1. Topic-
Tell Time on a clock
 
2. Content-
The students will be able to tell time on a analog clock, one with hands. Vocabulary will include, minutes hand, hour hand, quarter after, quarter till, half past, analog clock and digital clock.
 
3. Goals: Aims/Outcomes-
1.Tell time on an analog clock
2. Tell time using new vocabulary terms learned
3.Read a digital clock
 
4. Objectives-
1. Each student will learn the difference between an analog clock and a digital clock
2. Each student will be able to read an analog clock, using minute and hour hand. Students will be able to read the analog time using new vocabulary words
3. Students will be able to read a digital clock
 
5. Materials and Aids-
Digital clock, paper, cardboard, scissors, crayons, push tacks, pencils. We will use computer to practice looking at different times on a projector hooked up to the PC.
 
6. Procedures/Methods-

A. Introduction-

1. Ask students what time they get home from school, see if anyone knows? If they don't ask wouldn't they like to know how long until schools over by looking at clocks all through school.
2. Tell students we are going to be making their very own clocks that we will be using to learn to tell time.
3. Explain that time is important and that the world runs on time. Lunch starts at 11:00 AM. Dismissal is at 2:45 PM. School starts at 8:00 AM. Knowing how to read a clock will keep your parents from telling you it's bed time when it's not the time they promised you you can stay up until!
 

B. Development-

1. I will explain what half past is, what quarter after and quarter till means. I will have the students demonstrate different times on their hand made clock.
2. Ask if any one knows how many minutes are in a half hour? How about a hour? Explain that half hour if half a hour, half of 60 is 30.
3.I will demonstrate what each time is on my hand made version of the analog clock and leave it up on the wall for all to see for an example, if needed.
 

C. Practice-

1. Students will put the minute and hour hand on the appropriate numbers when I announce a time as I go around the room and look to see if all have the correct times.
2. Students will work in pairs quietly and ask each other what time they are displaying on their clocks.
3. Draw a clock on the smart board making the correct times I announce.
 

D. Independent Practice-

1. Worksheets with analog clocks with different times and they have to write what time it is on the clocks.
2. Change the time on an digital clock to display the correct time on the analog clock in the class room. Each student will get a chance throughout the day, only one digital clock!!!
3. Take a tour of the school and see how many clocks they can find in pairs. Write down where the clock is and write down what time it is on the clock they find. See if the students can find all clocks that aren't in class rooms!
 

E. Accommodations (Differentiated Instruction)-

1. If there is an ESL student in the class room I will have them work a digital clock and learn the number names if they already haven't. Leave a sample clock in view on the board with the vocabulary terms learned next to the appropriate numbers. 6 for half past, 3 and 9 for quarter till and after, the 12 for a full hour and the 6 for half past.
 

F. Checking for understanding-

1. First, the students will be asked by their peer what time is it right then, the other student will write down all responses. Ask how many minutes are in a hour, half hour, quarter hour. Then have each student ask each other what time it is on their clocks, only in 5 minute increments. I will be listening to their questions the best I can to see if anyone is struggling with any questions.
2. A quiz that will ask the students what time it is on a few hand drawn, photo copied clocks. I will ask also what time it is on a picture of a digital clock.
3. Ask about how long it takes for their bus to make it to their bus stop on the way home the next day!
 

G. Closure-

1. I would explain after the lesson if their was no time, I could keep them in class all day and tell them their school day was never over and no one could tell me no different. I'd explain without time, their lives would be really confusing. It's almost like a schedule for them, the clock. At certain times, each person does a different activity and without time, everyone would be doing what they wanted when they wanted to do it!
 
7. Evaluation-
1. I'd ask each student how long is a school day if we start at 8:00 AM and end at 3:00 PM.
2. I'd ask many story questions like, if it took Johnny 1 hour and a half to get to the amusement park and his parents left at 7:30 AM, what time would they get there? I'd asks many different questions like that to ensure each student knew time. I'd ask the children who seemed to be having a harder time during the question and answer time with their partner.
 
8. Teacher Reflection-
I thought the making of the clocks themselves made this lesson more enjoyable for the students. Working in pairs seemed to make them more comfortable with a new concept. This has to be taught over a few days so kids get the practice they need for this. The main goal for the first day should be to memorize how many minutes are in each of the new terms, half, quarter and whole hour. Once the students understand this, it's just a matter of time before they understand the clock. Everyone agreed that the digital clock was much easier to use and that they were excited to go home and tell their parents what time it was. They seemed excited that they could now look to see if it was in fact time for them to go to sleep.!
 

This Lesson Plan is available at (www.teacherjet.com)