Lesson

● Grade Level:
○ Third Grade
● Lesson Goal(s) / Standards:
○ 3.MD.A Solving problems involving measurement and estimation of intervals of time,
liquid volumes, and masses of objects
○ Students will be able to determine activities completed at a certain time of day (morning,
noon, afternoon, evening, night).

○ Content Objective:
■ I can identify activities that occur at five different times of day.
○ Language Objective:
■ I can discuss what I do in the morning, at noon, in the afternoon, in the evening,
and at night.

○ Materials Needed (including supports and scaffolds):

■ In the USA​ book
■ Printer Paper
■ Whiteboard
■ CD
■ Clock
The Lesson
● Introduction (5 minutes)
○ getting attention:
■ Listen and Chant: “What time is it?”
● Have students listen and sing along to the chant in their books
○ What time is it? What time is it?
○ It’s one o’clock in the afternoon.
● Use clock to have students make their own chants
○ 11:00
○ 3:30
○ 7:00
○ relating to past experience and/or knowledge OR building background to prepare for the
upcoming lesson:
■ Review days of the week by singing song
● “Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.”
● Repeat
○ creating a need to know:
■ You four are rockstars at telling time and knowing the days of the week.
Depending on what time it is and what day of the week it is, we might be doing
some different things. For example: What days of the week are you not at school?
○ sharing objective, in general terms:
 ■ Today we are going to talk about five times of the day and discuss what we do
during those times.
● Content Delivery (20 minutes):
○ I will point to the images in the textbook and direct the students to follow along and listen
■ Morning, noon, afternoon, evening, night
○ I will say each of the five words again, but have students repeat each word
○ I will point to a picture, and go around the circle and have each student identify one time
of day
■ Evening, morning, noon, night, afternoon
○ Explain when each time of day takes place
■ Morning: when one wakes up until lunch time
■ Noon: Lunch time
■ Afternoon: after lunch and after school
■ Evening: when you are at home, around supper time
■ Night: when you are at home sleeping
○ In the textbook, there are pictures of children doing tasks at a certain day and time of day
○ Have students tell what is happening in the image
■ Boy getting out of bed - Monday morning
● The boy is _____________ on Monday morning.
■ Girl eating supper - Tuesday evening
● On Tuesday evening, the girl is ______.
■ Family eating picnic - Sunday afternoon
● The family is having a picnic on _________.
○ Explain to students that there are so many things the students can do during each part of
the day
○ Give each student a piece of paper and assign them a time of day
■ 1. Morning
■ 2. Noon
■ 3. Afternoon
■ 4. Evening
○ Students will either write or draw one task or activity they do during that time of day
○ Students will then pass their paper to the right and complete the next time of day
● Closure (2 minutes)
○ Write sentence frame on the board
■ I___ in the ____.
■ I ___ at ____.
○ Students will share one thing they wrote or illustrated on the paper using the above
sentence frame.
■ Example: I jump on the trampoline in the afternoon.
■ Example: I have math class in the morning.
■ Example: I ate pizza for lunch at noon.
● Differentiated Instruction based on language and/or student need
○ Sentence starters/frames
○ Visuals
○ Talk about topics prior to writing about them, with examples from the book
○ Repetition