Artifact #3: Literacy Lesson Plan: Summarizing

Overview

This artifact is a standalone lesson I created for students during my field experience. It introduces students a strategy on how to

summarize text. The strategy, IVF, is a method is commonly used by teachers to teach students how to summarize text to capture the

main points. The lesson was for a Grade 5 class who were started a project in Social Studies and needed learn how to summarize

informational text. IVF, which stands for Identify the Item, select a Verb and Finish Your Thought, is an excellent method to teach

students to capture the main points of text, efficiently and succinctly.

I opened this lesson by asking students why it is important to be able to summarize text. Students answered that we need to

summarize to get the main points from the book. I then introduced to IVF and explained how to use the strategy. Using a PowerPoint,

I showed students a video on a dense topic: Google’s servers. Together we modelled how to capture the important points of the video.

By using the IVF on capturing the important points of a video, I demonstrated to students that IVF and summarizing is not limited to

books; it can be used to summarize just about anything. I asked for some examples of what else can be summarized and students

offered examples of audiobooks, magazine articles and movies.

I chose this artifact because it highlights my ability to teach literacy in the higher elementary grades. This grade 5 class is

enriched class and has two identified gifted students. One of these students learns grade 11 math. The challenge with this class is

challenging the students, including the two gifted students. For this lesson, I created an activity that would challenge each student.

After my instruction, students were told to work in their table groups of four, choose one of four approved informative videos, and use
the IVF technique on chart paper to summarize the video. Each group was then required to present their IVF summary of their chosen

video, to the class. The lesson was a success for two reasons. First, the IVF presentation each group delivered to the class was spot on

and showed me the understood the concept of IVF. Second, students were required to summarize texts for their Social Studies project.

They were asked to write their summaries in IVF and hand in this work. Their summaries were fantastic, and they used the IVF

strategy wonderfully, which allowed them to create excellent, reports in their own words.

Connections to Standards

INTASC Standards

Standards #1, #2, #3 and #4 are relevant for this artifact. For this lesson, I considered different learners needs,

addressing their strengths and weakness, as well as creating the instruction and activity with the gifted students in mind. One of the

gifted students has a problem staying on task, so I needed to ensure he would be challenged enough to stay on task. Standard #4 plays

an important role in this artifact, as it relates the environment I create for learners, which is a positive environment conducive to

learning. This standard also aligns to my ability to pull from students prior knowledge and experience to relate it to the lesson. I did

this my asking a lot of questions to activate prior knowledge. For example, I ask, “what do we know about summarizing? When do we

need to summarize a passage?”

NYS Code of Ethics for Educators

This artifact aligns with Principles #1 and #2 of the NYS Code of Ethics for Educators. In this artifact, I created a

lesson plan that allowed students to achieve their potential. I also applied my knowledge to promote student learning by
teaching students the IVF strategy. I also created a plan for students that is challenging and meets the needs of a variety of

learners.

NYS P-12 Common Core Learning Standards

Reading: Informational Text - RI.5.9 – Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.

Reading: Informational Text - RI.4.2 – Determine the main idea of a text and explain how it is supported by key
details; summarize the text.

TEAC/CEAC Claims

This artifact aligns with Claim #1 of the TEAC/CEAC Claims, which states that I have the knowledge and

preparedness to enter the teaching profession with aplomb.

ILA (Literacy)

2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language
comprehension, strategic knowledge, and reading–writing connections.

ISTE Standards for Educators

Standard #5 of the ISTE Standards aligns to this artifact. PowerPoint is a great to accommodate many types of learners.

Visual learners can read the text that are accompanied by relevant pictures. Struggling learners can read the text at their own

pace and use the pictures to make connections to the content. PowerPoint is a great tool for educators and has helped me to

present content in a meaningful to various types of learners. For this lesson, I used PowerPoint to introduce IVF Summary,
explain what it is and used graphics to present the main ideas to students. I also used YouTube to show the video on Google

Servers to model IVF for students. For their activity, students used a Chromebook to view one of the four preapproved videos.

CEC Special Education Standards for Professional Practice

For Gifted Students, this artifact aligns to 2.2 and 2.3 of the Standards for the Preparation of Advanced Gifted

Education Specialists. It is important to note that although there are two identified students in the class, the school does not

have a special program for gifted students, including IEPS. It is incumbent on the teacher to provide material to the class that

also challenges gifted students.

Ontario Curriculum Standards

Grade 7 - Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them
appropriately before, during, and after reading to understand increasingly complex texts (e.g., activate prior knowledge on a
topic through dialogue and discussion; use visualization and comparisons with images from other media to clarify details of
characters, scenes, or concepts; ask questions to monitor understanding; summarize sections of text during reading;
synthesize ideas to broaden understanding).

Ontario Teacher Ethical Standards

This artifact aligns with the OCT’s Ethical Standard of Care.

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Jonathan Itzkovitch Date: February 6,

2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _x______ Suburb: _______ Town:_______ Rural: ______

Grade level: __5______ Number of students in the class: __20______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
0

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students

0
 Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
0

Lesson ___1___ of a ____1__ Day Learning Segment

Subject and Lesson Topic: Literacy, Writing Workshop

Grade Level: 5 Lesson Duration: 40 mins

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of the segment is to teach students a variety of Reading Comprehension strategies, for example IVF.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students have learned, and continue to learn, narrative writing. They have learned how to write the beginning of a story, developing characters
and writing the ending of story. Students have been learning about taking notes for factual purposes but have not learned how to write a
summary.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students will learn how to write a summary compared to writing a story. Explain to students that when writing a story, we write a real or
fictional narrative. When we write a summary, we are writing just the facts. In a story, we have a conclusion or ending. Since a summary is
statements of facts, we only write the important facts of what we are summarizing.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Some students in the class are advanced in literacy, reading young adult and adult books during (D.E.A.R) Drop Everything And Read. Some
students take notes during class instruction to refer back to for assignments. Though these students have not been formally taught how to
summarize, they are doing so on their own.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

The instruction on writing a summary focuses on writing the salient points and facts of an article, novel or video. It is a skill and strategy that is
relevant to multiple forms of media. This lesson will teach students to read and listen (for audio/videos) with purpose and write the important
facts to effectively create a summary.

Curriculum Standards
Ontario
Grade 7 - Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and
after
reading to understand increasingly complex texts (e.g., activate prior knowledge on a topic through dialogue and discussion; use visualization
and comparisons with images from other media to clarify details of characters, scenes, or concepts; ask questions to monitor understanding;
summarize sections of text during reading; synthesize ideas to broaden understanding)

NYS P-12 Core Curriculum

Reading: Informational Text - RI.5.9 – Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
Reading: Informational Text - RI.4.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Students will be able to use the Identify. Verb. Frequent checks for understanding; groups will present
Finnish. (IVF) strategy to summarize a video or their summaries; Formal: Exit ticket to be submitted for
evaluation
passage.
SWBAT actively listen to a video to capture Frequent checks for understanding; groups will present
important facts to be used to summarize the their summaries; Formal: Exit ticket to be submitted for
evaluation
video

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Summarize After teacher models the IVF strategy, students will watch a short
Looking at your standards and objectives, video and will be asked to summarize the video by capturing the
choose the one Bloom’s word that best important facts stated in the video.
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Syntax
Describe ways in which students will organize
language (symbols, words, phrases) to
convey meaning.
Discourse
How members of a discipline talk, write, and
participate in knowledge construction and
communicate their understanding of the
concepts
Summary
Summarize
Facts
active listening
active learning
watching with purpose
IVF
Students will be expected to use
vocabulary in their sentences
while collecting facts from the
video and creating the summary.
In their groups, students will
discuss the facts they captured onward, students will be required to conduct research and collect
from the video and organize them information about topics. This lesson introduces students to
into a summary of the video.
Students will be expected to use
vocabulary related to writing a
summary, during their group
work and presentation.
Teacher to explain what a summary is and why we summarize texts
or videos. Teacher to explain the IVF strategy and how it will be
used as a strategy to write a summary. Teacher to inform students
that they need to watch the video with purpose; capturing the
important facts of the video.
“Let’s put all of our facts together to see if they match.”
“Using the IVF method, we can summarize the video with these
facts.”
“From the facts we got from the video, we wrote a summary that
summarizes the video.”
“By actively listening and watching the video, we were able to write
down important facts for our summary.
Students will learn why we write summaries and the importance of
writing the important facts to create a summary. In grade 6 and
summary writing and collecting facts.
 Accommodations and/or Modifications
Instructional Process and/or Supports
Anticipatory Set/Motivator
1) Teacher asks students the following questions:
- “Who knows what a summary is?”
- “Why do we need to sometimes summarize a book or video?”

2) Students respond: “Sometimes we need to collect the important facts and write what a book
or video is about. For example, we may be doing a project on Ostriches and want to write the
important facts about where Ostriches live and what they eat.”

Instructional Procedures

3) Teacher will let students know that today we will be learning how to write a summary. Writing
a summary is different than wiring a story. Teacher asks; “How do you think writing a summary
is different than writing a story?”
Students respond: “The important thing is, in a summary, there is no conclusion or opinion. A
summary is based on facts that we have read in a book or watched in a video.”
4) Teacher will ask, “How do we even begin writing a summary?” Teacher to introduce IVF
method using PowerPoint and explain that this method will guide us to create our topic
sentence and paragraph. (APPENDIX A)
5) I is for Identifying the Item; V is for Selecting a Verb and; F is for Finishing Your Thought.
6) Explain that there are four steps to writing a summary:
i) Write a summary topic sentence identifying the item, selecting a verb and finishing
your thought. This will be your first sentence
ii) Write out the topic sentence by combining IVF information
iii) Create a fact outline with 4-5 facts you collected from the video or text
iv) Put it all together and create your summary. Rewrite the topic sentence and turn your fact outline into
sentences.
7) Teacher lets students know that now they will be watching a video a s a calls and teacher will
demonstrate (model) IVF. Teacher to explain to students that they should actively watch the
video and take notes on the important facts, so that we can practice the IVF method together.
8) After video, teacher returns to the PowerPoint and demonstrates on to create the topic
sentence to summarize the video, using the IVF strategy.
9) Teacher has pre-written the fact outline in step three and ask students “thumbs up or thumbs
down” if they agree. If students do not agree, teacher will ask students what other facts
should be included.
10) Step 4 - In the PowerPoint, teacher to type out each sentence of the paragraph in real time,
illustrating how the paragraph is created using the topic sentence and the fact outline.
11) Teacher to explain to students that now it’s their turn to practice the IVF. Using a video, they
will create a summary paragraph using the IVF strategy.
12) Using table groups, each group will choose one of four pre-selected videos to summarize;
Videos on Slide 11 in PowerPoint
13) More than one group can choose the same video. Explain to students that summaries can be
different, as long as the important facts are included.
14) Boys should use a democratic process by each member of their group voting on which video
they would like to use. If a tie, rock paper scissors for tie-breaker.
15) While students are watching their video, let them know that they can use sticky notes to take
notes. After students have finished watching their video, teacher to hand out chart paper cut
in half. Inform students that one half is for the topic sentence and facts outline, and the other
half is for their summary paragraph. (Explain to students before they begin.)
Closure
16) Reinforce to students why we don’t conclude a summary; because we are just stating the facts
17) One group to present their facts outline and their summary paragraph. Time permitting, each
group should present their summary to the class.
18) Teacher asks students, “who can remind me the steps of IVF?”
19) Teacher to hand out Exit Ticket to students (Appendix B) and evaluate to see how much
learning had taken place.

Materials and/or Technology Tools

Whiteboard, Computer with PowerPoint, projector, Anchor chart paper x 4 cut in half, five student computers, 5 markers
Appendix A
Appendix B
Exit Ticket Name:
______________________________

What are the four steps of writing an IVF Summary?

1) ___________________________________________________________
_____________________

2) ___________________________________________________________
_____________________

3) ___________________________________________________________
_____________________

4) ___________________________________________________________
________
 16

[Back to Table of Contents]

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy.

Overview

This artifact is a Pecha Kucha presentation I created on Cerebral Palsy. A Pecha Kucha

Presentation is a style of PowerPoint presentation which contains twenty slides and is

overdubbed with the author’s voice audio of twenty seconds per slide. In it’s entirety the

presentation is 6 minutes and 40 seconds. It is designed to be efficient and succinct for the

audience. I have entered this artifact in my portfolio because it illustrates my knowledge of

working with children with special needs. Though I do not have practical experience with

students with special needs, I have a strong foundational knowledge and the compassion to work

with these wonderful students.

I created this presentation on Cerebral Palsy to inform other teacher candidates about the

challenges students with CP face in school. Though children with CP lack motor skills, they can

still thrive in the classroom. Technology has been a wonderful tool in teaching children with CP

because it not only allows them to communicate, but they can also do activities. Learn the

curriculum and create (i.e. written work, art, math, science, etc.). I learned so much through my

research on CP and I wanted to share it with other teacher candidates to inform enlighten them

on how to work with students CP and how rewarding the experience is. Moreover, I discovered

children’s books that address CP which can be used as a teaching aid.

 Connections to Standards

INTASC Standards

2(b) The teacher makes appropriate and timely provisions (e.g., pacing for

individual rates of growth, task demands, communication, assessment, and response modes) for

individual students with particular learning differences or needs.

2(h) The teacher understands students with exceptional needs, including those associated

with disabilities and giftedness, and knows how to use strategies and resources to address these

needs.

NYS Code of Ethics for Educators

This artifact aligns with Principle #1 of the NYS Code of Ethics for Educators,

which states that, “[e]ducators nurture the intellectual, physical, emotional, social, and

civic potential of each student. Educators promote growth in all students through the

integration of intellectual, physical, emotional, social and civic learning.”

CEC Special Education Standards for Professional Practice

As this artifact is an informative piece on students with CP, this artifact closely

aligns with both Standards #1 and #2.

#1. Maintaining challenging expectations for individuals with exceptionalities to

develop the highest possible learning outcomes and quality of life potential in ways that

respect their dignity, culture, language, and background.

#2. Maintaining a high level of professional competence and integrity and

exercising professional judgment to benefit individuals with exceptionalities and their

families.
 Ontario Teacher Ethical Standards

The Pecha Kucha presentation closely aligns with both Care and Respect under

the Ontario Teacher Ethical Standards. Teachers who work with students with CP – and all

special needs children – need be caring, nurturing and patient teachers, and be respectful of their

students.

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

Respect

Intrinsic to the ethical standard of Respect are trust and fair-mindedness.

Members honour human dignity, emotional wellness and cognitive development. In their

professional practice, they model respect for spiritual and cultural values, social justice,

confidentiality, freedom, democracy and the environment.

Pecha Kucha Presentation: Cerebral Palsy
[Back to Table of Contents]
Artifact #5: Math Lesson Plan: Telling Time.

Overview

Like literacy, math is a foundational skill. I enjoy teaching math at the primary and junior grades and have

taught math to Grade 1-2 students and Grade 5 students. I chose this artifact because it illustrates my ability to create a

a math lesson for Grade primary grade students. This lesson was taught to a Grade 1-2 split class, which means that I

needed to ensure that I covered the curriculum on Telling Time for both grades. In addition, in this class, there are two

ELL students, one from South Korea (Grade 1 student) and one from Afghanistan (Grade 2 student). Though both

students could read and write English, it was still important that I made sure they sat close to me on the carpet, so I

could check in with them frequently for understanding. I made sure that I had graphic organizers for these students and

spent five minutes with them after the lesson making sure they understood the content and the activity. There was also

a struggling math learner in the class, who receives similar accommodations as the ELL students. I made sure she sat

close to me on the carpet, so I could check in with her frequently. I also made a graphic organizer for her to help

explain the content and spent time with her during the class activity to ensure she understood the content. This artifact

demonstrates my ability to teach in a Grade 1-2 split class, teach ELL students, as well as struggling math learners. The

most important of the lesson however, was giving each student a toy clock with movable hands. I would ask the class,

“show me 2 o’clock on you clock,” and they would manipulate the hands and hold up their clock. I would also ask

them to show me on their clocks the time of events during the school day. For example, what time do they wake up, get
to school, have lunch, go home and go to bed. There were a lot of moving parts during the math period in this class but

it was a fun and rewarding experience.

INTASC Standards

This artifact aligns with Standards #1 a), b), d) e), f) Standard #2, Standard #3 Standard #4 and Standard

#5 of the INTASC Standards, as it touches many different aspects of my pedagogy, the classroom environment

and diverse learners.

NYS Code of Ethics for Educators

Standards #1 and #2 both align to this artifact.

NYS P-12 Common Core Learning Standards

Grade 1 - 1.MD.3 – Tell and write time in hours and half-hours using analog and digital clocks.

Grade 2 – 2.MD.7 – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m.

and p.m.

TEAC/CEAC Claims

Claim #1: The provider ensures that candidates develop a deep understanding of the critical concepts and

principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the

learning of all students toward attainment of college- and career-readiness standards.

 ISTE Standards for Educators

I used technology throughout this lesson and the unit. Using the SMARTboard, I used an analog clock to teach

students the parts of an analog clock. Students took turns playing a game on the SMARTboard, where they were shown

the time on an analog clock and had to choose the correct time from a three multiple choice questions. One activity that

got students very engaged was a game on the SMARTboard where students were shown the time on a digital clock and

had to move the arms on an analog clock on the smartboard to show the time displayed on the digital clock. Students

loved this activity and asked me frequently if they could play it, even after the Telling Time unit was completed.

This artifact aligns to these Standards of the ISTE Standards for Educators.

5a) Use technology to create, adapt and personalize learning experiences that foster independent learning and
accommodate learner differences and needs.
5b) Design authentic learning activities that align with content area standards and use digital tools and resources
to maximize active, deep learning.
5c) Explore and apply instructional design principles to create innovative digital learning environments that
engage and support learning.

Ontario Curriculum Standards

Grade 1 - Read demonstration digital and analogue clocks, and use them to identify benchmark times (e.g., times for
breakfast, lunch, dinner; the start and end of school; bedtime) and to tell and write time to the hour and half-hour in everyday
settings.

Grade 2 - Tell and write time to the quarter-hour, using demonstration digital and analogue clocks (e.g., “My clock
shows the time recess will start [10:00], and my friend’s clock shows the time recess will end [10:15].”);
Ontario Teacher Ethical Standards

Care
The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential.
Members express their commitment to students' well-being and learning through positive influence, professional
judgment and empathy in practice.
 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Jonathan Itzkovitch Date: April 4, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: X Suburb: _____ Town: _____ Rural: ______

Grade level: 1/ 2 Number of students in the class: 21

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
0

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
Student A – Korean native speaker; Student B – Arabic 2 Use of graphic organizers; meet with ELL specialist daily;
native speaker frequent check-ins for understanding

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 0

Lesson _2_ of a _3_ Day Learning Segment

Subject and Lesson Topic: Telling Time

Grade Level: 1 / 2 Split Lesson Duration: 55 mins

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to teach students a variety of strategies to tell time, on both a digital and analog clock.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Prior to the lesson, students learned fractions using pizza graphic organizers. Students learned ‘whole’, ‘half’, thirds’, ‘thirds’, ‘sixths’ and
‘eighths’. Some time was spent on having students understand quarters in anticipation and preparation for this unit. In the first lesson of this
unit, students learned the concept of time: an hour, a minute and a second. In addition, students learned how long different tasks and activities
take to complete. Students were introduced and spent five minutes getting acquainted with the educational toy clock they will be using for the
next two lessons.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The teacher will use students’ knowledge of fractions and fourths to teach the grade twos in the class telling time to the hour, half hour and
quarter hour. The grade ones will be learning how to tell time to the hour and half hour. Students will be frequently reminded to refer to their
fractions lessons to help them tell time, as this will be beneficial to this lesson.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students are eager to learn about telling time. There is a large educational ‘toy’ clock in the classroom and students ask when they will ‘get to
use it’. The community of learners in the classroom enjoy math and are keen to learn new mathematical concepts. Moreover, students in the
classroom are thrilled to be able to play with the educational toy clocks and learn how to tell time. There are two ELL students in the class who
will require frequent check-ins and some additional time to help them understand the concepts of the lesson.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

For this lesson. and subsequent lessons in this unit, students will be able to use the educational toy clocks as a manipulative to help them learn
how to tell time. ELL students in the class will greatly benefit from using the clock manipulatives for their workbook activities, and as an aid to
further understand the concepts of telling time.

Curriculum Standards
Ontario Curriculum Standards

Grade 1 - Read demonstration digital and analogue clocks, and use them to identify benchmark times (e.g., times for breakfast, lunch, dinner;
the start and end of school; bedtime) and to tell and write time to the hour and half-hour in everyday settings.

Grade 2 - Tell and write time to the quarter-hour, using demonstration digital and analogue clocks (e.g., “My clock shows the time recess will
start [10:00], and my friend’s clock shows the time recess will end [10:15].”);

NYS P-12 Core Curriculum Standards

Grade 1 - 1.MD.3 – Tell and write time in hours and half-hours using analog and digital clocks.
Grade 2 – 2.MD.7 – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that
identify what students will be able to do by the end of
the lesson and are aligned to the standards identified
above.
Students will be able to understand the
function of the hands of a clock
Students will be able to illustrate using the
clock manipulative, telling time to the hour,
half hour and quarter hour (Grade 2)
Students will be able to apply their
knowledge of fractions to tell time on an
analog clock
Using formal and/or informal assessment tools, how
will you evaluate and document your students’
progress on each of the objectives?
Informal assessment by walking around classroom
during workbook activity time and journalizing
student progress on a class checklist
Formal assessment through students’ math
workbook assignment
Informal assessment by walking around classroom
during assigned workbook activity time and asking
students to explain concept of fractions and fourths
to telling time on analog clock. (E.g. at a quarter after
the hour, how much of the hour has gone by?)
Document student progress on class checklist.
If applicable, explain how you will adapt
assessments to allow students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
Conferencing with ELL students during assigned
workbook activity time and checking in for
understanding.
Conferencing with ELL students during assigned
workbook activity time and checking in for
understanding. Use larger educational clock if
required along with graphic organizer.
Conferencing with ELL students during assigned
workbook activity time and checking in for
understanding.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Demonstrate Each student will have an educational analog ‘toy’ clock that they can
Looking at your standards and objectives, manipulate. Students will demonstrate their understanding of telling
choose the one Bloom’s word that best time on an analog clock by manipulating their clock to illustrate the
describes the active learning essential for correct time.
students to develop understanding of
concepts within your lesson.
Vocabulary Hour Teacher will use sentence strips to write each vocabulary. Teacher
Key words and phrases students need to be Minute will define each word, then add the word to the word wall for
able to understand and use Seconds students to reference.
Analog
Digital
AM

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
the concepts
Instructional Process
PM
Quarter past (the hour)
Half past (the hour)
Students will be required to write
the full time in their activity
workbook, thus illustrating their
understanding of how to correctly
write the time.
Students will use the vocabulary
learned in this lesson when talking
to their teacher and peers.
Students have math workbooks with activities for students to identify
the time on the analog and digital clock and writing the times (for
analog) beside.
Teacher will model how to write the time with examples, on the
smartboard.
During activity time, teacher will walk around and check in with
students on their progress. Teacher will ask students questions about
telling time and students will be required to use vocabulary and
language function when responding to the teacher. During group
work with their elbow partner, students will be required to use the
same discourse and language function with their peers.
Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator ELL students to sit close to the teacher to
ensure understanding of lesson content and
1) Teacher will ask students to join the teacher on the carpet. for teacher to provide further clarification.
2) Teacher will play intro of Pink Floyd’s ‘Time’ (the bells). Teach will let students know that today
they will continue working on telling time.
3) Teacher will ask students why it is important for us to be able to tell time?
4) Teacher will review the hands (parts) of a clock from previous lesson:
“What is the little hand of the clock called?” Students respond, “it’s the hour hand.”
“What is the big hand of the clock called?” Students respond, “it’s the minute hand.”
“Some clocks have a third hand.” What is the third hand called?” Students respond, “it’s the seconds
hand.”
“Which way do the hands move?” Student volunteer to come to front of the class to illustrate on
large educational clock.
5) Teacher will hand out educational ‘toy’ clocks to each student (APPENDIX A), and let students
know that together we will work on telling time!
Instructional Procedures ELL students to sit close to the teacher to
ensure understanding of lesson content and
6) Read “Dr. Seuss: Tell the Time” to the class. for teacher to provide further clarification.
7) Have students illustrate the times read on each page in the book, on their own clock, as teacher
models the time on the book’s clock. During partner work, ELL students will be
8) After reading the book, teacher will ask students if they can show times on their clock to the half strategically paired with a student of equal
hour. The book only shows to the hour. ability.
9) Teacher will ask students to show times on their clock. (During instruction teacher will ask
students to hold up their clock to show if they got the correct answer. Teacher will show students
the correct answer on larger educational clock.):
“On your clock, can you show me 6:30?”
“On your clock, can you show me 12:30?”
“On your clock, can you show me 9:30?
“On your clock, can you show me 2:30?”
10) Grade 1 students will work with a Grade 1 partner on the carpet, continuing to show the time to
the half hour on their clock, starting at 1:30 through to 11:30 (time permitting).
11) Teacher will ask Grade 2 students to show the time on the quarter hour on their clock. (During
instruction teacher will ask students to hold up their clock to show if they got the correct answer.
Teacher will show students the correct answer on larger educational clock.):
“This past weekend I went to a movie and the movie started at 7:15. Can you show me 7:15 on your
clock?”
 “After the movie was over, I went for coffee at 10:45. Can you show me 10:45 on your clock?”
“On Sunday I played hockey at 3:15. Can you show me 3:15 on your clock?”
“Taylor wakes up to go to school early, so she can catch the bus. She wakes up at 6:15. Who can
show me that on their clock?”
“Michael reads before he goes to bed. He reads for 15 minutes and then goes to bed at 8:45pm. Can
you show me that on your clock?”
“Stanley has soccer practice at 4:45 in the afternoon, after school. His mom picks him up to take him
to practice. He was 15 minutes late for practice, can you show me what time he arrived at practice
on your clock?”
“The gymnastics show will begin at 11:45 in the morning, can you show me 11:45?”
12) After activity, teacher to check in with all students. “Thumbs up or thumbs down, are you ok with
telling time on your clock?” Teacher to follow up with ‘thumbs down’ students.
13) Teacher will dismiss students in small groups to their desks to complete worksheets in the math
workbook.
14) Teacher will inform Grade 2 students to work on page 61 and 62 in their math workbook. Grade
1 students will work on page 51 and 52.

Closure

15) Five minutes before period ends, teacher will ask the class, “Who can tell me how many seconds
there are in a minute?” Students respond, “60 seconds”.
16) Teacher will ask students, “How do you know?”
17) Teacher will ask students, “How many minutes there are in hour?” Students respond, “60 minutes.”
18) Teacher will ask students, “How many hours are there in a day?” Students respond, “24 hours.”
19) Teacher will let students know that when they go home tonight, they should take note of how
long it takes them to do certain activities: brush your teeth, walk/drive to school, get dressed,
watch a TV show, fly on an airplane to (destination)?
Materials and/or Technology Tools
Book: “Dr. Seuss: Tell the Time”; Large Educational “Judy” Clock; 20 x small educational clocks; Math workbook, ‘Math Makes Sense’ Grades 1 & 2

Appendix A