Lesson Plan Evaluation

1. Grade level Indiana Academic Standard(s) 2014 the lesson targets

include: (Integrate reading, writing, speaking and listening so that students
apply and synthesize advancing literacy and mathematics skills.)
The lesson plan that I found does meet these requirements.
She outlined Key terms that need to be learned by the children, and
math skills, such as counting by 5s that the children also need to
know. By the end of this lesson, children should understand metric and
standard use of conversions.
2. Learning Target(s): (What will students know & be able to do as a result of
this lesson?)

The lesson plan does a good job outlining what the teacher is
wanting from this lesson. Students will be able to model and tell
time to five-minute intervals using analog and digital clocks.
Students will be able to explore time to one-minute intervals
using analog and digital clocks. Students will be able to
understand how analog and digital clocks operate. Students will
be able to read the time in words through completion of an
online activity, Bang On Time.
3. Relating the Learning to Students: (Why are the outcomes of this lesson
important in the real world? Why are these outcomes essential for future
learning?)

This lesson is important because the need to tell time is

important so students learn to gauge time. For example, to show
up to school, work, and events on time. To gauge how much time
they have to complete a test in school, etc.
4. Assessment Criteria for Success: (How will you & your students know if
they have successfully met the outcomes? What specific criteria will be met
in a successful product/process? What does success on this lessons
outcomes look like? Use varied modes of assessment, including a range of
pre-, formative, summative and self-assessment measures.)

The Teacher will: Evaluate students work for errors. Will

ask students to explain how they arrived at their answers. Ask
students to demonstrate a given time, ex. 3:10, 4:30, 2:12, etc.
By doing these evaluations, the teacher should be able to see
if students have mastered the lesson on telling time. If teacher
notices a lot of inconsistencies, then she may need to modify

lesson or give supporting work outside of the class to help

children master time.

5. Academic Vocabulary: (Words that will need additional instruction in order

to strengthen student understanding in contextual formats.)

As stated above there is key vocabulary that the teacher will go over.

and counter clockwise

6. Examples/Activities/Tasks: (What learning experiences will students
engage in? How will you use these learning experiences or their student
products as formative assessment opportunities? Provide a balance of ondemand and process writing opportunities for students to draw evidence from
the texts to produce a clear and coherent writing that informs, explains, or
makes an argument in various written forms.)

Students will write what they learned that day in their math
journals. Students will get to manipulate the clock. And they will
work together on a session on the computer, putting their new
found skills to the test.
7. Resources/Materials: (Focus students on reading a progression of complex
texts drawn from the grade-level band. What technology and media tools will
be used in this lesson to deepen learning?)

Students will have both a digital clock and one with hands. They
will have the online resource and their math journals.
8. Access and Engagement for All: (How will you ensure that all students
have access to and are able to engage appropriately in this lesson? Consider
all aspects of student diversity and learning preferences.)

Most of this lesson will take place in the classroom. If the child
needs extra help, teacher will build time into the day so they can
have access to the computer to work on the online lesson for

better understanding. If the child is still struggling, take home

reading can be assigned.
9. Differentiation/Accommodations: (What differentiation and/or classroom
accommodations will you make for English learners, students with high ability
and students with disabilities in your class? What evidence-based strategies
for differentiation for all students can be provided? Be as specific as

Students with reading problems are assigned a partner to assist

with reading the directions. 2. Students with visual impairments
are seated at the front of the room near the whiteboard and are
provided a large image of a clock with the hour and minute
hands identified. 3. Early finishers may begin their online class
activities upon completion of their assessment.
10.
How did this lesson engage students in collaborative
learning and enhance their collaborative learning skills?
Since children engaged in a lot of group work with this lesson,
they were able to learn from each other. The stronger readers
helped the readers that struggle. They were also able to work
online together. They are able to learn from each other when
having any issues with the lesson.