Lesson Plans for: 11/18/13 - 11/26/13 (7 Days)

Standards
S ellin!: Systematic Phonics (SP) High-Frequency Vocabulary ("#$) (PA%SP%"#$) &#'3'3 Kno and a!!ly grade le"el !honics and ord analysis s#ills in decoding ords$ ("$#) &#'3'( %ead ith su&&icient accuracy and &luency to su!!ort com!rehension$ (SP%"#$) L'3'1 'emonstrate command o& the con"entions o& standard (nglish grammar and usage hen riting or s!ea#ing$ ("#$) L'3'2 'emonstrate command o& the con"entions o& standard (nglish ca!itali)ation* !unctuation* and s!elling hen riting$ ("#$) L'3') 'emonstrate understanding o& ord relationshi!s and nuances in ord meanings$ &eadin!: Te5t Structure (*S) ,om!rehension (+) 7iterary A!!reciation2Fluence (LA/#) (*S%+%LA/#) &L'3'1 , &-'3'1 As# and ans er questions to demonstrate understanding o& a te5t* re&erring e5!licitly to the te5t as the basis &or the ans ers$ (*S%+%LA/#) &L'3'2 %ecount stories* including &ables* &ol#tales* and myths &rom di"erse cultures8 determine the central message* lesson or moral and e5!lain ho it is con"eyed through #ey details in the te5t$ (*S%+) &-'3'2 'etermine the main idea o& a te5t8 recount the #ey details and e5!lain ho they su!!ort the main idea$ (*S%+%LA/#) &L'3'3 'escribe characters in a story /e$g$* their traits* moti"ations* or &eelings0 and e5!lain ho their actions contribute to the sequence o& e"ents$ (+) &-'3'3 'escribe the relationshi! bet een a series o& historical e"ents* scienti&ic ideas or conce!ts* or ste!s in technical !rocedures in a te5t* using language that !ertains to time* sequence* and cause2e&&ect$ (+%LA/#) &L'3'( , &-'3'( 'etermine the meaning o& ords and !hrases as they are used in a te5t$ (*S%+%LA/#) &L'3') %e&er to !arts o& stories* dramas* and !oems hen riting or s!ea#ing about a te5t* using terms such as cha!ter* scene* and stan)a8 describe ho each successi"e !art builds on earlier sections$ (*S%+) &-'3') 9se te5t &eatures and search tools /e$g$* #ey ords* sidebars* hy!erlin#s0 to locate in&ormation rele"ant to a gi"en to!ic e&&iciently$ (*S%+) &L'3'6 , &-'3'6 'istinguish their o n !oint o& "ie &rom that o& the narrator or those o& the characters$ (+%LA/#) &L'3'7 (5!lain ho s!eci&ic as!ects o& a te5t:s illustrations contribute to hat is con"eyed by the ords in a story /e$g$* create mood* em!hasi)e as!ects o& a character or setting0$ (*S%+) &-'3'7 9se in&ormation gained &rom illustrations /e$g$* ma!s* !hotogra!hs0 and the ords in a te5t to demonstrate understanding o& the te5t /e$g$* here* hen* hy* and ho #ey e"ents occur0$ (*S) &-'3'8 'escribe the logical connection bet een !articular sentences and !aragra!hs in a te5t /e$g$* com!arison* cause2e&&ect* &irst2second2third in a sequence0$ 0ritin!: &L'3'3 'escribe characters in a story /e$g$* their traits* moti"ations* or &eelings0 and e5!lain ho their actions contribute to the sequence o& e"ents$ &L'3'6 'istinguish their o n !oint o& "ie &rom that o& the narrator or those o& the characters$ &#'3'( %ead ith su&&icient accuracy and &luency to su!!ort

Teacher: Andersen Grade: 3

Activities

S ellin!: (SP) +ncor!orate !honemic a areness training in s!elling dictation$ ,ontinuously re"ie -. !honograms$ %ead /say0 3. o& -. !honograms daily /1P%0$ Say2 rite 3. o& -. !honograms daily /4P%0$ Analy)e2e"aluate hand riting &or !ro!er letter &ormation in cursi"e$ ("#$) %ead* segment* rite* blend* and e5!lain syllable di"ision* !ronunciation* s!elling* 6 mar#ings &or section P in the s!elling lists$ (5!lain and analy)e syllable di"ision ty!es$

&eadin!: (*S) 9se "arious te5t &eatures to locate #ey &acts in science and social studies boo#s$ (+) #irst t.ree /ental actions (5!lain 6 Practice: good listeners and readers use the &irst 3 mental actions to ;0 monitor com!rehension /chec# their understanding0* 30 ma#e connections bet een their !rior #no ledge and hat is stated in the te5t* and 30 !redict ty!e o& riting to %e&ormat /mental action <0 by reorgani)ing or categori)ing in&ormation and =entally Summari)ing /mental action >0 by identi&ying or &iguring out the main idea$ 7isten to the teacher model =c,all-,rabbs !assage A3?8 e5!lain that a to!ic sentence is one general sentence that states the most im!ortant !oint /main idea0 about the to!ic8 use the &irst 3 mental actions to read and underline essential sentences /re&ormat0 to con&irm the to!ic and to!ic sentence /mentally summari)e stated main idea8 cite e"idence to su!!ort thin#ing$ %ead =c,all-,rabbs !assage @<A8 use the &irst 3 mental actions to read and underline essential sentences /re&ormat0 to con&irm the to!ic and to!ic sentence /mentally summari)e stated main idea08 cite e"idence to su!!ort thin#ing$ %ead =c,all-,rabbs !assage A3;8 use the &irst 3 mental actions to read and underline essential sentences /re&ormat0 to con&irm the to!ic and to!ic sentence /mentally summari)e stated main idea08 cite e"idence to su!!ort thin#ing$ ,onstruct an organi)er com!aring and contrasting Susan @$ Anthony 6 ,esar ,ha"e)8 cite e"idence to su!!ort thin#ing$

0ritin!: ,om!ose ritten sentences that demonstrate usage and meaning o& un&amiliar ords using a "ariety o& the &our ty!es o& sim!le sentences* com!ound sentences* and com!le5 sentences$ (5!lain "erbs may sho changing time /tense0$ (5!lain the !re&i5 re means bac# or again hen added to a base- ord8 add the !re&i5 re to treat and e5!lain ho the meaning changes8 com!ose oral2 ritten sentences that use retreat ith !ersonal !ronouns$ (5!lain the su&&i5 y

com!rehension$ 0'3'2 4rite in&ormati"e2e5!lanatory te5ts to e5amine a to!ic and con"ey ideas and in&ormation clearly$ 0'3'3 4rite narrati"es to de"elo! real or imagined e5!eriences or e"ents using e&&ecti"e technique* descri!ti"e details* and clear e"ent sequences$ 0'3'( 4ith guidance and su!!ort &rom adults* !roduce riting in hich the de"elo!ment and organi)ation are a!!ro!riate to tas# and !ur!ose$ /Grade-s!eci&ic e5!ectations &or riting ty!es are de&ined in standards ;-3 abo"e0 0'3') 4ith guidance and su!!ort &rom !eers and adults* de"elo! and strengthen riting as needed by !lanning* re"ising editing* re riting* or trying a ne a!!roach$ /(diting &or con"entions should demonstrate command o& 7anguage standards ;-3 u! to and including grade 3 on !ages 3B and 3?$0 0'3'6 4ith guidance and su!!ort &rom adults* use technology to !roduce and !ublish riting /using #eyboarding s#ills0 as ell as to interact and collaborate ith others$ 0'3'11 4rite routinely o"er e5tended time &rames /time &or research* re&lection* and re"ision0 and shorter time &rames /a single sitting or a day or t o0 &or a range o& disci!lines!eci&ic tas#s* !ur!oses* and audiences$ 7at.: Assess: 89*'2 7D'1 7D'2 7at. 7od:le 3: 3';A 1-<: ;-+nter!ret !roducts o& hole numbers$3-+nter!ret holenumber quotients o& hole numbers$ 3-9se multi!lication and di"ision ithin ;.. to sol"e ord !roblems in situations in"ol"ing equal grou!s* arrays* and measurement quantities$ <-'etermine the un#no n hole number in a multi!lication or di"ision equation relating three hole numbers$ >-A!!ly !ro!erties o& o!erations /commutati"e* associati"e* 6 distributi"e0 as strategies to multi!ly and di"ide$ A9nderstand di"ision as an un#no n-&actor !roblem$--Fluently multi!ly and di"ide ithin ;..* using strategies such as the relationshi! bet een multi!lication and di"ision or !ro!erties o& o!erations$ B-Sol"e t o-ste! ord !roblems using the &our o!erations$ %e!resent these !roblems using equations ith a letter standing &or the un#no n quantity$ Assess the reasonableness o& ans ers using mental com!utation and estimation strategies including rounding$ ?-+denti&y arithmetic !atterns* and e5!lain them using !ro!erties o& o!erations$ 7at.e/atical Practices 1-8' 9y =nit Science , Social St:dies (2ac. is ta:!.t 2 afternoons er 4ee6): 3 0ee6s SS-P->-=-1 Students ill understand that the use o& geogra!hic tools /e$g$* ma!s* globes* charts* gra!hs0 and mental ma!s hel! to locate !laces* recogni)e !atterns and identi&y geogra!hic &eatures$

means &ull o& and ish means a little li#e8 add y to mud* guilt and ish to child* &ool8 com!ose oral2 ritten sentences that use muddy* guilty* childish* and &oolish ith introductory !hrases or clauses and commas$ (5!lain that com!aring and contrasting t o di&&erent things tell ho they are ali#e and di&&erent8 construct an organi)er to com!are and contrast t o boo#s in a series CThe Dinth DuggetE and CThe F-ed 1ut F-%ayE8 com!ose sentences that state ho the boo#s are ali#e and ho they are di&&erent$ 23a/ le +o/ arin!/+ontrastin! t4o 5oo6s in a series: The Dinth Dugget and The F-ed 1ut F-%ay by %on %oy are both mysteries$ The Dinth Dugget as about /e5!lain mystery0* and The F-ed 1ut F-%ay as about /e5!lain mystery0$ @oth boo#s ha"e the same three main characters: /main characters named0$ The boo#s are di&&erent because they ha"e t o di&&erent settings: /name the boo#s and describe the settings0$

7at.: (nd-=odule 3: &evie4 7od:le 7onday' 2nd-7od:le Assess/ent *:esday' 7od:le 3 Lesson 1: Study commutati"ity to &ind #no n &acts o& A* -* B* 6 ?$ Lesson 2: A!!ly the distributi"e and commutati"e !ro!erties to relate multi!lication &acts >5nGn to A5n and n5A here n is the si)e o& the unit$ Lesson 3: =ulti!ly and di"ide ith &amiliar &acts using a letter to re!resent the un#no n$ Lesson (: ,ount by units o& A to multi!ly and di"ide using number bonds to decom!ose$ Lesson ): ,ount by units o& - to multi!ly and di"ide using number bonds to decom!ose$ Lesson 6: 9se the distributi"e !ro!erty as a strategy to multi!ly and di"ide using units o& A 6 -$ Lesson 7: +nter!ret the un#no n in multi!lication and di"ision to model and sol"e !roblems using units o& A 6 -$

S+-2P-3'('( Students will describe a variety of plant and animal life cycles to understand patterns of the growth, development, reproduction and death of an organism. (Plants and animals have life cycles that include the beginning of life, growth and development, reproduction Science H ,ha!ter 3 H 7i"ing Things Gro and ,hange 7esson ; H and death. The details of a life cycle are different for Plant 7i&e ,ycles$ 7esson 3 H Animal 7i&e ,ycles$ 7esson 3 H From different organisms. Observations of different life cycles Parents to Joung$ ,ha!ter ra!-u!2re"ie o& or#boo# assignments$ should be made in order to identify patterns and +.a ter assess/ent' recognize similarities and differences). ;t.er Lan!:a!e Arts Standards +onsistently -nte!rated t.ro:!.o:t all areas: %F$3$<* S7$3$;* S7$3$3* S7$3$3* S7$3$<* S7$3$A* 7$3$;* 7$3$3* 7$3$3* 7$3$<* 7$3$>* 6 7$3$A

9y =nit Science , Social St:dies (2ac. is ta:!.t 2 afternoons er 4ee6): SS Alive H ,ha!ter 3 H 4here in the 9nited States +s 1ur ,ommunityI H Pre"ie acti"ity connecting to !rior #no ledge* building bac#ground* 6 de"elo!ing "ocabulary$ S#ill @uilder ste!s ; 6 3 locating o n community$ S#ill @uilder ste! 3 com!leting one tra"el ma!$ S#ill @uilder ste! < com!lete remaining &our tra"el ma!s$ %eading Further* analy)ing ho traditions* symbols* and "alues hel! to unite Americans$ %esearching and ma!!ing a !lace to "isit in the 9nited States$ +.a ter Assess/ent'

S:5?ect: =ath Science 7anguage Arts Social Studies =usic Practical 7i"ing Physical (ducation Art =edia >ro: in! Arran!e/ents: 4hole Grou! Small Grou! +ndi"idual Lesson Activities: 7ecture Hands-1n =ultimedia Student 'emonstrations %eading Seat or# 'iscussion Assessment 1ther

7aterials: Te5tboo# Pa!er2Pencil Handouts24or#sheets =ani!ulati"es ,alculator 7ab (qui!ment 1"erhead ProKector ,om!uters 7,' ProKector2A"erKey ,harts2Posters Assess/ent: Teacher =ade Tests Lui) 1!en %es!onse 1n-'emand2Port&olio ,lass 'iscussion Home or# ProKect Presentation Teacher 1bser"ation ,lass Assignment 1ther

Differentiated Strate!ies: %eadiness2Ability AdKusting Luestions ,om!acting ,urriculum Tiered Assignments Acceleration2'eceleration Fle5ible Grou!ing Peer Teaching Student +nterest %eading @uddies +nde!endent Study ProKects @uddy Stories 7earning 1utcomes Anchoring Acti"ities 9se o& ,om!uter Programs Grou! +n"estigation 1ther Learnin! Styles Addressed: Verbal27inguistic 7ogical2=athematical Visual2S!atial2Dature @odily2Kinesthetic +nter!ersonal2+ntra!ersonal