ESU Elementary Education Annotated Lesson Plan Format 12-12

Note: Not all lesson plans will include all the components listed below and the components will not always be in the order shown. If a component is not included, a brief explanation should be inserted at the appropriate point in the plan where that component would normally fit. 1. Context and Learning Environment for this Lesson: Interns name Aubrey Henneke Allen White School William

Mentor teacher Beverly Gross Telling time

Subject Math-

Grade level (s) 1st Time 12:25 to 1:25

Tentative date to be taught

November 8th , 2013

The setting: There are a total of 21 students in the class. There are 11 boys and 10 girls. There are 8 Caucasians, One African American, One Indian, and 11 Hispanic students in the class. 86.84% of students are economically disadvantaged, while 13.06% are not economically disadvantaged. There are many ELLs in the class. There is one student who has an IEP and a Para, another student has behavioral problems, and another has a hearing impairment. There are 21 student desks, one desk for the teacher to set materials on that is arranged with the student desk, one desk for the student teacher, two desks with computers, one half circle table that the teacher uses as a desk, and on desk near the Smartboard that the teacher uses as another desk. There is one chair at each student desk and computer desk, three chairs at the teachers circle table, a teacher chair on one side of the table, three stools (one is at the Smartboard desk) and one chair at the student teachers desk. There is one wall made entirely of windows on the top half of the wall that looks out to the west side of the school. There is one very long bulletin board in the back of the classroom. It is split into two spaces; one long section is the word wall, and the smaller section is an All Star expectations board. There are two regular sized bulletin boards at the front of the classroom on the very ends of the Smartboard and white board. There is student work displayed on the word wall. In the hallway, the teacher has two long sections of hallway to use as bulletin boards. On one side, there is an area that displays student work and another area that shows student achievements with the All Star expectations. The other side is currently empty.

Materials For the teacher: Smartboard Smartboard Time Activity/ Presentation Document Camera I have, Who Has Cards Large example clock

For the student(s):

I have, who has cards Telling time differentiated activity sheets

2. Lesson Goals, Outcomes, Objectives : 2.1 Instructional Objectives : -

Using the I have, Who has cards, students will be able to recite the time on the digital clock and identify the time on the analog clock with 100% mastery. (Low cognitive)

Using the activity sheets, students will be able to write the time on analog clocks with 90% mastery. (Middle cognitive)

2.2 Relevant local district/state/common core standard(s) - (ksde.org) : Tell and write time in hours and half-hours using analog and digital clocks. (1.MD.2) 3. Assessment : How and when will you determine the extent to which students have achieved the lesson objectives?

I know students have mastered telling time to the hour and half hour when they can recite the time on the digital clock and identify the time on the analog clock with 100% mastery.

I know the students have mastered telling time to the hour when they are able to write the time on the analog clocks with 90% mastery. 4. Adaptations : 4.1 Gearing down (provide more or differentiated support) to meet the needs of struggling students with the lesson might include: Time- I will allow for extra response and work time for ELLs and other struggling students. Input- During the input, I will not only use the Smartboard, but I will mirror some of the content by using Realia (real clocks and model clocks that are not digital.) Alternate Goals- I will have three different versions of a telling time worksheet available for students. I will provide struggling students with a basic level of activity, and allow them to work their way up as needed. 4.2 Gearing up (provide more extension) to meet the needs of higher achieving students who may need challenges might include: Participation- I will provide many opportunities for students to participate, including sharing with your partner to discuss strategies and answers. Difficulty- For students who need a challenge, I will provide them with an activity sheet that is more abstract and requires them to think up the digital time on their own.

5.

Integration :

Across : Reading integrated with math when they produce complete sentences when appropriate to task and situation during the I have, who has? game. (1.SL.6)

6.

References/Resources Used : List in standard bibliographical style (author, date, title, publisher); provide website in URL format.

Hartman, Jack. Hip Hop Around the Clock (telling time to the hour w/ Jack Hartmann). 26 March 2011. http://youtu.be/biann2PWqIA Boucher, Donna. I Have, Who Has Telling Time to the Hour and Half Hour . 2012 Worksheets found on: htttp://www.education.com/worksheets 2012-2013

7.

Instructional Design Teaching Plan 7.1 Introduction Briefly describe the things you will do to get the lesson off to an engaging start: a. Anticipatory Set Describe the first attention-getting things you will do or say to quickly focus
students attention (hook them) o what is coming next. The teacher will lead the students in singing the Hip Hop Around the Clock song.

b. Communication of Objectives:
Today, we will talk about the different parts of a clock, and we are going to play a game to practice telling time.

*7.2. Input Tell the specific information that will be communicated to students to prepare them for the
remainder of the lesson. (What do they need to know before modeling and guided practice? e.g. essential content vocabulary, background information) Explain how the teacher will communicate the information (orally, on the board, in PowerPoint, slides etc.)

Using the Smart Board Activity Slide 4- Describe the different parts of an analog clock. Explain how the minute hand is long, and the hour hand is short. Use the teacher modeling clock to point out how the minute hand reaches out to each little spot to tell us the exact time, and how the hour hand stays in between the numbers to show us what hour of the day it is. Slide 5- Two types of clocks o Can you find one of each? Tell your shoulder buddy. Slide 6- You can say or write the time in two different ways. You can write it with the words oclock or using all numbers. (Model how to do this step in the first one, Guided practice with the second.) *7.3 Modeling What you will show the students? (Specifically include how you will demonstrate the tasks
or procedures you expect students to do during the rest of the lesson, related to the lesson objective. Include specific examples and explanations which will be used.) Slide 6- Model how to write 12:00 in both ways with a think aloud. Slide 8- Have students go back to their desk. Show how to answer the first clock on this slide.

I have, Who has? I will ask one of the students to come up and be my helper at random. They will help me to model how to play the I have, Who has game at the front of the room *7.4 Guided Practice How are the students (with teacher guidance) practicing what you just modeled?
Include specific examples and explanations that you will use as students practice the lesson objective. Add additional examples of teacher input and modeling if they are considered essential for the lesson to progress. Slide 6- start to do the second problem, but ask the students for help along the way. Slide 7- Ask for student help again. On the first one, but then have students tell their shoulder partner the answer for the second problem. Slide 8- Students will practice writing the time at their desks on a small piece of paper. I will give students time to respond, and then have them check with their face-to-face partner. Then, I will ask two students at random to write the correct answer on the board. I have, Who has?

I will hand each of the students a card, and then we will play the game as a class. I will begin the game with my own card.

*7.5 Checks for Understanding Can you find one of each? Tell your shoulder buddy.
Slide 6- start to do the second problem, but ask the students for help along the way. Can you remind me, which hand points out the minutes ? What about the hour? Oh, I forgot the name of this kind of clock . Who can help me remember? I know I can write the time using all numbers like this 12:00, but what other way can I write it?

7.6 Independent Practice/Assignment

I have found differentiated worksheets to give individual assessments. Many of my students are at very different levels when ti comes to reading, writing, and math. For my struggling students, I have provided two worksheets that include matching activities. For my students who may need more of a challenge, I have included an activity that has more of a fill-in-the-blank type of identification. All students will receive the middle level assessment sheet.

7.7. Closure, wrap-up How will all students review, reflect and summarize what they have learned? We have learned a lot about the different types of clocks, the parts of a clock, and how to tell the time. Before you go out the door to go to music, I want you tell me one thing you learned today. This means you must be very quite in line, so that I can hear each of you as you leave. (Students will then line up.)
Note: Edit your plan for correct spelling and grammar. Your plan must be clear, concise, complete and logically sequenced. You need to be able to quickly glance at your plan while teaching (use brief bullet points and white space). Continue editing until all details are included and you are confident your instructor, a classmate or substitute teacher could teach your lesson based on your written plan. *Lesson components with an asterisk (*) may be repeatedly done as needed.