Indicators in bold are specific to edTPA
NAME: Kaylee Lamb
Common Core Standards
IEP Goal [if applicable]
Primary learning target
Primary Lesson Objective
Student-friendly learning
target
Pre-assessment/baseline
data
Primary Learning Target
Formative Assessment:
 How will you monitor
student’s progress on
lesson objective?
Summative Evaluation:
 How will the student
be evaluated?
Content Analysis:
LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade
*EVERYTHING IN PURPLE IS WHAT THE PARAPROFESSIONAL DOES DURING THE LESSON
The student will solve 5 elapsed time problems within 1 hour and 30 minutes 5/5 times with
100% accuracy.
When the student is given 5 time elapse problems within an 1 hour and 30 minutes, the student
will solve the problems using the timeline strategy 5/5 times with 100% accuracy within 3
consecutive days.
What: Tell how much time has passed within an hour to the nearest 30 minutes
Why: Know how to tell time differences in the future
How: I can figure out how much time has passed within an hour to the nearest 30 minutes
 Guided practice
 Check for understandings
 White boards
 Thumbs up/thumbs down
 Independent practice
o Goformative.com/join
 Code: QDKJGA
 Step 1: Read the times
 Step 2: Draw a timeline
 Step 3: Write the hour of beginning time on the left and the hour after the ending time on the right
Indicators in bold are specific to edTPA

NAME: Kaylee Lamb LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade

side.

 Step 4: Mark the beginning time, 30-minute mark, and ending time on the timeline
 Step 5: Figure out how much time between the first time, the 30-minute time, and ending time.
 Step 6: Add step 5 to get elapsed time
Considerations:  Materials:
 Resources: o White board
 Materials: o White board marker
 Accommodation o Computer
 Modifications o PowerPoint presentation
 Technology:
Opening/Motivation: What the teacher does What the student does
 Signal for attention Signal for attention: Student follows along and
 Engagement and Hands on your head, hands on your nose, hands on your lap participates in the signal
activate interest Prior knowledge:
 Connection to prior We know how to tell time
learning We know how to read an analog clock
 Review previous  Show student an analog clock and have them read the Have students read the time all
lesson time to me together
 Student-friendly Behavior expectations
learning target *Paras will mute anyone who is unmuted
 Communicate  Videos are on
behavior  Stay muted/voices off (unless asked)
expectations o Ask students if I am muted or not (thumbs up, Students will participate by
 Vocabulary thumbs down) giving a thumbs up that I am
Indicators in bold are specific to edTPA

NAME: Kaylee Lamb LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade

 Eyes and ears on computer not muted

o Have students point to the computer screen
Vocabulary Students will point to their
*Paras will rewrite the definitions of their whiteboards to show computers
the class, while students respond
 Elapse: to pass by
o Have student read the definition out loud
o Provide students with an example
 Timeline: a line that represents the passing of time
o Have the student read the definition out loud Students will read the
o Provide students with a picture of a timeline definition

Students will read the

definition
OUTLINE of Learning sequence: Demonstration
 Presentation of *Paras will show participation when students are asked
information questions to show proper expectations
 Model and
demonstrate the new  Walk students through the steps of timeline:
skill, strategy, or  Step 1: Read the times
concept  Step 2: Draw a timeline
 Active engagement  Step 3: Write the hour of beginning time on the left
and the hour after the ending time on the right side.
 Step 4: Mark the beginning time, 30-minute mark, and
Indicators in bold are specific to edTPA

NAME: Kaylee Lamb LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade

ending time on the timeline

 Step 5: Figure out how much time between the first
time, the 30-minute time, and ending time.
 Step 6: Add step 5 to get elapsed time
 Provide students with first model:
 Go step by step with the problem
1. Step one: read the times.
Student will participate by
 Pick a student to read time A
reading the time.
 Pick a student to read time B
2. Step two: draw a timeline
 Draw timeline on the PowerPoint
slide
3. Step 3: Write the hour of beginning time on
the left and the hour after the ending time on
the right side.
 Ask student to say what the hour
before the first time Student will participate and tell
 Ask student what the hour after the teacher what the times are
the ending time is
Student will tell teacher what
4. Step 4: Mark the beginning time, 30-minute
time A is and what time B is
mark, and ending time on the timeline
 Have student tell what time A and
what time B is.
5. Step 5: Figure out how much time between
the first time, the 30-minute time, and ending
time.
 Draw lines connecting the first
Indicators in bold are specific to edTPA

NAME: Kaylee Lamb LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade

time to the 30-minute mark and

figure out how much time is
between those two
 Draw lines connecting the 30-
minute mark to the ending time
and figure out how much time is
between those two
6. Step 6: Add step 5 to get elapsed time
OUTLINE of Supervised Practice/Feedback:
 Sequence of activities *Students will be in small groups with paras in a breakout room.
 Opportunities to The paras will be following the format below for guided practice.
practice They will ask questions, checking for understanding and provide
 Check for engagement and motivation for students.
understanding  The next practice problem will be done with the student.
 Check for readiness  Go through each step and have them write it out on their
to work white boards Student will tell the time by
independently 1. Step one: Read the times reading the clock
 Provide specific  Have student identify the times on the
feedback clock
 Opportunities to  Write the times below the analog clock
correct/revise their images on PowerPoint Student draws a timeline on
work 2. Step two their whiteboard
 Have student draw a timeline on their
whiteboard
 Draw timeline on PowerPoint
3. Step three
 Have student write this on their timeline
Indicators in bold are specific to edTPA

NAME: Kaylee Lamb LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade

and show you Student writes the times on

 Do the same on the PowerPoint and ask their timeline and shows their
the student what the times are on the whiteboard
timeline
4. Step four
 Student writes time A, the 30-minute
mark, and time B on their white board.
 Ask the student to tell you what the times
are and where to place them
 Do the same on the PowerPoint
5. Step five
 Have student write this on their timeline
 Have student explain their thinking
 Do the same on the PowerPoint
*Paras will add subtraction of the ending time-
beginning time to get elapsed time. Student writes the times on
their timeline and shows their
*Paras and small groups will go back to whole group instruction whiteboard
to discuss answers and how students believe they got their
answers.

Student writes on their

whiteboard and shows their
whiteboards
Student explains their thinking.
OUTLINE of Independent Practice:
 Allow students to *Paras will go into break out rooms with students who are target Student goes to goformative
evaluate their work students of intervention and work with them to complete the and does the independent
Indicators in bold are specific to edTPA

NAME: Kaylee Lamb LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade

 Application independent work. work.

*If student needs to re-teach, use another example to show
student. Include subtraction in step 5, so the student knows that
they can use subtraction to solve for elapsed time.
 Have student go to goformative.com/join to do their
independent work.
 Student does their work and the teacher observes the
work
o Give the student 8 minutes to work on their
independent practice.
o If student does not finish, they are to work on
their own time
*Come back to whole group for closing and transition
Closure: *Paras and students come back to whole group to go over the target, reviewing key content, and
 Revisit student- checks for understanding
friendly target  What: Tell how much time has passed within an hour to the nearest 30 minutes
 Review key content  Why: Know how to tell time differences in the future
 Checks for  How: I can figure out how much time has passed within an hour to the nearest 30 minutes
understanding  Key content:
 Transition o Vocabulary:
 Elapse: to pass by
 Have student read the definition out loud
 Timeline: a line that represents the passing of time
 Have student read the definition out loud
o Steps for timeline strategy:
 Step 1: Read the times
 Step 2: Draw a timeline
 Step 3: Write the hour of beginning time on the left and the hour after the ending
Indicators in bold are specific to edTPA
NAME: Kaylee Lamb
Back-up plan or additional
practice:
 Plan for those who
finish early
 How will you re-
teach strategy for
those who need
help?
Strategies for generalization,
maintenance or next steps:
 How will students
evaluate their own
work?
Expressive and Receptive
Communication [How will
students articulate their
LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade
time on the right side.
 Step 4: Mark the beginning time, 30-minute mark, and ending time on the timeline
 Step 5: Figure out how much time between the first time, the 30-minute time, and
ending time.
 Step 6: Add step 5 to get elapsed time
 Checks for understanding:
o Ask student to read the vocabulary definitions
o Thumbs up/thumbs down: Does elapse mean to pass by?
o Thumbs up/thumbs down: Is a timeline a visual of a box?
o What is step 2?
o What is step 6?
*Para will be prompted to as a check for understanding question, whether with the whiteboard or
thumbs up/down.
 Go over more examples with the steps
 Go over how to tell time on a analog clock
 If the student finishes early, I will do checks for understanding and then sent them back to
full group class.
*Paras will discuss using subtraction in step 5 to find elapsed time
*Paras will be provided with more practice problems if students are still not understanding.
 In the beginning of the next group, the answers will be talked about and discussed.
*Paras will ask students to discuss the steps individually
 Computer access
 Writing
 Signing
Indicators in bold are specific to edTPA

NAME: Kaylee Lamb LESSON: Elapsed time within 1 hour and 30 minutes GRADE: 5th grade

learning?]  Listening
 What functions are  Reading
necessary for this  They will be writing/drawing on their whiteboards or computer (goformative)
lesson, i.e. write, sign,
listen, read, etc?
 In what form will the
students produce their
work to demonstrate
their understanding of
the objective(s)?