Exploration in Teaching: Telling Time

Telling Time

EDUC 4113 - Empowering ESOL Teachers

Teacher:
Content Area: Mathematics
Grade Level: Second Grade
Lesson Summary: Students will explore telling time by the hour.

Sunshine State Standards: MA.2.G.5.2 – Identify time to the nearest hour and half hour.

MA.2.G.5.In.d – Identify analog and digital clocks as tools for telling time.

Objectives:

1. Students will be able to tell time by the hour on a digital and analog clock.

2. Students will be able to identify time by the hour through written language.

3. Students will be able to relate time by the hour according to things familiar to them.

Anticipatory Set: Pass out the mini-demonstration clocks to each student. Tell the class that time is made up of seconds, minutes, and hours, and that 60 seconds equals one minute and that 60 minutes equal one hour. Give a few examples on the board for time by the hour and use the Big Demonstration clock while doing so, and have them follow along on their clocks.

Examples: 2:00, 4:00, 6:00, 8:00, 10:00, and 12:00

Emphasize the difference between the long hand (hour) and short hand (minute) of a clock in order that they know what they stand for, especially by figuring out the time for the hours.

Inform them that you will read the book Bats Around the Clock by Kathi Appelt, and tell them that when the story comes across a specific hour they will show the specific hour on their own clocks. Inform them that they will later practice their impressive skill of telling time by working in cooperative groups while completing worksheets dealing with time by the hour.

Input: Read the book Bats Around the Clock by Kathi Appelt, stopping at each hour to have the students adjust their clocks (when doing so, stop and tell them, “Adjust your clocks and show your shoulder partner your clock and tell him your time”). ESOL: Point to the given time in the book, and also point to the image of the analog clock showing the time. Because the time is in written form, write the number on the board. If possible, use a document camera so that all students will see the pages easily and so that you could use a small white board underneath the document camera. ESE: Provide assistance when needed, or assign a work buddy.

Afterwards, ask the class to discuss at their table’s group if there was something unique in how time was presented in the book, besides just the hours (the times were presented in written form and had “o’clock” at the end). Explain that “o’clock” is another alternative of telling time by the hour.

Model: Aside from using the Big Demonstration Clock before reading the story, afterwards, take out a digital clock and compare it with an analog clock by using the Big Demonstration Clock. Go through the hours (12:00, 1:00, 2:00, 3:00, 4:00, 5:00, 6:00, 7:00, 8:00, 9:00, 10:00, 11:00). Afterwards, translate them in written form (e.g., “two o’clock”).

Later on in the lesson, when discussing how we can relate our lives with time by how we watch our favorite TV shows at certain times, show them a TV showings guide and show an example on the board (e.g., “Arthur comes on PBS at 9:00 A.M.”)

Check for Understanding: When comparing the analog cclock with a digital cclock, use the digital camera to focus in on certain hours. Have the students show how it will look on an analog clock by using their small demonstration clocks (when they think they have the correct time, have them lift it up above their heads, and you glance at the results). ESE:If they are incapable of raising their arm with the clock, walk up to them or have a student call out the other’s response. ESOL: Assist, or have a student assist when needed.

The four worksheets done in class will also be a way of checking for understanding during the lesson.

Guided Practice: The students will be completing four worksheets together in groups at their tables, though each student will be given his own copy to complete. The first worksheet is “Telling Time: Analog to Digital - Hours” and they will translate the analog time into digital time. The second worksheet is “Telling Time: Digital to Analog – Hours” and they will have to draw the long and short hands of an analog clock according to the specific time presented in digital format. The third worksheet is “Telling Time: Write the Time in Words – Hours” and they will have to write the time out in written form based on the specific times of the analog clock on the worksheet. The fourth worksheet (which you will help go over before doing) will lead up to the day’s homework assignment. In relating time to the students, providing each table with a copy of a television schedule guide (either from the newspaper or www.tvguide.com) have an appropriate TV schedule (an example is given below) to go along with a worksheet (“My TV Guide”) where the students have to write in the name and time of a show.

Each worksheet will have a break in between each other in order to share in class some of the responses and not to overwhelm them. ESOL/ESE: Provide assistance when needed, or assign a work buddy at their table.

Closure: Call on certain students to give a recap of what was learned about the lesson of telling time by the hour. Ask if there is only one way to tell time (writing it out or seeing it in digital form or analog form), and what tools help to tell time (the different kinds of clocks).

Independent Practice: For homework, students are given an exact copy of the “My TV Guide” that they did in class, and they are to go home and find the schedules of some of their favorite shows and write them onto the worksheet and share some of the schedules and times in class the next morning.

Materials/Resources Needed:

1. Book: Bats Around the Clock by Kathi Appelt.

2. Big and mini demonstration clocks.

3. A digital clock.

4. Writing utensils (pencils).

5. Worksheets: “Telling Time: Analog to Digital – Hours,” “Telling Time: Digital to Analog – Hours,” “Telling Time: Write the Time in Words – Hours,” and “My TV Guide.” (You can use the worksheets shown below, or go to the given web sites [which are the same as what is shown below] to print copies.)

6. TV Schedule handout for each group (an example is given below)

7. Document Camera (optional)

Duration: At least an hour.

(The following are the worksheets needed for this lesson)