Lesson Plans for: 12/09/13 - 11/06/13

Standards
Spelling: 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$ $eading: 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/!) $L%3%, (5!lain ho s!eci&ic as!ects o& a te5t:s illustrations contribute to hat is con"eyed by the ords in a story /e$g$* create mood* em!hasi)e as!ects o& a character or setting0$ ((S#)) $+%3%, 9se in&ormation gained &rom illustrations /e$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) $+%3%- 'escribe the logical connection bet een !articular sentences and !aragra!hs in a te5t /e$g$* com!arison* cause2e&&ect* &irst2second2third in a sequence0$ /riting: $L%3%3 'escribe characters in a story /e$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
Spelling: (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$

$eading: ((S) 9se "arious te5t &eatures to locate #ey &acts in science and social studies boo#s$ ()) All five .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$ %ead =c,all-,rabbs !assage ?<@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$ %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$ %ead =c,all-,rabbs ?33 and 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 state main idea08 cite e"idence to su!!ort thin#ing$ %ead =c,all-,rabbs ?3<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$ %ead science 6 social studies selections8 use the &irst 3 mental actions to read and identi&y /re&ormat0 essential sentences to con&irm the to!ic and to!ic sentence /mentally summari)e stated main idea08 cite e"idence to su!!ort thin#ing$ ?egin reading ,harlotte:s 4eb as a class identi&ying 6 describing the setting* characters /traits* moti"ations* &eelings0 6 cite e"idence* the !lot including #ey details* 6 identi&y e5am!les o& attributes o& &ine literature /!recise language and emotional a!!eal0$ (5!lain that in&ormation /content0 may be embedded in a story to add enAoyment or understanding8 identi&y e5am!les o& content in ,harlotte:s 4eb8 cite e"idence &rom the story to su!!ort thin#ing$

/riting: ,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 some !ronouns do not re&er to a s!eci&ic !erson* !lace* or thing8 inde&inite !ronouns8 com!ose oral2 ritten sentences that use any o& these inde&inite !ronouns$ (5!lain ad"erbs may sho ;0 hen* 30 here* 30 ho * <0 in hat manner* or >0 to hat e5tent the action

com!rehension$ /%3%2 4rite in&ormati"e2e5!lanatory te5ts to e5amine a to!ic and con"ey ideas and in&ormation clearly$ /%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$ /%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 /%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 3C$0 /%3%6 4ith guidance and su!!ort &rom adults* use technology to !roduce and !ublish riting /using #eyboarding s#ills0 as ell as to interact and collaborate ith others$ /%3%10 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$ 0at1: Assess: 23(%2 04%1 04%2 0at1 0od5le 3: 3%6A 1-9: ;-+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$ @9nderstand 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$ C-+denti&y arithmetic !atterns* and e5!lain them using !ro!erties o& o!erations$ 0at1e.atical Practices 1--% 37 :nit Science * Social St5dies (;ac1 is ta5g1t 2 afternoons per <ee=):
SS-;P-&%1%1 Students ill use geogra!hic tools /e$g$* ma!s* globes* mental ma!s* charts* gra!hs0 to locate and describe &amiliar !laces at home* school and the community$ SS-;P-&%1%2 Students ill use geogra!hic tools to identi&y maAor land&orms /e$g$* continents* mountain ranges0* bodies o& ater /e$g$* oceans* maAor ri"ers0 and natural resources on (arth:s sur&ace and use relati"e location$ SS-P->)-S-2 Students ill e5!lore !ersonal rights and res!onsibilities: a) e5!lain* demonstrate* gi"e e5am!les o& ays to sho good citi)enshi! at school and in the community /e$g$* recycling* !ic#ing u! trash0 ?) describe the im!ortance o& ci"ic !artici!ation and locate e5am!les /e$g$* donating canned &ood to a class &ood dri"e0 in current e"ents2ne s S)-;P-&%6%1 Students ill describe basic relationshi!s o& !lants and animals in an ecosystem /&ood chains0$ Plants ma#e their o n &ood$ All animals de!end on !lants$ Some animals eat !lants &or &ood$ 1ther animals eat animals that eat the !lants$ ?asic relationshi!s and connections bet een organisms in &ood chains can be used to disco"er !atterns ithin ecosystems$ S)-;P-&%,%1 Students ill describe the cause and e&&ect relationshi!s e5isting bet een organisms and their en"ironments$ The orld has many di&&erent en"ironments$ 1rganisms require an en"ironment in hich their needs can be met$ 4hen the en"ironment changes some !lants and animals sur"i"e and re!roduce and others die or mo"e to ne locations$ S)-;P-3%'%1 Students ill describe &ossils as e"idence o& organisms that li"ed long ago* some o& hich may be similar to others that are ali"e today$

ha!!ened8 e5!lain that the su&&i5 ly means in hat manner or to hat e5tent the action ha!!ened8 com!ose oral2 ritten sentences using the su&&i5 ly$ ,ategori)e the !arts o& s!eech o& gi"en ords$ (5!lain the su&&i5 ion means state or result o&8 com!ose oral2 ritten sentences that use any o& the gi"en ord !airs$ (5!lain com!aring and contrasting t o di&&erent !eo!le2things tells ho they are ali#e and di&&erent8 com!are and contrast t o !eo!le8 com!ose sentences to com!are2contrast #ey details$

0at1: 0od5le 3 !rida7 (S26/ 4A8) 0onda7 9 0id-0od5le Assess.ent * Lesson 12: A!!ly the distributi"e !ro!erty and the &act C D ;. E ; as a strategy to multi!ly$ Lesson 13-1&: +denti&y and use arithmetic !atterns to multi!ly$ Lesson 1': +nter!ret the un#no n in multi!lication 6 di"ision to model 6 sol"e !roblems$ Lesson 16: %eason about 6 e5!lain arithmetic !atterns using units o& . 6 ; as they relate to multi!lication 6 di"ision$

37 :nit Science * Social St5dies (;ac1 is ta5g1t 2 afternoons per <ee=): SS Alive E ,ha!ters 3 6 < E ,ha!ter 3 E 4hat is the geogra!hy o& our communityF Pre"ie acti"ity connecting to !rior #no ledge* building bac#ground* 6 de"elo!ing "ocabulary$ 4riting &or understanding ste!s ; de&ining !hysical geogra!hy$ 4riting &or understanding ste!s 3-3 e5!loring three communities$ 4riting &or understanding ste! < ma#ing a tra"el brochure$ 4riting &or understanding ste!s > 6 @ com!aring and contrasting communities and creating a brochure &or the local community$ %eading &urther reading about ma! tools$ )1apter assess.ent% ,ha!ter < E Ho do !eo!le become !art o& our country E Pre"ie connecting !rior #no ledge* building bac#ground* 6 "ocabulary de"elo!ment$ ?egin e5!loring the immigrant e5!erience$ %ound ; o& immigration GgameH %ound 3 o& immigration GgameH %ound 3 o& immigration GgameH Analy)ing one immigrant:s e5!erience$ Processing by inter"ie ing a !erson about a maAor decision$ )1apter assess.ent% Science E ,ha!ters 3 6 < E ,ha!ter 3 7i"ing Things in (cosystems$ 7esson ; E Food chains and &ood ebs sho ho organisms in an ecosystem de!end on each other$ 7esson 3 E (arth has di&&erent ecosystems$ They are classi&ied by the ty!e o& climate* soil* !lants* and animals that they ha"e$ 7esson 3 E Plants and animals ha"e

Fossils &ound in (arth materials !ro"ide e"idence about organisms that li"ed long ago and the nature o& the en"ironment at that time$ %e!resentations o& &ossils !ro"ide the basis &or describing and dra ing conclusions about the organisms and basic en"ironments re!resented by them$

ada!tations that hel! them sur"i"e in di&&erent en"ironments$ Assess.ent% ,ha!ter < ,hanges in (cosystems$ 7esson ; E 7i"ing things change their en"ironment E identi&y ays that li"ing things change their en"ironment$ (5!lain ho di&&erent organisms com!ete ith each other &or &ood* ater* 6 shelter$ Assessment$ 7esson 3 E ,hanges A&&ect 7i"ing Things E Sho ho en"ironmental changes a&&ect li"ing things$ (5!lain hat it means &or an animal to be endangered$ Assessment$ 7esson 3 E 7i"ing things o& the !ast E (5!lain ho scientists learn about ancient !lants and animals by studying &ossils$ Sho ho !resent-day organisms are similar to those that li"ed long ago$ Assess.ent% 6t1er Lang5age Arts Standards )onsistentl7 +ntegrated t1ro5g1o5t all areas: %F$3$<* S7$3$;* S7$3$3* S7$3$3* S7$3$<* S7$3$@* 7$3$;* 7$3$3* 7$3$3* 7$3$<* 7$3$>* 6 7$3$@

S5?@ect: =ath Science 7anguage Arts Social Studies =usic Practical 7i"ing Physical (ducation Art =edia >ro5ping Arrange.ents: 4hole Grou! Small Grou! +ndi"idual Lesson Activities: 7ecture Hands-1n =ultimedia Student 'emonstrations %eading Seat or# 'iscussion Assessment 1ther

0aterials: Te5tboo# Pa!er2Pencil Handouts24or#sheets =ani!ulati"es ,alculator 7ab (qui!ment 1"erhead ProAector ,om!uters 7,' ProAector2A"erKey ,harts2Posters Assess.ent: Teacher =ade Tests Iui) 1!en %es!onse 1n-'emand2Port&olio ,lass 'iscussion Home or# ProAect Presentation Teacher 1bser"ation ,lass Assignment 1ther

4ifferentiated Strategies: %eadiness2Ability AdAusting Iuestions ,om!acting ,urriculum Tiered Assignments Acceleration2'eceleration Fle5ible Grou!ing Peer Teaching Student +nterest %eading ?uddies +nde!endent Study ProAects ?uddy Stories 7earning 1utcomes Anchoring Acti"ities 9se o& ,om!uter Programs Grou! +n"estigation 1ther Learning St7les Addressed: Verbal27inguistic 7ogical2=athematical Visual2S!atial2Jature ?odily2Kinesthetic +nter!ersonal2+ntra!ersonal