Dakota State University

College of Education

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​10/2/17

Grade Level: ​1st Grade Time: ​12:45-1:40
School: ​Canistota Elementary

Reflection from the prior lesson:

This is a fill in lesson because we finished another chapter more quickly, so we went in and did a quick
few days of lessons on time to see how students are doing. The previous day students had a test over
the doubles and near doubles unit. Students struggled with this unit, so it will be nice for them to feel
more confident since we work on clocks during our morning message each day.

Lesson Goal(s)/ Standards:

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Lesson Objectives:
After reviewing the half hour time increments, students will be able to match the correct analog time to
digital time on 3 out of 4 trials.

After learning about the quarter hour time increments, students will be able to match the correct analog
time to digital time on 3 out of 4 trials.

Materials Needed:
● Clock
● Whiteboard and marker
● Construction paper
● Glue
● Analog and digital clocks to match
● I have, who has

Contextual Factors/ Learner Characteristics:

There are 13 students in the class - 5 girls and 8 boys. Currently, one student is on an IEP for reading
fluency and reading comprehension. His strongest subject is math. There are 3 students who receive
Title I services in reading and 2 that receive Title services in math. I conducted a learning styles inventory
on students, and the top classes were self, nature, and body. This means that these students will work
best on their own work, naturalistic students will like to use their senses of touch and doing things
hands-on but preferably outdoors, and body (kinesthetic) are very similar to nature, but don’t need the
outdoor involvement. Math occurs after lunch and on Tuesday and Wednesday, after the music time.
This often results in students having less focus than they do during the morning reading time. Keeping
math interactive and hands on helps cut down on the behaviors.
A.The Lesson (​55 minutes​)
1. Introduction (​3 minutes​)
a. Getting attention ​“Please go grab your drink, and then come sit down up front with
your whiteboard and marker.”
b. Relating to past experience/ prior knowledge ​“Previously, we have discussed the half
hour and full hour times on the clock.”
c. Creating a need to know ​“Everyday someone asks what time lunch is, or how long until
lunch, or how long until the end of the day, but if you learn how to tell time yourself,
you can figure out what time it is and how much longer it is before different things.”
d. Sharing objective ​“Today, we are going to learn about time being in both digital and
analog times, and how to read the quarter of an hour on the clock.”

2. Content Delivery (​50 minutes​)

I. Practice on whiteboards ​(​15 minutes​)​ - ​I will pull students up to the front of the
classroom and discuss the clock being divided into halves and then those halves into
four quarters. Then we will discuss how every quarter is worth 15 minutes, so we have
15 minutes, 30 minutes, 45 minutes, and the hour mark. We will also discuss the
difference between analog and dialog clocks. Then I will give them some time to practice
this by giving them a time on the clock and having them write what time it shows.
II. “I have, who has” ​(​20 minutes​) ​- I​ will pass out the cards for students to read the time
off of the analog clock. They will say, I have, and then the time shown on their analog
clock, and then who has 11:00, which is written in digital time. Then the student with
the next card will say the same thing. We will go through this a few times. I will make it a
game the last few times to try and get students to do it faster.
III. Cut and paste matching digital and analog clock times ​(​15 minutes​)​ - ​I will give students
a sheet that has 6 digital times and the matching page which will only have 4 times.
There will be one that has half hours and one that has quarters of an hour. Students will
glue the matching analog and dialog time together on a piece of construction paper to
practice.

3. Closure (​2 minutes​)

“Great job today first graders. You worked really hard on learning your half and quarter hours on
the clock today. Tomorrow we are going to work on counting the clock by 5 minutes.”

B. Assessments Used
● I will informally assess students while we are answering questions on our whiteboards.
● I will also first have students show me what happens after they finish half hours to make sure
they have got it before they can move on to the quarter of an hour.

C. Differentiated Instruction
Lower level learners - I will check in with these students while they are working on their gluing the
matching times together, and also try to give them extra time to find the time when working on the
whiteboard.