Week: September 17 – September 21 .... same as Last week due to MAPS testing
... Lesson Plans for Math-Sept. 12th -16th. Broderick, Charlesworth, Evans, & ...
Reading Lesson Plans Week: September 17 – September 21
Broderick Lengacher Evans Howard
Compare/Contrast, Infer/Predict, Long O (ow, oa), Common/Proper Nouns Standards:
3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text. 3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions. 3-1.8 Classify works of fiction (including fables, tall tales, and folktales) 3-3.5 Use context clues to determine the relationship between two or more words Monday: 1. Complete Day 15 “Using Stick-on notes to prepare for journal writing”
Journeys: Story: Pop’s Bridge (Historical fiction) Skill: compare/contrast Vocabulary: balancing, foggy, tide, stretch, crew, excitement, disappears, cling 1. Introduce vocabulary words using Smart board 2. Discuss the skill compare/contrast using SMART board 3. Sheet on skill HW: Vocabulary Sentences
Tuesday 1. Complete Day 16 “Creating a List of Your Reading Interests” in Guided Reading Book Journeys: Story: Pop’s Bridge Skill: compare/contrast 1. Introduce skill compare/contrast by reading together Pop’s Bridge 2. Discuss the skill compare/contrast as you read story
3. Complete Venn diagram sheet about story HW: sheet, read story at home and record on reading log
Wednesday: 1. 1. Complete Day 17 “How to Write Book Recommendations” in Guided Reading Book
Story: Pop’s Bridge Skill: compare/contrast 1. Review skill compare/contrast 2. Complete Venn Diagram Sheet - Give students magazines and have them cut out pictures of two items (2 animals, 2 houses, 2 people) and glue them at the top of the Venn Diagram. Have them complete the Venn diagram to compare/contrast the 2 pictures. HW: sheet, reading log
Thursday 1. Complete Day 18 “Checking for Understanding as You Read” in Guided Reading Book
Journeys: Story: Pop’s Bridge Skill: compare/contrast 1. Review skill compare/contrast/story/vocabulary 2. SW complete Venn Diagram using 2 white paper plates on two trade books
below/2 characters from the story Pop’s Bridge/2 students in class and compare/contrast the 2 Directions: (see picture below or the one I sent on email) 1. put 2 paper plates together by staples/glue to make a venn diagram 2. have students cut out pictures of character or draw the book/characters their comparing/contrasting. Glue the picture on top of each circle 3. Write 5 ways the characters/books are alike/different.
HW:sheet, read story at home and record on reading log
Friday 1. Complete Day 19 “Solving Unknown Words” in Guided Reading Book 2. Complete Day 20 “Using Punctuation to Understand”
Journeys: 1. Take assessment on skill compare/contrast using coal read passages (assessment will include vocabulary, grammar, and skill)
Extra Resouces to Pull Trade Books to Compare/Contrast The Butterfly and Gleam and Glow Martin’s Big Word and My Brother Martin So You Want to be President? Lon Po Po and Little Red Riding Hood Town Mouse and Country Mouse The Velveteen Rabbit and The Wind Up Mouse Martin’s Big Words and my Brother Martin Saint George and the Dragon and The Paper Bag Princess Three Pigs and the True Story of the Three Little Pigs
Spelling Lesson Plans
Broderick Lengacher Evans Howard
Week September 17 – September 21 Long a and long e Standards: 3-3.7 Spell correctly 3-3.4 Read high-frequency words in texts.
Using on grade level words until we have MAP scores to group class
Words: load, open, told, yellow, soak, shadow, foam, follow, glow, sold, window, coach, almost, throat Monday: 1. Model the Sort pg. 46 in TE book – use smartboard Materials: cards to cut out, notebook with envelope, scissors HW: Tic-Tac Toe Spelling (Choose 1) Tuesday: 1. Repeat the Sort pg. 46 in TE book Materials: notebook, cards, glue HW: Tic-Tac Toe Spelling (Choose 1) Wednesday: 1. Word Hunt pg 47 in TE book and Blind writing sight (see sheet) pg. 41 in TE book Materials: HW: Tic-Tac Toe Spelling (Choose 1 – due tomorrow)
Thursday 1. Assessment pg 47 in TE book. Attach phonics section sheet to the test
Writing Lesson Plans
September 17 – September 21 Unit 1: Week 2 – Prewriting same as Last week due to MAPS testing Standards: 3-4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models). 3-4.2 Use complete sentences (including compound sentences) in writing. Monday Day 1 – What Writers Do When They Prewrite
SW break into groups and discuss how to use prewriting techniques
SW learn how to complete a prewriting organizer
SW learn where to get writing materials
Materials Needed: The Writing Process: Prewriting pg 12, What Writers Think About As They Prewriting pg. 13, chart paper, Teacher’s Prewriting Graphic Organizer (TraitSpace), Prewriting Graphic Organizer pg 14)
Tuesday Day 2 – Connecting Ideas. Organization, and Voice to Prewriting
SW learn how ideas, organization, and voice connect to prewriting
Fill out a prewriting graphic organizer for a topic of their choice
Materials Needed: Students’ Day 1 Prewriting Graphic Organizer pg 14, Teacher’s Prewriting Graphic Organizer from Day 1(TraitSpace), chart paper
Wednesday 1. Day 3 – Read – Aloud – 26 Fairmount Avenue by Tomie DePaola
Listen to read-aloud
Discuss writing traits used by the author
Write about a dream room
Materials Needed: Copy of book, 46 Fairmount Avenue, My Dream Room pg. 15 Thursday 1. Day 4 – Video Screening – Tomie dePaola on Writing
Watch video
Pinpoint and writer about a prewriting technique
Materials Needed: video clip on Traitspace, copy of book 46 Fairmount Avenue, What Writers Think About As They Prewritie pg 13., One Good Way to Prewrite pg. 16
Friday Day 5 – One-On-One Conferences
SW share the prewriting technique they chose on Day 4
Discuss why prewriting is important
Pinpoint the prewriting techniques they feel will be most useful to them throughout the year.
Continue working on their Day 3 quick write while you confer with them individually
Materials Needed: Think About:Prewriting pg 17, Students’ One Good Way to Prewrite pieces pg. 16, Students’ My Dream Room quickwrite pieces pg 15, Teacher Contact Record pg 361 in TE
Standards:
Grammar Lesson Plans Week: September 17 – September 21 Subject fragments and run-ons
Broderick Lengacher Evans Howard
3-5.3 Create written descriptions about people, places, or events. Monday – identify nouns. Use Smart Board. Complete sheet.
Tuesday – distinguish between common and proper nouns. Use smartboard. Complete sheet
Wednesday – identify nouns, and distinguish between common and proper nouns. Complete sheet.
Thursday – review nouns and Complete any sheet (in extra packet) to review. If time, introduce pronouns to discuss how pronouns take the place of nouns.
Friday – assessment (see sheet attached to test)
Lesson Plans for Math-Sept. 12th -16th Broderick, Charlesworth, Evans, & Howard Standards— 3-2.3-Apply an algorithm to add & subtract whole numbers fluently. Monday: Family letter—pg. 17—activity book TW do activity 1— (bottom)--TE Pgs. 44-45 TW introduce Addition methods activity 2—whole class—TE pgs. 46-47 SW practice with pg. 16 ( hard book)—Use small white boards— TW explain & assign Hmwk./remembering Pgs. 11 -12— ASSESSMENT: TO, questions HOMEWORK: assign Hmwk./remembering Pgs. 11 -12—Also send home Family Letter—pg. 17 in soft activity book MATERIALS: parent letter
Tuesday— TW go over Monday’s work—SW check their work TSW do Activity 1-whole class—TE pgs. 52—SW work on pg. 19 (hard book)—May show some of the students’ work on elmo to show different methods TSW do Puzzled Penguin—whole class—TE pg. 53-(student--hard book—pg. 20) TW explain & assign Hmwk./remembering—pgs. 13 & 14 ASSESSMENT: TO, questions HOMEWORK: Hmwk./remembering—pgs. 13 & 14 MATERIALS:
Wednesday: TW go over Tuesday’s work TW discuss activity 1-whole class-TE. Pg. 60 TSW do pg. 21 (hard book) #1 together—TE. Pg. 60-61 SW complete this page independently or on small white boards—TW go over—pg.21 (hard book) TW give students (partners) a grocery store ad—SW list 5 to 6 items to buy-or TW list the items on smartboard--SW take these prices to
complete pg. 22 (hard book)—If you have calculators—Students can check their work-TW show some problems on the elmo. TW explain & assign Hmwk./Remembering-Pgs.15 & 16 ASSESSMENT: TO, HOMEWORK: Hmwk./Remembering-Pgs.15 & 16 MATERIALS: Grocery Ads, calculators—if you have them
Thursday: TW go over Wednesday’s work—SW check their work TW write 4 problems on the board—TE. Pg. 66 SW work problems TSW discuss problems—Math Talk—TE—pg. 66 TSW look at the menu on pg. 23-(hard book)— TSW read & solve #1 together SW complete pg. 23 in class TW go over as the students explain problems-(math talk)— TW introduce guess/check strategy—with pg. 24-(hard book)—Let SW work in small group to find answer to #1—After a few minutes do the math talk in action—TE pg. 68—Choose 2 students to be Cora & Mario—(Just let them use your book) TSW complete # 2 together pg. 24-(hard book) TW explain & assign pg. 17 & 18 Hmwk,/remembering ASSESSMENT: TO, questions HOMEWORK: pg. 17 & 18 Hmwk,/remembering MATERIALS:
Friday: TW go over Thursday’s work TW put addition facts on board with errors—TE pg. 72—SW find errors TW go over the directions on pg. 25 (hard book)—SW work on this & discuss methods that were used as they work pg. 25 TW do whole class—Add larger money amounts (bottom 74-TE)—TW choose 4 students to do problems #1—(math talk)—(if time)—ONLY DO IF YOU HAVE TIME—Leave enough time to do homework/remembering pages.
SW complete 2-5 independently-- then SW share work with class TW explain & assign Hmwk./remembering pgs. 19-20 for class work— If time go over or complete next week ASSESSMENT: TO, questions HOMEWORK: None MATERIALS:
Broderick Evans Howard Lengacher Science Lesson Plans Week: September 17-21 Standards: 3-1.8 Use appropriate safety procedures when conducting investigations. 3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. 3-1.1 Classify objects by two of their properties (attributes). 3-1.2 Classify objects or events in sequential order.
Monday: 1. TW introduce communication and add definition to notebook. a. Communication: how a scientist shares information 2. SW brainstorm ways to communicate and TW add to board. 3. Examples should be: a. Writing b. Talking c. Typing d. Charts e. Graphs f. Tables g. Pictures 4. SW work with partners to illustrate each way of communication. 5. Groups will present their illustrations. 6. TSW discuss which ways are the best way to communicate in science. a. Charts, tables, graphs, and pictures Assessment: TO, student group work Materials: notebook and construction paper and crayons HW: none Tuesday: 1. Review communication. 2. TW introduce inferring and SW add to vocabulary sheet. a. Inferring: what you think based on observation 3. TSW complete first graph sheet and discuss what we can infer from the graphs. 4. SW complete second worksheet independently. 5. TW take up for daily grade. Assessment: worksheets Materials: 2 graph worksheets
HW: none Wednesday: 1. TW review all material learned at this point. TSW use SMARTBoard activities for review. (Broderick will email these). 2. TW play strike out. 3. Winners get 3 bonus points on quiz Assessment: strike out Materials: flashcards HW: study for quiz Thursday 1. 2. 3. 4.
TW review before quiz. SW take quiz. TW introduce testable questions. TSW complete overhead on testable questions.
Assessment: quiz Materials: quiz HW: none Friday: 1. TW review testable questions. 2. SW complete testable questions worksheet for daily grade. 3. TSW discuss “what if” questions using sheet provided. Assessment: worksheets Materials: worksheets HW: none
Third Grade Social Studies Lesson Plans Week: September 17-21 Broderick, Evans, Howard, Lengacher (Constitution Day is observed on September 17th. Social Studies this week will be dedicated to observing this part of our government.) Standards: 3-3 Indicator: 3-3.5 – Outline the structure of state government, including the branches of government (legislative, executive, and judicial); the representative bodies of each branch, ( general assembly, governor, and supreme court), and the basic powers of each branch. Monday: TODAY IS CONSTITUTION DAY!!!! 1. Introduce our US Government and Constitution by watching the United Streaming Video: The Constitution and Constitution Day: A Beginner’s Guide. Go to United Streaming and type in The Constitution and Constitution Day: A Beginner’s Guide. It should be the first video to pop up. The video is 13 minutes long but kid friendly and covers the purpose of the constitution, the 3 branches of government, and the bill of rights!!!!! 2. The bonus issue of ‘South Carolina Studies Weekly” on “The Constitution” may be used this week. (I have made copies of the newspaper articles we will be using this week) Begin the introduction to this unit by reading and sharing together: page 1’s article titled “The Greatest Freedom Document of All Time!” 3. TT may also show the scanned document on the SMARTBoard called “The Constitution for Kids” (If you prefer to show the website it is http://www.usconstitution.net/constkidsK.html. 4. Share one of the books listed below if time. Materials :United Streaming, Studies Weekly Special Edition, Scanned information on computer Tuesday: 1. Use the article on page 2 of the Studies Weekly called “The ThreeHeaded Eagle: A Balance of Powers” 2. Discuss the three branches of government set up by the Constitution. (refer or show video segment from yesterday on 3 branches)
3. TSW complete a poster (diagram) outlining the three branches. Add pictures to show the White House, The Capitol Building and the Supreme Court. (See model) 4. Remind students that this is how our United States (National) government is set up. 5. Complete a Fact/Opinion activity on The Constitution. Materials: Studies Weekly Special Edition, materials for diagram, (large construction paper and cut-outs) Fact/Opinion activity
Wednesday: 1. Review the “Checks and Balances” from the poster made on Tuesday. 2. Also refer to p. 3 “Checks and Balances” in the Studies Weekly. 3. Explain that each state has its own constitution based on the national constitution. Let students make another poster showing S.C. branches of government. (which is our standard indicator rather than U.S. Constitution) 4. Use pictures as on the one created Tuesday. Have the student glue the SC branches to the back of their national branches poster. Materials: Studies Weekly, pictures/words for SC branches of government Thursday: Finish discussing, cutting, gluing, 3 branches of government in US and SC. Play a review game such as strikeout to review for quiz that can be given today or Friday! Friday: Give quiz if you did not on Thursday. We will go back to SC regions on Tuesday! (no school Monday for students) These books may be read aloud during the week if available from the local libraries Author Book Title Synopsis
We the Kids: The Preamble to the Constitution of the United States
David Catrow
We the Kids follows three youngsters and one d they get ready for a camping adventure, and story is told through the Preamble.
More Perfect Union
Betsy Maestro
Describes how the Constitution was drafted an ratified.
The U. S. Constitution and You
Syl Sobel
This books tells boys and girls about the Constitu explaining exactly what it does, as well as how affects and protects people today.
A More Perfect Union
Betsy Maestro
