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Claflin University School of Education

EDUC 450: Professional Clinical Practice


Reflective Lesson Plan Model
Name: _Justin Higgs_____________________

Date: _10/27/14_______________

PART I: PLANNING
Reading Analog and Digital Clocks
Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source
Subject Area (s)
Grade Level

(Curriculum Standards)

Lesson Plan Page


http://lessonplanspage.com/grades-2-3-reading-analog-and-digital-clocks/

Math
2-3
CCSS.2.MD.C.7 Tell and write times from analog and digital
clocks to the nearest five minutes, AM and PM.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background


Information

Students will read and write time on a digital and analog clock to the nearest five minutes.
This will help them when it comes to telling time on a two-hand and digital clock.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
Students will read and write times from analog and digital clocks to the nearest 5 minutes.

How will I vary these objectives for students who do not understand the material?
How will I vary these objectives for students who have already mastered the concept?
How will I vary these objectives for students who are presently learning English?

Varying Objectives for


Individuals Needs
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

Anticipatory Set

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?
Remind students that when we count by fives we start at zero and count up by five. Have
students stand in a circle. Model counting by fives to 60 and pair each number with a
movement. For example, start by tapping your head and then tap your shoulders, knees,

toes, toes, knees, shoulders, etc.

Part II: IMPLEMENTATION


How will I find out what students already know about this topic?

Pre-assessment
What will I do to show students what is expected?

Teacher Modeling or
Demonstration
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for Understanding

Tell students that there are two ways to show time, the analog clock, which you have just
been practicing, and a digital clock. The digital clock uses only numbers to show time.
Show students examples of digital clocks. Post the t-chart with digital and analog clocks on
it. Pull a time card with a digital on it. Have students write on the t-chart the times
according to the type of time it is. As they post them, for each option, they will write how an
analog or digital clock would record the same time, so that there is a model of each type of
clock. Ensure that students identify that analog and digital clocks tell us the same
information.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

Tell students that they will be working on their own t-chart. Have students work
independently or in pairs to select and sort times onto their own t-chart
How will I conclude the lesson and relate it to future experiences? How will you wrap up
the lesson to reinforce concepts taught during the lesson?
Students will complete a daily routine worksheet putting the correct time under the
prospected pictures.

Assessment
(attach to lesson plan)

Extension Activities

What will students do to demonstrate what they have learned?


The students will fill out a worksheet with digital time on it and have to write the
corresponding analog time out
ATTACH ALL PRACTICES (GUIDED / INDEPENDENT & ASSESSMENT) TO LESSON PLAN.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology
How will you connect this lesson with other content areas across the curriculum?
The Arts:

Connection Across the


Curriculum

Health:

Physical Education:

PART III: REFLECTION ( Complete JOURNAL RESPONSE after individual lesson


presentation) ** Submit next class after presentation.
Describe the strengths of your instructional techniques, strategies and classroom management.

Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses
Suggestions for
Improvement

What would you change when teaching this lesson again?

Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

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