MSP Lesson Plan Format: Direct Instruction

(For use in EDTE 520)

Candidate Name: Annabelle Taylor Date/Time: November

Grade Level: 1 st Content Area: Mathematics Estimated Lesson Length: 45 minutes
Setting (choose one): ( x ) whole class ( ) small group ( ) Individual
Co-Taught Lesson: ( ) yes ( x ) no Co-Taught Strategy Used (if applicable): ______________________________
MAIN CONCEPT/BIG IDEA (Essential understanding you expect students to know as a result of this
lesson.)
Students will understand how to read both an analog clock and a digital clock to be able to tell the
time.

RATIONALE (Why is this concept and/or skill important for students to learn/be able to do?)
Knowing how to tell time is crucial in organizing daily activities. It is how we know when to be
somewhere or how much time to give ourselves to perform a specific task. The students will learn
how to be able to tell time in the class to better prepare themselves for life. It will help them become
more organized and know why we go about our days in the way that we do. Students will also be
learning how to express the time orally by practicing correct terms for speaking about the time.

STANDARDS (*See link at the bottom of the template.)

CCSS.Math.1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.

OBJECTIVE/S (Students will be able to ……)

https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-
Design-and-Select-Quality-Assessments/Webbs-DOK-Flip-Chart.pdf.aspx
Students will be able to match 5 digital times to the correct analog times on a worksheet.

ASSESSMENTS (How will you know students met the learning objective? How will you assess student
learning during the instructional sequence?)
Summative:
 Independently, students will be able to correctly match 5 digital times to 5 analog times on a
worksheet that will be turned in at the end of the lesson.

Formative:
 Students will show their understanding of the lesson as it is being taught by following along
with their own model clocks and holding them up when prompted.
 Students will use choral response to show that they know how to use the sentence frame
provided
  The teacher will circulate the room as students are working with a partner to fill out the first
worksheet using the sentence frame they were given and be checking for understanding.
Students will also be turning this worksheet in.
 During the closure, students will share what they have learned with their peers and the
teacher.

ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate in
this lesson. What are students being asked to do in this lesson, and how are they using language to
accomplish that? How will students collaborate for meaningful interaction, interpret and/or spoken
text, and produce evidence of their learning?
Students will first have to listen to the teacher read a book about time and think about the
importance of telling time from this story. There will then be some instruction on how to properly use
analog clocks. Throughout this lesson, there will also be opportunities for the students to share their
ideas with a partner. They will be told to use language such as, “It is half past (a certain time)” to
show their understanding of half hours. Students will also be writing these types of phrases when
they complete some work on a worksheet.

CONTENT VOCABULARY (List the key vocabulary and/or phrases students need to understand in
order to have access to the content.)
 Minute: a period of time that lasts 60 seconds
 Hour: a period of time that lasts 60 minutes
 Digital Clock: a type of clock where the time is shown in numbers
 Analog Clock: a type of clock where time is shown by the position of the rotating hands
 Half: one of two equal parts of something (in this case half of one hour is 30 minutes)

STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT (Given the

identified academic language demand, how is this lesson being adapted? How is it being scaffolded for
the targeted language proficiency level of your students? List strategies for supporting students’ use of
academic language such as word walls, sentence frames, realia, pictures, go kinetic, choral response,
etc.)
 Choral response will be used to get students used to speaking in “half past” terms.
 There will be sentence frames provided, such as, “The time is half past _______.”
 Two handouts will be provided. One will show different times on an analog clock and have
lines provided for students to write out in words what time is being shown. The other handout
that is to be completed independently will show times on an analog clock on one side and
times digitally on the other side and students will have to match the correct times to each
other.

STRATEGIES FOR ENGLISH LANGUAGE LEARNERS (Which SDAIE strategies will you use?)
http://www.supportrealteachers.org/strategies-for-english-language-learners.html
 Use of sentence frames
  Visual learning by teacher showing how to use analog clocks to tell time
 Chance to learn kinesthetically by working with the clocks
 Partner discussion time
 Post necessary vocabulary and definitions needed for this lesson at the front of the room
 Speak slowly and clearly
 Keep directions short and concise

STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS (List accommodations and/or modifications
specified in IEPs, 504 Plans, etc.)
 Use of visuals by showing how time works on an analog clock
 Speak slowly and clearly
 Keep instructions short and concise
 Allow students to be assessed orally if necessary
 Pair students will someone they are comfortable working with
 Make sure all writing is large enough to be viewed
 Lower assessment requirement to three correct matching problems rather than five
 Provide extra time if necessary
 Provide a quieter space with less distractions to work

TASK ANALYSIS (What should students already know and/or be able to do BEFORE engaging in this
lesson?)
 Students will need to know how to write letters in the alphabet and formulate words and
sentences.
 Students will need to be able to work collaboratively with a partner and speak in a respectful
manner.
 Students will need to know how to do a matching exercise by drawing one line to another.
 Students will be expected to know how to tell time on a digital clock.

INSTRUCTIONAL SEQUENCE: (The components in the instructional sequence should be written as

explicitly described steps that clearly communicate the actions taken. Anyone reading through the steps
in the instructional sequence, such as a substitute teacher, should be able to execute the lesson smoothly,
including facilitating the transitions between components and applying formative assessments.)
Introduction (How will you introduce the objective and rationale of your lesson? How will you “hook”
them?) (10 minutes)
 Invite the students to the carpet for reading time.
 Read the book, What Time is it, Mr. Crocodile? by Judy Sierra.
 Ask the students some questions about the book:
- “How did Mr. Crocodile manage his day?” With a schedule
- “How did Mr. Crocodile know what to do during the day?” By telling the time
- “Why is telling the time important?” It helps us know when to do something
 Inform students that today they will be learning to tell time like Mr. Crocodile could.

Activate Prior Knowledge and Skills (How will you engage prior learning, e.g., “Think back to
yesterday when we learned…”) (4 minutes)
  Ask students to think of a time when they had to do something during the day. After giving
them some time for thought, ask them how they knew it was time to do something or go
somewhere.
- Will likely get answers such as, “My mom told me it was time to go.”
 Then have the students think about when they are in school. Ask them about how they know
when it’s time to move on to the next lesson (will likely get, “You tell us it’s time.”) Then ask
students how they think you know it is time to move on. You can explain that you know
because you can tell the time and are able to manage how long you should spend on each
lesson. This helps students further recognize the importance of telling time and relate it to
their own lives.
 Have students return to their desks. Inform them that they will be working with a partner to
tell time during some of the activity. Remind them of the expectations you have when students
work with another student: be respectful, make sure everyone has a turn to speak, and stay
focused on the topic at hand.

Teacher Modeling (I do it. How will you demonstrate or model the skills, strategies or required
understanding to meet your objective? How will you check for understanding?) (8 minutes)
 Students will each be handed an analog clock model for them to use. The teacher will be using
a larger model at the front of the room. You will use this larger model to explain that the big
hand on the clock (show this by pointing to it) represents minutes. Then have the students
stand up and dance to a song for one minute. Once that minute has gone by, stop the song and
explain to the students that one minute had passed when they were dancing. Next, point to the
little hand on the clock. Explain that his little hand represents hours and they would need to
dance like they just had 60 times for one hour to have passed.
 Next you are going to show a variety of whole hour times on the clock (ex. 9:00, 5:00, 11:00,
1:00). Have the students be following along on their own model clocks with you. You can ask
the students to show you their clocks to check for understanding,
 Move into talking about half hour times by asking students where the hour hand would be if it
was after 3:00, but not quite 4:00 (in between the 3:00 and 4:00). Then show students that the
minutes hand would be on the six to show that it is half past 3:00. Explain again that there are
60 minutes in an hour, so by putting the minute hand on the six, we are showing that we have
moved 30 of those 60 minutes, or “half of an hour”.
 Explain to students that you will want them to use the language “The time is half past _____.”
Have this sentence frame posted for the students to easily see. Practice having the students
using this language by showing two more examples and having them altogether say the time.

Guided Practice (We do it. How will you practice the skills, strategies or understanding as a group?
What formative assessments might you use? What evidence will you collect to determine student
understanding? (12 minutes)
 Students and a partner will be given a handout with eight different pictures of time being
shown in whole hour and half hour increments of time. Under the pictures there will be lines
for writing. Students are asked to work together with a partner to figure out what time is
being shown and then write the time using the sentence frame provided. Each student is
expected to write, so they can take turns writing (4 times each) out what time it is. Students
 can also continue to practice using their model clocks to show the times on the worksheet.
During this time, the teacher will circulate the room and be checking for understanding or
misunderstanding. The teacher will also want to be sure that the students are writing the time
in the correct way.

Independent Practice (You do it. How will your students practice what they learned?) (8 minutes)
 After completing the writing worksheet for telling time, students will be given a matching
worksheet to complete on their own. Make sure to tell students that they will be completing
this worksheet independently and can use their model clock to help them if they wish to. On
one half of the worksheet the time will be shown on an analog clock, and on the other side it
will be shown digitally. Students will draw lines to match the correct digital time with the
correct analog time. There will be seven total problems, and students will be expected to get
five of these problems correct.

Lesson Closure (How will students revisit and review what they learned during the lesson, such as
paraphrase, whip around, summary paragraph, numbered heads together, sentence frames, the three
W’s of what, why and how, etc.?) (3 minutes)
 After collecting the independent worksheet, have the students talk in their table groups about
what they have learned. Tell them to be specific and that you will be calling someone from
each group to share why they believe being able to tell time is important.
 After giving the students time to discuss in their table groups, cold call one person from each
group to share some ideas they discussed. You will want to hear things like “Knowing time can
help us be more organized,” or “Reading clocks lets us make plans for our days.”

CONTENT EXTENSIONS (How will you challenge students who finish early? How will you meet the needs
of students who are identified as GATE or need an extra challenge?)
There will be an additional worksheet that goes beyond whole hour and half hour time increments.
This worksheet will have 5-minute, 10-minute, and 15-minute time increments, as well. This will give
them the chance to stretch their thinking from what they already know and present them with an
additional challenge that is far more advanced.

CONTENT INTEGRATION (How could you connect your lesson to other content areas?)
Despite being a math lesson, this lesson also connects to reading and writing. Students will be expected
to listen to the book being read at the beginning of the lesson and to write using the sentence frame to
tell the time.

SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA format.)
Murdock, L. (n.d.). Time to the Half Hour. Retrieved from
https://betterlesson.com/lesson/588196/time-to-the-half-hour?from=cc_lesson

California Common Core State Standards. (2013). Mathematics. Retrieved from

https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
MATERIALS AND SUPPLIES NEEDED
 Copy of What Time is it, Mr. Crocodile? by Judy Sierra
 Large analog clock model
 Class set of small analog models
 Worksheet with pictures of analog times and lines for writing underneath the pictures.
 Matching worksheet with 7 analog clocks and 7 digital clocks
 Pencil

PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on during
the observation.)
Not Relevant for this Lesson

*Use this link to access the Standards across all content areas:
https://www.cde.ca.gov/be/st/ss/index.asp