What time is it?

Taylor Dunlap

2nd Grade/Math/English and Language Arts

Common Core Standards:

2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include
details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a
sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
SL.2.2 Retell or describe key ideas or details from a text read aloud or information presented in various media
and other formats (e.g., orally).
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
Lesson Summary:

Teacher will review how to tell time with students and practice with examples on the Smartboard, giving
students the opportunity to come up and match the clocks in the interactive Education.com game. Students will
practice telling time by creating clocks using a template to match each part of their day. Students will recall
what their daily schedule is and create text portions on Microsoft Word that will be made into a story book
with their drawings. Students will then read books aloud to the class and answer questions about their day from
classmates.

Estimated Duration:

Students will use five 50-minute class portions to complete the lesson plans. The first 50-minute portion will
be to review telling time and complete the clock templates and descriptions for each part of their day. The
second 50-minute portion will be to type the descriptions in Microsoft Word and print them/begin illustrations
for each part of their schedule. The third 50-minute portion will be to finish illustrations, cut and glue texts and
illustrations, and staple their books together. The fourth and fifth 50-minute portions will be for students to
read their books aloud and answer questions from classmates.

Commentary: The lesson will begin with a refresher of telling time. As a class, we will play a game on
Education.com about telling time on the Smartboard, where students will have the opportunity to come match
clocks to the corresponding time given. Students not at the Smartboard for their turn will have the option of
drawing the time on a clock on their whiteboards at their seat.

Instructional Procedures:

Day 1) The class will begin with a refresher on how to tell time. This will transition into the “Cloud Catcher:
Telling Time to the Quarter-Hour” game on Education.com. Students will have the opportunity to come show
their understanding of telling time on the Smartboard. Teacher will check for understanding, noticing any
students who may need additional help beginning the assignment (20 minutes). Students will then write out 6
parts of their day (2-3 sentences) and the corresponding time on the provided worksheet. Students draw the
clock’s “hands” on the 6 provided clock templates that will go into their final books (30 minutes).

Day 2) Students will go to the computer lab and teacher will review appropriate behavior for using the
computers. Teacher will remind students how to log onto school computers and locate Microsoft Word (5
minutes). Students will then go onto Microsoft Word and type their 6 descriptions for parts of their day.
Teacher will float around, helping any students who need help (30-35 minutes). Following completion of their
typing, students will print out the descriptions and begin their illustrations for each page (roughly 15 minutes).

Day 3) Students will finish their illustrations for each description in their book (25 minutes). Students will then
cut and glue their clock templates, schedule descriptions, and illustrations onto construction paper (25
minutes).

Day 4) Students will take turns reading their “What time is it?” books aloud to the class and answer classmate
questions. Teacher can ask students to elaborate on how they drew their clocks on the Smartboard. (roughly 5
minutes per student)

Day 5) Remaining students will take turns reading their “What time is it?” books aloud to the class and answer
classmate questions. Teacher can ask students to elaborate on how they drew their clocks on the Smartboard.
(roughly 5 minutes per student)

Pre-Assessment:
During the refresher about telling time at the beginning of the lesson, the teacher will ask students to write the
times/draw clocks on their white boards and hold them up. The teacher is able to see who may need additional
help, and they are able to point out common errors they see throughout the class while beginning the lesson.
 Scoring Guidelines:
Teacher will assess that the student’s clocks and times within their books match. Throughout the lesson the
teacher could ask questions such as “if I woke up 15 minutes earlier than what you drew here, where would the
little hand on your clock be?” to assess student knowledge of what the hands represent. During the aloud
reading of each book, the teacher can ask questions to the presenting student about the clocks they drew, and
what the hands mean to assess understanding.

Post-Assessment:
Students will be given a short quiz with clocks to write their times, and times to label on clocks. Students will
be asked to write a sentence about an instance where time has passed and draw the two different corresponding
clocks to show how time passes.

Scoring Guidelines:
Students will be given a score and percentage for the quiz. Students who master the content (85% or
higher,) will not need additional support with the concepts. Students who need little additional
instruction (70%-85%,) will receive small-group instruction during class time. Students who receive
less than 70% will receive more frequent support, possibly in one-on-one settings until they master the
concepts.

Differentiated Instructional Support

Students who need additional instruction can be put into groups with the teacher to discuss telling time in a
closer environment. Teacher asks thought provoking questions until the students can do the work correctly and
independently.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
Students could work with different types of models and revisit previous material on clocks and time. Students
struggling with the material could also be paired with students who understand the material better to get the
opportunity to learn with classmates. This benefits students who have mastered materials by creating a stronger
foundation of the information. Students who excel in the material can also work on more advanced time telling
work such as telling time to the minute.

Extension
https://www.youtube.com/watch?v=HrxZWNu72WI
A sample YouTube video that speaks about types of clocks and how to tell time.
https://toytheater.com/clock/
A site with an interactive clock that is great for using as an additional model
https://www.abcya.com/games/telling_time
A site with an interactive clock game for students
Homework Options and Home Connections
Students can take home packets that they have a week to complete. This gives the families an opportunity to
see what students are learning about in class. Teachers can also assign interactive online work such as games to
keep the student engaged and intrinsically motivated to work on classroom materials at home.

Interdisciplinary Connections
This lesson ties math into typing/technology subjects, as well as English and Language Arts.

Materials and Resources:

For teachers White boards, white board markers, computers, Smartboard, clock templates (on
printer paper), schedule worksheet (on printer paper), crayons, pencils, scissors, printer
paper, construction paper, glue sticks, printer ink and internet access.

For students Computers, construction paper, glue sticks, crayons, pencils, scissors

Key Vocabulary
Clock, Hour hand, Minute hand, Quarter hour, Half hour

Additional Note