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Teacher Candidate: Megan Evans Cooperating Teacher: Katie Porrino Group Size: 23 Allotted Time: 1 hour

Date: 2/6/14 Coop. Initials: Grade Level: 3rd Section: Varano

Subject: 12-2: Time: Time to the Minute (5-Min)

PA Common Core Standards: CC.2.4.3.A.2 Tell and write time to the nearest minute and solve problems by calculating time intervals. CC.1.4.3.A: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. I. Performance Objectives: The students will be able to tell and write time to the nearest five-minute interval by successfully completing a time booklet. Enrichment students will be able to examine a topic and develop an opinion by completing a persuasive essay on the starting time for school. II. Instructional Materials A. Pearson Success Net: 12-2 Time to the Minute B. Time mini-booklets (resources) C. Telling Time play Adapted from Lisa Schmidt (resources) D. Hula Hoop E. Time cards medium (resources) F. Persuasive writing organizer (resources) III. Subject Matter/Content A. Prerequisite Skills a. Telling time to the hour, half hour, and quarter hour B. Key Vocabulary

a. Minute: 60 seconds b. Hour: 60 minutes C. Big Idea: Time can be expressed using different units that are related to each other.

IV. Implementation A. Introduction a. Pick three students to star in the play: Minute, Hour, and the Wise Wizard. b. Pass out copies of the play to the students. c. Students will read through the play d. Afterwards: Ask students what they learned about time. 1. Point out the clock. What do they notice? B. Development a. Call students to the floor. b. Place hula hoop onto floor. c. Ask guiding questions to encourage students to place the 5-minute hand intervals around the clock.

d. Using the a.m./p.m. homework from yesterday, have students recreate their time. 1. What does the clock look like for a.m./p.m.? How do we know the difference? e. We use basic time intervals to get through our day. f. Dismiss students to seat. 1. Why is it important to know time? 2. Add five-minute intervals to student clocks.

g. Pass out time booklets.

h. You will use these time booklets as a way to document five different times throughout the day. i. Lets do the first one together. 1. What time is it on the clock right now? 2. What are we doing right now? j. For advanced students, please see telling time narrative in assessment (below). C. Closure a. Begin to play one minute, three minute, and five minute game. 1. Students will choose which bag they would like to complete. 2. Students will flip over with teacher prompt.

Students can work together in table teams to create the times on their clocks. 3. Model proper time on front of board. 4. Color in proper amount of time on the board.

D. Accommodations/Differentiation a. For advanced students able to tell time, students will write a persuasive essay: The principal is thinking of changing the time for when school begins from 9 a.m. to 7 p.m. Please write a persuasive prompt about whether you agree to the change, or disagree. Back up your opinion with details. b. Intervention: 1. Clock bingo in small group Pearson 12-2

E. Assessment/Evaluation Plan 1. Formative: - Collect homework (a.m. / p.m.) Checklist: Does a.m./p.m. make logical sense? Yes/No - Anecdotal notes (with a focus on five students) - Time booklets (see rubric) - Persuasive essay (see rubric) 2. Summative: There is no summative for this lesson.

V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught) [Student data will not be published] Remediation Plan [Student data will not be published]

B. Personal Reflection Did I pace the lesson to fit the allotted time? How can I improve this lesson? [ See Reflection Journal ] VI. Resources Clock Face Times: Pearson Success Net - Lesson 12-1: Time to the Half Hour and Quarter Hour Time Concept Booklet: concept-book-CS.pdf Time Play Adapted from: Story-282860