Lesson Plan w/ Rubric

Teacher Candidate: Abigail Smetanick Date 2/22-2/26

Taught:

Cooperating Heather Dantro School / Redbud Run Elementary

Teacher: District: School/Frederick County Public
Schools

Grade: 1st Grade Field James Grimley

Supervisor:

Unit / Subject: Measurement/Telling Time

Lesson Title / Telling Time

Focus:

PLANNING AND PREPARATION

Content Knowledge: This lesson was created based on the curriculum guidelines of Frederick
County Public Schools. In addition, I have created this lesson to match specific learning needs.
For example, I have several students who are classified as ELL students. From experience, I have
seen that these students thrive off of hands-on experiences. Therefore, I have used manipulatives
throughout this lesson. Telling time can be a difficult objective to grasp. Therefore, using visual
features and manipulatives help the students grasp the overall lesson.
Learner Differences
Within these groups of students, there is one student who is receiving ELL services. This student
does speak English very well, but she may need help when completing assignments. This should
not be an issue because the whole class will have the assignments read aloud to them. In
addition, the student will be working with small groups and be checked on if there is any
confusion.
In addition to ELL, the same student is pulled out for math intervention. In this intervention she
is practicing basic number sense. Therefore, the use of check ins and small groups will help her
with working on her number sense.
Outcomes/Goals
Identify different types of clocks (analog and digital) as instruments to measure time.
 The student will tell time shown on an analog clock to the hour and half-hour.
 The student will tell time shown on a digital clock to the hour and half-hour.
 The student will match a written time (e.g., 1:00, 3:30, 11:00) to the time shown on a d

Standards
1.9 The student will investigate the passage of time and a) tell time to the hour and half-hour,
using analog and digital clocks; and
Resources and Materials
-GoMath book
-Wooden Clocks
-Chromebooks
-Activity Sheets
-Pencil
-Smartboard
Technology
Technology does enhance this lesson because we will be using computers and the smart board
for the lesson. In addition, students will have to complete their iReady math intervention
program everyday for 20 minutes. In addition, the students will use their chrome books to
complete their online seesaws.
INSTRUCTIONAL DELIVERY
Learning Environment
Individual Learning:
Individual learning will be used during the students independent work. When they are
completing their math games center worksheet, exit ticket, seesaw, and completing iReady they
will be completing their own individual work.
Collaborative Learning:
Collaborative learning will be used during whole instruction and small group instruction with the
teacher. Doing this will have the students work together as a class. In addition, it will also have
the students answer questions together.
Introduction/Activating Strategies
DAY 1:
-By starting the lesson, I will have the students transition from doing their XTRAmath online
work to whole group instruction.
- Prior to practicing the differences between analog and digital instruction, the teacher will show
a brain pop video on analog vs digital clocks. This will introduce the differences between the two
and give them a visual representation of the two.
https://jr.brainpop.com/math/time/partsofaclock/

- The teacher will then have a discussion with the students about the video. Some of these
questions are, why do we use time? What do the hands measure? What are the differences
between analog and digital clocks?
-The students will then practice with a short kahoot to get them started on the differences
between analog and digital clocks.
https://create.kahoot.it/details/analog-vs-digital/14a7323a-cfff-499b-9ffc-
4b2660db76d1

https://create.kahoot.it/details/analog-vs-digital/9d7b0fec-8716-4cf9-ad3d-
698eb4916ab8

-The students will then transition into their individual and group work.
DAY 2:
-By starting the lesson, I will have the students transition from doing their XTRAmath online
work to getting their GOMath textbook out. The pages are 543-545.
-As the students are transitioning from their XTRAmath, the teacher will present a brain pop
video of telling time to the hour.
https://jr.brainpop.com/math/time/timetothehour/

-After the video, the teacher will discuss with the class about telling time to the hour. How can
you tell time? What hand do you look at first? Which do you look at second? What is the little
hand called? What is the big hand called? As the teacher is discussing, the students will use
personal wooden clocks to explore telling time.
-The teacher will ask the students to move their clocks to certain various of times. For example,
1 o’clock, 6 o’clock, 12 o’clock, and 9 o’clock.
-The class will then complete page 543 together as a class.
-The teacher will then go over the work they are completing for individual and group work.
After, the students will transition into their individual and group work.
DAY 3:
- By starting the lesson, I will have the students transition from doing their XTRAmath online
work to getting their GoMath book out to page 549. While the students are getting their
textbooks out, the teacher will show a brain pop video. This video will discuss how to tell time to
the half hour. https://jr.brainpop.com/math/time/timetothequarterandhalfhour/
-Prior to completing the the Gomath page together as a class, the class will discuss what they
saw in the video. The class will have a discussion on how we can tell time to the half hour. In
addition, the teacher will ask how do we know when the clock is at the half hour. While the class
is having the discussion, the students will be using the wooden clocks from the previous lesson.
-When the students are using the wooden clocks, we work on moving the hands of the clock so
we can see to the half hour.
-The teacher and class will then work on pages 549 together.
-The teacher will then go over the work they are completing for individual and group work.
After, the students will transition into their individual and group work.
DAY 4:
-By starting the lesson, I will have the students transition from doing their XTRAmath online
work to beginning a short smart exchange activity on the smart board. This activity will give the
students the chance to work on telling time to the hour and half hour.
https://exchange.smarttech.com/preview/5a8f3f4c-7e8b-4d5d-b5a3-de57324489a5

-As the class finishes the smart activity, the class will have a discussion on how we tell time. The
students will then use the wooden clocks. The teacher will say a certain time and each student
will put the time on their clock.
-After the discussion, the teacher will observe the accuracy of her lesson by playing a kahoot
with the students. https://create.kahoot.it/details/time-to-the-hour-and-half-
hour/e71bd8f2-bc76-4c82-ab45-d704f04fb98d

-As the class finishes the kahoot, the teacher will then go over the work they are completing for
individual and group work. After, the students will transition into their individual and group
work.
Instructional Strategies
DAY 1-4: - After discussing the SOL math book pages, the teacher will dicuss their “must do”
and “may do” activities for the day.
Must Do: Meet W/ Teacher, iReady, Math Games, and Seesaw.
May Do: Prodigy and ABCYA (Blue Section ONLY.)
-As we finish our whole group discussion, we will get into our assigned groups. Each group will
have 4-5 students in it. They will be assigned to do one of the following each 20 mins.
 Meet with teacher (SOL pages, GOMATH or practice problems given by the teacher.)
 iReady
  Seesaw & Math Games
Group Work W/ Teacher DAY 1-4:
 The teacher will take the students to the back table in groups of four-five. In this group,
she will be working one-on-one with the students. The teacher will be working with the
students on their SOL pages or practice problems/activity sheets given by the teacher.
 The teacher and student will discuss the answers and thought processing over the whole
group lesson. In addition, the teacher will also answer any questions that the students may
have.
 Throughout, the teacher will ask and answer any questions that the students may have.
(While the students are working on these pages, they will be using manipulatives to help
them measure.
 If there is time, the teacher may use additional practice problems for review.
Individual Work DAY 1-4.
 If the students are not working with the teacher, they will be completing individual work.
The individual work includes a school wide math intervention program called iReady.
The students complete 15-20 mins of this program everyday.
 As the students finish their iReady minutes, they will then complete a seesaw assignment.
This assignment has them practice measuring items with non-standard units of measure
for weight or volume.
 When the student finish, they are allowed to complete their “may do” assignments. These
assignments include a center activity sheets. In addition, the students may play math
games that Mrs. Dantro and I have provided for the students.

Closure
The lesson will be closed during the time that the students meet with the teacher. During this
time, I will close the lesson by reviewing some practice problems with the students. In addition, I
will also answer any questions the students may have.
Differentiation
During small group, I will make the curriculum more hands on by using manipulatives. For
example, using wooden clocks and whiteboards.
Assessment:
For this lesson, I will assess this lesson by using a formative assessment. The formative
assessment will be the book work in small groups, smart board activities, and seesaws that are
given to the students. The exit ticket will show me what they understand right after the lesson. In
 addition, the seesaw will show me their understanding after practicing with the teacher and using
iReady intervention.
PROFESSIONAL LEARNING
Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies?

Lesson Plan Scoring Guide.

Criterion Exceeds Expectations Meets Developing Does Not Meet
Expectations Expectations
Planning
Content Knowledge: Candidate plan reflects Candidate plan Candidate reflects Candidate does not
Candidate develops a extensive research and reflects research some awareness of display knowledge of
lesson plan informed knowledge of the content, and knowledge of the important the content,
by research and relations between the content and concepts in the relationships between
knowledge of content important concepts, and of relations between discipline, different aspects of the
and the multiple instructional important relations between content, or of the
discipline. (1.000, 7.7%) practices specific to that concepts, and of them and of the instructional practices
CAEP-INITIAL- discipline. instructional instructional specific to that
2016.1.2 INTASC- practices specific practices specific discipline
2013.4 to that discipline. to that discipline.
Learner Differences: Candidate demonstrates an Candidate Candidate Candidate demonstrates
Candidate develops a understanding of each demonstrates an demonstrates an little or no knowledge
lesson plan informed students’ backgrounds, understanding of understanding of of students’
by knowledge of cultures, skills, language students’ students’ backgrounds, cultures,
learner use, interests, and special backgrounds, backgrounds, skills, language use,
differences. (1.000, needs from a variety of cultures, skills, cultures, skills, interests, and special
7.7%) sources. Candidate uses language use, language use, needs or consideration
CAEP-INITIAL- this knowledge to design interests, and interests, or of these differences for
2016.1.2 INTASC- instruction that is creative, special needs, and special needs, but instruction.
2013.2 effective, and maximizes uses this does not use this
learning for all students. knowledge to knowledge to
design instruction. design instruction
to meet the needs
of all students.
Outcomes: Candidate Candidate identifies Candidate Candidate Candidate identifies
identifies outcomes and outcomes that reflect identifies identifies outcomes that are
goals to support rigorous learning and outcomes that outcomes that unsuitable for students,
student curriculum goals. They are reflect high-level reflect moderate not measurable,
learning. (1.000, 7.7%) measurable, represent learning and rigor, more than represent trivial or low-
INTASC-2013.7 different types of content curriculum goals. one type of level learning, or are
and take account of the They are learning, and are stated only as activities.
needs of individual measurable, suitable for some
students. represent different students. Some of
types of content the outcomes are
and are suitable measurable.
for most students
in the class.
Standards: Candidate Candidate includes Candidate includes Candidate Candidate does not
identifies national/state national and state appropriate displays some identify national and
standards that align standards that are clearly national and state awareness of state standards that are
with outcomes and are aligned with rigorous standards, and national and state logically aligned with
relevant to learning outcomes relevant they are aligned standards and the learning outcomes
learners. (1.000, 7.7%) to learners. with learning alignment with relevant to learners.
CAEP-INITIAL- outcomes relevant learning outcomes
2016.1.4 INTASC- to learners. relevant to
2013.7 learners.
Resources and Candidate selects Candidate displays Candidate shows Candidate does not
Materials: Candidate resources (manipulatives), awareness of some familiarity select resources
selects resources to and digital and interactive resources with resources (manipulatives, etc.)
maximize content technology designed to (manipulatives), (manipulatives, and digital and
learning. (1.000, 7.7%) implement and assess and digital and etc.), and digital interactive technology
CAEP-INITIAL- student centered learning interactive and interactive designed to implement
2016.1.5 INTASC- and extends the learning technology technology and assess student-
2013.7 experience or rigor of the designed to designed to centered learning
lesson with these tools. implement and implement and experiences that engage
assess student- assess student- and improve learning.
centered learning centered learning
experiences that but they do not
engage and purposefully
improve learning. engage or improve
student learning.
Technology: Candidate Candidate designs Candidate designs Candidate is Candidate offers little
makes effective use of authentic learning learning activities utilizing or no evidence of
technology that activities that align with that align with technology, but designing instruction
supports student content area standards and content area with a enhanced with the use
learning. (1.000, 7.7%) use digital tools to standards and use predominant focus of technology.
CAEP-INITIAL- maximize active, deep digital tools to on teaching, but
2016.1.5 INTASC- learning. Technology is engage in active does not engage
2013.7 used to create, adapt, and learning. students in active
personalize learning Technology is learning.
experiences that foster used to create, Technology does
independent learning and adapt, and not accommodate
accommodate learner personalize for learner
differences and needs, learning differences and
which promote critical experiences that needs.
and/ or creative thinking. foster independent
learning and
accommodate
some learner
differences and
needs.
Instruction
Learning The candidate develops a The candidate The candidate The candidate develops
Environment: plan that encourages develops a plan develops a plan a plan that fosters
Candidate develops a activities that establish that encourages that encourages negativity, insensitivity
lesson plan that fosters positive interactions interactions interactions, both to cultural
interactions guided by among students and fosters steeped in civility between the backgrounds, sarcasm,
respect and a respectful relationship and respect teacher and and put-downs between
rapport. (1.000, 7.7%) between the teacher and characterized students and teacher and students,
INTASC-2013.3 individual student, between teacher among students, and among students.
reflecting sensitivity to and students and that reflect
students’ cultures and among students. insensitivity or
levels of development. These reflect lack of
Activities are structured general caring, and responsiveness to
 such that all students feel are appropriate to cultural or
safe and comfortable to the cultural and developmental
ask questions, comment, developmental differences among
discuss and share ideas. differences among students.
groups of students.
Introduction/Activating Candidate documents Candidate reflects Candidate reflects Candidate demonstrates
Strategies: Candidate developed strategies and accurate a limited lack of content
develops a plan that an understanding of the understanding of awareness of the knowledge and
includes opportunities relationship between prior the relationship relationship demonstrates little
to engage students and knowledge and new between prior between prior understanding of the
access and build on learning concepts, creating knowledge and knowledge and relationship between
their prior a link to necessary new learning new learning prior knowledge and
knowledge. (1.000, cognitive structures to concepts. A plan concepts. new learning concepts.
7.7%) ensure student to address student Identified The plan does not
INTASC-2013.8 understanding. Activities knowledge gaps is knowledge gaps consider knowledge
uncover student developed to are inaccurate or gaps when planning.
misconceptions and further their incomplete.
addresses them before learning.
proceeding.
Instructional Candidate's plan reflects a Candidate's plan Candidate uses a Candidate uses a series
Strategies: Candidate coordination of knowledge reflects a series of learning of learning experiences
plans a series of of content, of students’ coordination of experiences that that are poorly aligned
learning experiences cultural heritage and its knowledge of demonstrate with the instructional
aligned with importance, and of content, of partial alignment outcomes and do not
instructional outcomes resources, to design a students’ cultural with instructional represent a coherent
presented in a coherent series of learning heritage and its outcomes, some of structure. They are
structure. (1.000, 7.7%) experiences aligned to importance, and of which are likely to suitable for only some
INTASC-2013.8 instructional outcomes, resources to design engage students in students.
differentiated where a series of learning significant
appropriate to make them experiences learning. The
suitable to all students and aligned to structure of the
likely to engage them in instructional strategies is
significant learning. The outcomes and recognizable and
structure of the strategies suitable to groups reflects partial
is clear and allows for of students. The knowledge of
different pathways structure of the students, including
according to student strategies is clear their cultural
needs. and likely to heritage and its
engage students in importance, and
significant resources.
learning.
Closure: Candidate Candidate's plan displays Candidate's plan Candidate's plan Candidate’s plan
develops a plan that extensive knowledge of includes solid displays some displays no opportunity
includes opportunities strategies designed to strategies to give awareness of for students to reflect
for student reflection provide students the students an strategies to and clarify their
and closure. (1.000, opportunity for reflection opportunity for provide students understanding.
7.7%) and closure to clarify reflection and the opportunity for
INTASC-2013.7 understanding. closure of the reflection and
lesson. closure on the
lesson to clarify
understanding.
Differentiation: Candidate includes a Candidate includes Candidate Candidate does not
Candidate identifies variety of teaching some appropriate displays an include teaching
methods to strategies and methods teaching strategies awareness of strategies and methods
differentiate developed to meet the and methods that appropriate that can engage and
instruction to engage needs of individual are differentiated teaching strategies challenge all students.
and challenge variety learners that can engage and can engage and methods with
of learners. (1.000, and challenge all students. and challenge all differentiation for
7.7%) students. different students
INTASC-2013.8 that can engage
and challenge all
students.
Assessment: Candidate Candidate uses assessment Candidate Candidate uses Candidate does not
designs and/or selects in a sophisticated manner regularly uses assessment in establish assessment
multiple assessments to to monitor the progress of assessment in plan plan, through practices in plan, either
gauge students’ levels individual students and to monitor the some formative formatively or guided
of provide high-quality progress of groups monitoring of student self-assessment
understanding. (1.000, continuous and specific of students progress of The candidate has not
7.7%) formative and summative through use of learning by the provided students with
CAEP-INITIAL- feedback aligned with the continuous teacher and/or the criteria and
2016.1.2 INTASC- instructional outcomes in formative and students. performance standards
2013.6 both content and process. summative Formative by which their work
Teacher designed assessment assessment plans will be evaluated and
assessments are authentic techniques aligned are not fully does not monitor
with real-world with instructional developed to student progress or
application, as appropriate, outcomes. provide adequate provides poor quality
or developed with student Developed information about feedback in an
involvement to establish assessments are individual student untimely manner.
assessment criteria and used to monitor performance.
provide opportunities for student learning Feedback to
student choice and self- progress by students is uneven
assessment. Assessment teachers and and inconsistent,
results are used to plan students through assessment criteria
future instruction for feedback to is vague, and
individual students. students. Students students are aware
are aware of the of only some of
assessment criteria the assessment
used to evaluate criteria used to
their work. Lesson evaluate their
plans indicate work. Some
possible instructional
adjustments based outcomes are
on formative assessed
assessment data inconsistently and
for groups of only as a whole
students. class. Assessment
results are not
used to plan for
future instruction.
Professional Learning
Reflection (1.000, 7.7%) Candidate’s reflection on Candidate Candidate Candidate does not
INTASC-2013.9 the lesson is thoughtful provides an provides a accurately assess the
and accurate, citing accurate and partially accurate effectiveness of the
specific indicators of objective and objective lesson, and has no ideas
effectiveness based on description of the description of the about how the lesson
multiple data points. lesson, citing lesson, but does could be improved.
Thoughtful consideration specific evidence. not cite specific Candidate does not
is made to reflecting on Teacher candidate evidence. Teacher self-reflect or self-
meeting the needs of makes some candidate makes reflection does not
diverse learners. Teacher specific only general indicate understanding
candidate draws on an suggestions as to suggestions as to of the adjustments
extensive repertoire to how the lesson how the lesson needed to improve
suggest specific alternative might be might be professional practice
actions and predict the improved. Teacher improved. and its impact on
likely success of each. candidate engages diverse learners.
in self-reflection
of teaching
practice but does
not articulate
adjustments
needed to improve
personal practice
and its impact on
diverse learners.