Lesson Plans for: 09/23/13 - 09/27/13

Standards
Spelling: Systematic Phonics (SP) High-Frequency Vocabulary (HFV) (PA,SP,HFV) RF.3.3 Know and apply grade level phonics and word analysis skills in decoding words. (HVF) RF.3.4 Read with sufficient accuracy and fluency to support comprehension. (SP,HFV) L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (HFV) L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (HFV) L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. Reading: Text Structure (TS) Comprehension (C) Literary Appreciation/Fluence (LA/F) (TS,C,LA/F) RL.3.1 & RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (TS,C,LA/F) RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text. (TS,C) RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (TS,C,LA/F) RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (C) RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (C,LA/F) RL.3.4 & RI.3.4 Determine the meaning of words and phrases as they are used in a text. (TS,C,LA/F) RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (TS,C) RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (TS,C) RL.3.6 & RI.3.6 Distinguish their own point of view from that of the narrator or those of the characters. (C,LA/F) RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (TS,C) RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (TS) RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Writing: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RF.3.4 Read with sufficient accuracy and fluency to support

Teacher: Andersen Grade: 3

Activities
Spelling: (SP) Incorporate phonemic awareness training in spelling dictation. Continuously review 70 phonograms. Read (say) 30 of 70 phonograms daily (OPR). Say/write 20 of 70 phonograms daily (WPR). Analyze/evaluate handwriting for straight lines that begin at the midpoint and extend the same distance below the baseline. (HFV) Read, segment, write, blend, and explain syllable division, pronunciation, spelling, & markings for section O in the spelling lists worth enough. Explain general rules for cursive handwriting. Continue transition to cursive. Explain a word with one vowel followed by one or more consonants and a silent final e is a syllable with a silent final e (sfe) type. Explain the letter c before e, i, or y says s, but followed by any other letter says k. Explain the letter s almost never follows x. The phonogram x includes an s sound. Reading: (TS) Use various text features to locate key facts in science and social studies books. (C) First three mental actions Explain good listeners and readers use the first 3 mental actions to 1) monitor comprehension (check their understanding), 2) make connections between their prior knowledge and what is stated in the text, and 3) predict type of writing. Listen to the teacher model the first 3 mental actions using an excerpt from Crow Call; identify and label monitoring comprehension, making connections, and making predictions; cite evidence to support thinking. Listen to another excerpt from Crow Call; identify and label monitoring comprehension, making connections, and making predictions; cite evidence to support thinking. Listen to an excerpt from The Magic School Bus and the Climate Challenge; identify and label monitoring comprehension, making connections, and making predictions; cite evidence to support thinking. Use the first 3 mental actions while reading literature selections, science, and social studies selections. (LA) Read The Ninth Nugget aloud daily to demonstrate fluent and expressive reading. Identify and describe the characters (traits, motivations, feelings); cite evidence from the story. Identify and describe the setting. Identify and describe the plot (sequence of events) including key details.

Writing: Compose oral/written sentences that demonstrate usage and meaning of unfamiliar words using a variety of the four types of simple sentences and compound sentences. Identify dictionary guide words; use dictionary to identify meaning of chosen words. Explain when adding a suffix to a word that ends with a consonant and y, use I instead of y unless the suffix is ing; compose oral/written sentences using this information. Explain verbs may show changing time

comprehension. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above) W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on pages 28 and 29.) W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Math: OA.3.1 Interpret products of whole numbers. 3.2 Interpret whole-number quotients of whole numbers. 3.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 3.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 3.5 Apply properties of operations as strategies to multiply and divide. 3.6 Understand division as aan unknownfactor problem. 3.7 Fluently multiply & divide within 100, using strategies. 3.8 Solve two-step word problems using the four operations. Mathematical Practices 1-8. By Unit Science & Social Studies (Each is taught 2 afternoons per week): 3 Weeks SS-P-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help to locate places, recognize patterns and identify geographic features.

(tense); read sentence patterns. Explain complex sentence is made up of a group of words that can stand alone (independent clause) and a groups of words that cannot stand alone (dependent clause); read complex sentence patterns and identify the conjunction (connecting word) and the group of words (clause) that cannot stand alone. Explain a comma separates clauses when the dependent clause begins the sentence; read sentence patters; compose oral/written complex sentences using a comma. Explain related sentences are about one topic. Write related sentences about a class topic.

Math: Lesson 17: Model the relationship between multiplication and division. Lesson 18: Apply the distributive property to decompose units. Lesson 19: Apply the distributive property to decompose units. Lesson 20: Solve two-step word problems involving multiplication and division and assess the reasonableness of answers. Lesson 21: Solve two-step word problems involving all four operations and assess the reasonableness of answers.

By Unit Science & Social Studies (Each is taught 2 afternoons per week): SS Alive Chapter 1, Locate key geographic features on a map, Identify countries on a map of North America, Identify states and communities on a map of the southeastern U.S., Research role of explorers in preparing the way for the founding of new communities in North America. Chapter Discussion/Review/Assessment.

SC-EP-3.4.1 Science Chapter 1, Lesson 1 Living Things and Their Needs, Students will explain the basic needs of organisms. compare and contrast living/nonliving things. Describe what living Organisms have basic needs. For example, animals need air, things need to survive. Chapter 1, Lesson 2 Relate plant structures water and food; plants need air, water, nutrients and light. to their functions. Describe how plants are classified. Lesson 3 Organisms can survive only in environments in which their needs Animals and their parts. Describe what an animal needs to survive and can be met. SC-EP-3.4.2 Students will understand that relate how an animal meets its needs. Lesson 3 Animals and their things in the environment are classified as living, nonliving parts. Describe what an animal needs to survive and relate how an and once living. Living things differ from nonliving things. animal meets its needs. Lesson 4 Classifying animals. Identify two Organisms are classified into groups by using various major groups of animals and classify animals into groups based on characteristics (e.g., body coverings, body structures). their structures. Chapter discussion/Review/Assessment. Other Language Arts Standards Consistently Integrated throughout all areas: RF.3.4, SL.3.1, SL.3.2, SL.3.3, SL.3.4, SL.3.6, L.3.1, L.3.2, L.3.3, L.3.4, L.3.5, & L.3.6

Subject: Math Science Language Arts Social Studies Music Practical Living Physical Education Art Media Grouping Arrangements: Whole Group Small Group Individual Lesson Activities: Lecture Hands-On Multimedia Student Demonstrations Reading Seatwork Discussion Assessment Other

Materials: Textbook Paper/Pencil Handouts/Worksheets Manipulatives Calculator Lab Equipment Overhead Projector Computers LCD Projector/AverKey Charts/Posters Assessment: Teacher Made Tests Quiz Open Response On-Demand/Portfolio Class Discussion Homework Project Presentation Teacher Observation Class Assignment Other

Differentiated Strategies: Readiness/Ability Adjusting Questions Compacting Curriculum Tiered Assignments Acceleration/Deceleration Flexible Grouping Peer Teaching Student Interest Reading Buddies Independent Study Projects Buddy Stories Learning Outcomes Anchoring Activities Use of Computer Programs Group Investigation Other Learning Styles Addressed: Verbal/Linguistic Logical/Mathematical Visual/Spatial/Nature Bodily/Kinesthetic Interpersonal/Intrapersonal