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