### Lesson plan

# Tricky Time Telling

#### Learning Objectives

Students will be able to tell and show time using analog clocks.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(20 minutes)*

- Gather the students in a common area.
- Explain to students that today they will be exploring the concept of time and learning how to read an analog clock.
- Hold up or point to the analog clock on the wall. Explain to your students that an
**Analog clock**Is different than a digital clock because you have to learn how to read the time on the analog clock by looking at the moving hands on the clock and the numbers that go from 1 to 12. A**Digital clock**Displays the numbers and a colon separates the hours and minutes. The hour on a digital clock is on the left and the minutes are on the right. - Ask the students if any of them can read the current time on the analog clock. Call on a few students to try to figure out the answer.
- Ask the students what time they come to school in the morning and what time they eat lunch.
- Ask the students to show you the times using the small analog clocks.
- Continue asking the students a few questions about the times of certain important events throughout the day.
- Ask the students why time is important and what would happen if they didn’t pay attention to time.
- Explain to students that you will watch a brief video about telling time. Encourage the students to pay close attention and listen to the catchy poem they hear in the story.
- Ask the students to raise their hands if they see an analog clock during the video. Encourage students to try to read the time on the analog clock. Pause the video when necessary.
- Watch the
*Telling Time Story*.

#### Explicit Instruction/Teacher modeling

*(20 minutes)*

- Invite the students to stand up.
- Refer to the large analog clock and explain to the students that the small hand is the
**Hour hand**And the large hand is the**Minute hand**. - Make up a movement or short song with the students to help them remember the small hand and the large hand. An example would be to sing to the tune of “Row, row, row your boat” but replace the words with something like “Little, little, hour hand, small as I can be, I tell the hour and that is why everyone loves me.” Be creative with this and allow the students to have input.
- Use the large analog clock and show the students a few different times on the clock, only to the hour. Call on students to help you figure out what time it is. Write down the times on the white board.
- Take out the large piece of paper and draw a large clock. Fill in the numbers 1–12 on the clock using a blue marker.
- Get out the red marker. On the outside of the clock count by fives up to 60 and use the red marker to write down the numbers. Explain to the students that the minute hand reads these special red numbers and when the minute hand is pointing at the one, it means that it is five minutes after the hour. Give the students a few more examples.
- Bring out the large analog clock. Show them a few different times and model figuring out the time by referring to the red numbers.
- Explain to the students that next they will be creating times on their own analog clocks.

#### Guided practise

*(20 minutes)*

- Gather the students in a circle. Pass out the small analog clocks.
- Using your large analog clock and the anchor chart, call out various times for the students to create on their small analog clocks.
- Instruct students to check their clocks with a partner sitting next to them before holding up the clock to show you.
- Continue the guided practise until you feel students have a grasp on the concept.

#### Independent working time

*(20 minutes)*

- Ask the students to pick a partner or choose a partner for them.
- Provide each student with a blue and red marker, the Telling Time practise worksheet, and a small analog clock.
- Explain to the students that they should highlight the hour hand with the blue markers and the minute hand with the red marker on every clock on their page.
- Explain to the students that first they will read the time on the left hand side of the sheet. Next they will create the time on their analog clock. They can use the analog clock on the right hand side of the sheet to check their work. Students can take turns or work together.

#### Differentiation

**Enrichment:**For a challenge, students can complete the What Time Is It? worksheet.

**Support:**Students who need extra help can work alongside their partner.

#### Assessment

*(5 minutes)*

- Make note of students who struggle to show the time on their analog clock during guided practise. During independent practise rotate around the room to help students.

#### Review and closing

*(5 minutes)*

- Ask the students to gather and bring their analog clocks with them.
- Show the students a few times on your analog clock and ask them to create the time on their analog clocks. Call on a few students to share what time the clock shows.
- Explain to the students that today they learned how to tell and show the time using analog clocks.
- End with a think-pair-share and the question, “Why is it important to understand time?”