template

Section 1: Background Information and Context

A: The Basics
Name Vitalina Dayneko Grade level(s) 4th
Date(s) taught 9/30/2019 Course/Subject Math
Lesson Title Let’s Tell Time! Time Frame 12:10-1:00
Co-teaching strategy Yes  No  If yes, which strategy Small Group Lesson
Type of Lesson Gradual Release  Inquiry 

B: Central Focus
Big Ideas
Central Focus
for the Unit
Central Focus
for Today’s
Lesson
Essential
Question(s)

C: Specific Standards and Objectives

Content 2-MD.C.7 Tell and write time from analog and digital clocks to the nearest five
Standard(s) minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an
hour, days in a month, weeks in a year).
3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number line diagram
ELD Standards
Social Justice
Standards and
Domain

Assessment (Multiple means of expressions)

Objectives
Tools for Assessment Evaluation Criteria
Content SWBAT(A) correctly Telling time assessment. One I expect students to
Objective(s) state (B/1) the times of assessment shows an analog answer 7/9 questions
7 analog clocks(D) by clock and asks student to correctly.
completing a write the time down. Another
worksheet asking them worksheet shows both analog
to tell times of analog and digital clocks and has
clocks(C). multiple choice type
answers.
Social Skills Students will ask help I will be listening for cue I’ll have the names of
Objective(s) from others if needed. words and questions during students in my
Students will help their whole group discussion. notebook. I’ll check
classmates if asked. “met” or “not met”
depending if I observed
the desired skill or not.
 Language
Objective(s)
Multicultural/
Social Justice
Objective(s)
(see ABF
Outcomes)

D: Academic Language Demands and Supports

Identified Language Demands Planned Language Supports
Content
Specific
Vocabulary
Language
Function
Syntax
Discourse

E: Using Knowledge about Students (and that students already have) to Inform Teaching and
Learning
Relevant Student How will you use this information in this lesson plan?
Information
Prior Knowledge
and Learning
Experiences
Funds of
Knowledge:
Family/
Community/
Cultural Assets
Common
Mistakes and/or
Misconceptions

F: Supporting Varied Student Learning Needs

Materials, Resources, Teacher Materials, Students’ Materials:
Technology Resource:
Manipulative clock. Student manipulative clocks, game cards,
assessments

How will you support and/or accommodate the

Student Information student(s) in this lesson? Include any use of
technology
Students with IEP or
504 plans
Struggling /
underperforming
Students
 English Language
Learners/
CELDT(ELPAC)
Gifted and Talented
Students
Social / Emotional I have a few students At the beginning of the lesson, I will set high
Consideration who would usually need expectation for my students. I will make it clear
(5 CASEL Core some consideration, that I want them to succeed today.
Competencies) however because this is
such a small group.

Universal Design How will you plan for UDL? How will you plan for UDL?
for Learning Explanation Examples
How will you plan
for multiple means
of representation?
How will you plan
for multiple means
of engagement?
How will you plan
for multiple means
of expression?

Section 2: Learning Task Implementation:

Sequence of Lesson
Launch Hook:
Accessing Prior Knowledge: I will ask each student to share what they know about telling
time. This allows them to think about other students’ responses and compare them to their
own.
“what direction do the hands of the clock move?”
“What does the short hand tell us?”
“What does the minute hand tell us?”
Student Friendly Objectives: Today you will confidently be able to tell the time when you
look at the clock.
Purpose: Why would it be important to tell the time?
Modeling: “Here is what 2:15 looks like on the clock. What do you notice?”
“Here is what 5:45 looks like on the clock, what do you notice?” “What do you notice about
5:55?”
Application/  Input: ‘When I was gathering data to teach this lesson, I noticed many of you said that
Instruction (show 5:50 on the clock) this was 6:50.”
 Whole Group Discussion: “Why do you think students make this mistake?”

 Input -The short hand is very important because it’s what you start with when you’re
telling the time.
 I want you to think of the hands on the clock having a sort of relay race: ( A relay race is
where team members take turns completing their own part of the race course; a runner
then passes a baton to the next person to continue the race).”
 The clock is the race and the minute hand is like the baton.
 Model – Show 1:00 on the clock. The long minute hand is running the race. They’re
running… running… when the minute hand has run half the race, it’s still 1 o’clock and
30 minutes. The race isn’t finished yet. The minute hand keeps moving forward, so now
they’re more than halfway but they’re not finished until they’re up at the 12 again. It’s
still one o’clock until the minute hand passes the baton to the number 12 at the top.
 CFU of Content: I would show some times of the model clock and ask the student what
time it is and to explain their answer.
 Model: We’re all going to play a game called “I have… Who has…?”
 There are 24 cards that display an analog clock and a digital clock type display.
 So I look at the card in my hand and will calculate the time by looking at the short hour
hand first and then the long minute hand, when I know the time I will say out loud, “I
have 6:00, who has 2:30” The student who has 2:30 will answer and say their part. (I will
prepare student ahead of time to answer.)

Explicit teaching of the social skill and the activity

Looks Like / Sounds Like / Feels Like: Helping

Looks Like Sounds Like Feels Like

Eye contact “I’m not sure if this is correct, Success
Tapping a partner gently to get can you check my answer?” Cooperation
their attention “can you tell me the next step” Proud
Quiet voice

Collaboration
Have students The collaboration portion of my lesson is the activity game played with all the
collaborate. members of the group and myself.

 We’re all going to play a game called “I have… Who has…?”

There are 24 cards that display an analog clock and a digital clock type
display.
So I look at the card in my hand and will calculate the time by looking at the
short hour hand first and then the long minute hand, when I know the time I
will say out loud, “I have 6:00, who has 2:30” The student who has 2:30 will
answer and say their part. (I will prepare student ahead of time to answer.)
 Reflection
Student reflection on Today, you were asked to ask for help if you needed it, and provide help if you
the social skill. were asked. Show a thumbs up if you either asked for help or offered it. Show a
thumb to the side if you didn’t need help or offer any.

Student reflection on Group Discussion: Why is it important to know how to tell time?
the content that was  Important everyday skill
learned.  You will use this skill starting now until you’re an older adult
 Helps with jobs
 Helps plan and organize days

What was the most helpful to you in today’s lesson? What are you still confused
about?

Section 3: Teacher Reflection (after the lesson)

1. What specific examples of student learning do you have that showed students met or made
progress toward the stated objectives? If you used technology was it an effective means for
supporting your learning goals?
2. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that
contributed to and built on successful student learning?
3. What specific examples of student learning do you have that showed students struggled to meet
or make progress toward the stated objectives?
4. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered
with student learning? Describe any missed opportunities.
5. Using this evidence, what changes would you make to your instruction—for the whole class
and/or for students who need greater support or challenge—to better support student learning
of the central focus (e.g., missed opportunities)?
6. Why do you think these changes would improve student learning? Support your explanation
with evidence of student learning.
7. Using the evidence of student learning described and observed, what will be your next steps
in future instruction with the class, small groups, and/or individual students?