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Week 11 (Oct 24-28)

Week 11 (Oct 24-28)

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Published by bnwalton

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Published by: bnwalton on Oct 31, 2011
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10/31/2011

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3
rd
Grade Lesson Plans: Mrs. Walton10-10-11
MondayTuesdayWednesdayThursdayFriday
   A   M   W  o  r   k
Morning Work: Grammar/VocabularyCharacter Focus:
Acceptance
Read Aloud:
A South CarolinaMystery
Morning Work: Grammar/VocabularyCharacter Focus:
Acceptance
Read Aloud:
A South CarolinaMystery
Morning Work: Grammar/VocabularyCharacter Focus:
Acceptance
Read Aloud:
A South CarolinaMystery
Morning Work: Grammar/VocabularyCharacter Focus:
Acceptance
Read Aloud:
A South CarolinaMystery
Morning Work: Grammar/VocabularyCharacter Focus:
Acceptance
Read Aloud:
A South CarolinaMystery
   S  o  c   i  a   l   S   t  u   d   i  e  s
Allow 3 Days tocomplete
Standard: 3-
 
2.3
Use amap to identify the seaand land routes of explorers of SC andcompare the geographicfeatures of areas theyexplored, including theclimate and theabundance of forests. TCW use the SMARTlesson on the U drive toreiterate the land andsea routes each explorerhad.
Standard: 3-
 
2.3
Use amap to identify the sea andland routes of explorers of SC and compare thegeographic features of areas they explored,including the climate andthe abundance of forests. TTW review previouslylearned information aboutthe SC explorers. Using aworld map TTW showstudents the sea routes of each of the explorers.Discuss why each chose theroute they took. Using thefollowing website to showstudents the land routes of the key explorers discussthese routes and how theyrelate to the goals of eachexplorer(www.cas.sc.edu/cege/resources/MapFolio/scexplorers_ color.pdf ).After showing anddiscussing the sea and landroutes, TSW create theirown maps illustrating thesea and land routes.Outline maps can be foundatwww.eduplace.com/ss/maps/usa.html 
Standards 3-1 & 3-2Benchmark Assessment
S
tandard: 3-
 
2.3
Use amap to identify the sea andland routes of explorers of SC and compare thegeographic features of areas they explored,including the climate andthe abundance of forests. TTW review previouslylearned information aboutthe SC explorers. Using aworld map TTW showstudents the sea routes of each of the explorers.Discuss why each chose theroute they took. Using thefollowing website to showstudents the land routes of the key explorers discussthese routes and how theyrelate to the goals of eachexplorer(www.cas.sc.edu/cege/resources/MapFolio/scexplorers_ color.pdf ).After showing anddiscussing the sea and landroutes, TSW create theirown maps illustrating thesea and land routes.Outline maps can be foundatwww.eduplace.com/ss/maps/usa.html 
Standard 3-2Explorer Assessment
 
   S  p  e  c   i  a   l   A  r  e  a
ArtP.E.MusicComputerP.E.
   V  o  y  a  g  e  r   B   l  o  c   k
Whitney:
Module 3
Bonnie:
Small groupdifferentiation; centers
Group 1:
Antonio, ZyQuan,Tamara, & Jacob (start withMrs. Ray)
Group 2:
Marcez, Jack,Alexandra, & Ke’Shawn (startwith Mrs. Walton)
Group 3:
David & Kalin (starton the computers)
Whitney:
Module 3
Bonnie:
Adventure 4, Lesson 1(see TG pgs. 124-127)
Standards: 3-3.4
(read highfrequency words),
3-3.6
(spell highfrequency words),
3-3.7
(spellcorrectly),
3-3
(Vocabulary),
3-2.1
(main idea of informational text),
3-2. 3
(facts and opinions)
Objective:
TSW determine theauthor’s purpose and identify factsand details in “Reptile RestingPlaces”
Group 1:
Antonio, ZyQuan,Tamara, & Jacob (start with Mrs.Ray)
Group 2:
Marcez, Jack,Alexandra, & Ke’Shawn (startwith Mrs. Walton)
Group 3:
David & Kalin (start onthe computers)
Whitney:
Module 3
Bonnie:
Adventure 4, Lesson 2(see TG pgs. 128-131)
Standards: 3-3.4
(read highfrequency words),
3-3.6
(spell highfrequency words),
3-3.7
(spellcorrectly),
3-2.1
(main idea of informational text),
Objective:
TSW determine theauthor’s purpose and check for understanding in “Cold-Blooded”
Group 1:
Antonio, ZyQuan,Tamara, & Jacob (start with Mrs.Ray)
Group 2:
Marcez, Jack,Alexandra, & Ke’Shawn (startwith Mrs. Walton)
Group 3:
David & Kalin (start onthe computers)
Whitney:
Module 3
Bonnie:
Adventure 4, Lesson 3(see TG pgs. 132-135)
Standards: 3-3.4
(read highfrequency words),
3-3.6
(spell highfrequency words),
3-3.7
(spellcorrectly),
3-2.1
(main idea of informational text),
Objective:
TSW make textconnections, activate prior knowledge, and check for understanding in “Iguana Day”
Group 1:
Antonio, ZyQuan,Tamara, & Jacob (start with Mrs.Ray)
Group 2:
Marcez, Jack,Alexandra, & Ke’Shawn (startwith Mrs. Walton)
Group 3:
David & Kalin (start onthe computers)
Whitney:
Module 3
Bonnie:
Small groupdifferentiation; centers
Group 1:
Antonio, ZyQuan,Tamara, & Jacob (start with Mrs.Ray)
Group 2:
Marcez, Jack,Alexandra, & Ke’Shawn (startwith Mrs. Walton)
Group 3:
David & Kalin (start onthe computers)
 
   G  u   i   d  e   d   R  e  a   d   i  n  g
Standards: 3-1.4
Distinguish amongdevices of 
figurativelanguage
(including
simile
,
metaphor
,
personification
, and
hyperbole
) and sounddevices (including
onomatopoeia
and
alliteration
).
Poem of the Week:
 Teeny Tiny Ghost.Choral read.
 
Discussrhyme scheme andnumber of stanzas.
Alliteration:
Finishalliteration foldable.
Introducepersonification:
Askstudents if animals canreally talk to humans.What about their couch? TV? TSW turn to theirPerfect Poetry Possessesand definepersonification. Discussthat personification iswhen something that isnot a human is givenhuman properties.Create an anchor chartwith examples (ie: fairytales, Disney movies,etc.)
My Town:
Read My Town by SharonHendricks. Underlinepersonification withappropriate coloredpencil.
 
 TSW add personificationto their figurativelanguage foldable.
Standards: 3-1.4
Distinguish among devicesof 
figurative language
(including
simile
,
metaphor
,
personification
, and
hyperbole
) and sounddevices (including
onomatopoeia
and
alliteration
).
Poem of the Week:
 Teeny Tiny Ghost. Choralread.
 
Discuss adjectives.Underline adjectives.
Personification:
Finishpersonification foldable.
Introduce hyperbole:
. TSW turn to their PerfectPoetry Possesses anddefine hyperbole.Brainstorm commonphrases that use hyperbole(prompt as necessary)
What Am I?:
Read WhatAm I? by Sharon Hendricks.Underline examples of hyperbole with appropriatecolored pencil.
 
 TSW add hyperbole to theirfigurative languagefoldable.
Guidance
Standards: 3-1.4
Distinguish among devicesof 
figurative language
(including
simile
,
metaphor
,
personification
, and
hyperbole
) and sounddevices (including
onomatopoeia
and
alliteration
).
3-1.8
Recognize thecharacteristics of poetry(including
stanza
,
rhymescheme
, and
repetition
).
Poem of the Week:
 Teeny Tiny Ghost. Choralread.
 
Discuss rhymingwords.
Hyperbole:
Finishhyperbole foldable.
Introduce simile:
 TSWturn to their Perfect PoetryPossesses and definesimile. Brainstorm moreexamples of simile. Promptas necessary.
I’m Tortured byInsomnia:
Read I’m Tortured by Insomnia by Jack Prelutsky. Underlinesimile phrases with theappropriate colored pencil. TSW add simile to theirfigurative languagefoldable.
Standards: 3-1.4
Distinguish among devicesof 
figurative language
(including
simile
,
metaphor
,
personification
, and
hyperbole
) and sounddevices (including
onomatopoeia
and
alliteration
).
3-1.8
Recognize thecharacteristics of poetry(including
stanza
,
rhymescheme
, and
repetition
).
Poem of the Week:
 Teeny Tiny Ghost. Choralread.
 Simile:
Finish similefoldable
Weekly Assessment:
Poetry Quick Check andadjectives check.
   L  u  n  c   h   &   R  e  c  e  s  s
Lunch procedures.Recess procedures.Lunch procedures.Recess procedures.Lunch procedures.Recess procedures.Lunch procedures.Recess procedures.Lunch procedures.Recess procedures.

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