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Common Core Lesson: Time Anchor Chart Analog Clock Time for Time Drill Learning Task Units of Time, AM & PM Lesson PlanReader’s Theater.

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Presentation on theme: "Common Core Lesson: Time Anchor Chart Analog Clock Time for Time Drill Learning Task Units of Time, AM & PM Lesson PlanReader’s Theater."— Presentation transcript:

1 Common Core Lesson: Time Anchor Chart Analog Clock Time for Time Drill Learning Task Units of Time, AM & PM Lesson PlanReader’s Theater

2 What do you know about time?

3 Time What do you know about Time?

4 The Very Grouchy Lady By Eric Carle What do you know about time now? Let’s read!

5 Am After midnight 12:00 am Happens in the middle of the night Ante Meridian Objective: To understand the difference between A.M. and P.M. PM After noon 12:00 pm Middle of the day Lunch time Prime Meridian

6 Created by Gwendolyn Best Midnight starts a new day 12:00 A.M. midnight is the beginning of each new day You probably get up around 7:00 A.M. 10:30 or 11:00 A.M. you are thinking about lunch 12:00 P.M. IS NOON – After noon is PAST MORNING

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8 Is it A.M. or P.M.? PTA Meeting Getting Ready for School Getting Ready for Bed AM PM

9 Is it A.M. or P.M.? School Gets Out AM The Sun Rises PM Softball Game Stars In The Sky PM

10 Clocks come in many different shapes and sizes. They are found everywhere. There are clocks in houses, on wrists, and even on the outside of buildings. Why is it important to be able to tell time?

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12 Created by Gwendolyn Best Each number on a clock represents 5 minutes. Replacing the numbers with multiples of 5 will help you see why there are 60 minutes in an hour.

13 Created by Gwendolyn Best Each number on a clock represents 5 minutes. Replacing the numbers with multiples of 5 will help you see why there are 60 minutes in an hour

14 Explore the clock face…

15 Let’s practice using an analog clock. Remember to count by 5’s for the minute hand. Consider this question: What observations can you make about telling time with an analog clock?

16 : 300

17 : 305

18 : 310

19 : 315

20 : 320

21 : 325

22 : 330

23 : 335

24 : 340

25 : 345

26 : 350

27 : 355

28 : 400

29 : 405

30 : 410

31 : 415

32 : 420

33 : 425

34 : 430

35 : 435

36 : 440

37 : 445

38 : 450

39 : 455

40 : 500

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42 : 900

43 : 215

44 : 825

45 : 550

46 : 505

47 : 410

48 : 655

49 : 640

50 : 30

51 : 820

52 : 55

53 Let’s work together… “I Do” problem: Mike needs to know the time. The hour hand is between the 1 and 2. The minute hand is pointing to the Draw on the clock to show the time. 2. Write the time using numbers & symbols. 3. Use words to tell how you know the time.

54 Work with a Partner… “We Do” problem: Anne needs to know the time. The hour hand is just before the 8. Then minute hand is pointing to the Draw on the clock to show the time. 2. Write the time using numbers & symbols. 3. Use words to tell how you know the time.

55 On your own … “You Do” problem: Shelly needs to know the time. The hour hand is between the 7 and 8. Then minute hand is pointing to the Draw on the clock to show the time. 2. Write the time using numbers. 3. Use words to tell how you know the time.

56 Click here to see a video of other students telling the story of “The Grouchy Lady Bug.”

57 Characters: The Grouchy Ladybug The Friendly Ladybug Yellow Jacket Stag Beetle Praying Mantis Sparrow Lobster Skunk Boa Constrictor Hyena Gorilla Rhinoceros Elephant Whale face (not a speaking part) Whale fin (not a speaking part) Whale tail (not a speaking part) Clocks (as many as needed). These will be wearing clocks with movable hands to mark the time. Setting: bright and early in the morning! Two lady bugs approach a big green leaf covered with aphids. The happy ladybug is smiling, the grouchy ladybug is frowning BIG CLOCKS read 5:00.

58 Friendly Ladybug: Good morning! Grouchy Ladybug: Go away! I want all these aphids! Friendly Ladybug: We can share them! Grouchy Ladybug: No! They’re mine, all mine! OR do you want to fight me for them?! (aggressively) Friendly Ladybug: If you insist… (sweetly) Grouchy Ladybug: (steps back looking unsure). Oh-h-h… you’re not big enough for me to fight. Friendly Ladybug: Then why don’t you pick on someone bigger?! Grouchy Ladybug: I will! (in a high pitched, annoyed voice) I’ll show you! (it puffs up, and flies off) The Grouchy Ladybug flies until he meets a yellow jacket. BIG CLOCKS read 6:00. Grouchy Ladybug: Hey you, want to fight?! Yellow Jacket: If you insist. (shows his stinger) Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and meets a stag beetle. BIG CLOCKS read 7:00. Grouchy Ladybug: Hey you, want to fight?! Stag Beetle: If you insist. (opens his jaws)

59 Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and comes across a praying mantis. BIG CLOCKS read 8:00. Grouchy Ladybug: Hey you, want to fight?! Praying Mantis: If you insist. (reaches out with his long front legs) Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and almost flies into a sparrow. BIG CLOCKS read 9:00. Grouchy Ladybug: Hey you, want to fight?! Sparrow: If you insist. (opens his sharp beak) Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and sees a lobster. BIG CLOCKS read 10:00. Grouchy Ladybug: Hey you, want to fight?! Lobster: If you insist. (stretches his claws) Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and almost bumps into a skunk. BIG CLOCKS read 11:00.

60 Grouchy Ladybug: Hey you, want to fight?! Skunk: If you insist. (lifts his tail) Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and spots a boa constrictor. BIG CLOCKS read 12:00. Grouchy Ladybug: Hey you, want to fight?! Boa Constrictor: If you insis-s-s-st, right after lunch. Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and happens upon a hyena. BIG CLOCKS read 1:00. Grouchy Ladybug: Hey you, want to fight?! Hyena: If you insist. (laughs eerily and shows teeth) Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and meets a gorilla. BIG CLOCKS read 2:00. Grouchy Ladybug: Hey you, want to fight?! Gorilla: If you insist. (beats his chest) Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and runs into a rhinoceros. BIG CLOCKS read 3:00. Grouchy Ladybug: Hey you, want to fight?! Rhinoceros: If you insist. (lowers his horn) Grouchy Ladybug: Oh-h-h, you’re not big enough…

61 Grouchy Ladybug flies off and encounters an elephant. BIG CLOCKS read 4:00. Grouchy Ladybug: Hey you, want to fight?! Elephant: If you insist. (raises his trunk and shows his big tusks) Grouchy Ladybug: Oh-h-h, you’re not big enough… Grouchy Ladybug flies off and meets a whale. BIG CLOCKS read 5:00. Grouchy Ladybug: Hey you, want to fight?! (no response) Grouchy Ladybug: You’re not big enough anyway. Grouchy Ladybug flies on and encounters a one of the whale’s flippers. BIG CLOCKS read 5:15. Grouchy Ladybug: Hey you, want to fight?! (no response) Grouchy Ladybug flies on and reaches the whale’s fin. BIG CLOCKS read 5:30. Grouchy Ladybug: Hey you, want to fight?! (no response) Grouchy Ladybug flies on and meets the whale’s tail. BIG CLOCKS read 5:45. Grouchy Ladybug: Hey you, want to fight?! The whale’s tail GENTLY pushes the Grouchy Ladybug. He flutters around the room until he lands back upon the leaf upon which he started. The Friendly Ladybug is still there. BIG CLOCKS read 6:00. Friendly Ladybug: Ah! You have returned! You MUST be hungry! There are still some aphids left. You can have them for dinner. Grouchy Ladybug: (tiredly) Oh, thank you.

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66 Lesson Plan The Very Grouchy Lady Bug Second Grade, Common Core Learning Task Standard: Math – 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes. Reading – RL.2.6 Acknowledge differences in points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Student “I Can” Statements: I can tell time to the nearest 5 minutes. I can understand the difference between am & pm. I can retell a story using complete sentences, expression, and character voices to make the story interesting. Essential question: Why is it important to be able to tell time ? Assessing and advancing questions: What do you know about time? What have you learned about time? How do you know your answer is correct? Assessment: Can students… draw the hands on a clock to show a given time, write the time using numbers and symbols, describe how they determined the time Sequence of whole group, small group, & Independent work: 1.Brainstorm & create an anchor chart. What do you know about time? (5 mins) 2.Set the purpose by asking questions to introduce The Very Grouchy Ladybug (5 mins). 3.Read the story (5-10 mins). 4.Transition Time - Personal think time – What do you know about time, after reading The Very Grouchy Ladybug ? Shoulder partner discussions time. Whole group.- Make changes to the anchor chart. Add permanent writing. (3-6 mins). 5.Review slides 5-9, How are AM and PM different (3-7mins)? 6. Explore an analog clock with a partner Using flash cards and manipulative clocks (5-8 mins). Links to printable flash cards on resources page. 7.Time for Time Drill: Review power point and use manipulative clocks (10mins). 8.Close/End of the Day review – Using performance based assessments. This can be treated as an exit slip if used for formative assessment. (5-10 mins). 9.Cross Curriculum Connections: Readers’ Theater using illustrations and multimedia resources, slides (10-30 mins).

67 carle.html Carle, Eric (1996).The Very Grouchy Ladybug. Scholastic.USA. Printable flash cards & clocks: htm


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