Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: Nancy Mun Date: ________________

School: Ward Elementary School Grade: 4

Starting and Ending Time: ____ to ____ (25 min)

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using
a.m. and p.m.
a. Know the relationships of time, including seconds in a minute, minutes in an hour, hours
in a day, days in a week; days in a month and a year and approximate number of weeks in
a month and weeks in a year.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

(1) SWBAT tell any time (hour and minute) using an analog clock.
(2) SWBAT demonstrate this knowledge by reading off an analog clock.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will show they have met the objective by completing a worksheet with two parts: first
they have to match analog clocks to the correct numerical symbol. Second, there will be times
written out and students will have to draw hands on a blank analog clock to represent the times
written above.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

(1) SWBAT demonstrate understanding of analog, digital, hour, minute, second

(a) analog: a clock with hour, minute, and sometimes second hands to represent the
time
(b) digital: a clock that shows the time in numerical digits
(c) hour: 24 equal parts of the day, a unit of time equal to 60 minutes
(d) minute: a unit of time equal to 60 seconds
 (e) hour hand: the shorter hand on the analog time that represents the hour
(f) minute hand: the longer hand on the analog time that represents the minute
(g) AM: the time after midnight to before noon
(h) PM: the time after noon to midnight

Assessment: What specific, tangible evidence will show that each student has met this
objective?

SWBAT demonstrate the academic language of this lesson by completing the two part worksheet
which will demonstrate their ability to read an analog clock and differentiate between the minute
and hour hand on an analog clock.

Content: What are the specific details of the lesson’s content knowledge?

Analog clocks are important because it is important to be able to tell time and understand the
relationship between hours, minutes, and seconds. Analog clocks are also helpful for children
beginning to learn fractions (quarter, halves, etc.)

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (1 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

(1) First, I will ask the students “Why is it important to know the time?”
(a) To know when to wake up to go to school
(b) To know if you are late or early, time management
(c) To make plans, etc.
(2) Second, I will describe how we are going to use interactive clocks to practice telling time

During Lesson (14 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

(1) First, I will show how the little pointers that spin around are called the hands
(2) I will point out how around the edge of the clock, there are numbers that go from 1 to 12
(3) These numbers represents the hour and when the smaller hand is on a number, it tells us
what hour it is
(a) I will demonstrate this with the interactive clock. I will ask the students to put the
short hand on 2
(b) I will then ask, what hour does the clock represent right now?
(c) I will then ask the students to show me at 4 o'clock. Once they all get it correctly,
I will move to the next step.
 (d) I will also mention how the hour does not change until it reaches the next number,
even if it looks to be in between. (If it is between 10 and 11, it would still be 10
o’clock)
(4) We also have minute hands which are the bigger hands. They are called minute hands
(a) It represents how much time/ minutes have passed after the hour
(b) Each increment is counted by 5s. There are 5 minutes in between each big number
(i) I will use the interactive clock to model how when the minute hand is at
the 1, 5 minutes have passed; at the 2, 10 minutes have passed; at the 3, 15
minutes have passed; etc.
(ii) So in between the big numbers representing the hour, we can count by 5.
(5) I will model random times using the clock. I will then ask students to represent certain
times onto their interactive clocks.

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

(1) Afterwards, I will explain to students how they will have about 7 minutes to complete a
two part worksheet.
(a) For the first part, there will be analog clocks on the left side of the sheet and they
will have to match it to the numerical time on the right side of the sheet.
(b) For the second part, there will be three blank analog clocks and a time written
above the clocks. I will get the students to draw hands to represent the correct
time. .
(2) I will also review the correct and incorrect answers to the first part with the students.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same text Use Braille or large report
focus of instruction at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: Use manipulatives

Students will learn this lesson using manipulatives; specifically, interactive clocks. By being able
to manipulate the hour and minute hands, students can get practice telling time.

Support #2: Re-read directions

Before I hand out the worksheet, I will explain to students that they will be working on a
worksheet, how there are 2 parts, and what they need to do for the two parts. Afterwards, I will
hand them the worksheet and read the directions that are written out at the top of the sheet again.
This will help make it clear what I expect the students to work on.

Support #3:
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

Since I am working with a small group, I will give each student their own interactive clock, so
they can practice and work on their assignment independently. While explaining directions, I will
make it clear what the directions are and what my expectations are for the class.

I will also make clear my expectations before we start working. I will ask students to raise their
hands if they have a question or comment and to be quiet and respectful while I am speaking and I
will do so when they are speaking.

I will also eliminate outside directions by closing doors and making sure the environment is quiet.

Technology: How did you incorporate technology into the lesson?

I used Google Docs to create my worksheet:

https://docs.google.com/document/d/1crUNxl0EJ3mZ3Ss7aSGt8rSWGKm9yGhjRrIqj11ZROg/e
dit?usp=sharing

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

Interactive clock manipulatives

Google Doc worksheet:
https://docs.google.com/document/d/1crUNxl0EJ3mZ3Ss7aSGt8rSWGKm9yGhjRrIqj11ZROg/e
dit?usp=sharing

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

The students will be able to reinforce the learning, continuously, as there is an analog clock in the
classroom. My supervising practitioner has brought up how reading clocks were overlooked in
second grade due to Covid-19. Previously, I have heard students say they can’t read off the clock,
so this will help students practice reading off the clock on their own. Analog clocks are also very
similar to the fundamentals of fractions, which 4th graders also learn.