Lesson Plan using ASSURE Model

Roseann QuengaED271

“Time for Time”

Alignment

• This lesson is aligned with the Guam Department of Education K-12 Content Standards and Performance Indicators (2010).

• Standard: (Input #) ex. 8 Health Advocacy• Demonstrates: (Input info) ex. The ability to

advocate for personal, family, and community health.

• Performance Indicator: (Input #) ex. MS.8.2• Demonstrate: ex. How to influence and encourage

others to make positive health choices.

Analyze Learners

General Characteristics

• In my class is have twenty-three (23) 2nd Grade Students• 10 males, 13 females who are 7-8 years old• 1 student with hearing impairment (hears with

assistance of hearing devices and is seated at the front of the classroom.

• The class is culturally diverse. However students of Micronesian, Chamorro and Filipino origins dominate this demographic. The students come from families of various socioeconomic status however, most are from lower/middle class families.

Entry Competencies

• Introduce the topic on Time and show the children a large clock on the whiteboard.

• Explain 'to' and 'past' the hour and point out where quarter past, half past and quarter to are on the clock.

• Explain that each number on the clock is worth 5 minutes. Ask the children to count in 5s as you point to the numbers on the clock and the children to set their own clocks to whatever time you call out.

• Watch Learning Zone Class Clips - How to read a clock to the nearest 5 minutes.

Early Competencies

• Introduce the topic on Time and show the children a large clock on the whiteboard. Explain 'to' and 'past' the hour and point out where quarter past, half past and quarter to are on the clock. Explain that each number on the clock is worth 5 minutes. Ask the children to count in 5s as you point to the numbers on the clock and the explain to the students that they will set their own clocks to whatever time you call out.

• Watch Learning Zone Class Clips - How to read a clock to the nearest 5 minutes.

Learning Styles

• Most of the students in my class are excellent in Reading and Language Arts.

• Majority of my students are kinesthetic learners and visual learners. Two to three are auditory and textbook oriented where they could read and answer questions when asked orally or in written format.

• Some of students prefer to work in groups and learn better in cooperative team settings.

• Some students prefer to work individually and perform better themselves as opposed to group work.

• The students understand the requirements of an assignment when given a rubric.

State Objectives

State Objectives

In this 45 minute lesson, the students should be able to do the following with 100% success with little or no difficulty

• Students will recognize the time on an analog clock with little to no difficulty.

• Students will be able to tell time using an analog clock.

• Students will tell time by the hour and by five minute increments.

• Students will work cooperatively in groups of two.

Select Media, Materials, and Methods

Select Media, Materials, and Methods

• Prezi• Microsoft Word• Access to Internet• Computer• Projector• Online Video “Time for Friends” by Luke A. Holzmann• Assorted Clocks (Individual Manipulative Clocks)• White Board and White Board Markers• Paper Plates• Assorted Colored Markers• Different Printed Time on Cards• Blank Clock Print Out• Brad Fasteners• Hour and Minutes Cut Outs

Utilize Media, Materials, and Methods• http://www.sonlight.com/images/products/RM31-l.jpg

Utilize Media, Materials, and Methods

Preview of Materials:• Students watch a video titled “Time for Friends”. • After watching the video, the students will look at assorted Clocks (Individual

Manipulative Clocks).

Prepare Materials:• Ensure projector works• Internet, Prezi, Microsoft are functioning• Make sure each student has Paper Plates. Assorted colored markers, different

printed time on cards, blank clock print out, brad fasteners, hour and minute cut outs

Utilize Media, Materials, and Methods

Utilize Materials:• Show a video titled “Time for Friends” to the students. • After watching the video, the students will predict which hand

to use to tell time. • The students will then get into groups of 3 or 4. The teacher

will distribute the information to each group. • Using the given information, that serves as their tools, students

will have to make a clock when given the materials. • Each group would then have a chance to create a presentation

on the computer and input their times. The computers in the class would serve as the chosen software to use for their data and presentation.

Utilize Media, Materials, and Methods

• 1) Pass out one paper plate, blank clock print out, sample clock with numbers, hour and minute cut out, markers and brad fasteners.

• 2) Tell students to look at the sample clock print outs and write the hours of the clock as shown form the print out. The students should write only numbers 1-12 and then numbers in fives (five, ten, fifteen, etc.)

• 3)Assist the students with attaching the hour and minute hand cut-outs, the clock with their written number and the brad fastener to the paper plate. The paper plate and cut outs should already have a hole for the students.

• 4) Once the paper plate clocks are completed, the students will have one minute to place their analog clocks on the time given to them on the cards taped face down in front of them.

• 5) The students will take turns and one by one show their printed cards of the digital time and share with the class their analog time on their paper plate clocks.

Require Learner Participation

Require Learner Participation• After watching the video and looking at the assorted clocks, students will

count by fives and identify the hour and minute hand.• Students will then get into groups of 3 or 4. Materials will be distributed

to students to create a clock. • After making a clock, students will discuss which hand to use to tell time

and count by fives. • Once the paper plate clocks are completed, the students will have one

minute to place their analog clocks on the time given to them on the cards taped face down in front of them.

• The students will take turns one by one to show their printed cards of the digital time and share with the class their analog time on their paper plate clocks.

• This lesson does not need any modifying for my student with hearing impairment.

Require Learner Participation

• After watching the video about “Time for Friends”, students will discuss about the video. (Reflection)

• The assorted clocks is shown to students, and students in group discuss how to count by fives and identify the hour and minute hand.

• The pictures of different clocks are shown to students and students will be asked to identify the time on the clocks.

• Students create an example of a clock taking into consideration the hour and minute hands by counting in fives.

Require Learner Participation

• Place the students into cooperative groups of three or four. Explain they will be working together to match the time on the digital clock to the analog clock using the computers in class with the internet resource provided. (apples4teacher)

• Students will log into the website and play the educational game “Time for Friends”.

• This lesson does not need any modifying for my student with hearing impairment. Student will be paired with buddies.

• After students have practiced with his or her partners, assess students individually using the website listed in the assessment strategies.

Evaluate and Revise

Evaluate and Revise

• The lesson will close with a brief summary from the teacher. • This introductory lesson on telling time exposes

students to clocks and how they work. Students will begin to understand how to tell time and how the two separate hands on the clock operate. They will also gain an understanding of the concept of time in general.

• An evaluation will be conducted on the students at the end of class before they leave.

• Questions on the evaluation will include:

Evaluate and ReviseAfter completing the lesson, • Do the students have a better idea of the moving parts on the face of

the clock and what they tell us?“ (Hands and the hour and minute) • Are the students able to tell how many minutes are in one hour?"(60). • Can the students set their clocks to the time that the teacher has

modeled on a digital or analog clock? • Are the students able to present their finished product and share with

the class their analog time?• Can the students write on a sheet of paper what the time would look

like on a clock after the teacher orally gives random times and ask the students to attempt to set their clocks to the correct time? (Monitor students for understanding by walking around the room as you call out the different times).

Evaluate and Revise

• After completing the lesson, • Can the students match the time on the analog clock

with the digital clock using the computers in class with the internet resource provided?

• Can the students log into the website and play the educational game without little to no difficulty?

• Overall, do the students have a better idea of telling time?

Evaluate and Revise

Evaluate and Revise

• Teachers will be able to evaluate the understanding of the child’s ability to tell time.

• Whole group assessment can be recorded on a calendar grid, checklist, or rubric as to whether the children are able to number the clock correctly and their ability to set the clock for different times following teacher directions.

Closure