| CCSS Code e.g. RL.K.5 | OUTCOMES (Lesson Focus) What will the students know or be able to do at the end of the lesson? | ASSESSMENT How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment. | STRATEGIES In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement. | 3 HOT QUESTIONS e.g. one should be on knowledge, one on application, and one on synthesis or evaluation. |
Mon | PK.MD.1PK.CC.1 RL.PK.1
| The children will be able to tell time to the hour on an analog clock. | What do we use to tell time?
| - The teacher will ask the children to name an event that takes place at almost the same time every day.
- The teacher will explain that a clock is used to tell time.
- Point out the long hand and the short hand and the numbers 1 to 12 on the clock face.
- Have the children say o’clock when the long hand, is pointing to the number 12.
- This is when the time is on the hour.
- Move the hour hand to show 1 o’clock. When the short hand, or hour hand, is on the 1, it is 1 o’clock. the short hand tells the hour.
- Ask the children: What do you usually do at 1 o’clock in the afternoon?
- Repeat, showing 2 o’clock, 3 o’clock, and so on.
- Discuss what activities children usually do at each hour throughout the day.
- Ask: What activity we do at 8:00 o’clock? What do we use to tell time? How does a clock helps you?
| - What activity we do at 8:00 o’clock?
- What do we use to tell time?
- How does a clock helps you with your activities?
|
Tues |
| Music | Music | Music | Music |
Wed | PK.MD.1PK.CC.1 RL.PK.1 SL.PK.5 | The children will make clocks out of paper plate to tell time. | What time is it in your clock? | - Ask the children the following questions: What activities do you do at in the mornings? What do we use to tell time? How does a clock helps with your activities?
- Explain that clock making is an ancient art, and that some people collect clocks for their beauty.
- Distribute paper plates, crayons, minute hand, hour hand, and brads.
- The teacher will model make an analog clock.
- Help the children put together their analog clock.
- Explain how to use the clock.
- Model and identify 4 o’clock.
- Have the children move the hour hand to 4 o’clock.
- Move the hour hand around the clock face to show various hours.
- Have the children move the hour hand around.
- Ask: What activity we do at 8:00 o’clock? What do we use to tell time? How does a clock helps you?
| - What activity we do at 8:00 o’clock?
- What do we use to tell time?
- How does a clock helps you?
|
Thurs | PK.MD.1PK.CC.1 RL.PK.1 | The children will be able to tell time to the hour on an analog clock. | What time is it? | - The teacher will ask what do we use a clock for?
- Distribute small analog clock.
- The teacher will review how to use a clock.
- The teacher will display an analog clock showing 3 o’clock.
- Have the children place a finger on the short hand of the clock and place it on the number 3.
- Ask: What hour is the small hand pointing to?
- Distribute Activity P. G 5.
- Have the children tell what hour does the short hand is pointing at.
- Have the children write in the number on the line.
- Help the children complete the activity page.
| - What time is it?
- How do you know that is the time? Where will the long hand point for every time on the hour? (12)
|
Fri |
| School closed | School Closed | School Closed | School closed |
| | Bloom’s Taxonomy (HOTS Questions) -Knowledge -Comprehension -Application -Analysis -Synthesis -Evaluation | School Grade Weighting Scale:
Tests (40%): Quizzes (20%): Classwork/ Participation (15%): Homework (5%): Projects/ Portfolios (20%): | Vocabulary words for week: 1. clock 6. shorthand 2.o’clock 7.longhand 3. time 8. 4. day 9. 5. night 10. | Use of Technology:
____ Smartboard
__+__ Student Response System
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