WEEK:

March 21 March 25, 2016

8:20am - 9:30am

Teacher: E. Keyton

Subject: Mathematics

Unit Title: Unit 4: Geometry

Unit Big Idea: Measurement and Data
In this unit students will:

Further develop understandings of geometric figures by focusing on identification and descriptions of plane
figures based on geometric properties.

Identifies examples and non-examples of plane figures based on geometric properties.

Identify differences among quadrilaterals.

Understand that shapes in different categories may share attributes and those attributes can define a larger
category (example: rhombuses, rectangles, and others have four sides and are all called quadrilaterals).

Expand the ability to see geometry in the real world.

Can draw plane figure shapes based on attributes.

Further develop understanding of partitioning shapes into parts with equal areas.

Partitions shapes in several different ways into equal parts of halves, thirds, fourths, sixths, and eighths and
recognizes the partitioned parts have the same area.

Use data collected to make bar and picture graphs.

Interpret line plots.

Find the perimeter of polygons; use addition to find perimeters; solve for an unknown length and recognize
the patterns that exist when finding the sum of the lengths and widths of rectangles.
Standards to Address in Unit:
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four
sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition
a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Represent and Interpret Data
MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step
how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which
each square in the bar graph might represent 5 pets.
MGSE3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by
making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
MGSE3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by
multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical
problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Time:

c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a
c. Use area models to represent the distributive property in mathematical reasoning.
MGSE3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side
lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and
different perimeters.

ASSESSMENTS
Diagnostic Unit 4 Common
Assessment, Georgia Milestone
Diagnostic Assessment
Major Unit concepts and
2-dimensional; 3dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular prisms
(as subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi
right angle

Formative: Essential Questions,

Think-Pair-Share, Exit ticket, My Math
Workbook, and Summative
Assessments/ Task

vocabulary
2-dimensional; 3dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular
prisms (as
subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi

2-dimensional; 3-

dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular
prisms (as
subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi

Summative: Solving word problems,

Star Math Assessment, think pair
share

2-dimensional; 3-

dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular
prisms (as
subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi

2-dimensional; 3-

dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular
prisms (as
subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi

RotationsGuided Math

Mini-lesson(15-20 min.)
Whole GroupNumber TalksWhole Group

square
three-sided
unit fraction

right angle
square
three-sided
unit fraction

MONDAY
Strategy:
Solve

TUESDAY
Focus Strategy:

750-423=

420-254=

Solve

MGSE3.NBT.3

Multiply
one-digit whole numbers by
multiples of 10 in the range
10-90 (e.g., 9 x 80, 5 x 60)
using strategies based on
place value and properties of
operations.

Multiply
one-digit whole numbers by
multiples of 10 in the range
10-90 (e.g., 9 x 80, 5 x 60)

THURSDAY
Focus Strategy:
Solve

360-119=

624 + 78=

FRIDAY
Focus Strategy:
Solve

208 - 27=

MGSE3.MD.1 Tell and

MGSE3.MD.1 Tell and

E.Q:

time to the nearest minute and

measure elapsed time intervals in
minutes. Solve word problems
involving addition and subtraction
of time intervals in minutes, e.g., by
representing the problem on a
number line diagram, drawing a

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems
involving addition and
subtraction of time intervals
in minutes, e.g., by

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem

MGSE3.NBT.3

MGSE3.MD.1 Tell and write

MGSE3.MD.1 Tell and

MGSE3.MD.1 Tell and

time to the nearest minute and

measure elapsed time intervals in
minutes. Solve word problems
involving addition and subtraction
of time intervals in minutes, e.g.,
by representing the problem on a
number line diagram, drawing a
pictorial representation on a clock
face, etc.

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem
on a number line diagram,
drawing a pictorial
representation on a clock face,
etc.

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem
on a number line diagram,
drawing a pictorial
representation on a clock face,
etc.

E.Q:

WEDNESDAY
Focus Strategy:
Solve

right angle
square
three-sided
unit fraction

MGSE3.MD.1 Tell and write

Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.

right angle
square
three-sided
unit fraction

MGSE3.NBT.3

Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.

Mondays will be
used for Guided
Practice in a whole
group format (30
min.).
MGSE3.NBT.3

right angle
square
three-sided
unit fraction

How can I model

multiplication by ten?
How is multiplying by
ten related to place

Instructional Strategies:
(S) will complete the Ga DOE

Group 4RotationsGuided
Group
Math3Guided Math RotationsRotationsGuided Math

Teacher facilitates
& monitors Daily 5
Station Rotations
strategies based on
(30 using
min.).
place
value and
properties of
Teacher
facilitates
operations.
& monitors
Daily
5
Discuss
the Daily
5
Station
Rotations
stations
with
E.Q:
students.
Explain to a
(30
Whatmin.).
happens
the activities
in it is
number when
the
eachDiscuss
center
and
multiplied by Daily
ten? 5
stations
with
start
rotations.
How
can I model
students. Explain
multiplication by ten?
the
in
Math
by activities
Myself
each
How
iscenter
place value
and
Math with a
Teacher
facilitates &
start rotations.
Partner
monitors
Daily 5
Math Reading
Station
Rotations
by Myself (30
MathMath
Technology
min.).
with a
MathMath
Writing
Partner
Guided
Math
Discuss
the Daily 5
Math Reading
stations
with
Math Technology
students.
Explain the
Math Writing
activities
in each
Guided Math
center and start
rotations.
Math by Myself
Math with a Partner
Math Reading
Math Technology
Math Writing
Guided Math

MGSE3.NBT.3

Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.

E.Q:

How can I model

multiplication by ten?
How is multiplying by
ten related to place

MGSE3.NBT.3

Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.

E.Q:

How can I model

multiplication by ten?
How is multiplying by
ten related to place
value?
MGSE3.NBT.3
Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.

E.Q:

How can I model

multiplication by ten?
How is multiplying by
ten related to place

Students that need academic support

Students on-/ above grade level

MGSE3.MD.1 Tell and write

MGSE3.MD.1 Tell and

MGSE3.MD.1 Tell and

time to the nearest minute and

measure elapsed time intervals in
minutes. Solve word problems
involving addition and subtraction
of time intervals in minutes, e.g.,
by representing the problem on a
number line diagram, drawing a
pictorial representation on a clock
face, etc.

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem
on a number line diagram,
drawing a pictorial
representation on a clock face,
etc.

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem
on a number line diagram,
drawing a pictorial
representation on a clock face,
etc.

MGSE3.MD.1 Tell and write

MGSE3.MD.1 Tell and

MGSE3.MD.1 Tell and

time to the nearest minute and

measure elapsed time intervals in
minutes. Solve word problems
involving addition and subtraction
of time intervals in minutes, e.g.,
by representing the problem on a
number line diagram, drawing a
pictorial representation on a clock
face, etc.

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem
on a number line diagram,
drawing a pictorial
representation on a clock face,
etc.

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem
on a number line diagram,
drawing a pictorial
representation on a clock face,
etc.

Instructional Strategies:

Instructional Strategies:

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem
on a number line diagram,
drawing a pictorial
representation on a clock face,
etc.

write time to the nearest

minute and measure elapsed
time intervals in minutes.
Solve word problems involving
addition and subtraction of
time intervals in minutes, e.g.,
by representing the problem
on a number line diagram,
drawing a pictorial
representation on a clock face,
etc.

Instructional Strategies:

Instructional Strategies:

Instructional Strategies:
(S) will complete the Ga DOE

Instructional Strategies:
(S) will complete the Ga DOE
task Daily Schedule.

MGSE3.MD.1 Tell and write

time to the nearest minute and
measure elapsed time intervals in
minutes. Solve word problems
involving addition and subtraction
of time intervals in minutes, e.g.,
by representing the problem on a
number line diagram, drawing a
pictorial representation on a clock
face, etc.

Instructional Strategies:
(S) will complete the Ga DOE

MGSE3.MD.1 Tell and

MGSE3.MD.1 Tell and

(conducted while Guided Math occurs)Daily 5 Math Stations

Math by Myself:
Students will work
individually on

Math by Myself:
Students will work individually
on

Math by Myself:
Students will work individually
on

Math by Myself:
Students will work
individually on

Math by Myself:
Students will work
individually on

GaDOE tasks:

GaDOE tasks:

GaDOE tasks:

GaDOE tasks:

GaDOE tasks:

Multiplication Dice
Or

Multiplication Dice
Or

Multiplication Dice
Or

Multiplication

Multiplication

Multiplication

Multiplication
Dice

Multiplication Dice
Or

Or
Multiplication

fluency

fluency

fluency

Students will practice skip

counting and task on
multiplication.

Students will practice skip

counting and task on
multiplication.

Students will practice skip

counting and task on
multiplication.

Math with a Partner:

Math with a Partner:

Math with a Partner:

Students will practice skip

counting and task on
multiplication.
Math with a Partner:

Students will work with a

partner on task cards:

Students will work with a

partner on task cards:

Students will work with a

partner on task cards:

Students will work with a

partner on task cards:

Students will work with a

partner on task cards:

I HaveWho Has
Or
Task Cards: Clocks
( Minutes)

I HaveWho Has
Or
Task Cards: Clocks
( Minutes)

Task Cards
Or
Multiplication Scoot

Task Cards
Or
Multiplication Scoot

Math Technology:
Multiplication/ Time;
Elapsed Time
https://www.tenmarks.com/log
in

Math Technology:
Multiplication/ Time; Elapsed
Time

Math Technology:
Geometry
https://www.tenmarks.com/login

https://www.tenmarks.com/login

http://www.sheppardsoftware.com/

http://www.sheppardsoftware.
com/

http://www.sheppardsoftware.co
m/

http://mrnussbaum.com

http://mrnussbaum.com

https://www.ixl.com/math/gra
de-3

https://www.ixl.com/math/grade-3

https://fcs.redbirdschools.c
om/
Math Activity

Multiply numbers to
create multiples of
ten

Multiplication
practice

https://fcs.redbirdschools.com
/
Math Activity

Multiply numbers to
create multiples of ten

Multiplication practice

I HaveWho Has
Or
Task Cards: Clocks
( Minutes)

fluency
Multiplication fluency

Students will practice skip

counting and task on
multiplication.
Math with a Partner:

Math Technology:
Geometry
https://www.tenmarks.com/lo
gin

Math Technology:
Geometry
https://www.tenmarks.com/logi
n

http://mrnussbaum.com

http://www.sheppardsoftware
.com/

http://www.sheppardsoftware.c
om/

https://www.ixl.com/math/grade-3

http://mrnussbaum.com

http://mrnussbaum.com

https://fcs.redbirdschools.com/

https://www.ixl.com/math/gra
de-3

https://www.ixl.com/math/grad
e-3

https://fcs.redbirdschools.
com/

https://fcs.redbirdschools.c
om/

Math Activity

Telling time to the nearest

5 minutes; nearest minute

Elapsed time

Math Activity
Telling time to the nearest 5
minutes; nearest minute
Elapsed time

Math Activity

Telling time to the

nearest 5 minutes;
nearest minute

Elapsed time

Math Reading:

Math Reading:

Math Reading:

Math Reading:

Math Reading:

SW annotate a passage
of text related to a math
topic using the following
steps:

SW annotate a passage of
text related to a math
topic using the following
steps:

SW annotate a passage of
text related to a math topic
using the following steps:

SW annotate a passage
of text related to a
math topic using the
following steps:

SW annotate a passage
of text related to a math
topic using the following
steps:

1.
Read each
question and
underline key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3, etc
above the answer
4.
Circle key words
and underline the
main idea (write MI
above main idea)
5.
Write a ? above
words you do not
know.

1.
Read each question
and underline key words.
2.
Write P1, P2, P3,
etc. at the start or at the
indention of each
paragraph
3.
Underline the
answer to each question
as you read writing Q1,
Q2, Q3, etc above the
answer
4.
Circle key words
and underline the main
idea (write MI above
main idea)
5.
Write a ? above
words you do not know.

1.
Read each
question and
underline key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3,
etc above the answer
4.
Circle key words
and underline the
main idea (write MI
above main idea)
5.
Write a ? above
words you do not
know.

1.
Read each
question and underline
key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3, etc
above the answer
4.
Circle key words
and underline the main
idea (write MI above
main idea)
5.
Write a ? above
words you do not
know.

Using

Using

1.
Read each question
and underline key words.
2.
Write P1, P2, P3, etc.
at the start or at the
indention of each
paragraph
3.
Underline the answer
to each question as you
read writing Q1, Q2, Q3,
etc above the answer
4.
Circle key words and
underline the main idea
(write MI above main idea)
5.
Write a ? above
words you do not know.

Time

Arrays

Arrays

Time

Time

Geometric shapes

shapes
shapes

Geometric

Geometric
shapes

Geometric

shapes

Geometric

SummarizingClosing &

Math Writing:

Math Writing:

Math Writing:

Math Writing:

Math Writing:

Students will respond

in writing and create
visual representations
to complete/ solve
word problem
prompts
Exit Tickets--SelfCheck Quiz

Students will respond in

writing and create visual
representations to
complete/ solve word
problem prompts

Students will respond in writing and

create visual representations to
complete/ solve word problem
prompts

Students will respond in

writing and create visual
representations to complete/
solve word problem prompts

Students will respond in

writing and create visual
representations to complete/
solve word problem prompts

Exit Tickets--SelfCheck Quiz

Exit Ticketsrecord in
math journals

Exit Tickets
record in math
journals

(T) will have (S) write

their answers to SelfCheck Quiz problems on
post-its

When someone asks me

what I learned in math
today, I can say

Reteach Standards

Math Groups_wk_2-1
thur 2-5.docx

When someone asks

me what I learned in
math today, I can

Think Pair share

What strategies can
you use to
understand
fractions on a
number line?

WEEK: March 21-25

Teacher: E. Keyton
Unit Title: Enduring Hope, American Visionaries

Subject: Reading/ELA

Unit Big Idea: Responses to Literature

Standards to Address in Unit: Primary Focus: Informational Text
ELAGSE3SL1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others ideas and expressing their own clearly.
ELAGSE3SL1.a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
ELAGSE3SL1.d - Explain their own ideas and understanding in light of the discussion.
ELAGSE3SL2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
ELAGSE3SL6 - Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
ELAGSE3RF4.c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELAGSE3RF3 - Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSE3RF3.b - Decode words with common Latin suffixes.
ELAGSE3RF4 - Read with sufficient accuracy and fluency to support comprehension.
ELAGSE3RI1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ELACC3W1 Write Opinion writing Unit 3 Changing the World: persuasive, Speeches, Petitions, and Editorials. . Lucy
Calkins
Task:
Respond to assessment prompt
Characterization/personality study
Vocabulary study
Visualizing a story map

Essential Questions

How does what we already know help us with what we read?

Why is it important to distinguish fact from opinion?
What makes the best support for an argument?
Why is organization important?
How can compare and contrast help us learn character traits?
What are the best kinds of questions to ask when we begin research?
How does poetry deliver a message differently from a story?
What makes a person a hero?
What are the best ways to convince people in my writing?
How can we make sense out of text with new words in them?
In what important ways are similar words the same and different?
Why is word choice important?
Why is it important to organize your ideas into some kind of order? What are some ways to organize information?
Why is punctuation so important?
When is it appropriate to use a dictionary and how best to use it?

ASSESSMENTS
Diagnostic: Pretest, Progress Monitoring
Weekly, Dibels, Running Records

Formative: On-going Assessments;

Common Assessments

Summative: Posttest

Major Unit concepts and vocabulary

Guided
Guides
Guided
Shared or Modeled
Whole
(10-15 min.)
Phonics(18-22 min.) Reading
Group 2
Group 1
Reading Group
Reading
Reading
Group 3/4

review, recall. problem, highlight, silent, reading, self-monitoring, fluency, comprehension, prompts, decoding, expression,
chunk, vocabulary, read, respond, determine, questions, understanding
MONDAY
Standard:
ELAGSEL1.
Demonstrate
command of the
Standard:

ELAGSE3RF4
ELAGSE3RI1
(T) (S) will read a
reading selection
posted on edmodo
or classflow on
ipads. Students will
response to
literature on
classflow or edmodo
on ipads.
Standard:

ELAGSE3SL1,
ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard:
ELAGSE3RF3,
ELAGSE3RF4

TUESDAY
Standard: ELAGSEL1.
Demonstrate command
of the conventions of
standard English
Standard: ELAGSE3RF4
ELAGSE3RI1

WEDNESDAY
Standard: ELAGSEL1
Demonstrate
command of the
conventions of
Standard: ELAGSE3RF4
ELAGSE3RI1

THURSDAY
Standard: ELAGSEL1
Demonstrate command
of the conventions of
standard English
Standard: ELAGSE3RF4
ELAGSE3RI1

(T) (S) will read a

reading selection posted
on edmodo or classflow
on ipads. Students will
response to literature on
classflow or edmodo on
ipads.

(T) (S) will read a

reading selection
posted on edmodo or
classflow on ipads.
Students will
response to literature
on classflow or
edmodo on ipads.

(T) (S) will read a

reading selection posted
on edmodo or classflow
on ipads. Students will
response to literature on
classflow or edmodo on
ipads.

Standard: ELAGSE3SL1,

Standard: ELAGSE3SL1,

Standard: ELAGSE3SL1,

ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard: ELAGSE3RF3,
ELAGSE3RF4

ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard:
ELAGSE3RF3,
ELAGSE3RF4

ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard: ELAGSE3RF3,
ELAGSE3RF4

FRIDAY
Standard: ELAGSEL1
Demonstrate
command of the
conventions of
Standard:

ELAGSE3RF4
ELAGSE3RI1

(T) (S) will read a

reading selection
posted on edmodo o
classflow on ipads.
Students will
response to
literature on
classflow or edmodo
on ipads.
Standard:

ELAGSE3SL1,
ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard:
ELAGSE3RF3,
ELAGSE3RF4

Text: Teacher
Selected leveled
reader
Standard: ELAGSE3R16

Text: Teacher Selected

leveled reader
BR: TW introduce the
book
title,ELAGSE3R16
give short
Standard:

Text: Teacher Selected

leveled reader
BR:
TW introduce
the
Standard:
ELAGSE3R16

Text: Teacher Selected

leveled reader
BR: TW introduce the
book
title,ELAGSE3R16
give short
Standard:

Text: Teacher
Selected leveled
reader
Standard: ELAGSE3R16

BR: Remind students

that events have
causes, or reasons why

BR: Remind students that

events have causes, or
reasons why they happen.

BR: Remind students

that events have causes,
or reasons why they

BR: Remind students that

events have causes, or
reasons why they happen.

BR: Remind students

that events have
causes, or reasons why

Text: Teacher Selected

leveled reader

Text: Teacher Selected

leveled reader

Text: Teacher Selected

leveled reader

Text: Teacher Selected

leveled reader

Text: Teacher Selected

leveled reader

(conducted while Guided Reading occurs) DAILY 5 STATIONS

Read to Self: Task Cards

Students should:
Read the whole time.
Stay in one place.
Read quietly.
Work on stamina.
Get started right away.
Self-selected texts with a goal to
build reading stamina. Students
will record their progress on a
stamina chart.

Students will pull their

folder from the box with
their stamina chart in it.
Using the IPICK strategy
they will select a book to
read. They will go to the
station and read the
selected book. They may
choose from the
teachers selection of
books or they may read
their own library book.
After the completion
of reading selection
(S) will complete AR
assessment on ipads.
Rules are posted for
students to understand
what they should be
doing in the station.

Students will pull their

folder from the box with
their stamina chart in it.
Using the IPICK strategy
they will select a book to
read. They will go to the
station and read the
selected book. They may
choose from the
teachers selection of
books or they may read
their own library book.
After the completion
of reading selection
(S) will complete AR
assessment on ipads.
Rules are posted for
students to understand
what they should be
doing in the station.

Students will pull their

folder from the box with
their stamina chart in it.
Using the IPICK strategy
they will select a book to
read. They will go to the
station and read the
selected book. They may
choose from the
teachers selection of
books or they may read
their own library book.
After the completion
of reading selection
(S) will complete AR
assessment on ipads.
Rules are posted for
students to understand
what they should be
doing in the station.

Students will pull their

folder from the box with
their stamina chart in it.
Using the IPICK strategy
they will select a book to
read. They will go to the
station and read the
selected book. They may
choose from the
teachers selection of
books or they may read
their own library book.
After the completion
of reading selection
(S) will complete AR
assessment on ipads.
Rules are posted for
students to understand
what they should be
doing in the station.

Read with a Buddy:

Elbow to Elbow-Knee to Knee
I Read, You Read-One student
reads a page as the other
listens. The student listening
can summarize what they just
heard.
Choral Read-Partners read the
same section of the book at the
same time. (helps struggling
readers)
Reading One Book-One book
is shared between partners with
both students holding a corner
of the book.

Student will use the I

Read, You Read method
in this station. Each
student will read one
page at a time to each
other. After reading the
story they both will be
able to ask and answer
questions: (who, where
,why did, explain why,
how did, what are, give
an example of,
describe how, what are
several ways that,
what was the main
idea of, what was the
purpose of, in your own
words, tell, why do you
think the author.)
Read with a buddy
about Heat, Thurgood
Marshall

Student will use the I

Read, You Read method
in this station. Each
student will read one
page at a time to each
other. After reading the
story they both will be
able to ask and answer
questions: (who, where
,why did, explain why,
how did, what are, give
an example of,
describe how, what are
several ways that,
what was the main
idea of, what was the
purpose of, in your own
words, tell, why do you
think the author.)
Read with a buddy
about Heat, Thurgood
Marshall

Student will use the I

Read, You Read method
in this station. Each
student will read one
page at a time to each
other. After reading the
story they both will be
able to ask and answer
questions: (who, where
,why did, explain why,
how did, what are, give
an example of,
describe how, what are
several ways that,
what was the main
idea of, what was the
purpose of, in your own
words, tell, why do you
think the author.)
Read with a buddy
about Heat, Thurgood
Marshall

Student will use the I

Read, You Read method
in this station. Each
student will read one
page at a time to each
other. After reading the
story they both will be
able to ask and answer
questions: (who, where
,why did, explain why,
how did, what are, give
an example of,
describe how, what are
several ways that,
what was the main
idea of, what was the
purpose of, in your own
words, tell, why do you
think the author.)
Read with a buddy
about Heat, Thurgood
Marshall

Work on Writing:
Students should:
Write the whole time
Stay in one spot
Work quietly
Choice of what to write
Get started quickly
Underline words they are
not sure how to spell and
move on...
Ex. Students will work on
informational writing.
Genres will change as the
lessons modeled and shared
change during direct writing
instruction. Students can use
prompts or free choice. Anchor
charts should be posted to
assist students with
incorporating skills/strategies
from previously taught
standards.

Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,Assig
ned IXL Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).

Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,Assig
ned IXL Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).

Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com
,Assigned IXL
Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).

Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,
Assigned IXL Language
Arts, Grammar
Jammer (Pearson),
Parts of Speech PPT
review, Q&R app, Ten
Marks Assignment
(Parts of Speech and
Point of View).

Listen to Reading:
Students should:
Get out materials
Listen to the whole story
Follow along with pictures
and/or words
Stay in one spot
Listen quietly
Get started quickly
Put materials away neatly
(listening station or at the
computer)
Suggestions:
Tumble Books, Pebble Go, iPads,
stories online)

Listen to Reading:
Tumblebooks.com

Listen to Reading:
Tumblebooks.com

Listen to Reading:
Tumblebooks.com

Listen to Reading:
Tumblebooks.com

Students can choose

one of the stories from
the listening station
library and write a
summary about the
story. Students can
also choose one of the
task from the task card
to complete.

Students can choose

one of the stories from
the listening station
library and write a
summary about the
story. Students can
also choose one of the
task from the task card
to complete.

Students can choose

one of the stories from
the listening station
library and write a
summary about the
story. Students can
also choose one of the
task from the task card
to complete.

Students can choose

one of the stories from
the listening station
library and write a
summary about the
story. Students can
also choose one of the
task from the task card
to complete.

Work on Words: Words Their

Way and Sight Words
Students will:
Experiment with words for
learning and practice spelling
patterns

Words Their Way Sort

The page will based on
the childs need and what
skill they need to focus
on.

Words Their Way Sort

The page will based on
the childs need and what
skill they need to focus
on.

Words Their Way Sort

The page will based on
the childs need and what
skill they need to focus
on.

Words Their Way Sort

The page will based on
the childs need and wha
skill they need to focus
on.

Sight WordsRead the

words with a partner or
read words on flash
cards and other
activities via quizlet
posted on edmodo.

Sight WordsRead the

words with a partner or
read words on flash
cards and other
activities via quizlet
posted on edmodo.

Sight WordsRead the

words with a partner or
read words on flash
cards and other
activities via quizlet
posted on edmodo.

Sight WordsRead the

words with a partner or
read words on flash
cards and other
activities via quizlet
posted on edmodo.

Session 4/Mini lesson

Session 5/Mini lesson

Session 6/ Mini lesson

Session 7/ Mini lesson

Session 8/ Mini lesson

Practicing Persuasion

Practicing Persuasion

Practicing Persuasion

Practicing Persuasion

Practicing Persuasion

Unit 3 Opinion

Unit 3 Opinion

Unit 3 Opinion

Unit 3 Opinion

Unit 3 Opinion

Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.

Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.

Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.

Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.

Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.

Memorize high frequency

words
Generalize spelling patterns

Guided &
Modeled or Shared
(20-30 min.)Independent
(7-10 min.)
Writing
Writing

Add to the knowledge and

curiosity of unique and
interesting words.
(*see note at the bottom)

CLOSING and
SHARING
(5 min.)

Students write open

ended questions on
index cards. Two
students are selected
to come forward. The
first student draws a
question card and

Students in groups of
up to five are
numbered sequentially.
As a group they create
a list of 3-5 things
learned in the lesson
and then the teacher

Students quickly and

verbally share one
thing they learned in
the class today. 3
things they learned, 2
things they have a
question about, 1 thing

Students explain the

who, what, where, when,
why and how of the
lesson.

Students create a time

line of the concepts
taught (sequence the
concepts) or explain a
connection to something
else they know.

Unit Title: American Heroes

Geographic Understanding

The focus of this unit is Cesar Chavez and his contributions to expanding our rights and freedoms
Standards to Address in Unit:
SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D.
Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great
Society and voting rights), and Csar Chvez (workers rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.
a. Identify on a political map specific locations significant to the life and times of these historical figures.
b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures.
c. Describe how each of these historical figures adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historical figures and their ideas across time.
e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification.
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience
and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
E.Q. How did Cesar Chavez expand the rights and freedoms of people in our country? How did Cesar Chavez show

positive character traits? How did geography influence actions taken by Cesar Chavez? How did Cesar Chavez use
productive resources in his occupation? How did the actions of government impact Cesar Chavez? How were Cesar
Chavezs actions related to the actions of others?
Characters Traits: Justice, Freedom of conscience and expression and Diligence
ASSESSMENTS
Diagnostic:
Pre-assessment
Major Unit concepts and vocabulary

Formative:

Summative: Post Assessment

3.

WEEK: March 21, 2016 Teacher: E. Keyton

TUESDAY

5. Boycott

Citizen
Diligence
Fast
Freedom of
Expression
Justice
Labor Union
Legacy
March
Migrant Worker
Organizer
Protests
Strike

Citizen
Diligence
Fast
Freedom of Expression
Justice
Labor Union
Legacy
March
Migrant Worker
Organizer
Protests
Strike

Time: 9:30-10:30
WEDNESDAY

THURSDAY

FRIDAY

.
Teaching Strategies:

Standard: SS3H2, SS3G2,

SS3CG2
E.Q: How did Cesar

Standard: SS3H2, SS3G2,

SS3CG2
E.Q: How did Cesar

https://www.ixl.com/soci
al-studies/grade-3
Economics

Chavez expand the

rights and freedoms of
people in our country?
How
Cesar Chavez
Journaldid
Entry

Chavez use
productive resources
in his occupation?
How
Sticky did
Note-the
Listactions
2 things

Exit Ticket

Closing &
Summarizing

Instructional
Strategies

Resources &
Materials

MONDAY

Subject: Social Studies

4. Boycott

you have learned about

Cesar Chavez

WEEK: March 21, 2016

Teacher: Mrs. Small
Unit Title (Science): Heat (Chapter 4)

Subject: Science/Health

Time: 9:30-10:30

Unit Big Idea (Science): The purpose of this unit is to investigate how heat is produced and the effects of heating and cooling.

Students will also understand that a change in temperature indicates a change in heat. The duration of this unit is 17
instructional days, including the days for the performance assessment.
Standards to Address in Unit (Science):

S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature
indicates a change in heat.
a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.
b. Investigate how insulation affects heating and cooling.
c. Investigate the transfer of heat energy from the sun to various materials.
d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.
Essential Questions:
How does heat move? How can you generate heat? How is a change in heat measured? How do you conserve heat?

ASSESSMENTS (Science)
Diagnostic:
Pre Assessment

Formative:

Summative:
Post Assessment

Major Unit concepts and vocabulary (Science)

solar heat, chemical reaction,

radiation, convection, water
vapor, evaporation,
condensation, friction,
temperature

solar heat, chemical

reaction, radiation,
convection, water vapor,
evaporation, condensation,
friction, temperature

3.

4.

5.

Unit Title (Health): Personal Health and Wellness (Until March 16, 2016)
Unit Big Idea (Health): Diseases keeps the body from working normally.
Standards to Address in Unit (Health):
HE3.5: Students will demonstrate the ability to use decision-making skills to enhance health.
b. Discuss situations when support is needed when making a health-related decision.
Examples:
Discuss how adults can help an individual avoid tobacco.
Examine when it is appropriate to tell a teacher about a problem with another student.
E.Q.

How is sleep and rest important for growth and good health?
ASSESSMENTS (Health)
Diagnostic:
Pre Assessment
Major Unit concepts and vocabulary (Health)

Formative:

Summative:
Post Assessment

1.

2.

MONDAY

TUESDAY

3.

WEDNESDAY

4.

THURSDAY-Health

5.

FRIDAY-Health

E.Q: How does heat move?

E.Q: How does heat move? How

How can you generate heat?

can you generate heat?

Activating Strategy:
https://www.ixl.com/science/
grade-3

Activating Strategy:
https://www.ixl.com/science/gra
de-3

Fossils
Fossils
Differentiated Teaching
Strategies:
Persuasive Writing- SW think
about different sources of
thermal energy. SW write a
paragraph explaining three
ways that heat can be
produced. Then decide which
source of heat is most
important in your life. SW
write a second paragraph
explaining why they think it is
important.
TW review information
learned about heat in order to
get the students prepared to
take a post assessment.

Differentiated Teaching
Strategies:
Review for heat post
assessment
SW take a post assessment on
heat. Once the class has
completed the assessment the
teacher will go over the test to
clear up any misconceptions.

E.Q:
Teaching Strategies

Journal Entry

SW write 2 things they learned

about Heat on a sticky note.

Exit Ticket