Ashland University

Dwight Schar College of Education

Lesson Plan Form
Candidate Name: Alyssa Decker

General
Info.

Subject
Grade
Learner Profile

Date: 2/6/15

Math
Third
There are 25 students in the class; 14 girls and 11 boys. I have one student with social anxiety
disorder.

General Information: This section is used to identify the subject and grade you teach. It is also where you will place a description of the
class makeup. Items such as total number of students, number of boys and girls, students with IEPs and the types of learning or behavioral
issues should be added, and any other factors that might help you target your lesson to the learners in the class.

Target

Common Core
or
Academic
Content
Standards
Objectives,
Goals or
Essential
Questions
Prior Learning

3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.

Post Learning

Once students are able to tell time on a digital and analog clock to the nearest minute, we will
work on transferring this knowledge to the use of a number line to solve word problems.

I can tell and write time to the nearest minute.

Students have previously learned telling time to the hour, half-hour, and 5-minute marks.

Target: This section is used to identify the specific content you plan to teach. Here you make your connections to the standards appropriate to
your content area. Then you will identify specifically what you expect learners will know or be able to do as a result of the lesson. This must be
a measureable objective. Also list IEP goals that are being addressed in this lesson (if any). Additionally, you should place this lesson into the
context of their overall study. So, identify what the learners learned to get to your lesson and then where they will go after mastering your
lesson.

Introduction or
Hook

Activities/
Procedures

Delivery
Differentiation

Ashland University
Dwight Schar College of Education
Lesson Plan Form
Hook: A riddle Why did the girl sit on a clock? To be on time!
Intro Set up a still freeze frame scene with 3 students. One acting as a teacher, 2 students.
Set the scene by saying students were supposed to arrive at school by 8:15 am. The class was
working on a big group project. Student A was late by 47 minutes so student B got stuck
working on the project by themselves. Teacher is standing by the door when the student
arrives. Have different students come up behind each character and tell how they feel.
Students should express thoughts such as frustrated, disappointed, angry, embarrassed, etc.
Then set a new scene where both students are on time and are able to get their project done
since they had plenty of time to work together. Again, have students come up and express
feelings of freeze frame characters. Feelings this time should express thoughts of relief,
happiness, proud, etc.
1. After working through the intro, have students discuss the importance of being on time
and how that relates to being able to tell time. Provide an example such as when a
warning is given that you have 7 minutes left until its time to go/finish your work. You
have to be able to know what time you need to finish by.
2. Make a human clock
Pick 12 students to get in a big circle. All other students stand around the outside
of the circle (have them sit crisscross so that students around the outside can see).
Give them each a large number card 1-12. Explain that they are now the numbers
on a clock.
Place 4 large strips of tape between each number (student) to represent each
minute on the analog clock.
Use a 2 foot dowel rod and a 4 foot dowel rod to represent the hands on the clock.
Practice making times to the minute on the human clock with various times.
Model first how to move the hands of the clock to make a time and then allow
students the chance to make a time.
3. Have students clean up and then practice with a teachers model clock which is more
realistic. Practice having students tell time and coming up to create a given time on the
clock.
4. Give students a worksheet that allows them to practice telling and writing time.
5. Give students link to online game to practice at home.
Making the human clock will help kinesthetic learning. Transferring to the teachers clock with
help visual learnings.
For the student with anxiety (student C), have another student work alongside student C. For
example, when making times on the human clock have student C be either the minute or hour

Learning
Conditions
Academic
Language Used

Ashland University
Dwight Schar College of Education
Lesson Plan Form
hand and allow another student to be the other clock hand. Have these 2 students work
together to make the time so that student C is not in front of the class alone.
This is part of the family math event.
Analog clock, Clock face, Oclock

Delivery: This is the action plan for your lesson. Think of this part as the script for your performance. First identify how you plan to hook the
learners into your lesson. Make this as creative and exciting as you can. Then continue to develop your lesson plan in the procedures section.
This should be developed enough so that anyone could use your plan and teach the class. Lastly, think about the students who need more
help, and the ones who will grasp the material quickly. What will you do to enrich the learning for both groups. Here you might consider
Blooms Taxonomy, Learning Styles, Tomlinsons Tiering approach, and Multiple Intelligences. Also, be sure to include accommodations for
students on IEPs.
Learning conditions include any classroom considerations that may apply. These might include classroom safety, such as laboratory
procedures or rules for discussion that assure physical and emotional safety of students. Remember that the lesson must move the
learners toward the objectives stated above.
Academic language refers to both the content area vocabulary (i.e. perimeter, photosynthesis, theme) and instructional language (i.e.
cooperative groups, analyze, proof) that you will use in the lesson and expect your students to understand and use .

Assessment

Formative
Assessment

Make notes of students ability to correctly tell time on the human and model clocks.

Summative
Assessment

Have a written test in which students must write the time they see on a clock.
Also have each student come up individually to read two different times on the model clock
and make one time using the model clock on their own (other students are reading to selves at
this time).
Read the following times: 3:28, 8:12
Construct the following time: 11: 07
If students get 90% of activities correct, they have mastered this skill.

Assessment: How will you know if the learners are grasping the information as you teach and when you have completed the lesson? Identify
the types of formative (while instruction proceeds) and summative (when instruction is done) assessments you will use. Remember that the
summative assessment must match the objectives stated above.

Materials

Technology

Ashland University
Dwight Schar College of Education
Lesson Plan Form
Access to a computer (home, library, etc.)

Links/Media

http://www.math-play.com/telling-time-basketball-game/telling-time-basketball-game.html

Resources

Large number cards 1-12, Dowel rods, teachers edition analog clock, handout with the website
link.

Materials: This section is your repository for all the tools you will need to teach your lesson. The first two sections are used for the electronic
items you will need, the last is used for handouts, readings, etc. Be sure to include both instructional technology and adaptive technology
needed for this lesson.

Refection

Content
Delivery

Make sure to stretch this out over an extended amount of time and to practice multiple times to
allow students time to grasp the concept.

Overall

Reflection: Professional refection is a focus of Ashland Universitys College of Education. Here is where you are to refect on your teaching
and determine what you did well, what needs improvement or modification. There is an area to refect on your delivery of the specific content,
an area to discuss the process you used, and a last one to add anything you feel needs to be stated.