EL Support Lesson

Telling Time With My Day

Writing meets math in this lesson that gives students practice telling time to the hour using the familiar context of their daily schedule. Use alone or with **What Time is It?**
This lesson can be used as a pre-lesson for the Counting Hours: What Time Is It? lesson plan.
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This lesson can be used as a pre-lesson for the Counting Hours: What Time Is It? lesson plan.

Students will be able to connect time to events and tell time to the hour using an analog clock.


Students will be able to describe the events in their day with past tense verbs using sentence frames and visual supports.

(5 minutes)
  • Display a demonstration analog clock with mechanical arms that show how the hour and minute hands move together.
  • Create an anchor chart titled "What Clocks Show," and ask students to share with a partner what clocks show and how they are used.
  • Choose a few students to share out examples. For example, "Clocks show what time school starts," or "Clocks show when it is bedtime."
  • Tell students that the demonstration clock is an example of an analog clock, a type of clock that shows the numbers from 1-12 and has moving hands.
  • Ask students what shape the analog clock is.
(5 minutes)
  • Explain to the students that today they will be thinking about time. Say, "We do many different activities throughout the day. Some we do in the morning, others we do in the afternoon. There are also important things we do at night! Today we will be thinking about all of the things we do at school. Can anyone tell me if we are at school in the morning, afternoon, or at night?"
  • Review key vocabulary using Vocabulary Cards as you point to the components of the demonstration clock.
  • Tell students that the a new day starts at midnight, or 12 o'clock. Position the hands to show 12 o'clock.
  • Explain that the hour hand and minute hand rotate, or turn around the clock together. When one full hour, and no extra minutes, have passed, we say it is 1 o'clock. Demonstrate on the clock.
  • Show students that the hour hand is shorter, and the minute hand is longer. Point from the hour hand to the one on the clock, and have them repeat "1 o'clock."
  • Tell students that the clock hands are pointers, which are different from their own hands.
  • Have students stand up with both hands reaching up as they repeat "12 o'clock." Tell them their right hand will be the hour hand, and show them how to move their right arm in a clockwise direction as they repeat after you: "1 o'clock, 2 o'clock, 3 o'clock" etc. The left hand will stay pointing straight up to show the position of the minute hand on the hour.
(10 minutes)
  • Remind students that it takes one hour for the hour hand to point to the next number on the clock.
  • Create three lists on the board: One Hour, One Minute, and One Second.
  • Display the sentence frame, "____ takes about one hour." Instruct students to brainstorm with a partner using the sentence frame. Choose a few volunteers to share ideas. For example, soccer practice, math class, or a nap all take about one hour.
  • Tell students that there are 60 minutes in an hour. Display the sentence frame, "____ takes about one minute." Students should share with partners first and then volunteer examples of activities that take a minute, such as putting your shoes on, making your bed, or brushing your teeth.
  • Tell students that there are 60 seconds in one minute. Display the sentence frame, "____ takes about one second." Ideas such as clapping, jumping, or saying "Mississippi" can be listed for reference.
  • Discuss the class daily schedule as you show students the time on your clock.
  • Think aloud, "I know school starts at 8:10 a.m. So, at 8 o'clock in the morning, many students are arriving at school. See, the minute hand points to 12 and the hour hand points to eight. What are we doing one hour later at 9 o'clock in the morning?"
  • If personal clocks are available, instruct students to show you times to the hour on personal clocks. Discuss what the class is doing on the hour throughout the day.
  • Create a poster for visual reference as you teach students the meaning of the following terms: in the morning, in the afternoon, in the evening and at night.
  • Review key terms by displaying Vocabulary Cards and instruct students to add words to the Bilingual Glossary (optional).
(10 minutes)
  • Model completing the My Day worksheet, thinking aloud about what you did yesterday. Use the school day schedule for context so that students will have had similar experiences to you during school hours.
  • Distribute the My Day worksheet. Instruct students to draw the hands on the clocks to match the times, and write a sentence about what they were doing at that time.


  • Allow students to write sentences in home language (L1)
  • Work with students in teacher-led small group to complete worksheet.


  • Encourage students to use prepositional phrases, such as 9 o'clock "in the morning" as they talk about their day.
  • Extend activity by teaching students transitional words including first, next, then and last, and having them summarize their day using these words.
(5 minutes)
  • Display the sentence frames, "What did you do at ____ o'clock?" and "At ____ o'clock, I ____." Model asking a few students the questions using the sentence frames.
  • Do the following partner switch activity with students: Play music as students mingle in the classroom. When the music stops, students will find a partner. Students take turns asking one another about their day using the sentence frames.
(5 minutes)
  • Select a few students to share out an event from their day with the class.
  • Instruct students to give a thumbs up if they did the same activity at that time.

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