Read the Schedule: Times, Days and How Long

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Study Skills and Advisory · Resource / Support Class
SP-SPED-001 · Free to print and use in your classroom · substituteplans.com
Page 2
Read the Schedule: Times, Days and How Long
Study Skills and Advisory · Resource / Support Class · Grades 6-12 · 45 minutes
Time needed
45 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Optionally draw a clock face on the board.
Technology
None.
Student
independence
Medium. Students work independently, with sub help and an optional partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Optional: whiteboard
Goal for today: Students will read a weekly schedule table, find start and end times, calculate how long events last,
and create a simple schedule of their own.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Optional: draw a simple clock on the board. A clock helps students count up to the next hour.
☐ Keep the answer key on your desk. Students can work at their own pace.
Say this to start
Good morning! Reading a schedule is a skill we use every day, at school, at work and at home. Today you will read a
weekly schedule for a student named Jamal. You will find times and figure out how long things last. You can work at
your own pace. If a question is hard, skip it and come back. At the end you will make a small schedule for your own
Saturday.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet. Ask students to
look at the schedule table and read the “How to read a
schedule” box.
Look over the schedule and tips.
5–12
Model one question on the board or aloud. Say: “Study
group is from 4:00 to 5:30. From 4:00 to 5:00 is one hour.
From 5:00 to 5:30 is 30 more minutes. So it is 1 hour and
30 minutes.”
Follow along and ask questions.
12–30
Tell students to work through questions 1–12 at their own
pace. Walk around and point students to the correct row of
the table if they get lost.
Find the right row and fill in the blanks.
30–37
Tell students to answer question 13 in a sentence.
Find a good time for homework.
37–43
Tell students to complete the My Saturday table with three
things and times. They may choose realistic events or
make some up.
Write their own mini schedule.
43–45
Collect the worksheets.
Hand in the worksheet.

SubstitutePlans.com
Study Skills and Advisory · Resource / Support Class
SP-SPED-001 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students struggle with elapsed time, have them count up to the next hour first, then add the minutes.
• If a student gets frustrated, tell them to circle the question and move on. They can return to it later.
• If students finish early, use the early finisher list.
• If a student asks if their Saturday plan has to be real, tell them it can be a made-up day.
Early finishers
• Make up two new questions about Jamal’s schedule and write the answers on the back.
• Count how many hours Jamal is in school Monday through Thursday.
Support and challenge
• Support: Provide the clock drawing on the board. Allow students to answer only questions 1–10.
• Challenge: Ask students to find the total hours of after-school activities for the week.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: