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EL Support Lesson
Time Between Rings
Students will be able to describe the concept of elapsed time.
Students will be able to discuss the time between timer rings with grade-appropriate vocabulary words using sentence frames and analog clocks for support.
- Gather students together in front of the whiteboard.
- Display the Analog clockAnd Digital clockSo all students can see. Say, "I want you to think about what you see and why these items are important. Turn and talk to a partner and justify your reasoning."
- Provide sentence stems, such as:
- These items are important because ____.
- These items help me because ____.
- Jot down student ideas on the whiteboard and say, "These items are clocks. Clocks are important because they show us the Time. We use time to keep track of what's going on throughout the day."
- Write down the language objective on the whiteboard and explain any words that might be difficult for students to understand. Have students think-pair-share the language objective in their own words to an elbow partner.
Explicit Instruction/Teacher modeling(5 minutes)
- Pass out the Vocabulary Cards worksheet to each student and separate them into groups of five.
- Keep the analog clock and digital clock (both with current times) on display in the front of the room.
- Read through the Vocabulary Cards, using the student-friendly definitions.
- Ask students to refer to the visuals on the Vocabulary Cards and explain how they relate to the definition. Ask students to explain how the visual helps them understand each vocabulary word. Provide sentence stems, for example:
- The visual helps me understand ____(word) because ____.
- Call out the following vocabulary words one at a time—Colon, Analog clock, Digital clock, Hour hand, Minute hand—and ask student volunteers to come up to the front of the classroom and point to the corresponding object that shows the vocabulary word (e.g. point to the colon on the digital clock).
Guided practise(10 minutes)
- Project the Record the Time worksheet on the whiteboard and pass out copies to each student.
- Get out the timer and explain to the students that as they have conversations with their peers in their small groups, you will secretly set the timer to go off after a certain amount of minutes.
- Provide students with an example by setting the timer for one minute. When the timer goes off, sketch a picture of what the analog and digital clocks look like on your Record the Time worksheet in the "Start Time" section of the first problem. Ask the students to copy down your example on their worksheets. Set the timer again for one, two, or three minutes, and instruct students to talk until the timer beeps. When the timer beeps, record the time in the "End Time" section of the first problem.
- Explain to the students that you want them to think about how much time Elapsed, or went by, from the start time to the end time. Hold a discussion about which clock makes it easier to tell how many minutes passed. Clarify that the analog clock can be tricky to read to minutes or seconds. Elaborate that it can also be tricky to sketch a picture of the exact time on the analog clock if the time isn't to the nearest five minutes or hour.
- Record the time that passed (ignore the hours, use only the minutes) in the "Time Passed" section on the worksheet.
- Repeat the process above and ask for a student volunteer to help you complete the second example on the worksheet. Clarify any confusion and guide the student to figure out the elapsed time accurately.
Group work time(10 minutes)
- Ask students to refer to the analog clock and digital clock in the front of the room to record the start time in the last example on the Record the Time worksheet.
- Set the timer for one, two, or three minutes and instruct students to converse during that time.
- Have the students record the end time on their worksheet and calculate the amount of minutes that have passed together in their groups. Rotate around the classroom and check for student understanding.
- Instruct each group of students to count off by the number of students in the group (ie. 1, 2, 3, 4, 5).
- Say, "I want you to think about how you figured out the amount of time that passed from the start time to the end time. What strategy did your group use? Use the sentence frames to explain your reasoning to your peers."
- Provide sentence frames, such as:
- The strategy we used was ____And it worked because ____.
- The strategy we used was ____And it didn't work because ____.
- Next time, I will try to ____To figure out the elapsed time.
- Give students a few minutes to make sure everyone in the group can explain what strategy they used to figure out the elapsed time from the start time to the end time. Encourage students to jot down notes or visuals on their worksheets to detail their process.
Additional EL adaptations
- Allow students to work in a small, teacher-led group or partner them with a student who speaks the same home language (L1), if possible.
- Allow students to explain their answers in their home language (L1), if possible.
- Encourage students to share their ideas without referring to the sentence stems/frames for support.
- Call on students to help during guided practise.
- Call a random number (one of the student numbers). The students with the number called are the reporters for their group. The teacher asks the reporters, one at a time, to explain how they figured out the elapsed time, to agree/disagree with the previous reporter's solution, or to justify the reasoning of their group in some way. Do not share the correct answer until all the groups have shared.
Review and closing(3 minutes)
- Instruct students to complete a think-pair-share and discuss situations when it would be important to figure out how much time passed. Provide sentence stems, such as:
- It is important to understand elapsed time because ____.
- An example of a situation when I need to figure out how much time has passed is ____.