IEP Goal:
Content (concepts, information, skills,
By June 8, 2015, when given math
new vocab, etc.):
measurement problems representing the
New concept with a.m. and p.m.
scope of 3rd grade level for math computation, New skill in being able to determine if time is
S will be able to correctly answer 15/16 (75th a.m. or p.m.
percentile) correct problems in 2 out of 3 trials Vocabulary= midnight, noon, a.m. p.m.
as measured by curriculum based
measurements.
Procedures/Activities:
Teachers Role/What Im doing:
1. Get students attention
2. Academic review /Gather
1. I need your eyes on me in 5, 4, 3, 2, 1. Thank you.
background knowledge
3. State instructional
2. Before we get started on our lesson today class, what does
objectives
the little hand tell us on an analog clock? Good, and what about
4. Review behavior
the little hand? Perfect! (Pull out paper plate clocks made from
expectations
day before) I want each of you to show me 11:15 on your
clocks. You guys are so smart I cant even trick you.
3. So after we are done with our lesson today you will be able
to tell me, what a.m. and what p.m. means in time and why
they are different.
4. Remember I need all of you to be apart of our group, be an
active listener, respond on my signal, keep a positive attitude,
and show me your best work.
5. Instruction
a. Model
b. Guided Practice
c. Guided Group
Practice
d. Independent practice
e. Error Correction
5.
a.
Who knows what time school starts? Thats right it starts at
8:30. Does school start at 8:30 in the morning or 8:30 in the
evening? Yep, it starts at 8:30 in the morning. So we know that
with time there are the morning times and there are the
evening times. We call that a.m. and p.m. What about if I said
we eat lunch at 12 oclock noon. Would noon be in the morning
Date: 12.2.14
Behavioral Objective:
Be apart of our group
Be an active listener
Respond on my signal
Keep a positive attitude
Show me your best work
Instructional Materials Needed:
YouTube video, time line plot, 2 paper analog
clocks (a.m. p.m.), variety of picture activities
involving the a.m. and p.m., glue stick, blank
paper, a.m. p.m. worksheet, and a pencil.
3. Eyes on me
4. Students will give me a thumbs up when I
am done reviewing rules.
5.
a.
8:30
morning
afternoon
night
Procedures
6. Wrap up
a. Review key concepts/
Check for
understanding
b. Review objectives
c. Clean up
6.
a.
You guys are doing so great! Your ticket out today is to fill in
this worksheet. Pass out a.m. p.m. worksheet (attached to the
back of the lesson) Lets look at the instructions of the
worksheet. On a typical weekday during the school year, what
might you be doing at each hour of the day? Pay attention to
whether the time uses a.m. or p.m. Once you are done raise
your hand and I will come check it off and then you can go.
b.
Now you guys know the difference between a.m. and p.m. and
what midnight and noon mean.
c. CLEAN UP
b. c.
Students will put each picture near the time
and proper clock that it represents. Once they
are done they will glue each picture on.
d.
Students will draw an a.m. and p.m. activity
on each sheet and write the time of when the
activity takes place.
6.
a.
Students will fill out worksheet of a.m. and
p.m. Students will raise their hand when they
are done.
Adaptations/Modification
s/
Accommodations:
Amplified system
Larger print
Headphones for Z to tune
out background noise
Reinforcement
Procedures:
Token System
Verbal praise
Assessments:
Pre: I took a pre-assessment with the
easy CBM
During: Verbal responses, a.m. and p.m.
clocks, and drawing pictures of a.m. and
p.m. activities.
Post: a.m. and p.m. worksheet will help
me see what students comprehended
from the lesson. I will also give an oral
quiz at the beginning of the next class
about a.m. and p.m.
Follow-up Activities:
Measure and understand time intervals.