USF Elementary Education Lesson Plan Template (S 2014)

Westfall________

Name: ___Brooklyn

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

MAFS.3.MD.1-Solve problems involving measurement and estimation of intervals of time,

liquid volumes, and masses of objects.

Essential Question: How can you tell when to use A.M. and P.M. with time?

Given an activity (i.e. eating breakfast, leaving school, going to bed) or time of the day
(i.e. one oclock in the morning, 2:36 in the afternoon) students will be able to distinguish
between A.M. and P.M. with 80% accuracy.

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________

Name: ___Brooklyn

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

-I am teaching this activity to help students distinguish between A.M. and P.M. when
telling time.
-This fits into their measurement unit where students are reviewing telling time on analog
and digital clocks, learning time to the minute, and elapsed time. This unit also goes on
to cover liquid and length measurements.
-This lesson taps into prior knowledge and helps students differentiate between A.M. and
P.M. with real world experiences that they can connect with and create concrete
examples in their minds.
-It is important for students to learn this concept because the need to tell time will never
go away, even with digital clocks they will still need to understand the concept of A.M.
and P.M.
-My formative assessment will be walking around with Ms. King and seeing which
students were able to answer our HOT Question: Laurens family is going hiking
tomorrow morning at 7:00. How should Lauren write the time to show that they are going
in the morning and not in the evening? The answer should be written as 7:00 A.M. This
will help determine which students have this prior knowledge and which students have
yet to learn about A.M. and P.M.
-My summative assessment will be the completed worksheet pages 393, 394 and 395
from Go Math!: Florida with focused practice on telling the difference between A.M. and
P.M.

Knowledge on telling time and the difference between A.M. and P.M.

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________

Name: ___Brooklyn

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

-Students will need to be able to tell analog and digital times. I will ask students to list
some activities they do daily. We will then discuss which activities happen in the morning,
afternoon and evening and list them onto a number line of times of the day.
-My learners are part of an advanced class with several AGP students. These learners
tend to grasp concepts quickly and are good at letting us know if they are struggling.
-They will have reviewed telling time and time to the minute the day before this lesson
with Ms. King and should be well prepared for the content.

What misconceptions
might students have about
this content?

A common misconception is confusing A.M. and P.M.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the

I will be using guided release; students will work on the HOT question and then we will
discuss activities and A.M./P.M. usage as a class, work on Go Math!: Florida page 393
together, and finish with independent work on page 394.

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

10
min.

Name: ___Brooklyn

Evaluation).
Teacher
1. Introduce students to the essential question: How can you tell
when to use A.M. and P.M. with time? and discuss the various
responses students give.

2. Which part of the day describes A.M. times? The morning is

known as A.M.
3. Which part of the day describes P.M. times? The afternoon
and evening are known as P.M.

5 min
Students
8 min
Teacher

15
min

Students

4. Ask students to share common daily activities (i.e. taking a

shower, eating breakfast, leaving school, soccer practice) and list
them on the board.
5. Create number line of various times throughout the day and tell
students that this type of number line is known as a time line.
6. Ask, Which activities do you do in the morning? and record
responses onto the timeline.
7. Ask, Which activities do you do in the afternoon? and record
responses onto the timeline.
8. Ask, Which activities do you do in the evening? and record
responses onto the timeline.
9. Ask students the same question, What part of the day describes
A.M. times? Morning
10. What parts of the day describes P.M. times? Afternoon/evening
11. Ask, What are some activities that you do after midnight and
before noon? Sleep, wake-up, eat breakfast, leave for school
12. Give students the HOT question: Laurens family is going hiking
tomorrow at 7:00. How should Lauren write the time to show that
they are going in the morning not in the evening? and ask them to
raise their hand when finished to be check by myself or Ms. King
13. Ask, How do you know if Lauren should write A.M. or P.M. for the
hiking time? The time is in the morning so she should write A.M.
14. Ask students which notch to circle on our time line for 7:00 A.M.
15. Ask students to compare the number line and the clock on page
393 and ask how they are similar or different.
16. Ask students to complete page 394 as independent practice.
17. Offer extra help at the back table for anyone who would like

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________

Name: ___Brooklyn

more instruction.

What will you do if

a student struggles with the content?

Offer help at the back table after the lesson for extra instruction and practice
during independent work time.

a student masters the content quickly?

Ask students to create timelines of their daily schedule and label A.M. and P.M.
times.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Telling time is needed in every culture to be able to function in society so this
can relate to every student.
If applicable, how does this lesson connect to/reflect the local community?
This will help students differentiate between A.M. and P.M. activities that may
be offered in their communities.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will ask students to create their own daily schedule or an ideal daily schedule
of their lives and they must label A.M. and P.M. times.

USF Elementary Education Lesson Plan Template (S 2014)

Westfall________

Name: ___Brooklyn

How will you differentiate instruction for students who need additional
language support?
Determine the equivalent of A.M. and P.M. in their native language and ensure
they understand the concept. Review telling time in their native language and
then in English.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

K.D. will need to sit close to the board to ensure she can see.
Y.H. will need help refocusing throughout the lesson with questions.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Overhead to show class worksheet we are reviewing.

Whiteboard to write timeline
Go Math!: Florida pages 393, 394, 18 copies