• Groups of 2
• “Clare empieza la escuela a las 8:00” // “Clare starts school at 8:00.”
• “Clare se acuesta a dormir a las 8:00” // “Clare’s bedtime is 8:00.”
• “¿Cómo podrían ambas afirmaciones ser verdaderas?” // “How could both statements be true?” (School starts in the morning and bedtime is at night. There is an 8:00 in the morning and another 8:00 at night.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• Display a prepared timeline.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (It represents 1 day. Half is a.m. and half is p.m. Noon and midnight are labeled. There are 24 hours in a day.)
• 1 minute: partner discussion
• Share responses.
• “Cada día está partido en 2 partes, llamadas a.m. y p.m. Pensamos en a.m. como la mañana y en p.m. como la tarde y la noche” // “Each day is broken up into 2 parts, called a.m. and p.m. We think of a.m. as morning and p.m. as afternoon and night.”
• Give each student a timeline, scissors, and access to glue.

• “Recorten las 2 partes del día y péguenlas juntas. Marquen y escriban en el diagrama cuándo desayunan, cuándo almuerzan y cuándo cenan. Después, sombreen todas las horas en las que estarían dormidos” // “Cut out the 2 parts of the day and glue them together. Circle and label when you eat breakfast, lunch, and dinner on the diagram. Then shade in all the times you might be sleeping.”
• 5 minutes: independent work time
• Share responses.
• “Ahora van a pensar en qué parte del día pueden ocurrir diferentes actividades. Decidan si ocurrirían en las horas a.m. (mañana) o en las horas p.m. (tarde o noche)” // “Now you are going to think about what part of the day different activities might happen. Decide whether they would happen in the a.m. (morning) or p.m. (afternoon or night).”
• “Cuando tomen la decisión, explíquenle a su pareja cómo pensaron” // “When you make your choice, explain your thinking to your partner.”

MLR8 Discussion Supports

• Display sentence frames to support students when they discuss why an event would happen in the a.m. or p.m.:
  • “Esto ocurriría en las horas a.m./p.m. porque...” // “This would happen in the a.m./pm. because …”
  • “Estoy de acuerdo porque...” // “I agree because …”
  • “Estoy en desacuerdo porque...” // “I disagree because …”
• 5 minutes: partner work time

• Groups of 2

• “Hemos mirado relojes analógico y hemos leído la hora teniendo en cuenta en dónde están las manecillas del reloj” // “We have been looking at analog clocks and telling time, based on where the hands are on the clock.”
• “Ahora van a escribir ‘a.m.’ o ‘p.m.’ en las actividades. Después, unan con una línea cada actividad con el reloj digital que muestra la hora en la que podría haber ocurrido” // “Now you are going to label activities with ‘a.m.’ or ‘p.m.’ Then draw a line to the digital clock that shows the time the activity could take place.”
• “Después van a dibujar las manecillas del reloj para mostrar la misma hora del reloj digital” // “Then you will draw the hands on the clock to show the same time as the digital clock.”
• “Usen cada reloj una sola vez” // “Use each clock only once.”
• 3 minutes: independent work time
• 5 minutes: partner work time