Knowing the Difference Between A.M. and P.M.
1 Hook/Attention Getter
Review the concept of time and how the day is broken into 24 hours providing distinctions between a.m. and p.m.
Ask students what they know to be the difference between a.m. and p.m. and what each means.
2 Direct Instruction
Explain to students they will be working with Storyboard That and they will be using the template created to describe their typical school day from morning until night.
Show and model for students, using the template created on Storyboard That what your typical school day looks like. Ask students guiding questions about certain times of the day and why is called a.m. or p.m.
Students are participating by engaging in the discussion around the passage of time and the difference between a.m. and p.m.
3 Guided/Independent Practice
Have students log into Storyboard That and download the created timeline template.
As students begin to work on their individual timelines they are encouraged to ask each other questions about each others' school day typically their before and after school routines. Students are also encouraged to help and support each other with using the various features of the Storyboard application to create their timelines.
Students download created timeline template and begin working on their school day timeline. Since various times throughout the day are already provided in this timeline template, students are instructed to fill what they do at that particular time with a picture, using the Storyboard That features, and then explain, in a complete sentence, what they are doing during that time of day.
4 Wrap Up
Teacher has students share their work to the whole class while encouraging the observing/listening students to think about how their own day is similar and/or different. Teacher could have students choose another student they may want to compare and/or contrast their day with using a Thinking Map.
Students expectations are to sit quietly and respectfully while each one shares. Students are also to choose another student in which they will compare and/or contrast their day with using a double bubble Thinking Map.
Key Standards Supported
|L.1: Conventions of Standard English|
|L.1.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.1.1a||Print all upper- and lowercase letters.|
|L.1.1b||Use common, proper, and possessive nouns.|
|L.1.1c||Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).|
|L.1.1d||Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).|
|L.1.1e||Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).|
|L.1.1f||Use frequently occurring adjectives.|
|L.1.1g||Use frequently occurring conjunctions (e.g., and, but, or, so, because).|
|L.1.1h||Use determiners (e.g., articles, demonstratives).|
|L.1.1i||Use frequently occurring prepositions (e.g., during, beyond, toward).|
|L.1.1j||Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.|
|L.1.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|L.1.2a||Capitalize dates and names of people.|
|L.1.2b||Use end punctuation for sentences.|
|L.1.2c||Use commas in dates and to separate single words in a series.|
|L.1.2d||Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.|
|L.1.2e||Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.|
|L.2: Conventions of Standard English|
|L.2.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.2.1a||Use collective nouns (e.g., group).|
|L.2.1b||Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).|
|L.2.1c||Use reflexive pronouns (e.g., myself, ourselves).|
|L.2.1d||Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).|
|L.2.1e||Use adjectives and adverbs, and choose between them depending on what is to be modified.|
|L.2.1f||Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).|
|L.2.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|L.2.2a||Capitalize holidays, product names, and geographic names.|
|L.2.2b||Use commas in greetings and closings of letters.|
|L.2.2c||Use an apostrophe to form contractions and frequently occurring possessives.|
|L.2.2d||Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).|
|L.2.2e||Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.|
Measurement And Data
|1.MD: Tell And Write Time.|
|1.MD.3||Tell and write time in hours and half-hours using analog and digital clocks.|
|2.MD: Work With Time And Money.|
|2.MD.7||Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.|
|2.MD.8||Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?|