Beacon Lesson Plan Library

Television Schedule Time

Kelly Smith


Students use a television schedule from the newspaper to practice elapsed time to the hour and half hour.


The student uses schedules, calendars, and elapsed time in hour intervals to solve real-world problems.


-Teacher Television Show Times (see associated file)
-Our Favorite Television Show Times (see associated file)
-1 television schedule from the newspaper for each child.
-Student Television Show Times (see associated file)
-Copies of rubric for each student (see associated file)
-Teacher Judy clock
-Student clocks
-Highlighters for each student
-Overhead projector or chart paper


1. Collect the daily television schedules from the local paper a few weeks prior to the lesson so you will have enough schedules for each student in the classroom.
2. Get enough student clocks so each student will have one.
3. Get a teacher Judy Clock.
4. Make enough copies of the schedule activity sheet and the student rubric for each child. Make a transparency of the teacher schedule sheet. (See associated file.) If you do not have an overhead, make the schedule on chart paper.
5. Make a transparency of the schedule you will be using to model the lesson.


NOTE: This lesson only addresses elapsed time through schedules. Students should already know how to tell time to the nearest hour and half hour.

1. Get students excited and have them name some of their favorite television shows.

2. As they name their favorite shows, write them down on the overhead or board. Use Our Favorite Television Shows in the associated file.

3. Pass out the individual student clocks.

4. After you have about five to seven shows listed, ask students if they know what time these shows begin. When a student tells you the beginning time of a show, make that time on the Judy Clock and show students. Have students make this time as well. Write those times next to the shows on the overhead transparency or board. Next, ask students what time those shows end. Show times on Judy Clock as well. Write those times down as well. Finally, ask students how long each of the shows is on television. Discuss and write their answers down as well. Do not focus on whether or not their answers are correct.

5. Write the words Elapsed Time on the overhead or board. Have students brainstorm the meaning of this word. After students have brainstormed the meaning, write the meaning on the overhead or board and discuss. (Elapsed Time is the time that passes from the start of an activity to the end of that activity.)

6. Have students make various times to the hour and half hour on their clocks and have them practice elapsed time. Example: First, tell students to use their clocks to make 9:30. Next, have them make 10:00. Finally, ask them the following question: What is the elapsed time from 9:30-10:00. Use the teacher Judy Clock to model. Practice a minimum of five elapsed time problems this same way.

7. Hold up a daily television schedule from the newspaper. If an overhead projector will be used, display a transparency of the schedule as well. Explain to students the purpose of a television schedule, how it is read, and where it can be found. Highlight five shows on the actual newspaper and on the overhead if available. Review the beginning and ending time with the students.

8. Remove the example and put up Teacher Television Show Times on the overhead or the chart paper. (See associated file.) First, have students repeat the names of the five highlighted movies. Next, have them name the beginning times of each show. Finally, have them name the ending times of each show. Write the information down as answers are given.

9. Students use their individual clocks to figure out the elapsed time of the teacherís television shows. Teacher models with the Judy Clock as well. Write down the elapsed time as students give answers.

10. Give each student the following items:
-Daily television schedule from the newspaper.
-Student Television Show Times (see associated file).
-Rubric (see associated file).

11. After the above items have been given to each student, explain what each item is and how it will be used in the activity.

12. Display the procedures (see associated file) on the overhead or write them on the board or chart paper.

13. Students begin creating their own schedules. Teacher circulates during the activity and offers feedback and assistance as needed.


NOTE: This lesson only addresses elapsed time through schedules.

As students are practicing elapsed time using individual clocks, circulate the room to see that times are correctly represented on each clock.

As students are working on their schedules, formatively assess as you circulate around the classroom and assist as needed.

Students assess their completed work using a rubric. Students use the rubric to determine if their assignment is ready to turn in or if they need to do additional work.

When students have turned in their completed schedule, the teacher checks over their rubric and completes the same rubric as well. The teacher then makes sure the elapsed time of each television show is correct.


Read the book [How Many Days to America, A Thanksgiving Story] by Eve Bunting. ISBN 0395547776

Attached Files

Rubric.†††††File Extension: pdf

Procedures.†††††File Extension: pdf

Our Favorite Television Shows.†††††File Extension: pdf

The Teacher Television Show Times.†††††File Extension: pdf

The Student Television Show Times.†††††File Extension: pdf

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