Unit Plan

0nit Plan
Nonths, Bays of the Week, Time

!"#"$ &'(()# * +,#-)..) /$-($"0
123432512

"

Table of Contents

Rationale & Content Standards................................................................................. 2
Unit Overview........................................................................................................... 3
Goals ...................................................................................................................... 3
Description............................................................................................................. 3
Direct Instruction Lesson Plan.................................................................................. 4
Presentation with Advance Organizer Lesson Plan.................................................. 9
Cooperative Learning Lesson Plan......................................................................... 12
Concept Attainment Lesson Plan............................................................................ 17
Problem-Based / Inquiry Instruction Lesson Plan .................................................. 21
Summative Assessment .......................................................................................... 26
Unit Conference Guide........................................................................................ 27
References............................................................................................................... 29

#

Rationale & Content Standards

The purpose of this unit is to introduce months, days of the week, the concepts of
morning, afternoon and night as well as time. Doing this will equip students with the necessary
skills to become independent learners and succeed in school and beyond. By introducing these
concepts early in school, we are taking a proactive approach to setting our students up for
success. Being able to use and be familiar with a calendar and clock are practical skills that need
to be introduced early in life so that they can serve as a foundation for further academic learning.
Teaching students these concepts also emphasizes scheduling and the importance of organization
and planning. Every topic discussed in this unit helps students become more independent both
inside and outside the classroom. Through this content we hope to develop an independent
classroom of young learners. Given this lesson topic and theme we have listed below appropriate
content standards to be addressed.

Iowa Core 21
st
Century Skills:

- Communicate and work appropriately with others to complete tasks

- Work productively and are accountable for their actions

Iowa Core Mathematics:

- Make sense of problems and persevere in solving them

Common Core English Language Arts (K):

- 11. Follow one- and two-part oral directions.

- 4. Use words that describe and represent real-life objects and actions.

Iowa Early Learning Standards:

- 8.3 Children demonstrate strategies for reasoning and problem solving.

- 9.2 Children show increasing ability to regulate their behavior and express their emotions
in appropriate ways.

- 9.4 Children develop the ability to interact with peers respectfully and to form positive
peer relationships.

- 10.3 Children engage in early writing experiences.

- 11.5 Children apply and adapt strategies to solve problems.

$

Unit Overview
Goals
Academic:
Students will become familiar with the calendar (months, days of the week).
Students will practice using a schedule (both personal and classroom).
Students will be introduced to the concept of telling time and clock features.
Students will understand and be able to work with the concepts of morning, afternoon,
and night.

Social:

Students will practice being responsible for themselves and knowing their
tasks/responsibilities.
Students will practice effective listening skills in partnerships and group work as well as
during teacher instruction.
Students will practice taking turns.
Students will be introduced to the importance of sharing their ideas and learning from
others.
Description

This unit covers using a schedule, days of the week, months of the year, morning,
afternoon and night, and an introduction to telling time. These concepts are presented through
five different lesson formats: Direct Instruction, Presentation with Advance Organizer,
Cooperative Learning, Concept Attainment, and Problem Solving. The first lesson of the unit
follows a direct instruction format. In this lesson the students will be introduced to the months of
the year, will write about one month of their choice and create an accompanying illustration.
Then in the following presentation with advance organizer the students worked with days of the
week and creating their own organizational flipcharts. Next students worked in cooperative
groups on a morning, afternoon and night picture sort. Following this lesson, students were
introduced to the concept of time and created their personal clock visuals. And finally in the
problem solving lesson students worked together to help Jack organize his weekly schedule of
activities. The students then presented this information through a skit.

This unit is important for early learners because it introduces key practical skills that they
will need throughout life. By teaching these skills to students helps them to become independent
learners and creates an independent classroom environment. Having an understanding of the
calendar and telling time will serve as a foundation for further academic learning and beyond.
The unit goals will be accomplished through using multiple lesson formats, using the gradual
release of responsibility in each lesson, and providing multiple opportunities for collaborative
work. The students will be provided with support in their zone of proximal development to
maximize their learning and success.

%

Direct Instruction Lesson Plan
Lesson Background:
Grade Level: K

Subject: Life Skills

Lesson Title: Months of the Year

Materials Needed:
Twelve Hats for Lena by Karen Katz
White board and markers
Pencils and coloring utensils
Paper for writing frame and picture (see attached worksheet)
Elmo

Prerequisite Skills: Students should have an understanding that a year is made up of months.
Also have experience using writing frames in their work. Be able to raise hand before speaking
to share ideas with class.

A B C D Lesson Objective: After reading a story on months of the year, kindergarten students
will be able to identify a given month, write at least two reasons why they like the month, and
create an illustration to accompany their written text with 100% accuracy.
--------------------------------------------------------------------------------------------------------------------
Interaction with Students:

1. Provide objectives: Time: 30 seconds
Today, we are going to learn about months of the year. Learning this will help us with our
learning for the next few days about calendars and schedules and how they work. By the end of
the lesson today you will be able to write about a month of your choice telling me your favorite
things about it.

2. Demonstrate knowledge or skill: Time: 5 minutes
Today we are going to read a story about the months of the year. It is called Twelve Hats for
Lena. In this story Lena, decorates a hat for each month of the year. While I am reading be sure
to look at how Lena decorates her hat for each month. Read the story aloud to the class.

Direct Instruction Presentation w/ Adv Organizer Concept Attnment Cooperative Learning Inquiry Teaching

&

3. Provide guided practice: Time:15 minutes
Now as a class lets look back at each month the book talks about. Lets share some observations
about Lenas hat she made for January (Refer to corresponding page in book for class to look
at).We can also share things that we might know about this month from our own personal
experiences. As I was reading I noticed that Lena had snowmen on her hat. What other things
did you notice? (Record observations and thoughts on the whiteboard, see attached page for
layout) Continue this practice throughout the book for each month, recording ideas on the board.
Now that we have brainstormed together, it is time for all of you to work independently to show
me what you know about a month of your choice. Project handout with writing frame on Elmo,
and walk through the independent practice. First I will write my name on my work. Then I will
pick a month that I want to write about. I think I will choose the month of August because I like
the warm weather and coming back to school! Now I need to draw a picture to go along with my
words. I am going to draw myself outside of the school with the sun shining. Now it is your turn!
Make sure to use the list of things we brainstormed on the board as a resource while you work.

4. Check for understanding and provide student feedback: Time: 2 minutes
Can someone raise their hand and tell me what you are supposed to do for your assignment?
Wait for student answer and confirm or add clarification/additions where needed.
Give me a thumbs up if you know what to do for your assignment and are ready to start. Give me
a thumbs to the side if you still have some questions, or give me a thumbs down if you need more
instruction.

5: Provide extended practice and transfer: Time:15 minutes
Students will receive their writing frame handout. Individually student will write about a month
of their choice, listing at least two different reasons why they like it. To accompany their written
work, each student will draw in the provided frame a picture that matches their words. They will
be given 15 minutes to work, completing the writing frame and adding an illustration.

6. Assessment / Closure: Time: 30 seconds

Please take time on this, and do your very best work. Once you are done with your writing
assignment, please come find me to turn in and share with me your work. I am so looking
forward to reading and learning about your favorite month!

Months of the Year Assignment Checklist:
Used and followed the writing frame provided (2 points)
A given month is identified (2 points)
Included a reason why they like the month (2 points)
Included a second reason why they like the month (2 points)
Created an illustration to accompany their written text (2 points)

Total (10 points possible)

Comments & Observations:

'

7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
For students that expressed either a thumbs to the side or a thumbs down they can meet with the
teacher to talk through an individual plan for their assignment. While students are working
independently the teacher will be available to students that need extra help with spelling.

b. Extension for students of high ability?
If high ability students finish early and are not challenged enough by the writing frame provided
you can have them either add more details to their writing or have them use their assignment as a
framework for a creative story. They could then work on this story independently while others
finish the original assignment.

TOTAL LESSON TIME: 38 minutes

8. References Consulted:

Katz, K. (2002). Twelve hats for Lena: A book of months. New York: Margaret K. McElderry
Books.

(

Name_______________________________

Ny favoiite month is ______________________.
I chose this month because _______________
______________________________________________.
I also like it because _______________________
______________________________________________.
Beie is a pictuie of me in the month of
_____________!

)

"#$%&

'&($)* +, -$#.

}anuaiy

Febiuaiy

Naich

Apiil

Nay

}une

}uly

August

Septembei

0ctobei

Novembei

Becembei

*


Presentation with Advance Organizer Lesson Plan

Grade Level: K


Lesson Title: Days of the Week Flip Chart

Materials Needed:
Classroom calendar
20, 12 x 17 inch pieces of white construction paper, folded in half hotdog style, with six
evenly spaced slits perpendicular to the fold on one half only to make seven flaps (Brigbauer,
2006-2012).
pencils, markers, and crayons
Elmo
Computer
Projector

Prerequisite Skills: Students should have an understanding that the week is made up of seven
days. They should also have experience with their classroom schedule for specials, and using the
classroom calendar as a large group. Be familiar with thumbs up/thumbs down practice in the
classroom.

Lesson Objective: After the advance organizer is presented, the kindergarteners will be able to
write all seven days of the week in the correct order, list at least one activity that corresponds to
each particular day, and draw a picture on the front of each flap that illustrates what they do on
that day, with 100% accuracy.

1. Present objectives: (What are students going to learn?) Time: 15 seconds
Class by the end of today you will have created your own flip chart about the days the week. You
will be able to write all of the days of the week in order and talk about what you do on each day.

2. Present advance organizer: Time: 5 minutes
In a minute we are going to learn about days of the week, but before we do that, I want you to
think about what we need to wear on days that we have P.E. We know that we need to wear our
gym shoes on Wednesdays so we are prepared for P.E. and we arent surprised. Now I want you
to think about what we need for library day. Since we know that we go to the library on
Thursday, we can make sure to bring our books to return to school that day. This way we can all
be ready for library, because we know that it is always on Thursdays. These are some examples
of how knowing the days of the week is important. By knowing the days of the week we can make
reasonable predictions and use a calendar effectively. Now we are going to look together at our
class calendar and go through the days of the week.

"+

3. Demonstrate knowledge or skill: Time: 18 minutes
As I said, now we are going to spend time looking at our class calendar. Lets find what today is
on the calendar. I know that yesterday was Sunday, and today is the first day back at school after
the weekend, so today must be Monday. Point to day on calendar. Now can someone raise their
hand and tell me what tomorrow will be? Wait for student answer. Thats right! Tomorrow is
Tuesday. Now lets go through the week together. I will start with the beginning of the week on
Sunday, and point to each day after it on the calendar. As I point I want you as a class to say out
loud the day of the week. Ready, (point to Sunday) Sunday. Repeat this process for all days of the
week. Great job class, now I have something really special to share with you that helps me
remember the days of the week. It is a song that I am going to play for you!
Then play song on computer once through and then play a second time.
http://www.mightybook.com/MightyBook_free/classroom_songs/days_of_the_week.swf
Wasnt that great, I hope you all feel more comfortable with the days of the week now! To further
practice the days of the week we are going to make flip charts. Hold up flip chart to class. We are
going to move back to our seats to work on this. Please take a blank flip chart back to your seat.
Demonstrate on Elmo, as you can see here there are seven flaps on your flip chart, one flap for
each day of the week. First we are going to write the days of the week on the flaps. What day
should be on the first flap, class? Wait for verbal response. Yes, we write Sunday on the first flap
because it is the first day of the week. Now while I write Sunday on my flip chart, please go
ahead and write Sunday on yours. Students and teacher continue this process and write days of
the week in order, one per flap, until all flaps are written on. Now we need to add some more
details to our flip chart. Lets think about on which days we go to specials as a class. Lets start
with today. Today is Monday, and we always go where on Mondays? Wait for student response.
Very good, we have Art on Mondays. Lets all go to the flap we labeled Monday, and I want you
to write Art under the flap on the inside. Demonstrate on Elmo. Continue this process for P.E. on
Wednesdays, Library on Thursday, and Music on Fridays. Great class, now we should all have
our specials recorded in our flip charts.

4. Check for understanding and provide student feedback: Time: 2 minutes
Does everyone have all the days of the week on your flip chart? Give me thumbs up or thumbs
down. Wait for student response. Go over any questions about labeling the days of the week.
Does everyone have their specials recorded in their flip chart? Give me a thumbs up or thumbs
down. Wait for student response. Go over any questions about recording the specials in their
chart.

5. Assessment / Closure: Time: 15 minutes
Now that we have all labeled and written our specials in your flip chart, it is your turn to make
your flip chart your own! For each day that we dont have specials, Sunday, Tuesday, and
Saturday I want you to come up with one thing that you do on each day and write it in your
chart, just like we did with our class specials. Then for each day draw a picture that reminds you
of the activity you do on that day. Make sure that your picture matches your words, and is drawn
either on the front flap or on the inside of the specific day. I know that on Tuesdays I always go
grocery shopping. So I am going to write on my Tuesday flap, go grocery shopping. To illustrate
and help me remember what are special about Tuesdays, I am going to draw a bag of groceries
on the inside with my words. Demonstrate on Elmo. Now it is your turn to show me what you
know about the different days of the week. On your flip chart I will be looking for each flap to be

""

labeled with the appropriate day of the week. For each day of the week you should also write at
least one activity you do on that day and draw a picture to illustrate the activity. If you have any
questions ask a neighbor first and then raise your hand to ask me if you still are confused.

Checklist for Days of the Week Flip Chart
Write all seven days of the week on their flip chart (2)
For each day of the week we have a special, Monday, Wednesday, Thursday & Friday,
the student has written down the appropriate special (2)
For Sunday student has written one activity that they do (1)
For Tuesday student has written one activity that they do (1)
For Saturday student has written one activity that they do (1)
The days of the week are in the correct order on their flip chart (2)
For each day of the week, an illustration is drawn to show what they do on that
particular day (3)

Total (12 points possible)

Comments & Observations:

6. Adaptation for students who need extra help, time, or attention?
Students that expressed a thumbs down during the temperature check, we can meet with them
individually or in a small group to go over questions they may still have and work through it
together. Adaptation the checklist may be made for students based on their needs. Students that
struggle with written language, could communicate their ideas through pictures and symbols.

Extension for students of high ability?
For high ability students that are not challenged enough by the basic flip chart they could add
additional details to their activities for each day of the week. Students could also compose their
own song about the days of the week using inspiration from the song shared in class.



Brigbauer, C. (2006-2012). Make days of the week flip flaps. Retrieved from
http://www.education.com/activity/article/days-week-flip-flaps/

Keyes, M. (2010). Days of the week song. Retrieved from
www.mightybook.com/MightyBook_free/classroom_songs/days_of_the_week.html

"#


Cooperative Learning Lesson Plan

Lesson Background:
Grade Level: K


Lesson Title: Morning, Afternoon and Night Group Project

Materials Needed:
Poster with three sections designated and labeled morning, afternoon and night (see attached
example of pictures)
Plastic baggy of morning, afternoon and night pictures for each group
Notecards (7 different colors, 3 cards for each color) with roles and responsibilities for each
group member
Glue sticks
Pencils
Notebook paper

Prerequisite Skills: Be familiar with small group work procedures, where every member is
responsible for a given task. Also be familiar with the project reflection form. Students should be
able to take turns sharing and working together in their groups. Be able to raise hand to ask for
teacher assistance.

Lesson Objective(s):
a. Academic: Once group project guidelines have been communicated, kindergarteners will
be able to sort and paste pictures into an appropriate time of day (morning, afternoon and
night), as well as make connections between the picture cues and their own life and share
them along with the poster to the class, with 100% accuracy.

b. Social Goals for your lesson
Knowing your tasks/responsibilities
Listening to your partner(s)
Taking turns
Sharing of ideas

Cooperative Learning Grouping Structure: Learning Together
---------------------------------------------------------------------------------------------------

1. Present objectives: Time: 20 seconds
Today we are going to learn about the concept of morning, afternoon and night and how we can
use these terms in regards to schedules and sharing concepts of time with others. We are also

"$

going to spend time practicing listening to partners, taking turns, sharing of ideas, and knowing
your own responsibilities as a group member.

2. Present information for the academic goal: Time: 3 minutes
Can someone raise their hand and tell me what the first thing you did this morning was, after
you woke up? Wait for student response. Now can someone raise their hand and tell me
something you are going to do this afternoon once you get home from school? Wait for student
response. Great! And finally can someone share with me what you do in the night before
bedtime? Wait for student response. As we have just shared, there are certain times of day that
you do different activities. One way to talk about these things is in regards to what time of day
you do them. There is a certain time of day when you typically do different activities, and we call
these times morning, afternoon and night. Draw on previous student responses to make explicit
connections to the concept of morning, afternoon, and night. Today we are going to spend time
working on visual charts to show what we do in the morning, the afternoon and the night. The
concept of morning, afternoon, and night is important in planning our schedules and effectively
communicating with others the time of day when we do different things. For our activity, we are
going to get into small groups and together work on creating a poster that illustrates morning,
afternoon and night events. Once everyone has created their posters you will have the
opportunity to share out to the class.

3. Organize students into learning teams: Time: 5 minutes
a. Explain how theyll practice the social goal? When we are working in our groups today, there
are a few things that we need to remember. We need to be respectful of our partners by making
sure that we take turns talking and sharing our ideas and while others are talking we are
listening to their ideas. In a minute I will tell you each your role in the group and your
corresponding responsibilities. We know that part of being a good group member is being
responsible for your part of the project. Everyone needs to work together in order for the project
to be successful!

b. How will you organize the groups?
Today we are going to work in groups of three. Each group will be a different color. I am going
to pass out different colored notecards to everyone. Once you have your notecard find the other
students in the class that have the same color notecard as you. You should be able to find two
other people to form your group. On your notecard is your job and job description that you will
be responsible for during the activity.

c. What group roles will you have?
Communicate with students the three different roles they may have as listed below.
Visual Maker (gets materials at beginning, glues pictures on poster, and puts project
away at close)
Communicator (talks/asks questions to teacher if needs be, shares poster visual and
connections to whole class)
Connection Maker (write down connections the group makes while working)

4. Assist team work and study:Time: 25 minutes (includes time spent on project and sharing)
a. How will you monitor academic progress? b. How will you monitor the social goals?
While students are working I will be monitoring the class with clipboard cruising, looking for
both academic and social progress. The form I will use for this will have each students name on

"%

the left hand column, and then the top row will designate space for comments on academic
progress and social goals.

5. Provide recognition: Time: 3 minutes (cumulative)
Throughout the time students are working in their groups as well as sharing time at the end, as
the teacher I will periodically recognize them for meeting our predetermined academic and social
goals by rewarding the class with a star sticker on our class chart. If the students arent meeting
the expectations, then the classs attention will be drawn to remind them of our goals and how
we can go about accomplishing them. While students are working in their small groups, I will
circulate around the room providing specific feedback and positive reinforcement.

6. Assessment / Closure: Time: 5 minutes

Checklist for Morning, Afternoon and Night Group Work
Pictures are sorted and glued into appropriate columns (2 points)
At least 2 connections made (2 points)
Shared/presented project with class (1 point)

Total (5 points)

In addition to the points for the group work, comments and observations should also be factored
in to your end of project closure. For kindergarteners, comments and observations should be a
meaningful tool to inform your assessment. The teacher will specifically be looking for the
determined social goals for this lesson:
Knowing your tasks/responsibilities
Listening to your partner(s)
Taking turns
Sharing of ideas
In addition to this students should complete a project reflection form. This form can provide
insight into self and peer performance throughout the project (see attached form).

Different groups receive different pictures for their picture sort, based on their needs and ability.
Also written text will accompany each picture to provide extra clarification. The teacher will be
circulating around the room and can provide extra help and guidance when needed. Extra time
can also be provided to finish the project.

Students could draw their own pictures of specific tasks that they do in the morning, afternoon
and evening to add to their poster. They could create a different medium to present their
information to the class such as, creating a skit, poem, or song to communicate their ideas and
make it more creative.



"&

Google Images for Clip Art and Pictures used for project
Curriculum and Pedagogy in the Elementary School Course Pack

uetting on the bus uetting off the bus Biush youi teeth

Biush youi teeth Eat bieakfast

Reau befoie beu Wake up

Eat uinnei Sleep

"'

Pioject Reflection Name: _______________________________

uioup coloi: ________________________

Bow uo you feel about the way you woikeu with youi gioup touay.

Bow uo you feel about the way youi gioup membeis woikeu togethei.

Is theie anything else I shoulu know about youi expeiience touay.

"(


Concept Attainment Lesson Plan

Lesson Background:
Grade Level: K


Lesson Title: My Personal Clock

Materials Needed:
Concept Attainment notecards (both yes and no attributes and concept listed)
Tape
Whiteboard
Dry erase markers

Clock Visual:
Small paper plate glued inside a larger paper plate (The larger plate will have minutes pre-
labeled on the rim. A small hole will be made in the middle of these plates for the brad to be
inserted in.)
Paper brads
Foam sticker numbers (1-12)
Minute and hour hands (made out of paint chip samples, precut and pre-labeled minute and hour
by teacher)
Teacher sample of clock

Prerequisite Skills: Students should have experience working with foam stickers. They should
also have some background knowledge about clock features. Be familiar with thumbs up/thumbs
down practice in the classroom. Students should be familiar with established classroom
procedures for group instruction and individual work time. Also students should have previous
knowledge of how concept attainment lessons work.

Lesson Objective: After the personal clock project is previewed as a whole group, kindergarten
students will be able to put all 12 numerals on their clock in order, as well as having both the
hour and minute hands attached to their clock face and the arrows facing the numerals with
100% accuracy.

Concept Label: Clocks

Critical Attributes: [yes] Non-critical Attributes: [no]
Hands Feet
Numbers Letters
Hours Head
Face Days of the Week

")

Minutes Months of the Year
Seconds Compass

Definition of Concept: A device for measuring or telling the time and especially one not meant to
be worn or carried about by a person.
--------------------------------------------------------------------------------------------------------------------
-

1. Provide examples and non-examples to the class: Time: 2 minutes
Today we are going to start a new lesson! Im not going to tell you what it is because I want you
to think really hard and try to figure it out. Up on the whiteboard, you can see that I have labeled
two categories, one yes and one no. I have cards with different word clues on them that will
help us figure out our topic for the day. It will be your job to help determine which words go
where, either under our yes column or our no column. I will do the first one for you. Teacher
tapes notecard labeled hand under the yes column and the card labeled feet under the no
column.

2. Test for attainment: Time: 6 minutes
Teacher holds up next word, and asks class for input on which category the word should go in.
Teacher asks questions about where each word goes, and asks if this is a yes or a no word. The
teacher asks students to support their reasoning. Teacher periodically uses thumbs up or thumbs
down strategy to gage students understanding. Based on student feedback throughout the
activity, once all the words have been sorted the teacher will ask the class if anyone thinks they
know what the concept is. The students that think they know will raise their hand. The teacher
will call on them and they will share out to the class their idea. Based on student response, the
teacher will guide the discussion to the correct concept label.

3. Analyze student thinking processes and integration of learning: Time: 2 minutes
Thats right; today we will be starting our new lesson on clocks! I am very impressed with how
you all used your brain to figure out our topic! Now who can raise their hand and share another
example of a word that would fit in our yes column? Make sure to have a reason for why you
picked that word. Wait for several student answers and guide where needed, adding answers to
the list on the whiteboard. Repeat this process for non-examples. Great job, those are some
really well thought out examples. I think we are ready to do our activity for today!

4. Clarify lesson objectives: Time:1 minute
By the end of class today, you will be able to identify the different features of a clock. You will
also get the opportunity to create your own personal clock visual, which you will be able to use
throughout the rest of our unit on clocks. When I say features of a clock I am talking about the
different parts of the clock, like the numbers, hands, and face. These are three of the yes
words that we used in our introduction activity. We are going to use our yes list to help us build
our clock visuals. Lets get started!

5. Procedures for Using the Concept: Time: 20 minutes
Here is an example I have made of what our personal clocks will look like. If we look at our
classroom clock, this can help us assemble our own clocks. Lets go through the steps together.
First we need to add numbers to our clock face. The clock face is the surface of the clock. It

"*

holds the numbers and hands. Our classroom clocks face is white. To make our clock face we
will use a red plate. You will notice that in my example I also have a blue plate behind the red
plate. While this doesnt appear on our classroom clock, it will be a helpful tool for
understanding how to tell time in our upcoming lessons. Next we need to add our numbers to our
clock face. By looking at our classroom clock, we know the numbers go in a circle around the
edge of the clock, starting with 12 at the top. Teacher will point to classroom clock and go
through each number in order, clockwise. For our clocks we are going to use foam number
stickers. Lets count together the numbers on my personal clock. Class will join teacher in
counting in order. Once you have your numbers on your clock, what do you think our next should
be? Thats right; we still need to add the hour hand and minute hand to our personal clocks.
Looking at our classroom clock we know that the longer hand represents minutes and the shorter
hand represents hours. I always remember that the word minute is longer than the word hour,
just like the minute hand is longer than the hour hand on the clock. Write out the word minute
and hour on the whiteboard to demonstrate concept. Because we are just starting to learn about
clocks, I have labeled your hands for you so you can easily remember which one is which. To put
the hour and minute hands on our own clocks we are going to use a paper brad to attach them.
Demonstrate to class. Now it is time for you to go back to your seats and assemble your own
clock. Remember if you get stuck, first look at our classroom clock for help and my example
clock. If you are still stumped raise your hand and I will come help you.

6. Assessment / Closure Time: 30 seconds
Once you are finished make sure your name is on the back of your clock and put it in the turn in
tray. Please take time on this, and do your very best work!

The teacher will use this form to check for student completion of their clocks. Listed below are
four criterions that should be evident in the students work. If the student has successfully met
each criterion, this will be designated with a checkmark ! in the corresponding column.
Checklist for Personal Clock Visual:
All 12 numerals are represented on the clock
The numerals are in the correct order
Both hour and minute hands are on the clock, attached with a paper brad
The arrow on the hands are facing the numerals
Additional Teacher Comments:

#+

The teacher will be constantly circulating around the room providing assistance to students that
need it. Students that expressed a thumbs down during class time, the teacher will make sure to
visit them one on one as they are working to check for understanding. The teacher can provide
physical assistance for those that need help peeling stickers or inserting the paper brad. Extra
work time can be given to students that need it.


For high ability students materials given for the project can be unlabeled. For students that finish
early, they can chose from a variety of extension activities approved by the teacher. An extension
activity could be having them discuss different types of clocks they have seen and used and write
a story about it.

TOTAL LESSON TIME: approx. 32 minutes

8. References Consulted

Student Clock Visual:
http://mykiddiegarden.blogspot.com/

Student friendly definition for clock:
http://www.wordcentral.com/cgi-bin/student

#"

Problem-Based / Inquiry Instruction Lesson Plan

Lesson Background:
Grade Level: K


Lesson Title: Jacks Schedule Confusion

Materials Needed:
Students personal clocks
Students group morning, afternoon and night visuals
Elmo
Daily Planning Sheet (piece of paper with day of the week and three clocks with time)
21 cut-out activity slips (each group will receive 3 slips, students then glue these slips onto their
daily planning sheet)
Glue sticks

Prerequisite Skills: Students should have experience working in small groups and putting on
skits in class, along with what it means to be a good audience member. Students will also need to
have previous experience and knowledge of schedules and using clocks to tell time.

Logistics: Ample area cleared at front of room for each group to act out their schedule to the
class. Tables also need to be configured for 7 groups to work.

Lesson Goal (not ABCD objectives): Students will work in small groups to help Jack develop a
schedule for his daily activities. Students will be expected to glue 3 activity slips on their daily
planning sheet, and be able to justify their reasoning. In their small groups, students will also act
out the 3 activities and display a corresponding time on their personal clock visuals.
----------------------------------------------------------------------------------------------------

1. Orient students to the problem or dilemma?
In this unit we have been talking a lot about schedules and time. It is important when planning
your day to figure out what time to do different activities. I have a friend named Jack, who is in
kindergarten like you all! Jack was telling me he has a problem and he really needs all of your
help! Jack has a lot of things he needs to do next week but he is having trouble remembering
when he does all his different activities. I told him that my class would be able to help because
we have been learning about schedules and time.

2. Organize students for study:
Now it is your turn to help, Jack! We are going to get into 7 groups of 3 just like we did when we
made the morning, afternoon and night visuals. You will be with the same group today. Each one
of our groups will be responsible for one day of the week on Jacks schedule. I have put out each

##

groups morning, afternoon, and night visuals on separate tables around the room. Now I want
everyone to go find where their group will be meeting based on where your chart is. On your
way to your group makes sure to pick up and bring your personal clock, then sit down and wait
for further instruction.

3. Assist independent and group investigation:
I am going to give you a piece of paper with a picture of three clocks and 3 blank boxes. I will
also give each group three slips of paper, each with a different activity that Jack needs to do on
your day of the week. It will be your job to think and decide as a group which activity fits best
with each time. Once you have decided this and have a reason for your decision you will glue
each activity next to the appropriate clock picture in the box. Once all of the groups have
organized Jacks schedule for their day, each group will get the opportunity to act out their
schedule to the class. Now class, lets walk through what you should be doing in your small
group during work time. Teacher uses the elmo to share example of Day of the Week Planning
Sheet that each group will have, walking through the thought process they should use to fill out
their planning sheet. If you get stuck and are having trouble deciding what time should go with a
certain activity, use your morning, afternoon and night visual for help. I will be walking around
the room to answer any questions. Once you are finished raise your hand for me to come and
check your work.

4. Develop and present artifacts and exhibits:
Now that we have all done our very best work on our day of the week, we are going to present
our day to the rest of the class. To do this, your small group will create a skit that illustrates
each activity that Jack will do on your day of the week. Teacher will refer back to their example
planning sheet that they shared with the class previously. Since there are three activities for each
group and three group members, everyone will get to be the clock once and an actor the rest of
time. When you are the clock you need to make sure your personal clock visual is set to the same
time as the clock you are in charge of on your groups daily planning sheet. Model setting your
example clock to the correct time, using your example daily planning sheet. If it is not your turn
to be the clock your job is to be one of the actors. When you are the actor you need to come up
with actions to represent your given activity. These actions should not include talking. This way
using the displayed personal clock visual and watching the actions your classmates should be
able to guess what activity you are doing. Continue this process for each of your three activities,
making sure that everyone gets a turn to be the clock. If your group is not presenting and you are
in the audience it will be your job to use what we know about schedules and the time displayed
on their clock to guess what the activity being demonstrated is. When you think you know, we are
going to be good audience members and raise our hands, instead of just shouting the answers
out. Okay, lets get to work on our skits!

5. Analyze and evaluate the problem-solving process:
Teacher will visit each group during work time and verbally ask questions to evaluate students
thinking process. Then again after each group presents their skit to the class, more questions will
be asked. Notes will be taken on a checklist for each group. Possible questions the teacher might
ask to gage students problem solving process are:
Where are you getting your ideas?
Tell me about your process?
Why did you choose to do that?

#$

Do you do any of the activities that Jack does? Does that help you figure out what time Jack
might do those activities and why?

6. Assessment / Closure:
Students will plan and present skits to the class. Once each skit has been presented and the class
has guessed Jacks three different activities for the day, the teacher will display that groups daily
planning sheet on the elmo and ask some follow up questions. The teacher will be evaluating the
students as they present on the group checklist shown below.

Class, you all did a great job helping Jack with his schedule. He is going to be so happy!

Different groups can receive different activities and times, based on their needs and abilities.
Teacher will be walking around during work time to monitor and provide added support when
needed. During the skit, the teacher can provide support through prompts and narration for
groups that need extra help.

Different groups can receive different activities and times, based on their high ability needs and
abilities. For their skit, students can create one fluent skit tying in all 3 times, as opposed to 3
separated skits. Students can work on an extension activity where they write a story about Jacks
given day. Students can work to find connections between Jacks day and their own schedules.


8. References Consulted
Idea adapted from Product Criteria Cards
Clip art via Google Images

Students have glued each of their 3 activity slips next to a clock on their daily planning
sheet
Are able to verbally justify their reason for gluing each slip where they did
Each personal clock displays the correct time as shown on their planning sheet
Each activity is acted out by group members
Comments and Observations:

#%

Group Member Names: _____________________________________________________

Monday

#&

Here is a list of examples of what students will cut out and
paste in the boxes on the opposite side of this paper:

Go to Bed

Brush your teeth

Read a book

Eat dinner

Eat lunch

Wake up

Do homework

Go to soccer practice

Go to school

Eat breakfast

#'

Summative Assessment6
To assess student learning on all of the lessons included in this unit, the teacher will have
individual one on one 2-3 minute conferences with each student. These conferences will take the
place of guided reading groups; instead the teacher will be meeting individually with students to
assess their learning on the unit. During this time the other students in the class will be doing
their daily literacy rotations. The teacher will call students over one by one to sit down and ask
them a few questions. The meeting will be very conversational and relaxed in hopes to make
students feel comfortable and help them truly showcase what they know.
The questions that will guide our conversation with students will be based on the
objectives from each lesson of the unit. The teacher will have questions to guide the conversation
on a piece of paper, which will also serve as a place to take notes throughout the conference. The
teacher will have each students products from throughout the unit on hand (month of the year
writing frame with picture and personal clock visuals). The first lesson covered the months of the
year, we will show students their work from the lesson (writing frame with picture) and ask them
to identify a different month than the one they wrote about. Next we will give the student seven
slips of paper, each slip of paper will have a different day of the week on it. We will then prompt
the student to show us the correct order of the days by putting the slips in order. Then the
teacher will ask students a few questions about different activities they do during the day. The
students will be asked to respond with the time of day the activity occurs, morning, afternoon or
night and provide support for their answer. The teacher will provide scaffolding when needed,
an example would be if the student says they brush their teeth before bed. The teacher would
provide support by further prompting the student asking what time of day they go to bed, in the
morning, afternoon, or night. And finally we will show students their personal clock visuals. We
will ask students to identify the clock features talked about during the lesson: face, hour and
minute hands, and numerals in the correct order. On the following page is the unit conference
guide the teacher will use to lead their questions with the student. On the first page there are
possible teacher prompts and space to record student responses and teacher observations. Next
there are three self-assessment questions to verbally ask students, with possible teacher prompts
given. And finally a checklist to record if the student correctly answered the questions asked. See
the next page for more information.
Once the student has completed their conference with the teacher, they will get the
opportunity to take their months of the year writing frame with illustration and put it on the
classroom bulletin board with the help of a teacher aide. This will be a bulletin board designated
for this specific unit, focusing on months of the year.

#(

/$(% 0#$1,2,$3, 45(6,

Stuuent Name:

1. "I love what you uiu heie to illustiate the month of _______________! Can you tell me the
name of anothei month that we talkeu about."

2. "So, I have these slips of papei with the uays of the week on them, but I can't seem to
iemembei what oiuei they go in. Bo you think you coulu help me with that by
putting them in oiuei."

S. "Bow uo you get to school. 0h ieally, anu what time of uay uo we come to school. Is
that in the moining, the afteinoon, oi at night."

a. "I biush my teeth eveiy uay. Bo you uo that too. When uo you biush youi
teeth. Why uo you uo it at that time."

b. "You know, I love eating uinnei. Bo you like to eat uinnei too. What's youi
favoiite thing to eat foi uinnei. What time of uay uo you eat uinnei. In the
moining, afteinoon, oi at night."

4. "Let's look at youi peisonal clock. Can you point to the face of the clock foi me.

a. What about the hanus of the clock, Can you point to those foi me. Which
hanu is the minute hanu. Bow about the houi hanu.

b. Put youi fingei on the one. Count the numbeis as you go aiounu out louu foi
me."

766(%(#$89 ),$,289 3#::,$%*;

#)

<,91=7**,**:,$% >5,*%(#$*;

1. "Bow uo you think you uiu as a leainei uuiing this unit. Weie you iesponsible foi
youiself. Biu you take tuins with youi fiienus."

2. "Which pioject uiu you like the best. Why."

S. "What uo you want to leain about next."

0&,3?9(*%;

Stuuent accuiately iuentifieu one month of the yeai (othei than the one
they useu on theii month of the yeai wiiting fiame anu illustiation)
Stuuent placeu all seven slips of papei with the uays of the week on them in
the coiiect oiuei
Stuuent iuentifieu the moining as the time we aiiive at school
Stuuent's answei anu justification foi the time of uay that they chose to
biush theii teeth makes sense
Stuuent iuentifieu that uinnei is eaten at night
Stuuent pointeu to the face of the clock
Stuuent pointeu to the hanus of the clock
Stuuent coiiectly iuentifieu the small hanu as the houi hanu
Stuuent coiiectly iuentifieu the big hanu as the minute hanu
Stuuent accuiately counteu the numeials in oiuei aiounu the clock

#*

References
Teachers & Families
For Families:

telling time:

http://www.youtube.com/watch?v=RBvmO7NgUp0 (video)
http://resources.woodlands-junior.kent.sch.uk/maths/measures.htm (games)
http://www.free-training-tutorial.com/telling-time-games.html (games)
http://more2.starfall.com/m/math/measure-content/load.htm?f&d=demo&n=match-
clocks&y=1&www=main_pumpkinclock__1 (games)

days of the week:

http://www.youtube.com/watch?v=7AvNq2CQnOI (video)
http://www.eslprintables.com/vocabulary_worksheets/time/days_of_the_week/ (worksheets)
http://www.parenting.com/article/how-to-teach-a-tot-the-days-of-the-week-21354405 (ideas for
supporting your student)

months of the year:

http://www.roythezebra.com/reading-games/high-frequency-words-months.html (game)
http://www.abcya.com/months_of_the_year.htm (practice)

For Teachers:

Telling time:

http://www.senteacher.org/Worksheet/18/Time.xhtml (practice worksheets)
http://www.educationworld.com/a_lesson/lesson312.shtml (lessons)
http://classroom.jc-schools.net/basic/math-time.html (activities)
http://www.apples4theteacher.com/math/time/ (activities)

Days of the week:

http://www.earlylearningactivities.com/PDF/daysmonths.pdf (songs)
http://www.turtlediary.com/kindergarten-games/math-games/weekdays.html (game)
http://www.starfall.com/n/holiday/calendar/load.htm?f&n=main (activity)

Cookie's Week by Cindy Ward (book)
Today is Monday by Eric Carle (book)

Months of the year:

http://www.youtube.com/watch?v=b_A43_sYIiw (video)
http://www.youtube.com/watch?v=5enDRrWyXaw (video)
http://www.earlylearningactivities.com/PDF/daysmonths.pdf (songs)

Unit Plan

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit Plan

Uploaded by

Copyright:

Available Formats

0nit Plan

Nonths, Bays of the Week, Time

You might also like