Tuesday, March 24, 2015

Lesson Plan 1: Phase II

Instructional Decisions/Teaching (InTask Standard # 9)
    • What went well and what didn't go well during the implementation of your lesson?
      • During my lesson, everyone was participating and active rather than sedentary just listening to me lecture which is how I imagined the lesson going. Everyone enjoyed playing the game on the iPads and the activities with the print offs. I think I could have planned more instruction before hand and had students come up to the board to manipulate the clock I was using. I also probably should have told them what their prior knowledge was so they knew what they should not have known for the lesson as first graders. I don't think the game on the computer was fun, so I would probably take that activity out of the lesson if I were to use it again and find a replacement. 
    • How well was the alignment to objectives and standards maintained?
      • It was more difficult to show the connection between digital and analog clocks when actually implementing the lesson than I thought it would be when I was designing it. I focused a majority of instructional time on analog clocks, which I did not notice when I was writing the lesson. 
    • Describe any modifications made during the implementation of the lesson
      • To integrate digital clocks more, I discussed the correlation between the analog and digital clocks of the Promethean board that I was using and asked students what they noticed between the two, which was not part of the original lesson. I also had to change the Telling Time Bingo activity because it was confusing when actually using it with students. I think in the future, I'll do a mock lesson with a friend to make sure I know how to explain everything I am using well enough for everyone to understand. I also changed the order of the activities because we had an extra person added to our group and had to make copies of the print offs I used for the different activities. 
Mechanics
    • I used the Promethean board for the instructional portion of the lesson to demonstrate how digital and analog clocks worked and looked. I had students go on the computers to play a game where they identified the times that corresponded with either a digital or analog clock. They played a time telling game on the iPads as well. As the teacher, I found the activity print offs online on different websites, which I linked to in my first reflection.
    • My lesson was within the correct time frame because we finished the last activity and I had time to collect everything and clean up by the time 30 minutes was up. We were able to finish instruction and each of the activities I had planned for the lesson within the timeframe. 
Assessment of Learning (InTask Standard # 6)

    • Students knew what different times that were given out loud looked like on analog clocks. I did not have any print offs that documented their understanding of digital clocks, those were on the computer and iPad games, so I should have included one that incorporated both analog and digital clocks. 
    • My classmates said my lesson went well, but suggested that I could be more prepared by having sent out the link for the computer game ahead of time. They also suggested that I give more background on what they are supposed to know before the lesson as first graders and spend more time on instruction in the beginning.
What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.
    • I learned that it would help me to have a mock run of my lesson before I implement it in class. I also learned that, for myself, I need to be more familiar with the technology I am using and how I am going to use it in front of the class. I had an idea in my head of how I wanted to use the clock on the board, but when I was actually using it I was not as prepared as I would have liked. 
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Wednesday, March 11, 2015

Lesson Plan 1: Phase I

I. RATIONALE
The reason I am teaching this lesson is because telling time is a part of the Texas Essential Knowledge and Skills for 1st grade math. 

II. OVERVIEW
Grade Level: 1st

Subject(s): Math

Topic of Study: Telling time

Time Allotment: 30 minutes

Standards: Domain: Measurement and Data
  • 1.MD.B.3. Tell and write time in hours and half-hour using analog and digital clocks
Objectives:

 Students will 
  • develop time-telling skills, one skill at a time, and 
  • understand the connection between time on digital and analog clocks
Reflection
Prior to the lesson, students will need to know and be able to recognize their numbers. Prior knowledge will be assessed by asking students what they know about time, when they use time at home, how their parents use time and if they have taught them how to tell time. I will ask what kind of clocks they find easiest to read, if they are able to tell time at all. This content should be taught in 1st grade because they are in the standards, and because they learn their numbers in kindergarten. Since they should now have a knowledge of their numbers and what they represent, teaching time would be appropriate and necessary as they progress through elementary school.
The standard for this lesson is to be able to tell time on both digital and analog clocks. The objectives I have outlined support the scaffolding needed so students will be successful in learning to tell time. They learn how many hours are in a day and that because the clock is only numbered through 12, the hour hand goes around twice in a day. They learn what the numbers on a analog clock represent and how many minutes are in an hour, as well as how to count on an analog clock.  
III. IMPLEMENTATION
Procedure:
    • First, prior knowledge will be assessed by asking students to identify words that tell how we measure time. Teacher will write the words on the board or a chart. Students may say words such as day, month, year, hour, second, minute, etc. Focus on words day, hour, minute, and second.
    • Explain to students that 
      • a day= 24 hours,
      • an hour= 60 minutes, and
      • a minute= 60 seconds 
    • To make sure students have a concept of what 60 seconds feels like, have them place their heads on their desks and measure exactly one minute. When they think one minute is up, they will raise their hands without looking up
    • Show the students the difference between the hour hand and the minute hand
      • http://exchange.smarttech.com/details.html?id=4bd7676e-3885-42a3-a050-780b185a01c6
    • Then have students skip count by fives as you demonstrate that this is how you count with the minute hand.
    • Show the students that when the minute hand is at 12, it is ____ o'clock. They fill in the blanks based on what the hour hand is pointing to.
    • Then show the students that when the minute hand is at 6, it is ____ thirty.
    • Ask the students why is it ____ thirty and not ____ six? (Because you count by fives to reach 30)
    • Show the students that they fill in the blank by looking to the hour hand and seeing what number it has just passed
    • Allow students some practice time with their clocks as you call out various times (Use worksheet)
    • Closure
    • Extended Practice

     Technology Integration: During centers, students will use iPads to play the Learning to tell time is fun app as well as the What time is it? game on the computers.
    Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:
    • Cognitive delay- these students can benefit from having consistent classroom routines. Centers could be made a part of everyday instruction and this lesson would take place during the designated daily time for centers. This can also help with decreasing unwanted behaviors due to a lack of structure and routine in the classroom. 
    • Gifted- I would find additional websites or tablet applications that students could use to further develop their time telling abilities and possibly move on to, such as incorporating math problems with telling time. Students could also explore time differences and how daylight savings time works, as well as if their state observes it and why.   
    • ELL- There is an app called Jungle Time that helps teach students how to tell time in multiple languages that I think would be helpful in teaching English language learners. 
    Procedure: I will circulate and watch how students are doing on the computer activities. I would also collect the practice worksheets that they work on at the centers to assess where they are at in learning to tell time. I would use these artifacts to design my lessons after this lesson and to make sure students are learning everything they need to. 

    Reflection
    The method I am using to create my lesson is the Five Finger Model, which includes activating prior knowledge, hooking the learner with an anticipatory set, teaching rather than assigning, allowing the students to apply what they learned, and closure. I have recently learned about this in one of my classes and I think it helps create a more effective lesson plan. These methods help engage students and allow them to use what they have learned to develop a deeper understanding and make deeper connections for themselves.

    IV. ASSESSMENT
    Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)
    In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items
    I gave students materials to practice and show me what they have learned. They are given the chance to create their own clocks and come up with the time, as well as being prompted with one and being asked to complete the other, such as being given the hands on the clock and having to come up with the corresponding time. Students are also given the chance to interact with their peers when playing Time Bingo. Lastly, they are given many chances to explore time on the tablets. During the centers, I will walk around to observe student progress and if they are struggling with any concepts, making note of them on a checklist. I will also collect the artifacts they work on to assess how they conceptualize time and to see if they will need any kind of remediation. I will use these items to plan further instruction.

    Reflection
    Students are exploring both digital and analog clocks and their relation to one another, which is incorporated in the standards as well as the objectives. If students are able to show what the relationship is and tell time on both digital and analog clocks, then the standard and objectives have been met. The teacher can assess this based on the artifacts the students create. I plan on assessing individual student needs, as stated above, by using the artifacts and observing their performance at the technology centers. If any students need remediation, I plan on incorporating that into the next lesson, as well as providing opportunities for students who understand the concepts to build on their knowledge. 

    V. MATERIALS AND RESOURCES
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