Intern Name: Mimi Dang

Topic/Title of Lesson: It’s time to tell time!

Grade: 3rd Grade
Length (time) of Lesson: 30-60 minutes
LESSON PLAN TEMPLATE
In this lesson…
We will be experimenting with wooden clocks, and we will be making our own
Overview clocks to learn how to tell time.

Standard(s) of 3.11-- The student will tell time to the nearest minute, using analog and digital
Learning clocks.
Students will be able to…
● Tell time to the nearest minute
Objectives ● Draw a clock and identify parts of the clock by quarters
● Understand the different ways to tell the time (ex: tell til two)
● Identify clockwise and counterclockwise
Learning Target I can… tell time by reading analog and digital clocks.
Prior Knowledge - Count by fives
Required - Identify big hand and little hand
- Seconds
- Minutes
Key Vocabulary or
- Hours
Concepts - Analog
- Digital
● Paper plates
● Construction paper
● Brass brads
Materials ● Markers
● Scissors
● Wooden Clocks
● Rulers
What is everyone's’ favorite time of day? Does anyone know what time lunch is?
Introduction/
How many more hours and minutes do we have until we get to go to lunch/recess?
Hook
1. Getting familiar with a clock and the parts of a clock.
a. Students will work in pairs and will be handed one small wooden
clock. They will be given time to learn how to move the hands and
will discuss with each other which hand is is the minute hand and
which hand is the hour hand.
2. I will then demonstrate on a larger clock and will ask the students to copy the
Instructional
time I have on my clock to the ones on their little clocks.
Activities a. I will walk around and make sure everyone can copy what I have on
my clock with the placements and everything.
b. If students get it incorrect I will verbally share it with them that the
little hand, for example, is between the two and three while the big
hand is on the third tick after the six.
3. Lecture--I will then explain the clock functions verbally.
 a. I will explain the difference between clockwise and
counterclockwise.
b. In a clock there are 12 big numbers starting with 1 to 12. When
reading the little hand these numbers always stay the same and are
true to what you see. When looking at the bigger hand--this one
shares minutes--you count the tick marks in between each number.
4. Making clocks!
a. Students will each be given a paper plate, markers, a sheet of paper
with two arrows on it, a ruler, scissors, and a brass brad.
b. They will be asked to cut out their two arrows (both the big hand and
little hand).
c. They will then fold their paper plate in half and then in half again,
forming quarters.
d. Students will label the 12 numbers of their clocks and will add the
tick marks. If they finish early they may decorate the rest of it later
with colors and stickers.
e. Students will then puncture a hole in the center of the circle and on
the parts of their arrows where they will assemble their clocks with
their brads.
5. Sharing times
a. Students will be work in partners and will show each other their
clocks and ask their partner to tell them what time it is and vice versa.
b. If anyone is confused at this point, I will work with pairs individually
to provide additional help and tips.
c. When everyone seems to understand a bit more, I will then ask
everyone to make their clocks ten til 6. They may be a bit more
confused on what that means so then I will explain the words til,
quarter, past and so forth.
6. Informal Assessment
a. Everyone will write down the time that’s on the clock in that exact
moment that I set up or choose and will turn it in on a small sheet of
paper.
- A student who has dyslexia will be provided will a larger sheet of paper or
template and will highlight every other tick mark when designing their own
clock and when reading paper models of clocks.
- For a student who may have a hearing impairment, I may write the times on
Accommodations a board in words and in numbers when asking them to put certain times on
their personal clocks. I would post my clocks on the board so that they can
see a model when necessary. If they need me to repeat the lesson or need
additional clarification, I’ll walk to them and work with them while the
partners are working together.
Why is it important to be able to tell time?
Students will be able to share how they decorated their clocks.
Closure Activity Students will also have a short period of time to clean up all gathered materials and
throw any trash away.

Everyone will write down the time in that exact moment on a small slip of paper and
will hand it in before leaving or before switching subjects. I will also draw or model
Assessments the time on a wooden clock on the board to make sure everyone has the correct time
in mind. This is what I will use to understand where everyone is with the lesson.
Resources

Lesson Plan Assignment: Final Grade Sheet

Virginia Teachers for Tomorrow I
Intern Name: ____Mimi D.______
Refer to the comments written ​on​ your lesson plan for detailed feedback.
Ready to Needs a few Incomplete Your
Teach! additions or Score
tweaks
Overview, SOLs, essential questions, x 10
objectives (10)

Introduction/hook & closure (10) x 10

Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)
Reflection Questions (10)**
**only applicable for your REAL lesson plan!
x 20
x 10
x 5
x 5
x 5
n/a

Total (75​) 75

Mimi, this is a VERY good lesson plan. I can tell you have a knack for thinking through all the
details and how each part might go when you teach it. Well done! --Mrs. Free