DIXIE STATE UNIVERSITY – DEPARTMENT OF EDUCATION

(03/13/14)

Teacher Candidate: Shawni Ence__ Grade Level: 2 nd Title: Mathematics/Time to the Hour L1_

CONTEXTUAL FACTORS(classroom factors)20 students: 19 Girls 11 Boys

ELL: Graycie (Native American) Graycie’s first language is English. Graycie struggles on a social aspect but has had great progress over the year. We have really opened up a great teacher/student communication line.

Low level readers/mathematics: Logan, Jayden, Keaton, Cambrie, Graycie

SPED qualified: Keaton, Logan

Higher Level Learners: JD, Ashlie, Aiva

Environment: This elementary is located in Ivins, Utah which has a rural surrounding. A lot of students come from farm families with a middle-lower class socioeconomic status.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)State Standard/Objective: Standard 2 Measure and Distance7 Tell and write time from analog and digital clocks to the nearest five minutes, using AM and PM.

Content Walk-Away: I can read and write time to the nearest hour.

Language Walk-Away: I can read and write time to the nearest hour.

Vocabulary: hour hand, minute hand, digital clock, analog clock

ASSESSMENT EVIDENCE(What evidence do I need to show the students have learned the Walk-Away?)

Modifications/Accomoda-tions(ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

I will be walking around and observing as students participate in “buddy time” and I will be doing a lot of questioning of understanding.

Content Walk-Away Evidence (Summative):

On My Own page 597-598 (10 questions) (done in class)

Language Walk-Away Evidence (Summative):

I will ask each student to orally explain one answer to one question from summative assessment. (done in class)

Ashlie/ Aiva/ JD: ask higher level questions.

Graycie/Jayden: I will give Graycie more scaffolding with one-on-one instruction.

Keaton: assessment will be performed in SPED room.

Approx.Time

ACTIVE LEARNING PLAN

6-7 min

10 min

Activate/Building Background Knowledge

(slide)=Smart Board slide (see copy of matching smart board lesson for full lesson understanding)

Problem of the Day: (slide 1) students will begin by answering this question on their own at beginning of lesson and then share work/reasoning with buddy. (SIOP 8) (SIOP 16) (SIOP 22)

Common Core Quick Check: (slide 3) we will complete this as a class. We will solve this using open discussion. (SIOP 8) (SIOP 22)

Content Objective: (slide 4) I will read, write, and tell time to the nearest hour. (students say out-loud)(SIOP 1) (SIOP 2)

Talk about time: “Boys and girls how do we know what time it is? Do you know how to use a clock? Would you like to know how to use a clock? What do you know about time? At what hour do we start school? At what hour do we go home from school?” (SIOP 7)

Formative assessment:Learning Goal Success Criteria Assessment Strategy

Students start to participate in discussion about their prior knowledge of time.

Asking questions, answering questions, participating in discussion.

Are students engaged and inquiring more or sharing what they already know.

Modification/accommodations: (ELL, IEP, GATE, etc.)Graycie/Jayden/JD/Keaton: make sure that they are paying attention to lesson. If not involve in discussion and enable to be successful in discussion.

Focus Lesson (“I do it”)

(slide 6) See and Show: introduce vocabulary words and visuals of clocks. Have labeled visual of variety of Analog and Digital clocks to be visible for ch. 10. (SIOP 9)

5-7 min

10 min

(Slide 7) Vocabulary Check: I will fill in the blanks using teacher think-a-loud and questioning.

(Slide 8 & 9) I Do/Modeling/Think-a-loud using vocabulary terms. (SIOP 10) (SIOP 11)

Formative Assessment:Learning Goal Success Criteria Assessment Strategy

Students begin to understand vocabulary and how to implement it while telling time to the hour.

Students must pay close attention to connect what I am doing now to what will happens next.

Are students following along and asking/answer appropriate questions.

Modification/accommodations: Graycie/Jayden/JD/Keaton: make sure that they are paying attention to lesson closely. If not involve in discussion and enable to be successful in discussion. Ashlie/ Aiva/ JD: ask higher level questions.

Guided Instruction (“We do it”)

(Slide 10, 11, 12): Together we will fill in the time on the blank clocks and match the analog clock to the digital clock and visa versa. (gradually release) (SIOP 6) (SIOP 12) (SIOP 22)

8 min

Formative Assessment:Learning Goal Success Criteria Assessment Strategy

All students must participate in activity of reading, transferring, and writing time.

Whole class participation in activity discussion and time telling.

I will use stick names to make sure that all students are able to participate in “we do.” (SIOP 29)

Modification/accommodations: Graycie/Jayden/Keaton: prompt question in order for her to participate successfully. JD: Give opportunity to participate early in order to keep attention. Ashlie/ Aiva/ JD: ask higher level questions.

Collaborative/Cooperative (“You do it together”)

(Slide 13, 14): “Buddy Time” (students will buddy up and each will get a manipulative clock. I will fill in the digital clocks one at a time and they will match it on their analog clock with buddy. I will also circle AM or PM and have them tell their partners what is something that they might do at that time. For example, I will make the digital clock say 3:00 and circle AM. The students will then work with their buddies to match their analog clock to the 3:00 and then tell their partner what is something that they may be doing at 3:00 AM. (sleeping, eating, at school, etc.) (SIOP 4) (SIOP 12) (SIOP 16) (SIOP 17) (SIOP 18) (SIOP 19) (SIOP 20) (SIOP 21) (SIOP 22) (SIOP 29)

Formative Assessment:Learning Goal Success Criteria Assessment Strategy

Students will work together to discuss and match the analog clock to the digital clocks.

Students must use academic description while participating in group and buddy discussion.

Prompting questions, rephrasing descriptions to encourage appropriate word choice. (SIOP 29)

Modification/accommodations: Graycie/Jayden/Keaton: I will give extra one-on-one direction/instruction for activity and then observe closely to check for understanding. I will group accordingly. (SIOP 5) (SIOP 17)

Independent (“You do it alone”)

(slide 18-22): My Math: Pages 593-598 (these pages will be done in class as I walk around observing and questioning students on how they got at least one of their answers.) (SIOP 19) (SIOP 21) (SIOP 22) (SIOP 29)

I will keep On My Own, page 597 to check understanding. (SIOP 30)

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.)

(slide 23): Together we will fill in the blanks as a review of the vocabulary words. (SIOP 6) (SIOP 21) (SIOP 22) (SIOP 27) (SIOP 28)

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation:1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activitiesBuilding Background:7-Linked to background, 8-Linked to past learning, 9-Key vocabularyComprehensive Input:10-Appropriate speech, 11-Clear explanation, 12-Variety of techniquesInteraction:16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 studentsPractice/Application:20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speakingLesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-PacingReview/Assessment:27-Review vocabulary, 28-Review concepts, 29-Feedback,30-Assessment

TEACHING NOTESWhat do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson?

Printed vocabulary visuals Printed visuals of digital clocks (variety) Printed visuals of analog clocks (variety) Manipulative clocks

REFLECTION AFTER LESSONHow can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?

This lesson went very well and the flow with the Smart Board lesson I prepared was very effective. I really kept this lesson explicit and stuck to only telling time to the nearest hour. I focused a lot on getting students to use the correct time terms when participating in class discussion and I felt that it helped students a lot. I really pushed the students to use “hour hand” and “minute hand” until it became natural for them. The students also really enjoyed “Buddy Time” and using the manipulative clocks. I feel that the students being successful in this activity really kept them engaged and excited to participate. As I walked around the room and questioned students on how they were getting some of their answers on their independent work, they were very able to describe in detail what time they got and why/how they got it. During this formative assessment students also continued to use their vocabulary terms to describe to me the time.