Lesson Plan Format

Class:
Kindergarten Cahill
Date: 27
th
March 2012 or 3
rd
April 2012 Time: Start: _________________________
Finish: _________________________
Key Learning Area: Mathematics

Lesson Topic: Time -Telling the time (recognizing O Clock)
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

- Ms. Bowes has introduced the class to time and all students have seen a clock and know its function

Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.



- MES1.5- Sequences events and uses
everyday language to describe the
duration of activities








Indicators of Learning for this lesson:
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

By the end of this lesson, the students will:
- Recognize ANALOG clocks

-Differentiate between the long hand (the minute hand) and
the short hand (the hour hand).

- Have some understanding of how to tell HOUR time on
ANALOG clocks

-Be comfortable using time terminology, particularly
oclock



Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.


-Class Discussion (Informal)


- Asking students to complete activities to
see if they have been able to grasp new
ideas about time




Any safety issues to be considered:

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
-Model Analog Clock (if not available, use this interactive online clock:
http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html
- Hickory Dickory Dock Clock Song (YouTube url: http://www.youtube.com/watch?v=HGgsklW-mtg )
- Matching activity (clock cut outs with matching written cut outs)


LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
Timing
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
Resources and Organisation:



INTRODUCTION

- Introduce what is being taught (lesson
focus- Time)








- Introduce Analog Clock
- Test prior knowledge (throughout)







5
-Students are to be seated on the floor facing the smart board
(ensure all attention is to the front of the room and class is
settled; use 1,2,3 look at me)
- T will introduce the lesson by drawing Ss attention to the
focus (Time). Ask students questions to initiate an interest in
the topic matter:
What do we know about time so far?
How do we tell time?
Where do we use time in everyday life?

-T will then show students an ANALOG clock
-T will ask students about what features they can remember
about the clock:
Have you seen a clock like this before? Where?
What do you notice on the clock? (Elaborate on any distinguishing
features that Ss may notice eg. Long hand, short hand, second hand)


DEVELOPMENT
- Distinguish between
1. Minute hand
2. Hour hand



- Model how you use the hands to tell the
time.
-Develop technical language (o clock)




10

-T will go through and explain the different hands there are on
the clock.


- T explains the minute hand (long hand).
-Once this concept is grasped move onto the hour hand
- T explains hour hand (short hand)
-T tells students that the hands are a team that helps us
understand time. The big hand points to the 12 and the little
hand tells us what hour we are up to in the day. T then
explains that this means it is x oclock.
When the big hand points to the twelve, and the little hand points directly to
one of the numbers on the ANALOG clock, we read this as x oclock

- Make use of analog clock to
ensure students are visually
stimulated as reading time is reliant
on visual cues.




-T demonstrates time moving by
showing students how the hands
move in relation to their function on
a manual analog clock.



CLOSURE
-Sing Hickory Dickory Dock and quiz
students on the knowledge given in the
development











-Move students into small group work



















5
-Once T feels students are coping with these concepts, start
the Hickory Dickory Dock song to conclude the lesson.
-Ss are encouraged to sing along with the song. T can
chorepgraph actions to the song so students are actively
partaking in the lesson.
-Pause the song when the time comes into vision on the
screen. Ask questions like:
Where is the big hand? Where is the little hand?
What type of clock can we see?
Can anybody tell me what time it is?
How many times does the clock chime? Does this tell us how
many hours have gone by?


-Separate students into small groups (to be advised by
colleague teacher)
(Move groups one by one to avoid an all in scramble and
unsettling the class)
-Introduce to students the clock matching game to reinforce
the knowledge they have gained from the lesson.
-Ss are given cards with pictured analog clocks with times
displayed on them. Each picture is to be paired with its
matching text partner.
-T plays YouTube clip of Hickory
Dickory Dock.












-Give students their group activities
(resources to be advised)
-Allow students to match the
MATCHING cards mentioned
above. See if they can recognize
numerals and the language of
oclock.

(add further pages as required)
Student Teachers Evaluation (write reflections on the following):

Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?




Describe the evidence you have for this.




Outline the follow-up to this lesson for the learners.




_________________________________________________________________________________________
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.




Identify the teaching strategies / learning experiences that were least effective. Explain why.




How appropriate was the timing throughout the various sections of the lesson? Why?




Describe how the selection and use of resources supported learning in the lesson.




Identify what motivated the students. Explain why.




Identify the classroom management strategies that were most effective. Explain why.




What was most satisfying about the lesson?




Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Colleague teachers comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)






























___________________________________