Lesson Plan : It's Time to Learn

Teacher Name:
 Arley Fowler
 Grade 2

 Reading and writing the time. Vocabulary:digital clock, analog clock, hour hand, minute hand, quarter after, quarter till, and half past.
 The learner will be able to tell the correct time on a clock by using appropriate vocabulary when necessary. The learner will also understand the relationship between minutes and hours. TEKS: (2.10) Measurement.
 The learner will identify between a digital and an analog clock; TLW tell time by the hour and five minute intervals; TLW use correct vocabulary (quarter after, quarter till, and half past); TLW be able to group sixty minutes into hours; TLW be able to draw the minute and hour hands on a digital clock when given the time; TLW be able to tell the correct time on a clock; TLW understand the difference and relationship between minutes and hours.
 Example of a movable clock for transparency, over-head projector, Kagan worksheet and map, �Just in Time� questioner, pencil, colors, dry erase board, digital clock, and analog clock.
 Ask the students what they think people used in the past to tell time before there were any clocks. Talk about the importance of time: - School starts on time - Picked-up by parents - Lunch - Bedtime - Favorite TV shows - Doctors appointments Get students in pairs (by numbering heads) and answer: - How many minutes in an hour? - How many minutes in a half hour? - Big hand points to what? - Small hand points to what? Have the questions on the board and have one student in each group (with the closest birthday) to come to the board and answer one of the questions. Leave information on the board for students to use as a guide for the later activities.
 Have the students compare answers in each group to make sure they got the correct answer. Model on the sample clock what half-past, quater-after, and quarter-till means. Discuss 60 minutes in an hour and 30 minutes in a half-hour.
 "Kagan Worksheet" -Write the time shown on the clock -Draw the minutes and hour hands on a clock when given the time.
 Have the relationship between minutes and hours written on the board (still up there from introduction). Also, have the sample clock available for students to use as a manipulative.
Checking For Understanding:
 Walk around the room while the students are in groups and working on the questioner. Make sure they are doing their work correctly and that they are engaged. Then, as a class, go over the questions and answers together.
 Discuss once more how chaotic our world would be if there was no measurement for time. Discuss what time the students would go to bed, wake-up, eat dinner, etc.
 Ask the students two questions: 1. Which clock is easier to read... a digital or an analog? 2. If it is 1:30 now, what time will it be in 2 1/2 hours?
Teacher Reflections:
 I thought that this lesson went very well. Most of the students were not familiar with telling time because it had not been taught before so I am glad that I wasn't teaching them something as a review. The answers they gave me were very intellegent regarding why time is so important. The students seemed very engaged with the Kagan worksheet that they did for cooperative learning. As I walked around, I noticed that they were using good vocabulary and also working together to find the answers. most of them were really undertanding how to tell and write the time, but there were a few who were still not catching on. I am glad that they were working with other students so that they could learn from participating in a group. I saw one student help the other by going and getting the example clock and showing her. I still think she was a little confused, but I thought it showed a great deal of team support. One thing I would have done differently would have been to plan more time for this lesson. It took longer than I thought it was going to take and therefore we had to extend it until after lunch. Other than that, I thought the students really enjoyed this lesson while learning at the same time!

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