Drexel University

School of Education
EDUC 520 ~ Professional Studies in Instruction

Lesson Plan Final

This is the same template that was used for the Lesson Plan Draft. You need only make
revisions suggested in the feedback given.
This assignment is due in Week 9 and will be graded on the basis of 20 points.

Your Name Graziadei

Lesson Grade 1
Level
Lesson Subject Mathematics
Area
PA (or other) Number of the Standard: 1.MD.3
State Statement of the Standard: Tell and write time in hours and half-hours
Standard(s) using analog and digital clocks.

http://ctcorestandards.org/wp-
content/uploads/2014/08/CCSS_math_K_2_Domain_Progressions.pdf

Specific Content With an understanding of the number sequence and the organization
Area of the day, students will apply this knowledge to tell and write the
time of day in hours and half-hours.

Lesson Goals ~ Students will grasp the concept of reading analog and digital clocks
Enduring by assessing the placement of the hour-hand and minute-hand on the
Understanding clock. The focus will be on telling the times of the day that are on the
hour and half-hour. Students will be able to relate the number
sequence with the timeframe of the day, as well as associate the
performance of activities with particular times of day. The concepts
will be grasped to use in future circumstances within and outside of
school
Objectives of the At the end of this lesson the students will be able to:
Lesson ~ 1. Verbally and visually tell and write the time in hours and half-hours
Are these using analog and digital clocks.
measurable? 2. Understand the significance of telling and writing time by means of
how it impacts their lives.
3. Apply this knowledge in future situations by telling time
throughout each day to participate in lessons and activities during
their assigned periods.
Level of Create: Students will investigate the time-telling by creating a
Blooms project on day three as a visual representation of their
Taxonomy understanding.

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin
 Drexel University
School of Education
EDUC 520 ~ Professional Studies in Instruction

Relate each of Evaluate: Students will assess the resources provided on days
the verbs in your one and two to find and support their solutions to the time-
objectives to a telling activities.
specific Levels Analyze: Students will be able to examine the clock at any
of Critical point and identify the time through their analysis of the
Thought locations of the short-hand and long hand.
Apply: Students will be able to use these lessons in all future
situations throughout the day to assess when things will start
and end, as well as the time remaining within each period or
activity.
Understand: Students will understand the importance of
knowing how to tell and write time through the homework
assignment and activity on day three. They will observe how
time affects their functioning through the hands-on activities.
Remember: Students will be able to visualize the concepts
grasped in the lesson for future assessments and inquiries
pertaining to reading or using analog and digital clocks.
Opening Day 1: Learning how to tell and write time
Activities The students will sit in their circle time places on the floor
How will you while watching a music video about telling time
engage the (https://www.education.com/game/telling-time-song/). The
students? first time the students will be encouraged to listen for fun. The
second time it is played, they will be asked to use first-grade
thinking to comprehend the information and be able to
understand what the lesson will entail. This song is a fun way
to outline the concepts of telling time, while the video portion
is a visual representation of how the children would be
expected to write times. Following the second viewing, I will
ask the students the following questions and call on several
students to offer answers:
o What was the main idea of the music video?
o What is something you learned about telling time from
the music video?
I will have the children help to come up with the goal of the
unit that will be written on the board. I will guide this by
offering key words that are to be included. They will be given
time to discuss with the peers sitting next to them. Students
will raise their hands to offer possible goal statements. The
joint effort will result in the written statement on the board. It
is intended that the final product looks similar to the
following: I can understand, use, and apply my new skills of
telling and writing the time.
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
 Drexel University
School of Education
EDUC 520 ~ Professional Studies in Instruction

Day 2: Using concepts from day 1 to participate in a real-life

experience
The students will sit in their circle time places on the floor
while watching a music video
(https://www.youtube.com/watch?v=1sf_v_golDQ). The first
time the students will be encouraged to listen for fun. The
second time that it is played, they will be asked to pay close
attention to the phrase that is consistently repeated throughout
the song. I will ask the students the following question that
will be discussed with peers and then students will be called
on to offer answers:
o What sentence did you hear many times throughout the
song?
o Why do you think that phrase is important to us today?
The intention is that it will become evident that the phrase,
what time is it? is going to be used in the days lesson to
further practice the concepts required in telling and writing the
time.
Day 3: Applying concepts from days 1 and 2 in a project
The students will sit in their circle time places on the floor
with their homework sheets from the previous night. They will
be given 5 minutes to discuss with those sitting next to them
the activities that were tracked and the times that these
activities took place. This is intended to prepare the students to
create a short project that will exhibit an understanding of how
to apply their new skills of telling and writing time in daily
life.

Lesson Outline Day 1: Learning how to tell and write time

Use numbers or Prior to the lesson, the materials required in this assignment
bullets to outline will be organized into packets to ensure that each child has all
the lesson that he or she will need. These packets will include the
content and information sheet, bingo sheets, a die, bingo chip pieces and
activities the self-assessment worksheet.
Students will sit in their circle time places while quietly and
appropriately waiting for the lesson to begin.
I will project the music video for the opening activity on the
board. I will instruct the children to listen for fun the first time.
Prior to replaying the music video for a second time, I will
instruct the child to use first grade thinking when viewing.
This means that students at this point will use it as a learning

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin
 Drexel University
School of Education
EDUC 520 ~ Professional Studies in Instruction

experience, absorb the information provided in the music

video, and be able to answer questions that will follow.
I will pose the questions mentioned in the opening activity to
the students. They will have time to discuss their ideas with
peers before I call on various children to offer responses.
I will ask students what they think time is. Students will be
called on to provide input.
The what is time? and what do I need to know? slides will
appear on the board where I will describe the key information
that the students will need to be able to participate in the
lessons activity and understand how to tell and write time.
An analog clock without hands will be projected on the board.
I will verbally announce several times that the students will
have the opportunity to take turns drawing on the clock face.
The same will be done with a blank digital clock projected on
the board.
The students will disperse to their desks and the materials for
the lesson assignment will be distributed. Prior to beginning, I
will have all of the students read through the directions on the
bingo sheet once. I will then review the instructions with the
students to ensure that they understand what is being asked of
them.
The students will be given 20 minutes to play the bingo game.
As they engage in the activity, I will walk around observing
their efforts and providing assistance when necessary.
The children will be given a few minutes to complete the self-
assessment before pushing their chairs in to stand up for the
closing activity.
I will describe to the students that a music video is going to be
played that will show different times in the digital form. They
will be asked to put their arms in the positions of the times
posted using their arms as the hands on an analog clock. This
will serve as a review of the concepts taught this day.
Day 2: Using concepts from day 1 to participate in a real-life
experience
Prior to the lesson, the materials required in this assignment
will be organized into packets to ensure that each child has all
that he or she will need. These packets will include a paper
watch, the activity worksheet, and the self-assessment
worksheet.
Students will sit in their circle time places while quietly and
appropriately waiting for the lesson to begin.
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
 Drexel University
School of Education
EDUC 520 ~ Professional Studies in Instruction

I will project the music video for the opening activity on the
board. I will instruct the children to listen for fun the first time.
Prior to replaying the music video for a second time, I will
instruct the children to use their listening ears to find what
phrase is repeated throughout the song. This means that
students at this point will use it as a learning experience,
absorb the information provided in the music video, and be
able to make conclusions as to how the repeated phrase will be
used in the lesson.
I will pose the questions mentioned in the opening activity to
the students. They will have time to discuss their ideas with
peers before I call on various children to offer responses.
I will ask students questions about telling and writing time to
review what was taught the previous day.
I will again post an analog clock without hands on the board. I
will verbally announce several times that the students will
have the opportunity to take turns drawing on the clock face.
The same will be done with a blank digital clock projected on
the board.
The students will disperse to their desks and the materials for
the lesson assignment will be distributed. Prior to beginning, I
will instruct the students that they are to wear the paper
watches. While walking around the classroom, they will go up
to their friends and state what time is it?. The friend will not
respond with what time their personal watch displays, but they
will allow the questioner to view it and note the time on their
activity worksheet. They are intended to write the time on the
analog and digital clocks on the worksheet. This will be
repeated until all students have been questioned.
The students will be given 20 minutes to participate in this
activity. As they engage in the activity, I will walk around
observing their efforts and providing assistance when
necessary. They will be allowed to collaborate with each other
to ensure that the correct times have been read.
The children will be given a few minutes to complete the self-
assessment.
Prior to the closing activity, I will review the homework
assignment with the students and answer any questions. I will
stress the importance of the assignment because it will help the
students understand how to complete the project the following
day.

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin
 Drexel University
School of Education
EDUC 520 ~ Professional Studies in Instruction

I will again use the music video from the previous day and
review the directions. The students will recall that a music
video is going to be played that will show different times in
the digital form. They will be asked to put their arms in the
positions of the times posted using their arms as the hands on
an analog clock. This will serve as a review.
Day 3: Applying concepts from days 1 and 2 in a project
Prior to the lesson, the materials required in this assignment
will be organized into packets to ensure that each child has all
that he or she will need. These packets will include the project
worksheets, scissors, a fastener, and the self-assessment
worksheet.
Students will sit in their circle time places while quietly and
appropriately waiting for the lesson to begin.
Based on their homework, the students will be given a few
minutes to discuss with those sitting next to them the activities
that were tracked and the times that these activities took place.
I will ask students questions about telling and writing time to
review what has been taught over the previous two days.
I will again post an analog clock without hands on the board. I
will verbally announce several times that the students will
have the opportunity to take turns drawing on the clock face.
The same will be done with a blank digital clock projected on
the board.
I will review the project instructions with the students. I will
instruct them to refer back to their homework assignment if
ideas are needed. They will be asked to draw times on the
analog clocks that will correlate to particular activities he or
she does at that time. A sentence will be written to describe the
activity, and they will have the opportunity to draw
illustrations. The students will carefully cut out these pages of
their short book about time that will be assembled with the
fastener.
The students will disperse to their desks and the materials for
the lesson assignment will be distributed.
The students will be given 25 minutes to complete this project.
As they engage in the activity, I will walk around observing
their efforts and providing assistance when necessary.
The children will be given time to complete the self-
assessment and pre-formative assessments before the
conclusion of the lesson.

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin
 Drexel University
School of Education
EDUC 520 ~ Professional Studies in Instruction

I will again use the music video from the previous days and
review the directions. The students will recall that a music
video is going to be played that will show different times in
the digital form. They will be asked to put their arms in the
positions of the times posted using their arms as the hands on
an analog clock. This will serve as a review.

Assessments Self-assessment: Students will be asked to complete the

(diagnostic or reflection worksheet where they can express what they learned
formative) in the lesson and their understanding. I can use this
Where in the information to analyze who may need additional explanations
outline of your of the material and if my method needs to be altered.
lesson, do you Pre-formative assessment: The student rubric will include
assess student various levels of understanding that the children can use to
learning? assess how they feel about their completion of the lesson.
Formative assessment- anecdotal notes: I will walk around the
classroom checking on the progress of the students. I will take
notes as I listen to the children communicating to complete the
assignment. I will have the students explain to me how they
are going about finding the solutions with the project that I
have given. This will help to get a perspective of their thought
processes. I will take note of the questions students may have
for me because if one child has a misunderstanding, it is
highly probable that other students will as well. In the case
that help is needed, I will provide guidance so that students
can arise to the correct answers themselves.
Summative assessment- rubric grade: I will create a rubric that
will assess each students focus, safety, collaboration,
assignment completion, assignment accuracy, and
understanding for the lesson.

Closing Day 1, 2, & 3: A fun way to review the concepts of time

Activities I will instruct students on my intentions for their participation
in this closing activity. A music video
(https://www.youtube.com/watch?v=hxunNkd4too) will be
played that will show different times in the digital form. They
will be asked to put their arms in the positions of the times
posted using their arms as the hands on an analog clock. This
will serve as a review and exhibit to me what has been
retained from the lessons. It is with hope that this activity can
motivate the students to remain enthusiastic about the practice
of telling and writing time.
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
 Drexel University
School of Education
EDUC 520 ~ Professional Studies in Instruction

Assignments Day 1: Learning how to tell and write time

The students will play a game of bingo that will allow them to
practice telling time on the hour and half-hour. They will be
able to refer to their information sheets when playing the game
to compare telling time using analog clocks and digital clocks.
Using any of the provided bingo sheets, the students will place
a bingo chip on an analog clock of their choice. They will roll
the die and the number rolled will correlate to the number of
clocks their pawn moves in a clockwise direction. Based on
the new analog clock that the student lands on, the time must
be read, and a bingo chip must be placed on the digital time
that it refers to. They must repeat this process until they have
bingo chips in a straight line such that they win. All three
bingo sheets can be used.
Day 2: Using concepts from day 1 to participate in a real-life
experience
The students will have paper watches that will be worn on
their wrists for the activity. They will have a chart to complete
that includes spaces to write the names of their friends, as well
as locations to write the times that they read in analog and
digital forms. Students will walk up to one another and
question what time is it?, while the friend offers the other
student a view of the watch that he or she is wearing. They
will read the time and record it on their worksheet. This will
be repeated until all students have interacted with one another.
Day 3: Applying concepts from days 1 and 2 in a project
The students will complete a project that will allow them to
apply their understanding of time and its function. Worksheets
will be provided on which they will write sentences about
activities they do at particular times. The times will be written
within the sentence in digital form, as well as on the analog
clocks given. The students will have the opportunity to draw
illustrations based on the activities that he or she chooses to
describe. The children will cut out the activities carefully and
assemble them into a small book using the fastener provided.

Attach any materials that you are using in the lesson, i.e. a power point, study sheet,
assessment, etc.

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin