Telling Time & Using Graphic Organizers in Writing

Grade 2 · English

Semester 2 | Period 5 | Week 28

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Subject: English

Semester: 2

Period: 5

Week: 28

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 2
Date: Week 28
Lesson Duration: 45 minutes
Week & Period: Week 28, Period 5
Topic: Telling Time & Using Graphic Organizers in Writing
Sub-topic: Time Skills and Planning Writing
Learning Objectives
By the end of the lesson, students should be able to:
Tell and write time to the hour, half hour, and quarter hour on analog and digital clocks
Use charts and graphic organizers to plan a paragraph
Connect time and sequence in biographies
Describe daily routines orally using time phrases

Previous Knowledge
Students already know:
Reading numbers on clocks, basic sentence writing, sequencing events

Instructional Materials
Clocks (analog and digital), chart paper, markers, timeline templates, graphic organizers

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows different times on clocks and asks learners to read them aloud. Discuss morning, afternoon, and evening activities.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

  1. Definitions and Explanations (Expanded & Detailed)
  2. Telling Time

Definition:
Telling time is the skill of reading a clock to understand what hour and minute it is.

Types of Clocks:

  • Analog Clock: Has a round face, two hands (short = hour, long = minute).
  • Digital Clock: Shows time using numbers, like 7:30.

Units of Time:

  • Hour = 60 minutes
  • Half-hour = 30 minutes
  • Quarter-hour = 15 minutes

Time Phrases:

  • "O’clock" = exact hour (e.g., 6:00 → six o’clock)
  • "Half past" = 30 minutes past the hour (e.g., 6:30 → half past six)
  • "Quarter past" = 15 minutes after the hour (e.g., 6:15 → quarter past six)
  • "Quarter to" = 15 minutes before the next hour (e.g., 6:45 → quarter to seven)

 

  1. Graphic Organizers

Definition:
Graphic organizers are visual tools that help organize ideas before writing. They help learners plan, sequence, and structure their thoughts clearly.

Examples:

  1. Timeline – shows events in order (used in biographies)
    • Birth → School → Career → Achievement
  2. Story Map – helps plan a story (setting, characters, beginning, middle, end)
  3. Daily Routine Chart – shows a person’s daily schedule using time (e.g., Wake up at 6:00 a.m., Go to school at 7:30 a.m.)

 

  1. Connecting Time to Writing

Learners use time phrases in writing to show order and clarity.

Example Sentences:

  • I wake up at 6:00 a.m.
  • I go to school at 7:30 a.m.
  • I eat lunch at noon.
  • I do my homework at 4:00 p.m.

These sentences help structure a paragraph about a daily routine or biography.

 

  1. Learners’ Activities (Expanded & Interactive)
  2. Telling and Writing Time Practice
  3. Clock Matching Game:
    • Teacher displays analog clock faces on the board or flashcards.
    • Learners match each to the correct digital time (e.g., 🕒 → 3:00).
  4. Draw the Hands:
    • Teacher gives times like “quarter past 2” or “half past 4”.
    • Learners draw the hour and minute hands on blank clock faces.
  5. Real-Life Connection:
    • Ask: “What time do you eat breakfast?”
    • Learners answer: “I eat breakfast at 7:00 a.m.”

 

  1. Using Graphic Organizers
  1. Biography Timeline:
    • Teacher reads a short biography of a famous person or school leader.
    • Example:
      • Birth: 1990
      • Started school: 1996
      • Became a teacher: 2010
      • Won award: 2020
    • Learners fill in a blank timeline to match.
  2. Story Map for Writing:
    • Teacher shows a story map with these parts:
      • Title
      • Characters
      • Setting
      • Beginning
      • Middle
      • End
    • Learners use the map to plan a short story or personal experience.
  3. Daily Routine Chart:
    • Learners list 4–5 activities in order with time:
      • 6:00 a.m. – Wake up
      • 7:30 a.m. – Go to school
      • 12:00 p.m. – Eat lunch
      • 4:00 p.m. – Do homework
      • 8:00 p.m. – Sleep

 

  1. Speaking & Writing with Time Phrases
  1. Oral Practice:
    • In pairs, learners talk about their day using time:
      • “I wake up at 6:00 a.m.”
      • “I read books at 5:00 p.m.”
  1. Writing Practice:
    • Learners write a paragraph about their daily routine, using time expressions.
    • Sentence starters:
      • “Every day, I wake up at…”
      • “After breakfast, I…”
      • “At night, I…”

 

  1. Assessment Checks (Formative & Summative)

✅ Time Recognition:

  • Learners read analog and digital clocks accurately.

✅ Clock Drawing:

  • Learners correctly draw clock hands for given times (hour, half-hour, quarter-hour).

✅ Graphic Organizer Usage:

  • Learners correctly fill out a timeline, story map, or routine chart.

✅ Sequence & Time in Writing:

  • Learners write 4–5 connected sentences showing correct time order.

✅ Oral Communication:

  • Learners describe their routines using clear time phrases in the correct sequence.

 

  1. Notes (Expanded & Detailed)
  • Telling time is not only a literacy skill but also a critical life skill. Learners need it to organize their day, arrive on time, and follow schedules.
  • Graphic organizers help struggling and developing writers to plan before they write. They offer structure and help break down writing into manageable parts.
  • Connecting biographical writing to time skills allows cross-subject integration (Language Arts and Math).
  • Using both oral and written activities ensures all learners are engaged, including those with different learning styles (visual, auditory, kinesthetic).
  • This lesson builds toward independent writing and comprehension, necessary for assessment readiness

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Learners can tell and write time accurately and use graphic organizers to plan and sequence writing effectively.

Evaluation Method (Expanded)
Exit slip/quiz: Draw clock showing 2:15, sequence 3 events in order, write a sentence about daily routine.
Teacher will collect slips and provide oral feedback.

Assignment (Expanded)
Draw your daily schedule and write 4–5 sentences describing your activities with time phrases.

Follow-up Activity
Pair-share schedules and check each other’s time accuracy and sentence clarity.

Differentiation / Inclusive Strategies
Provide partially filled graphic organizers for support; advanced learners add more details or multiple time phrases.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low