Lesson Plan Four Column Format

Title: telling time

Content Area: math

Teacher Name: Kendal Pruitt

Grade Level: 2nd

OVERARCHING GOALS FOR THE LESSON

LESSON OBJECTIVES AND STANDARDS
To teach the children how to count and be able to tell
Understanding how to tell time and the amount of time
verbally and legibly, what time it is by recognizing that 1 that goes by 1.NSBT.1, 2, 2.MDA.6
is 05 and 2 is 10 (multiples of five) etc.
IMPORTANT CONTENT CONNECTION: Describe the important concepts related to this lesson that students have as prior
or future concepts to learn.
Telling time is important because we live by time for appointments, school, dinner plans, soccer practice, etc. and the students
need to connect time with the actual clock and what it shows.

IMPORTANT THEORETICAL CONNECTIONS & FOUNDATIONS: Describe the important theoretical underpinnings of
the lesson, both general and content-specific theories of learning and development

MATERIALS. List the texts, equipment, and other materials to be used by the students. List the materials, including
equipment or technology used by the teacher in presenting the experiences.

Dry earase board/ marker, students come to the board and fill in a clock, their hands they will physically do the
hands of the clock, gonoodle and or youtube video
Components of the
Anticipated Student
Teaching notes
Evidence of learning.
DIFFERENTIATION: list
Evaluation points or
lesson. learning activities
Responses and solution
and key questions (and time
allocation)

strategies. (Potential Barriers

& Misconceptions)

adaptations for ELL, EC, LD

assessment questions.

LINK PRIOR
KNOWLEDGE. Outline

The students will already

know their numbers and
what a clock looks like.
Students might have
difficulty counting by 5 and
need to connect counting
by 5s to telling time.

In order to incorporate
movement in the lesson
students will be asked to
stand up and show the
time with their actual
hands in place of hands on
a clock. I will also work on
writing the multiples of 5
on the board and use a
youtube video to help them
understand how to count

Can students count

multiples of 5?
Do students understand
seconds, minutes, and
hours?
Can students show me
what time it is with their
hands or tell a friend or me
what time it is by looking?

procedures for activating prior

knowledge and student
interest.

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INSTRUCTIONAL
STRATEGIES. Outline what
the teacher(s) and students
will do to Engage & Educate.
Active learning tasks. If
required, include the script of
your lesson here.

How to teach the lessonwhat you plan to do first,

nezt

REFLECT and
SUMMARIZE. Outline how
you will close.

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EXTENSIONS/CONNECTI
ONS. What other lessons
does this lesson connect to?

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Some students might take

longer to learn their
multiplication facts of 5.
Some students might have
a hard time understanding
60 seconds in a minute and
60 minutes in an hour
(terminology). Like instead
of saying 90 minutes. You
say a hour and a half.

Some students may still be

uncertain how to switch
minutes to hours. Students
may not be able to tell me
what each number stands
for.

Students will be able to

take this information and
apply it the rest of their
lives. Time for school,
baseball practice, doctor

this way and tell time.

I will show the difference
between a digital clock and
a hand clock, I will write
out the multiples of 5 on
the board and show a
video. I will also break each
set of time down step by
step so the students
understand the numbers
get larger but there are
shorter ways of saying the
time. I will open the class
up for questions and allow
students to physically
come up and write the time
on the board or show me
with their own hands. I will
demonstrate this for the
students so they arent
confused on how the
activity will work.
I will make this as clear as
possible and use the board,
their hands, a video and
peers to help them retain
the information.

I will continue to direct and

be as thorough and as
clear as possible. It is a lot
of information and I will
make sure the students

Are students able to switch

their terminology when
discussing time and do
they recognize that 60
minutes= an hour?
Are students able to
associate that every
number on the clock is
times 5 in order to come up
with the big hand?
Are students able to look at
the digital clock but show a
friend or me the time with
their hands?

Are students able to tell

time?
Are students willing to tell
their friend or parent what
time it is?
Can students explain what
the difference is between
seconds, minutes, and
hours and know when do
use what term?
Are students able to
verbally tell time?
Are students able to write
the time?
Are students able to show

appointments, breakfast,
lunch, dinner, eventually
work, meetings, games, TV
shows etc. Everything in
this world revolves around
time.

retain it using different

approaches because it is
an important topic.

me time using their hands?

Can students tell me what
time they get out of school
or a significant time in their
life during a day?

REFLECTION: After the lesson, reflect on what went well and what didnt go well. Write changes you might implement the
next time the lesson is taught.

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