English As a Second Language Lesson Plan

English as a Second Language Lesson Plan Teacher: Katie Mattie Day/Date: March 28, 2012 Grade Level & Subject:K-1 & Math Lesson and/or Unit Title: Telling Time Amount of Time: 15 minutes for Pre-Assessment; 45 minutes for workstations (15 minute rotation period)

Common Core Standard(s): 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Language Proficiency Level: Speech Emergence Student Learning Objective(s): 1. The learner will distinguish the half-past hour and 15 minute intervals. 2. The learner will know how to determine the time of day using 30 and 15 minute intervals. 3. The learner will understand what half-past hour mark is and where the 15 minute intervals are. 4. The learner will understand how to give a more accurate label of a more advanced time. Assessment For Learning (Summative Or Formative): Summative Assessment: At the end of the final lesson, students’ will be quizzed on their overall knowledge of telling time. Students’ will interact with the teacher during a time guessing game. A clock will be displayed on a board with two hands that represent the hour and minutes. The hands will be movable. A teacher will have guessing cards and each student will be called on to answer that question. In order to answer the question, the student will come up to the game board and display the correct time that matches the answer on the guessing card. The questions will include answers for hour, half-hours, and quarter times. Each student will have five chances. Each chance is worth ten points. The amount of points a student has will determine their grade for the overall activity. Lesson Outcome(s): 1. The learner will develop an interest in determining the advanced version of time. 2. The learner will be enthusiastic about being a time monitor. 3. The learner will continue their curiosity observing the classroom clock to check for the time on daily classroom routines. 4. The learner will interact with online time games that they personally choose to complete outside of the classroom. Key/Essential Questions: 1. What is an analog clock? 2. What is a digital clock? 3. Which is the hour hand? 4. Which is the minute hand? 5. How do we tell time? 6. How do we say what time it is? 7. How do we write what time it is? 8. What does half-past the hour mean? 9. What numbers indicate the 15 minute intervals? Key Vocabulary (CALP) Activity:  Analog Clock- Present the students with an analog clock. Label the clock and have them practice writing the name of the clock.  Digital Clock- Present the students with a digital clock. Explain to them how the clock works. Label the clock for visual representation. Have the students practice writing the name of the clock.  Hour- Show the students which hand is the hour hand on an analog clock and which part is the hour part on a digital clock.  Minute- Show the students which hand is the minute hand on an analog clock and which part is the minute part on a digital clock.  Half-hours- Show the students which number on the clock represents the half-hour mark. Discuss with

1 students that the half-hour mark means that it is half past the hour, or 30 minutes after the hour.  15 minute intervals- Show the students which numbers on the clock represent when it has been 15 minutes. Complete this activity to represent a 15 minute interval.  One o’clock, Two o’clock, Three o’clock, Four o’clock, Five o’clock, Six o’clock, Seven o’clock, Eight o’clock, Nine o’clock, Ten o’clock, Eleven o’clock, Twleve o’clock- Describe to the students about the numbers on the clock that represent a certain time of the day. Discuss with students that each number represents that time of the day such as one on the clock represents one o’clock. Same with the other numbers as well. Materials/Items Needed:  Computers  Pencils  Just in time Game board  Cut out clocks for the Routine booklet Hook/Engage:  Clock Dance Activities:  Online Time Crossword Puzzle  Routine Booklet  Just in time game Real-Life Connection: Students need to understand how to tell time. They need to know what time it is so they can get up and get to school on time, when their parents will pick them up, what time to go to bed to get the proper amount of sleep, and to see when their favorite show will come on. When students have become adults, they will need to know how to tell time so that way when they get a job or have an interview they can be there on time or early. Assignment Extension: Students will practice writing down the time of the evening and what activity they are completing at that time. Instead, of using regular time like o’clock, they will practice using half-past the hour and 15 minute interval terms. This will give them extra practice and help them create real-life experiences. Differentiation Notes: Technology Integration Students will have the choice to work with their peers in Highlight desired bullets; check all that apply their groups of work one-on-one with the teacher. ESL  Word Processing students and special needs students will require some  Power Point extra attention to help them get a better sense of what  Internet Resources the lesson is pertaining to. Extra demonstration and  Graphics/Charts visualization may be in order.  Internet Research  Web 2.0 Tool(s)  Interactive whiteboard  Other:

Teacher Strategies - Best Practices (Highlight the row you wish to select; check all that apply)

 Student choice  Modeling reading strategies  Modeling writing strategies or the writing process  Cooperative learning  Reading aloud  Independent Reading  Writing before and after reading  Implementing pre, post, or during reading activities  Teaching metacognitive strategies/reading strategies  Hands-on learning/manipulatives utilized  Small group  Higher-ordering thinking skills

2  Real-world connections  Criteria charts created (student-driven; supports learning by defining and clarifying a task )  Rubrics created (student-centered)  Mentor texts  Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)  Research/research materials  Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)  Classroom/Literacy library  Writing workshop time o Teaching grammar and mechanics in context  Conferencing  Other (please explain)