Rcq micro power point lesson plan using assure model

Lesson Plan using ASSURE Model

Roseann Quenga
ED271
“Time for Time”

Alignment
• This lesson is aligned with the Guam Department
of Education K-12 Content Standards and
Performance Indicators (2010).
• Standard: (Input #) ex. 8 Health Advocacy
• Demonstrates: (Input info) ex. The ability to
advocate for personal, family, and community
health.
• Performance Indicator: (Input #) ex. MS.8.2
• Demonstrate: ex. How to influence and
encourage others to make positive health
choices.

General Characteristics
• In my class is have twenty-three (23) 2nd Grade
Students
• 10 males, 13 females who are 7-8 years old
• 1 student with hearing impairment (hears with
assistance of hearing devices and is seated at the front
of the classroom.
• The class is culturally diverse. However students of
Micronesian, Chamorro and Filipino origins dominate
this demographic. The students come from families of
various socioeconomic status however, most are from
lower/middle class families.

Entry Competencies
• Introduce the topic on Time and show the children a
large clock on the whiteboard.
• Explain 'to' and 'past' the hour and point out where
quarter past, half past and quarter to are on the clock.
• Explain that each number on the clock is worth 5
minutes. Ask the children to count in 5s as you point to
the numbers on the clock and the children to set their
own clocks to whatever time you call out.

• Watch Learning Zone Class Clips - How to read a
clock to the nearest 5 minutes.

Early Competencies
• Introduce the topic on Time and show the
children a large clock on the whiteboard.
Explain 'to' and 'past' the hour and point out
where quarter past, half past and quarter to
are on the clock. Explain that each number
on the clock is worth 5 minutes. Ask the
children to count in 5s as you point to the
numbers on the clock and the explain to the
students that they will set their own clocks
to whatever time you call out.
• Watch Learning Zone Class Clips - How to
read a clock to the nearest 5 minutes.

Learning Styles
• Most of the students in my class are excellent in
Reading and Language Arts.
• Majority of my students are kinesthetic learners and
visual learners. Two to three are auditory and textbook
oriented where they could read and answer questions
when asked orally or in written format.
• Some of students prefer to work in groups and learn
better in cooperative team settings.
• Some students prefer to work individually and perform
better themselves as opposed to group work.
• The students understand the requirements of an
assignment when given a rubric.

State Objectives
In this 45 minute lesson, the students should be able to do the
following with 100% success with little or no difficulty

• Students will recognize the time on an analog
clock with little to no difficulty.
• Students will be able to tell time using an analog
clock.
• Students will tell time by the hour and by five
minute increments.
• Students will work cooperatively in groups of
two.

Select Media, Materials, and Methods

Select Media, Materials, and Methods
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Prezi
Microsoft Word
Access to Internet
Computer
Projector
Online Video “Time for Friends” by Luke A. Holzmann
Assorted Clocks (Individual Manipulative Clocks)
White Board and White Board Markers
Paper Plates
Assorted Colored Markers
Different Printed Time on Cards
Blank Clock Print Out
Brad Fasteners
Hour and Minutes Cut Outs

Utilize Media, Materials, and Methods
• http://www.sonlight.com/images/products/RM31-l.jpg

Preview of Materials:
• Students watch a video titled “Time for Friends”.
• After watching the video, the students will look at assorted
Clocks (Individual Manipulative Clocks).
Prepare Materials:
• Ensure projector works
• Internet, Prezi, Microsoft are functioning
• Make sure each student has Paper Plates. Assorted colored
markers, different printed time on cards, blank clock print out,
brad fasteners, hour and minute cut outs

Utilize Materials:
• Show a video titled “Time for Friends” to the students.
• After watching the video, the students will predict which
hand to use to tell time.
• The students will then get into groups of 3 or 4. The
teacher will distribute the information to each group.
• Using the given information, that serves as their tools,
students will have to make a clock when given the
materials.
• Each group would then have a chance to create a
presentation on the computer and input their times. The
computers in the class would serve as the chosen software
to use for their data and presentation.

Utilize Media, Materials, and
Methods
• 1) Pass out one paper plate, blank clock print out, sample clock with
numbers, hour and minute cut out, markers and brad fasteners.
• 2) Tell students to look at the sample clock print outs and write the hours
of the clock as shown form the print out. The students should write only
numbers 1-12 and then numbers in fives (five, ten, fifteen, etc.)
• 3)Assist the students with attaching the hour and minute hand cut-outs,
the clock with their written number and the brad fastener to the paper
plate. The paper plate and cut outs should already have a hole for the
students.
• 4) Once the paper plate clocks are completed, the students will have one
minute to place their analog clocks on the time given to them on the cards
taped face down in front of them.
• 5) The students will take turns and one by one show their printed cards of
the digital time and share with the class their analog time on their paper
plate clocks.

Require Learner Participation
• After watching the video and looking at the assorted clocks,
students will count by fives and identify the hour and minute hand.
• Students will then get into groups of 3 or 4. Materials will be
distributed to students to create a clock.
• After making a clock, students will discuss which hand to use to tell
time and count by fives.
• Once the paper plate clocks are completed, the students will have
one minute to place their analog clocks on the time given to them
on the cards taped face down in front of them.
• The students will take turns one by one to show their printed cards
of the digital time and share with the class their analog time on
their paper plate clocks.
• This lesson does not need any modifying for my student with
hearing impairment.

• After watching the video about “Time for Friends”,
students will discuss about the video. (Reflection)
• The assorted clocks is shown to students, and students
in group discuss how to count by fives and identify the
hour and minute hand.
• The pictures of different clocks are shown to students
and students will be asked to identify the time on the
clocks.
• Students create an example of a clock taking into
consideration the hour and minute hands by counting
in fives.

• Place the students into cooperative groups of three or four.
Explain they will be working together to match the time on
the digital clock to the analog clock using the computers in
class with the internet resource provided. (apples4teacher)
• Students will log into the website and play the educational
game “Time for Friends”.
• This lesson does not need any modifying for my student
with hearing impairment. Student will be paired with
buddies.
• After students have practiced with his or her partners,
assess students individually using the website listed in the
assessment strategies.

Evaluate and Revise
• The lesson will close with a brief summary from the
teacher.
• This introductory lesson on telling time exposes students to clocks and

how they work. Students will begin to understand how to tell time and
how the two separate hands on the clock operate. They will also gain an
understanding of the concept of time in general.

• An evaluation will be conducted on the students at
the end of class before they leave.
• Questions on the evaluation will include:

Evaluate and Revise
After completing the lesson,
• Do the students have a better idea of the moving parts on the
face of the clock and what they tell us?“ (Hands and the hour
and minute)
• Are the students able to tell how many minutes are in one
hour?"(60).
• Can the students set their clocks to the time that the teacher
has modeled on a digital or analog clock?
• Are the students able to present their finished product and
share with the class their analog time?
• Can the students write on a sheet of paper what the time
would look like on a clock after the teacher orally gives
random times and ask the students to attempt to set their
clocks to the correct time? (Monitor students for understanding by
walking around the room as you call out the different times).

Evaluate and Revise
• After completing the lesson,
• Can the students match the time on the analog clock
with the digital clock using the computers in class with
the internet resource provided?
• Can the students log into the website and play the
educational game without little to no difficulty?
• Overall, do the students have a better idea of telling
time?

Evaluate and Revise
• Teachers will be able to evaluate the
understanding of the child’s ability to tell time.
• Whole group assessment can be recorded on
a calendar grid, checklist, or rubric as to
whether the children are able to number the
clock correctly and their ability to set the clock
for different times following teacher
directions.

Rcq micro power point lesson plan using assure model

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Rcq micro power point lesson plan using assure model