Date: _1/31/2011_
Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.
Grade: _2___ Content Area: __Hours on the Clock________________________
School/UA: __Eileen Kliger – Turtle Rock_____ Group Size: _31__ Length: _60_ minutes
Student Context: ___5 EL students: 1 Early Intermediate, 4 Intermediate-Advanced, 26 are native English speakers_
PRE-PLANNING FOR THE LESSON |
Key Content Standard(s)Grade 2: Mathematics – Measurement and Geometry 1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured: 1.4 Tell time to the nearest quarter hour and know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year.) 1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.)
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Key ELD Standard(s) (Only included in Reading/Language Arts lessons per CG) Grade 2: Reading EI Demonstrate comprehension of simple vocabulary with an appropriate action. I Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. A Interpret the meaning of unknown words by using knowledge gained from previously read text. Listening and Speaking EI Ask and answer questions by using phrases or simple sentences. I Participate in social conversations with peers and adults on familiar topics by asking questions and soliciting information. A Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.
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Learning ObjectiveStudents will learn how to tell time to 5 minutes and understand what an hour is as a unit of time.
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Assessment· What, specifically, will students do to show that they have met the learning objective?As a class, students will be given whiteboards to draw times on during a game of “Simon Says”. Individually, students will also complete a handout where they must tell time, as well as draw hands on analog clocks to show time.
· What modifications of the above assessment would you use for language learners and/or special needs students? During the lesson, I will model how to draw a time on an analog clock. I will have a poster of Billy’s Day, where Billy wakes up at a certain time, eats breakfast, goes to school, etc…and next to each event, there will be a time. I will say, “Simon says it’s time to wake up”, for example, and students must draw the corresponding time. To accommodate ELs I will gesture to the time they must draw. The aid in our class will also circulate to help the ELs during the game and in completing the handout.
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Prerequisite Skills and Knowledge
· Has this topic been studied in previous grades? (Check prior grade level standards and copy relevant parts of these standards here, along with grade levels) FIRST GRADE – Measurement and Geometry: 1.0 Students use direct comparison and nonstandard units to describe the measurements of objects 1.1 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).
· Pre-Assessment Strategy (How and when will you assess the students’ prerequisite skills?) · Bring students to the carpet for review the aspects of a clock we learned previously: · Vocabulary: face, minute hand, hour hand, a.m., p.m. · Which hand on an analog clock tells the hour? Which hand tells the minutes? [Think and respond] · Use a demo clock to show times and ask students to tell time to the hour. [Draw sticks to call on students]
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Lesson Resources/Materials:· Whiteboards · Whiteboard markers · Pencil · Handout |
INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS
Introduction (15 minutes):
· Bring students to the carpet for review the aspects of a clock we learned previously:
· Vocabulary: face, minute hand, hour hand, a.m., p.m. [See Lesson 1 pages 1, 2, 3, 5, 6, 7]
· Which hand on an analog clock tells the hour? Which hand tells the minutes? [Think and respond]
· Use a demo clock to show times and ask students to tell time to the hour. [Draw sticks to call on students]
· Ask students what they think the individual ticks between the numbers stand for on a clock – take volunteered answers and build from those answers.
o Individual ticks stand for 1 minute
o How many minutes are there between the 12 and 1 on the clock face then? [Draw sticks to call on students]
o How many minutes are there between the 12 and 2 on the clock face? [Draw sticks]
· Can anyone think of a faster way we could count the minutes? Take volunteered answers and build from there.
o We can also find out how many minutes have passed by counting by 5’s
o [Chorally count: 5, 10, 15, 20, 25, etc…while gesturing around the demo clock]
· Ask students:
o How many minutes pass when the minute hand moves from 12 to 3? [Draw sticks]
o How many minutes have passed when the minute hand moves all the way around the clock? [1 hour] [Draw sticks]
· Tell students to pay attention to how the hour hand is moving as time passes:
o Show students the time 4:00 on the demo clock. Move the minute hand all the way around the clock to 5:00 while asking students to pay attention to the hour hand.
o Ask students what they noticed. Take volunteered answers and build from here. [Hour hand moves from the 4 to the 5]
· Show 4:30 on demo clock. Ask students where the hour hand is. [Between the 4 and the 5]. Explain that to tell time, we will use the SMALLER number when the hour hand is between 2 numbers.
· Tell the class that now, we’re going to learn how to tell time.
· On demo clock, show 4:25. Explain to students that the hour hand is between the 4 and the 5. Ask students which number will we use? [Think and respond]
o We will use the 4 because it is the smaller number. So the hour hand tells us it is 4 something. Now we need to find out what the minute hand is telling us.
o Model for students how to count by 5’s over to the minute hand. [5, 10, 15, 20, 25]. So now we that it is know it is 4:25.
· On demo clock, show 7:50. Ask students to find out what time it is:
o Prompt: The hour hand is between which numbers? Do we use the smaller or bigger number?
o Prompt: Now that we have the hour, how should we find the minutes? Take students’ suggestions and demonstrate on demo clock. Count chorally as a class.
· On demo clock, show 2:30. Ask students to look at the clock and raise their hands when they think they know what time it is. Take suggested answers and ask if any students think it’s a different time.
· Tell the class that we are going to learn how to draw time. Write 10:35 on the board.
o Draw an analog clock and tell students to pay careful attention:
o 1) Draw the face, 2) draw 12, 3, 6, and 9 in around the clock, 3) fill in the other numbers around the clock, 4) review which hand is the shorter hand and which one is the longer hand.
§ Explain to students they will need to know how to draw an analog clock for our activity later.
o Direct students to look at the minutes and ask: How many minutes after the hour is this time? Take suggested answers and draw a clock on the whiteboard.
o Show students how to count by 5’s to determine where to draw the minute hand. Explain to students that they can count by 5’s to 35 while keeping track with their fingers.
§ Demonstrate and ask: How many fingers am I holding up? [Think and respond]
§ Ask: Where should I place he minute hand? Take volunteered answers [it should point to the 7]. Draw the minute hand on the board.
o Direct students to look at the hour and ask: Between which two numbers should I place the hour hand? [Think and respond]
§ Explain that we know to draw the hour hand between the 10 and the 11 because 10:35 is between 10:00 and 11:00. Draw the hour hand between the 10 and 11.
· Write 6:10 on the board. Ask students to think about how to draw the time. Ask for volunteers to help guide where to draw the hands.
· Explain to students that we are now going to play a game of “Simon Says”. Put up poster of Billy’s Day:
7:00 a.m. Wake up
7:20 a.m. Eat breakfast
8:00 a.m. School starts
11:40 a.m. Lunchtime
1:50 p.m. End of school
3:00 p.m. Homework
5:00 p.m. Dinner
6:00 p.m. Playtime
8:00 p.m. Sleep
o Tell students that if you say, “Simon Says, it is time to wake up!” Students will draw the time 7:00 on their clocks on their whiteboards.
· Dismiss students to their desks and pass out whiteboards.
· Demonstrate how to draw their own analog clocks on their whiteboards. Circulate to make sure students have proper analog clocks drawn.
· Play Simon Says for a few rounds.
· Have students put their whiteboards away and give instructions for how to complete their handout (pg. 191-192)
Closure (_5__minutes):
· Review with students what we learned how to do today: how to tell time to 5 minutes.
o How many minutes are there in 1 hour? [Think and respond]
o Is the hour hand the big hand or the little hand? [Think and respond]
o When you wake up is that 7 a.m. or 7 p.m.? [Think and respond]
o When you eat dinner is that 5 a.m. or 5 p.m.? [Think and respond]
· Explain to students that tomorrow, we will be learning how to tell time to 1 minute.
ACADEMIC LANGUAGE
Ensuring the presence of intentional, systematic work to develop academic language
Key Content Task(s): What rich learning task(s) will the students be engaged in?
Students will learn how to tell time to 5 minutes and understand what an hour is as a unit of time.
What are the language demands for the students related to the learning objectives?
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Reading |
Students will be reading written vocabulary words on the whiteboard and instructions on their handout. |
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Writing |
Students will be drawing analog clocks on whiteboards and drawing times on their handout. |
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Listening |
Students will receive instruction from the teacher on how to tell time, vocabulary, and activities within the lesson. |
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Speaking |
Students should be able to use the proper vocabulary when explaining their work: hour hand, minute hand, o’clock, a.m., p.m. |
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Viewing |
A demonstration clock will be used throughout the lesson as well as written vocabulary on the board and poster of Billy’s Day. |
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What key components do you need to make explicit or support students in developing?
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What instructional strategies/support will the teacher use to build academic language?
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R: Pronunciation of new vocabulary words
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Preview of vocabulary, review, and choral repetition of vocabulary words while gesturing on whiteboard |
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W: How to draw analog clocks and write time in digital form |
Demonstrate on the whiteboard and circulate to assist + monitor students |
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L: Vocabulary from the lesson will be used throughout instruction |
Preview vocabulary, review, and choral repetition to help students grasp definitions of vocabulary |
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S: Students should be able to explain their work using the new vocabulary in the lesson |
Choral repetition of new words, diagrams to correlate with vocabulary and gestures |
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V: Demonstration clock
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Use vocabulary from the lesson while gesturing to the demo clock to scaffold student understanding |
LESSON REFLECTION
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1. What was (were) the main content learning goal for this lesson? Students will learn how to tell time to 5 minutes and understand what an hour is as a unit of time.
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2. What did you observe/notice about student learning as related to the learning goal during this lesson? · Most students were able to pick up on the lesson relatively quickly. They remembered what they had learned previously about the hour hand and the minute hand. Students also have had extensive practice with skip-counting and they are very comfortable skip-counting by 5’s. · Most students were able to use the new vocabulary accurately within their discussions: analog clock, digital, hour hand, minute hand, a.m., p.m. When given a sentence frame, such as, “When you wake up in the morning, it is 7…a.m. or p.m.?” Students are able to accurately answer a.m. chorally. “The short hand is the…” Students are able to accurately fill in “hour hand” chorally. · Students were able to efficiently draw their own analog clocks on their whiteboards. · Students enjoyed the activity with “Simon Says” and most of them were able to accurately draw time on their analog clocks. Some students accidentally mixed up the hour hand and the minute hand, but most were able to accurately draw time. · For example, if the time students needed to draw was 7:15, most students drew the hour hand straight on the 7 instead of
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3. What specific examples of student learning do you have that showed students met or made progress toward this goal?
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a. Give specific examples of student evidence (actions and/or talk) that show students were successful? Make sure evidence connects to the learning goal for this lesson. · When asked to find what time it is to 5 minutes, the majority of the class raised their hands and the students were able to answer correctly. When asked to explain how they determined the time, students were able to explain that the hour hand is between 2 numbers, so we use the smaller number for the hour. Then, they were able to count by 5s over to the minute hand to determine the minutes after the hour. · When asked to count chorally around the clock by 5s, students were able to do so comfortably. They were also able to determine from this exercise that there are 60 minutes in 1 hour. During closing at the end of the lesson, students were able to correctly answer the question: How many minutes are there in 1 hour? [60] · Students were also able to discern between a.m. and p.m. In general, students understand that a.m. is in the morning, around the time they wake up and go to school. p.m. starts around their lunchtime until they go to sleep. Students were able to accurately answer the questions during closing: When you wake up in the morning is it 7 a.m. or p.m.? [a.m.] |
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b. Give specific examples of student work that show students were successful. Make sure evidence connects to the learning goal for this lesson. · While I circulated, students were able to efficiently draw their analog clocks on their whiteboards. Also, the majority of the students were able to draw the accurate time. If I said, “Simon Says it’s time to eat breakfast” students would put the hour hand on the 7, and the minute hand on the 4 to indicate 7:20. · On their handouts, most students were able to complete the questions accurately, meaning they knew how to tell time to 5 minutes and write that time in digital form. Students were also able to read time in digital form and draw the hands on an analog clock. |
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c. What concepts or ideas related to the learning goal have students mastered? · Students understand how to tell time to 5 minutes. They can tell that the numbers around the face of the analog clock do not only represent the hour; rather, they can also use the numbers around the clock as markers for counting by 5s to find the minutes after the hour. Students are able to accurately draw time on an analog clock by using a short hour hand and a longer minute hand. When looking at a clock, students know to use the shorter hand for the hour and the longer hand for the minutes. Students counted by 5s around the face of the clock and understood that there are 60 minutes in 1 hour, which is when the minute hand makes it all the way around the face of the clock. |
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d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that built successful student learning? · I think the rug time was essential in building their understanding because we started by reviewing what they were familiar with about time: time to the hour, o’clock, hour hand, minute hand, a.m. and p.m. We reviewed the vocabulary as well as the concepts of each of the above, then built upon them to determine time to 5 minutes. I built from their foundation of skip-counting as well. Students have been learning to skip count and find patterns in a series of changing numbers. Skip-counting by 5s was easy for them and it was a good platform to commend and encourage students, since they were so fluent with counting by 5s. · Another aspect of the lesson that was helpful for students was the “Simon Says” game. Students are very familiar with “Simon Says” and they were excited to play. So, a learning activity was incorporated seamlessly with a game that did not need much explanation; instead, instruction was focused on getting students to draw their analog clock, and to place the correct hands on the correct numbers. This activity was also very useful for me to assess which students needed additional support, so I was able to circulate over to those specific students when it was time to complete the handout. This way, struggling students received the support they needed. |
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4. What specific examples of student learning do you have that showed students struggled to meet or make progress toward this goal?
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a. Give specific examples of student evidence (actions and/or talk) that show students struggled? Make sure evidence connects to the learning goal for this lesson. · At the rug, some students were unclear about a.m. and p.m. I asked them a question that I knew would be a challenge for them: “What time do we eat lunch here at school?” [11:40] “Is that 11:40 a.m. or p.m.?” Half the class said a.m. and half the class said p.m. This showed me that students associate lunchtime with p.m. and probably didn’t think about whether or not 11:40 was before noon (which is when p.m. starts) or after noon. From this evidence, I knew I had to make it clearer that a.m. is from midnight until BEFORE noon when students eat lunch. Starting from 12:00 when students eat lunch, to midnight, is p.m. · I used graphics to try to make this clearer: a.m. is from midnight (with a moon) until before lunchtime (with a red lunchbox). P.m. is from lunchtime (red lunchbox) until before midnight (moon) |
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b. Give specific examples of student work that show students struggled. Make sure evidence connects to the learning goal for this lesson. · When I was circulating, there were a few students who mixed up the hour hand and the minute hand. This was mostly for problems on their handouts when they had to tell time. If the time was 4:10, students would right 2:20 instead, which told me that they needed a reminder for the hour and minute hand. For most of them, it was just a careless mistake that was not repeated throughout their work. For the other students, I had to remind them that the hour hand is the shorter hand, and the minute hand is the longer hand. I asked them to repeat that orally with me and I labeled them on their handout in hopes that the repetition would help solidify the concept. |
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c. What concepts or ideas related to the learning goal proved most troublesome for students? Why do you think this is so? · The concept of a.m. and p.m. needed reiteration because it is difficult for students to think about the hours before the wake up and the hours after they go to sleep. For example, for the time 2:00 a.m., it is difficult for students to comprehend whether that is in the morning or at night, because they are asleep, but technically it is already morning. I had to avoid using the terms morning and night because they are not clear-cut. Instead, I had to focus on using graphics and asking whether that time is before/after noon/midnight. It is also difficult for students to understand that even though there are some activities that are associated with p.m. (i.e., lunchtime), students need to pay attention to whether that time comes before or after noon/midnight. |
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d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? What missed opportunities were there? · Many students in our class already knew how to tell time. So, when I asked students to Think and Respond, the majority of the class was able to chorally answer correctly, but that drowned out the students who were struggling and it was difficult for me to see which students were not answering correctly. · I thought students understood the concepts of a.m. and p.m., but I realized that I should not confuse them by associating a.m. with morning and p.m. with night because there are in-between times, such as 2:00 a.m. where students are asleep, but it is technically morning. |
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5. What was the main academic language goal for this lesson? What strategy did you use to have students develop/practice this language goal? My main academic language goal for this lesson was to practice the vocabulary associated with telling time: o’clock, analog clock, digital, a.m., p.m., hour hand, minute hand, and how to skip-count by 5s. A lot of what I did was choral repetition. I used Think and Respond for concepts I felt my students were comfortable with, because it gave everyone a chance to orally say the terms. I also used pair-shares for students to discuss concepts in hopes of drawing out their ideas so that we could build on it as a class. I also used a great deal of graphic support for visual learners and ELs because these terms are somewhat abstract, such as o’clock, a.m., and p.m. It was important for me to not only orally establish what the terms mean, but also provide visual support via diagrams and gestures so that students’ learning is scaffolded in multiple ways. In telling time, it was important for students to use the proper vocabulary. I asked students to tell me where to put the hour hand and minute hand, and they needed to use those terms during our discussion, or I would ask them to say it again but this time using the right vocabulary.
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a. Was this strategy successful in developing this academic language? Why or why not? · For the most part, I think it was successful because we previewed the vocabulary before launching into the lesson. I gave students a brief review of the concepts they had studied before, and built from those concepts. |
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b. Give specific examples of student evidence (actions and/or talk) that support your conclusion? · Most of the class was able to respond correctly during Think and Respond, using the correct vocabulary that I was looking for. Also, when students were asked to help me draw a time on a clock, they properly used hour hand and minute hand, o’clock, a.m. and p.m. I asked, “So if I want to draw the time 10:35 on my clock. What is my first step?” Students answered, “Draw the hour hand.” I asked, “Simon Says it is time to wake up. What time is it everyone?” Students responded, “7:00” so I followed up with, “Is that 7:00 a.m. or p.m.?” and students answered, “a.m.” |
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6. Using the evidence of student learning described above, what are the next steps you would take with this class as a whole and/or with small groups of students to meet specific student successes and/or needs? I would pull the students who are struggling with identifying the minute hand and the hour hand. I would go over the hour hand and minute hand by having students draw a time on their whiteboards with me. Then, I would have them each circle the hour hand in 1 color and circle the minute hand in another color. We would then go over what time it is, based on our color-coded diagrams. As a class, I would reiterate the concept of a.m. and p.m. I would ask students to pair-share activities they think go on during times in the a.m. and activities they think go on during times in the p.m. We would write the activities on the board along with their corresponding time. Then, we would go over whether that time comes before/after noon/midnight to determine a.m. and p.m. |
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7. Knowing that good teachers always make changes, how will you use what you have learned from the above reflections to teach this or another lesson to a group of students? · I think Think and Responds are a good way to have a class learn vocabulary because I am essentially giving them context clues, and students must fill in the blank with the vocabulary we are learning. However, the majority of the class will drown out the students who may not be familiar with the vocabulary, so I need to remember to take the class’s response, but also explain why it is correct, in case there are students who didn’t respond and didn’t understand. · I will need to go over a.m. and p.m. again in the next lesson, perhaps with the activity mentioned above, so that students are able to understand the concept of a.m. and p.m. based on activities that they do on a daily basis. · I will also need to make sure that those students who are struggling with identifying the minute hand and the hour hand receive additional attention. I remember which students they are so during our rug time, I will make sure to call on them for answers to make sure they are following. I will start the next lesson with a diagram of a clock, and together as a class we will color-code and circle which hand is the hour hand and which is the minute hand. From there, we can tell what time it is. · I will keep posters up of the vocabulary and labeled diagrams of clocks so it is easy for students to refer back to. |