Telling Time Unit: (Based off the SIOP Model)
Context:
The setting where this unit will be implemented is in the Michigan area, along the outskirts of a larger city. The community's population is largely Hispanic, followed by a large African American population. Many of the Hispanic individuals in the community have immigrated to the United States in search of opportunity. A large number of African Americans historically lived in this area of the city before the Hispanic population moved in as well. The students who attend the school come almost entirely from the local community. This school is a public elementary school that goes from pre-school to grade five. The school has around four hundred students attending. Within this school setting, this unit will be taught within a second grade classroom, where students are around age seven. Half of the students in this class are male and the other half are female. The classroom also has a variety of cultural backgrounds represented. Half of the class is Hispanic, about one-third is African American, and the rest of the class is Caucasian, with the exception of one student from India. The primary languages and dialects of these students include Spanish, African American English, English, and Hindi. The socioeconomic backgrounds of these students also represent a wide range, from a lower level to middle class level. The students also come from diverse ability levels. Several of the students who do not have English as their primary language are about a year behind in their language abilities. They are also slightly behind in their content knowledge as a result. In contrast to this, a few of the students are performing above grade level expectations, and need more of a challenge provided in the classroom.
Theme, Description, and Outline:
The unifying topic through this math unit is telling time. The first lesson of this unit will introduce students to the two types of clocks we use in the United States, both analog and digital. Students will gain knowledge and vocabulary revolving around the different parts of an analog clock. The parts of an analog clock we will look at include the hour hand, minute hand, second hand, and clock face. The parts of a digital clock we will look at include the number that represents the hour, the number that represents the minutes after the hour, and the colon that separates them. A pre-assessment will also take place during this lesson where students discuss how these parts might work together to help keep track of time. Students will then be introduced to how the hour hand on a clock operates to let us know what hour of the day it is closest to. The second lesson will be about telling time on an analog clock with both the hour hand and the minute hand. The third lesson will be about the importance of telling time in daily life. The students will connect time to the daily routines they go through in the classroom and come to understand how time structures life in the United States.
One major concept that will be highlighted throughout these lessons is that clocks help us divide and organize daily life. Students will then learn about how different cultures divide and organize time in different ways. Students will come to understand that the method of time they are learning is the United State's procedure for structuring time. Students will also gain a greater understanding of how time structures and organizes their daily lives, and will leave questioning and further exploring how time plays an active role in their lives.
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Context
Unit Overview
Lesson1
Lesson2
Lesson3
Sources
The setting where this unit will be implemented is in the Michigan area, along the outskirts of a larger city. The community's population is largely Hispanic, followed by a large African American population. Many of the Hispanic individuals in the community have immigrated to the United States in search of opportunity. A large number of African Americans historically lived in this area of the city before the Hispanic population moved in as well. The students who attend the school come almost entirely from the local community. This school is a public elementary school that goes from pre-school to grade five. The school has around four hundred students attending. Within this school setting, this unit will be taught within a second grade classroom, where students are around age seven. Half of the students in this class are male and the other half are female. The classroom also has a variety of cultural backgrounds represented. Half of the class is Hispanic, about one-third is African American, and the rest of the class is Caucasian, with the exception of one student from India. The primary languages and dialects of these students include Spanish, African American English, English, and Hindi. The socioeconomic backgrounds of these students also represent a wide range, from a lower level to middle class level. The students also come from diverse ability levels. Several of the students who do not have English as their primary language are about a year behind in their language abilities. They are also slightly behind in their content knowledge as a result. In contrast to this, a few of the students are performing above grade level expectations, and need more of a challenge provided in the classroom.
Theme, Description, and Outline:
The unifying topic through this math unit is telling time. The first lesson of this unit will introduce students to the two types of clocks we use in the United States, both analog and digital. Students will gain knowledge and vocabulary revolving around the different parts of an analog clock. The parts of an analog clock we will look at include the hour hand, minute hand, second hand, and clock face. The parts of a digital clock we will look at include the number that represents the hour, the number that represents the minutes after the hour, and the colon that separates them. A pre-assessment will also take place during this lesson where students discuss how these parts might work together to help keep track of time. Students will then be introduced to how the hour hand on a clock operates to let us know what hour of the day it is closest to. The second lesson will be about telling time on an analog clock with both the hour hand and the minute hand. The third lesson will be about the importance of telling time in daily life. The students will connect time to the daily routines they go through in the classroom and come to understand how time structures life in the United States.
One major concept that will be highlighted throughout these lessons is that clocks help us divide and organize daily life. Students will then learn about how different cultures divide and organize time in different ways. Students will come to understand that the method of time they are learning is the United State's procedure for structuring time. Students will also gain a greater understanding of how time structures and organizes their daily lives, and will leave questioning and further exploring how time plays an active role in their lives.
Click Here to Explore:
Context
Unit Overview
Lesson1
Lesson2
Lesson3
Sources
Evidence of Student Learning
I taught a portion of lesson 2 during my aiding placement. After I taught this lesson, my aiding teacher commented on how well the lesson went and explained how she observed the students really latching onto the concept by the end.