Kristi Cooper

EDUC 4304
Mini Lesson

Grade/ Subject: 2nd grade/ Math

Lesson Plan Title: Telling Time

TEKS:
§111.4. Grade 2, Adopted 2012.
(9) Geometry and measurement. The student applies mathematical process standards to select
and use units to describe length, area, and time. The student is expected to:
(G) read and write time to the nearest one-minute increment using analog and digital
clocks and distinguish between a.m. and p.m.

CCRS:
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
E. Work habits
1. Work independently.
2. Work collaboratively.
II. Foundational Skills
D. Use of data
2. Use statistical and probabilistic skills necessary for planning an investigation and
collecting, analyzing, and interpreting data

ELPS:
§74.4. English Language Proficiency Standards.
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language
learning strategies to develop an awareness of his or her own learning processes in all content
areas. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. The student is expected to:
(A) use prior knowledge and experiences to understand meanings in English;
(B) monitor oral and written language production and employ self-corrective techniques or other
resources;
(C) use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
(D) speak using learning strategies such as requesting assistance, employing non-verbal cues,
and using synonyms and circumlocution (conveying ideas by defining or describing when exact
English words are not known);
(E) internalize new basic and academic language by using and reusing it in meaningful ways in
speaking and writing activities that build concept and language attainment;
(F) use accessible language and learn new and essential language in the process;
(G) demonstrate an increasing ability to distinguish between formal and informal English and an
increasing knowledge of when to use each one commensurate with grade-level learning
expectations; and
(H) develop and expand repertoire of learning strategies such as reasoning inductively or
deductively, looking for patterns in language, and analyzing sayings and expressions
commensurate with grade-level learning expectations.
Technology Application:
(b) Knowledge and skills.
(1) Creativity and innovation. The student uses creative thinking and innovative
processes to construct knowledge and develop digital products. The student is expected
to:
(A) apply prior knowledge to develop new ideas, products, and processes;
(B) create original products using a variety of resources;

(4) Critical thinking, problem solving, and decision making. The student applies critical-
thinking skills to solve problems, guide research, and evaluate projects using digital tools and
resources. The student is expected to:
(D) collect, analyze, and represent data using tools such as word processing,
spreadsheets, graphic organizers, charts, multimedia, simulations, models, and
programming languages.

Materials and Resources Needed:

Analog clocks
Construction paper
Markers

Objective:
Students will demonstrate telling time on an analog clock.
Students will understand the difference between a.m. and p.m.
Lesson Cycle Component Estimated Time Checks for understanding, questioning,
monitoring, adjusting, assessing
Focus: 10 -15 minutes The teacher assesses to see what the
“Make a list of everything students are writing about analog and
you know about the analog digital clocks.
clock and digital clock in
your journal with pictures and As the students are discussing their lists
words.” and pictures with their partner, the teacher
The students will have 5 will make sure that every student is
minutes to complete their lists participating.
and draw pictures.
After the time is up, the The teacher will walk around listening to
students will partner up with student’s discussions and ask questions.
someone at their table.
Partner A explain their list to
Partner B, who only listens.
The partners switch roles.
Students will work together
to add onto each other’s list.

Lesson Cycle Component Estimated Time Checks for understanding, questioning,

Guided Practice and Check
for Mastery:
The teacher will model to the
students on how to make an
analog clock. Together as a
class, have the student make
their own clocks. The
students will use construction
paper that has been cut out
into circles.
monitoring, adjusting, assessing
20-25 minutes As the students make their clocks, the
teacher will walk around monitoring their
progress.
The teacher will listen to the students
Think-Pair-Share and check for their
understanding.

Think-Pair-Share:
In pairs have the students
answer the following
questions –
How does a clock represent
time?
How does a clock work?

After the Think-Pair-Share as

a large group instruction, the
students and teacher will
discussion the questions.

Lesson Cycle Component Estimated Time Checks for understanding, questioning,

monitoring, adjusting, assessing
Independent Practice and 10- 15 minutes While the students are working on their
Monitor: worksheet the teacher will walk around
The students will get a the classroom monitoring the students’
worksheet that gives them an progress.
opportunity to practice If students are not understanding or
reading an analog clock. having a difficult time, the teacher will
call all the students over to the carpet to
“On your worksheet, you review.
have analog clocks.
Underneath the clocks you
need to write what time it is
and if it is a.m. or p.m.”
Extension (as needed)
Aligned with Objective:
The students will work on
stations over analog clocks
and digital clocks.

Intervention (as needed)

Based on Mastery:
Provide ELL learners with
visual and pictures that relate
to the time that is on the
clock.

Closure: 10 minutes The teacher will check the students Exit

“Now we have gone over Ticket to know if the student is
analog and digital clocks. As understanding the concept.
a class, we know how to tell
the differences between a.m. The teacher will get an understanding if
and p.m. We can also master any material needs to be retaught.
finding out the time on a
clock.”

After the class has gone over

telling time, each student will
receive an Exit Ticket over
Telling Time.
Once the student has
completed the exit ticket, the
teacher will review it and tell
the student if it is correct or if
they need to go back and
make corrections.