Feeding Time! Lesson Plan Model -- Madeline Hunter's Seven Step Lesson Plan
Grade 1st Grade
Subject
Mathematics / Number Sense and Operations
Lesson Summary Students pretend to be zookeepers as they create a feeding schedule for all the animals
State or Common Core Standards 1 MD B 3
Measurable Objectives
Anticipated misconceptions
● What misconceptions do you anticipate students may have during this lesson?
● How will you address the misconceptions?
Assessment:
● How will you know whether your students have made progress toward the objective?
● How and when will you assess mastery?
Students will be able to tell time to the half hour.
- Mixing up the big hand with the small hand on an analog clock
- Misunderstanding the place of hours and minutes on a clock
- To address misconceptions, have students handle various analog clocks in the classroom touching the hour and minute hand to see the difference
- Have students practice telling the hour first
- Students will know the parts of a clock.
- Students will know time to the hour and half hour.
- Assessment will take place throughout the lesson with open-ended questions.
- Students will use whiteboards to write the times I am showing on my teacher tablecloth clock after I model some time examples first.
I.Gettingstudentssettolearn
Please use the prompts/information below to respond in the space to the right:
Step 1: Review -- Typically at the beginning of the lesson, review previous material that is relevant to this lesson.
Response (include specific details about content being taught so that anyone can pick up your lesson and teach to it)
To begin the lesson we will review as a whole class the parts of a clock and time to the hour before starting the work for the day’s lesson. To connect material I will approach the lesson with parts of our day that start with the half hour.
Example: “Today we are working on time to the half hour. Many parts of our day start on the half hour. Lunch starts at
Step 2: Anticipatory Set -- Getting students to focus their attention on the material to be presented -- getting them interested or prepared for what they are about to learn
Step 3: Objective/Standards -- State the objective AND standards for the lesson.
What are the identified social and learning needs of your students?
English learners
Students with special needs
12:30. Science starts at 1:30. We get on the bus at 3:30. It is important we know what the clock looks like at those times ”
To get students focused and interested I will bring in a variety of different clocks in different colors and sizes Students will be drawn to the physical object of the clock I will tell them we must be silent for a minute “Let’s listen to the clocks tick ” With the sound of multiple clocks the ticking will be heard by the students
Objective: Students will be able to tell time to the half hour. Standards: 1.MD.B.3
Tell students, "Your thinking job is, “How do I tell time to the half hour?”
Response
Bring in clocks to represent students' home language if possible Show students a clock in their language Example: Clock with Vietnamese numbers on the face if you have any Vietnamese students
Allow additional time to think therefore, “not only making sure students understand the problem but also that they have enough space and time to process the information and organize their thoughts” (edutopia org)
There might be a blend of visual or auditory deficits in the class An activity of pair-share and grouping students with a mix of intellectual strengths and weaknesses in order to help fellow classmates
ALL students Allow students additional time to handle clocks and the option to come back to the clocks to observe the hands moving All students will have a clock within their small group They will also have a walk around time to observe the other groups' clocks
II.Instruction
Please use the prompts/information below to respond in the space to the right:
Step 4: Input and Modeling -Presenting new information to students Once the material has been presented, using them to show students examples of what is
Response (include specific details about content being taught so that anyone can pick up your lesson and teach to it)
Start the lesson with “When we tell time to the half hour, we are looking at what happens when the minute hand gets on the 6, or halfway around the clock ”
expected as an end product of their work.
Explain to students there are steps for telling time:
1 Start with the hour hand Circle it
2 Write the hour
3 Look at the minute hand Count by 5s
4 Write the minute
Using a large tablecloth clock laid out on the floor. All will sit on the floor and students will view teacher modeling correct time with time being allowed for students to think about the answer Students will be given the opportunity then to move hands to correct time before moving to guided practice.
How will you present new information to address the needs of
English learners
I will speak clearly and give attention to key vocabulary
Explain: “Watch my clock Let’s pretend it is 8:00 8:00 is when we start centers Who can tell me how to make it show 8:00?”
Next: “Now one of our centers lasts 30 minutes So my minute hand has to move 30 minutes Watch what happens when I make my minute hand go 30 minutes on the clock How did the clock change?” Time allowed for explanation
Students with special needs
Additional support will be provided as well as additional time given to complete assignments Extra time spent with the teacher on the tablecloth clock when others move to group guided work
ALL students
III.Checkingforunderstanding
Please use the prompts/information below to respond in the space to the right:
Step 5: Checking Understanding
-- Determining whether or not students are making sense of the material as the material is being presented
As we move into groups, I will spend time within each group as I walk around to observe All will have time and opportunity to view and handle the clocks brought in as we practice the half hour
Response (include specific details about content being taught so that anyone can pick up your lesson and teach to it)
As students write individual responses on their whiteboards to write the times I show on my tablecloth clock I can view the room and see whose time is not matching the time I am holding up. I will also want to note if the time is altogether off
Step 6: Guided Practice --
Immediately after instruction students are given the opportunity to apply or practice what they have just learned and receive immediate feedback
mark or if the student is possibly mixing up the hour and half hour hand. I want to assess where the misunderstanding is entering
Partner talk: What do we do to figure out the time when the minute hand is on the 6? (Count by 5s).
I will use my tablecloth clock to display a time allowing students to think before writing their answers of the time on their whiteboards.
I will continue to use “30 minutes later” language to prepare students for elapsed time
Response (include specific details about content being taught so that anyone can pick up your lesson and teach to it)
English learners
Approach each English learner within the classroom during guided practice time asking a specific time question they can point to and say. I want to observe each English learner completing at least one time telling each in this manner and more as needed.
Students with special needs
Additional time and support provided Close monitoring will occur as students are practicing a task for the first time Pair-share opportunity provided here for students to help each other
ALL students
Guiding questions provided:
- Why are we saying “30” for the minute?”
- Why do we have to count by 5s?
- Why is that the hour? It’s not on that number!” (Lean Back” mnemonic)
- The minute hand is on the 6, why can’t I write 6 for the minute?”
IV.Independentpractice
Please use the prompts/information below to respond in the space to the right:
Step 7: Independent Practice -- After students appear to understand the new material, they are given the opportunity to further apply or practice
Response (include specific details about content being taught so that anyone can pick up your lesson and teach to it)
Students become a zookeeper and make a feeding schedule for the animals.
https://teaching.betterlesson.com/lesson/resource/2432413/gr oup-a b c-zoo-schedule-docx
using the new information. This may occur in class or as homework, but there should be a short period of time between instruction and practice and between practice and feedback
This worksheet allows students to become a zookeeper. They need to fill in their feeding schedule for all the animals
Students will have to cut the clock time and paste it next to the time that reads when the animal needs to be fed.
(Ex. Feed the horses at 1:30. Students will need to cut out the image of the clock representing 1:30 and glue the clock next to horses).
How will you differentiate independent practice for...
English learners
Response (include specific details about content being taught so that anyone can pick up your lesson and teach to it)
English learners may need help with homework sheets as non-speaking English families may not be able to help the students Help in class will be provided for English learners who struggle with homework
By creating early on in the school year partnerships with families because, “As teachers learn to respect the contributions of the families’ culture to the classroom, the families, in turn, gain respect for the work of the classroom teacher” (Van de Walle, et al p 105) Build these connections with families to encourage reaching out when students are struggling with school
Students with special needs
Students practice just identifying what hour it is when the minute hand is on the 6. After they determine the hour, they will count by 5s to “prove” that the 30 is correct
- (I will work with these students in a small group)
ALL students
Students will bring their feeding schedule worksheets back to the rug. Students will pair up and “check” the first time. Does it say 1:30? How are you sure?
References:
Better Lesson (2020) Feeding Time! Retrieved from: https://teaching.betterlesson.com/lesson/523268/feeding-time?from=cc les son
Burns, A C (2005) Teaching Experientially with the Madeline Hunter Method: An Application in a Marketing Research Course. Retrieved July 19, 2010 from: http://sbaweb.wayne.edu/~absel/bkl/.%5Cvol32%5C32ah.pdf
Madeline Hunter’s Lesson Plan Retrieved July 19, 2010 from: http://template.aea267.iowapages.org/lessonplan/index.html.
Noonoo, S (2023) Edutopia 4 Strategies to help English Learners Master New Math Skills Retrieved from: https://www.edutopia.org/article/4-strategies-to-help-english-learners-master-new-math-skills/
Van de Walle, J., Karp, K., Bay-Williams, J. M., (2019). Elementary and Middle School Mathematics: Teaching developmentally (10th ed ) Pearson