Topic: Writing: Roll a Story!

Grade Level: 3rd

Subject: ELA - 11/18/2020

Objectives
● 3.12A compose literary texts, including personal narratives and poetry, using genre
characteristics and craft.

● The Learning Goal for this week is to compose literary texts.

● I will read “How to Catch a Turkey” and write my own sequenced story.

Students will be able to…

I'll know I have mastered the Learning Goal when:
● I can understand what the components of how a story is made.
● I can analyze text evidence to infer a sequence of a text.
● I can write the sequence of my own story.

Materials
For the students For the teacher
● How to catch a turkey read aloud ● How to catch a turkey
● Worksheet ● Assignment page in blend:
https://aisdblend.instructure.c
om/courses/244446/assignme
nts/2911124?
module_item_id=10952112
● Pre-read discussion:
o Do you know Thanksgiving
is next week?
o What is your favorite food to
eat on thanksgiving?
o What is your favorite
Thanksgiving tradition? Mine
is playing cornhole with my
family.

● Virtual dice
 ○ https://docs.google.com/present
ation/d/1jadIg9nk64U9gWtj4Q
Ebd-AEzVtCXQeH-
y44LPXlF3M/present?
slide=id.g27b693dca5_0_261
■ https://diceapp.io/

What the teacher does before the lesson begins:

● The teacher should already have read Hot to Catch a Turkey, have pre-read discussion
questions, and worksheet for students to complete the activity.

Procedures/Activities
Introduction/Anticipatory Set/Engagement and Exploration:
● Good morning students!
○ Today, our focus is sequence of a story.
● Our goal for today is to be able to create our own story sequence.
● After today, you will be able to understand what the main componments of a story
are, you will be able to sequence your own story, and create your own solution for
your story sequence.
● Today, we will listen to a thanksgiving themed read aloud. It’s called ‘How to Catch
a Turkey’.
● First, lets talk about the book. Does everyone know thanksgiving is next week? What
do you usually do for thanksgiving? Share out loud or in the chat.

● Based on what we know about Thanksgiving, let’s think about how many turkeys are
consumed in one day of the year. Before you can eat a turkey, you have to actually
get one! Let’s read a book about how to catch a turkey.
● As you listen, think about who the characters are, what the setting is, and what the
problem is.
Check for Understanding/Explanation:
● Did you enjoy that book? What was your favorite part?
● Who is the main character? Are they any others?
● Where does this story take place? What is our characters’ problem?
o How did he solve his problem? What was the solution?
▪ Emphasis on this question because students will be asked to create
their own solution for their story sequence for the portion of
independent practice.
● Guide the students to their BLEND page for this assignment by sharing this link for
them in the chat:
https://aisdblend.instructure.com/courses/244446/assignments/2911124?
module_item_id=10952112
 ● Share the link for virtual dice in the chat to avoid wasting time (or guide them
through screenshare if you have enough time so that to encourage students to guide
themselves through blend).
o https://diceapp.io/
● Introduce the worksheet & demonstrate filling out your own
o Use this time to brainstorm creative solutions for them to use when they are
independently working.
Independent Practice/Exploration:
● Students will use the ‘Roll-A-Story’ worksheet to write their own story sequence.
● They will use their virtual dice to determine the main character, setting (place),
setting (time), and the conflict.
● Students will be asked to create their own solution for the final portion of
independent practice
● When they are finished, they will submit a picture of their writing on the blend
assignment.
Check for Understanding/Explanation:
● I will ask students to repeat the instructions to ensure they know what to do and go
over clarifications.
● I will ask students to volunteer to share the sequences and solutions they came up
with.
Re-teaching:
● Highlight to students why it is important to have these components within a story and
why it shapes their writing.
○ What would the story be like with no problem? No solution? No main
character? No setting? Emphasize the importance of all within literary texts.
Closure/ Evaluation:
● Remind students to turn in their sentences to blend

Planned Modifications and Differentiation:

● Offer breakout rooms for students who finish early so that the ones who may need help
with their writing will not have any distractions.
● If students finish early, they may work in the language arts choice board:
https://aisdblend.instructure.com/courses/244446/pages/language-arts-centers-
choiceboard?module_item_id=10565600

Assessment of Student Learning:

● I will know they understand when students show me through their submissions in
BLEND that they are able to compose their own story sequence.

Topic: Grammar Introduction: Adjectives

Grade Level: 3rd

Subject: ELA - 11/30/2020

Objectives

● The Learning Goal for this week is to explore figurative language.

Students will be able to…

I'll know I have mastered the Learning Goal when:
● I can recognize examples of figurative language in a text.
● I can explain why an author uses figurative language to describe.

Materials
For the students For the teacher
● Adjectives powerpoint ● Adjectives powerpoint

What the teacher does before the lesson begins:

● The teacher should already have read Hot to Catch a Turkey, have pre-read discussion
questions, and worksheet for students to complete the activity.

Procedures/Activities
Introduction/Anticipatory Set/Engagement and Exploration:
● “Good morning students!
○ Today, our focus is on similes and metaphors.
● Our goal for today is to compare two things by using either a simile or a metaphor.
● After today, you will be able to understand what the difference between a simile and
metaphor is and be able to identify them in the discussion.”
● Guide the students to their BLEND page for this assignment by sharing this link for
them in the chat:
https://aisdblend.instructure.com/courses/244446/discussion_topics/1759225?
module_item_id=10964086
● Together, we will watch a video on similes and metaphors
● Throughout the video, take the time to pause at certain points to explain in more
detail what the video is explaining (because it is a song).
○ Stop when they give the first couple of examples and highlight what makes
each of them different
○ Point out the characteristics of each within the examples given
○ Towards the end of the video, pause to check for understanding or ask the
students if they know which example is a simile and which is a metaphor.
 Explain more if needed based on responses.
Check for Understanding/Explanation:
● 📝 Think about the following questions.
○ Have you heard anyone use a simile or metaphor before?
○ Which one from the video do you like the most?
● Introduce the sentence stems that they will use to discuss their thinking
o “Use one of the stems below to discuss what you're thinking!”

o An example I have heard before is ______.

o The example, ________ , from the video, is my favorite because

_____.
Independent Practice/Exploration:
● Students will use the sentence stems to discuss their thinking and post their reply in
the discussion board.
Check for Understanding/Explanation:
● Students will share an example in the discussion
● They will use an example front the video to explain why it stood out to them.
Re-teaching:
● I will REPEAT the difference between a simile and metaphor with reference to the
video we watch together.
● I will highlight an example for each from the video.
○ What would the story be like with no problem? No solution? No main
character? No setting? Emphasize the importance of all within literary texts.
Closure/ Evaluation:
● Remind students to turn in their sentences to blend

Planned Modifications and Differentiation:

● Offer breakout rooms for students who finish early so that the ones who may need help
with their writing will not have any distractions.
● If students finish early, they may work in the language arts choice board:
https://aisdblend.instructure.com/courses/244446/pages/language-arts-centers-
choiceboard-2?module_item_id=10978600

Assessment of Student Learning:

I will know they understand when students show me through their submissions in
BLEND that they are able to identify examples of similes and or metaphors.

Topic: Respect

Grade Level: 3rd

Subject: Health education: Morning Ritual - 10/20/2020

Objectives
(10) Personal/interpersonal skills. The student explains healthy ways to communicate
consideration and respect for self, family, friends, and others. The student is expected to:
(A) demonstrate respectful communication with family members, peers, teachers, and
others;
(B) describe the mental-health value of respectful communication such as reducing the
potential for angry behavior; and
(C) express needs, wants, and emotions in healthy ways.

Students will be able to…

● Describe what the Golden Rule is
● Talk about how you treat people the way you want to be treated
● Understand that adding to your piggy bank doesn’t mean money (figurative language)
● Identify a time when they showed respect

Materials
For the students
● https://ideas.classdojo.com/i/the-
golden-rule
● Zoom tools for discussion participation
(non-verbals, chat, sharing aloud).
For the teacher
● https://ideas.classdojo.com/i/the-
golden-rule
● Questions to follow video
o Mojo thinks he needs VIM
title to be respected. What
do you think?

o What does Katie mean when

she says, “but if you treat
everyone the way you want
to be treated, your piggy
bank will get bigger over
time”?

o How is your “piggy bank”

looking, and when did you
last add to it?

What the teacher does before the lesson begins:

1. A go noodle to get their brains awake and blood pumping
2. Explain that we will watch a video about the golden rule
3. Notify students that there will be questions for discussion after the video so to make sure
they pay attention to the video.
Procedures/Activities
Introduction/Anticipatory Set/Engagement and Exploration:
● Watch the video on the golden rule
● Follow with discussion questions

○ Mojo thinks he needs VIM title to be respected. What do you think?

○ What does Katie mean when she says, “but if you treat everyone the
way you want to be treated, your piggy bank will get bigger over
time”?

○ How is your “piggy bank” looking, and when did you last add to it?

● Encourage students to share by offering non-verbal responses such as typing in the

chat or using thumbs up / down to participate but encourage someone to share out
loud.
Check for Understanding/Explanation:
● I will know they understand if they can tell me how they’ve added to their piggy
bank lately or have an example of how they will start adding to their ‘piggy banks’.
Independent Practice/Exploration:
● Discussion questions
Check for Understanding/Explanation:
● Listen to each students response
● Repeat student answers to ensure everyone is heard and that students are learning
from each other’s responses.
Re-teaching:
● Repeat some of the student answers and go over what the golden rule is and how
‘piggy banks’ apply.
Closure/ Evaluation:
● Remind students that October is bullying prevention month and that respect plays a
major role is anti-bullying
● Remind students to wear orange tomorrow for anti-bullying awareness.

Planned Modifications and Differentiation:

● Early finishers can share in the chat more examples or answers to the discussion
questions.

Assessment of Student Learning:

● I will know they understand if they can tell me how they’ve added to their piggy bank
lately or have an example of how they will start adding to their ‘piggy banks’.
Topic: Engage: Similes and Metaphors

Grade Level: 3rd

Subject: ELA - 11/27/2020

Objectives

● The Learning Goal for this week is to explore figurative language, especially to
understand and explain the difference between simile and metaphor.

Students will be able to…

I'll know I have mastered the Learning Goal when:
● I can compare two things by using either a simile or a metaphor.
● I can recognize examples of figurative language in a text.
● I can explain why an author uses figurative language to describe.

Materials
For the students For the teacher
● Similes and Metaphors ● Assignment page in BLEND

What the teacher does before the lesson begins:

● The teacher should already have read Hot to Catch a Turkey, have pre-read discussion
questions, and worksheet for students to complete the activity.

Procedures/Activities
Introduction/Anticipatory Set/Engagement and Exploration:
● “Good morning students!
○ Today, our focus is on similes and metaphors.
● Our goal for today is to compare two things by using either a simile or a metaphor.
● After today, you will be able to understand what the difference between a simile and
metaphor is and be able to identify them in the discussion.”
● Guide the students to their BLEND page for this assignment by sharing this link for
 them in the chat:
https://aisdblend.instructure.com/courses/244446/discussion_topics/1759225?
module_item_id=10964086
● Together, we will watch a video on similes and metaphors
● Throughout the video, take the time to pause at certain points to explain in more
detail what the video is explaining (because it is a song).
○ Stop when they give the first couple of examples and highlight what makes
each of them different
○ Point out the characteristics of each within the examples given
○ Towards the end of the video, pause to check for understanding or ask the
students if they know which example is a simile and which is a metaphor.
Explain more if needed based on responses.
Check for Understanding/Explanation:
● 📝 Think about the following questions.
○ Have you heard anyone use a simile or metaphor before?
○ Which one from the video do you like the most?
● Introduce the sentence stems that they will use to discuss their thinking
o “Use one of the stems below to discuss what you're thinking!”

o An example I have heard before is ______.

o The example, ________ , from the video, is my favorite because

_____.
Independent Practice/Exploration:
● Students will use the sentence stems to discuss their thinking and post their reply in
the discussion board.
Check for Understanding/Explanation:
● Students will share an example in the discussion
● They will use an example front the video to explain why it stood out to them.
Re-teaching:
● I will REPEAT the difference between a simile and metaphor with reference to the
video we watch together.
● I will highlight an example for each from the video.
○ What would the story be like with no problem? No solution? No main
character? No setting? Emphasize the importance of all within literary texts.
Closure/ Evaluation:
● Remind students to turn in their sentences to blend

Planned Modifications and Differentiation:

● Offer breakout rooms for students who finish early so that the ones who may need help
with their writing will not have any distractions.
● If students finish early, they may work in the language arts choice board:
https://aisdblend.instructure.com/courses/244446/pages/language-arts-centers-
choiceboard-2?module_item_id=10978600

Assessment of Student Learning:

 I will know they understand when students show me through their submissions in
BLEND that they are able to identify examples of similes and or metaphors.

Claudia Markgraf’s Lesson Plan for the Week of November 30th-Decem

NOV. / DEC. 30th 1st 2nd 3rd
Tuesday ✅
Schedule Monday ✅ Wednesday ✅ Thursday
Mrs.Kirk’s zoom: Mrs.Kirk’s zoom: Mrs.Kirk’s zoom: 8:00am Mrs.Kirk’s zoom
Morning
8:00am 8:00am Mrs. Bissereth’s zoom- Mrs. Bissereth’s
Assembly/
Mrs. Bissereth’s Mrs. Bissereth’s Morning Ritual: 8:15am- Morning Ritual:
Morning
zoom- zoom- 8:20am 8:20am
Ritual: 8:00- Morning Ritual: Morning Ritual:
8:20 am
8:15am-8:20am 8:15am-8:20am

Math Warm-
Up: 8:20-8:40 am

A, D, 2, 3, 4, & 5
https://app.teach
om/app/fd77c4
463f-bc8e-c780

CAMERAS OFF. CAMERAS OFF. CAMERAS OFF. CAMERAS

GET A DRINK OF GET A DRINK OF GET A DRINK OF GET A DRIN
BREAK: 8:40-
8:50 am
WATER / SNACK / WATER / SNACK / WATER / SNACK / WATER / SN
RESTROOM RESTROOM RESTROOM RESTROO

MATH CORE MATH CORE MATH CORE LESSON MATH CORE L

MATH CORE LESSON TAUGHT LESSON TAUGHT BY TAUGHT BY MRS. TAUGHT BY
LESSON: BY MRS. MRS. BISSERETH BISSERETH BISSERE
8:50-9:20 am BISSERETH

Guided Math/ MATH CENTERS MATH CENTERS MATH CENTERS MATH CEN
Independent CHOICEBOARD CHOICEBOARD CHOICEBOARD CHOICEBO
Work/Math
Centers: 9:20-
10:05 am
CAMERAS OFF. CAMERAS OFF. CAMERAS OFF. CAMERAS
Break: GET A DRINK OF GET A DRINK OF GET A DRINK OF GET A DRIN
10:05-10:15am WATER / SNACK / WATER / SNACK / WATER / SNACK / WATER / SN
RESTROOM RESTROOM RESTROOM RESTROO

Daily
Language
Review: 10:15-
10:25 am

https://app.teach
om/app/b5a5dc
4b60-b9f8-4f23

Grammar Brain pop jr. on Using adjectives in your Kahoot on adje

introduction adjectives writing
Grammar:
Adjectives followed by a
10:25-10:35
Mini-lesson ppt. comprehension check

ENGAGE EXPLORE INDEPENDENT EXPLAIN

Read Reading Engage: Reading mini lesson: Independent Reading: Focus Reading task: Fin
Aloud/Core Similes and metaphors. figurative language on Figurative Language Similes and Metap
Lesson: 10:35- Assignment page in Assignment page in Assignment page in BLEND Assignment page
11:05 am BLEND BLEND BLEND

ENGAGE EXPLORE: Mini- Writing TASK: Writing task

Writing: 11:05- Lesson figurative language and narrative
11:25 am draft.

Guided SMALL-GROUP SMALL-GROUP SMALL-GROUP INSTRUCTION SMALL-GROUP

INSTRUCTION Options INSTRUCTION Options for Options for Differentiation INSTRUCTION
Reading/Indep for Differentiation Differentiation ● Guided Reading Groups, Options for Different
endent ● Guided Reading ● Guided Reading p. T112 ● Guided Rea
Groups, p. T92 Groups, p. T92 English Learner Support: Recount Groups, p.
Work/Literacy
● English Learner ● English Learner ● Information, p. T112 English Learner Supp
Centers: 11:25- Support: Recount Support: Recount ● Reinforce Retell, p. T113 ● Information
11:45 am ● Information, p. ● Information, p. T92 Options for Independent and ● Reinforce T
T92 ● Reinforce Collaborative Work, pp. T114–T115 Structure, p
● Reinforce Summarize, p. T93 Options for Independ
Summarize, p. Options for Independent and Collaborative Work,
 T93 Collaborative Work, pp. T94– T125
Options for Independent T95
and
Collaborative Work, pp.
T94–T95

11:45-12:15pm Lunch

Guided Lang. Arts Lang. Arts Lang. Arts Centers Lang. Arts C
Reading/Ind.
Centers Centers Choiceboard Choiceboard
Work/Lit.
Centers Cont. Choiceboard Choiceboard
12:15-12:45pm

Engage: Explore: Explain: Elaborate:

12:45-1:15pm BrainPopJr ‘Sound’ Explore sound using “What is Sound?” Science “What is Sound?”
digital instruments Fusion lesson Fusion lesson cont

1:15-2:00pm SPECIALS

2:00-2:30pm RECESS

2:30-3:15pm Flexible Independent Practice & Dismissal (MONITO

Claudia Markgraf’s Lesson Plan for the Week of November 30th-Decem

NOV. / DEC. 30th 1st 2nd 3rd
Tuesday
Schedule Monday Wednesday Thursda
Morning Mrs.Kirk’s zoom: Mrs.Kirk’s zoom: Mrs.Kirk’s zoom: 8:00am Mrs.Kirk’s zoom
Assembly/ 8:00am 8:00am Mrs. Bissereth’s zoom Mrs. Bissereth’s
Morning Mrs. Bissereth’s Mrs. Bissereth’s Morning Ritual:
Ritual: 8:00- zoom- zoom- Morning Ritual: 8:15am- 8:20am
 Morning Ritual: Morning Ritual: 8:20am BRAIN BOOST
8:15am-8:20am 8:15am-8:20am WOULD U RATHER MATH WARM U
BRAIN BOOST BRAIN BOOST
8:20 am BEFORE MATH BEFORE MATH WOULD U RATHER
WARM UP WARM UP
BRAIN BOOST BEFORE
MATH WARM UP
#20 A,D,1,2,3,4 #21: C,2,3,4 #22: A,B,D,1?,2,3 #23: B,1,

Math Warm-
Up: 8:20-8:40 am

Math warm up for

those who do not have
physical warm up

CAMERAS OFF. CAMERAS OFF. CAMERAS OFF. CAMERAS

GET A DRINK OF GET A DRINK OF GET A DRINK OF GET A DRIN
BREAK: 8:40-
8:50 am
WATER / SNACK / WATER / SNACK / WATER / SNACK / WATER / SN
RESTROOM RESTROOM RESTROOM RESTROO

MATH CORE MATH CORE MATH CORE LESSON MATH CORE L

MATH CORE LESSON TAUGHT LESSON TAUGHT BY TAUGHT BY MRS. TAUGHT BY
LESSON: BY MRS. MRS. BISSERETH BISSERETH BISSERE
8:50-9:20 am BISSERETH

Guided Math/ MATH CENTERS MATH CENTERS MATH CENTERS MATH CEN
Independent CHOICEBOARD CHOICEBOARD CHOICEBOARD CHOICEBO
Work/Math
Centers: 9:20-
10:05 am
CAMERAS OFF. CAMERAS OFF. CAMERAS OFF. CAMERAS
Break: GET A DRINK OF GET A DRINK OF GET A DRINK OF GET A DRIN
10:05-10:15am WATER / SNACK / WATER / SNACK / WATER / SNACK / WATER / SN
RESTROOM RESTROOM RESTROOM RESTROO
 N

Daily
Language
Review: 10:15-
10:25 am
Warm-Up Worksheet
Warm up worksheet
WARM UP WORKSHEET
BRAIN BOOST
BRAIN BOOST Warm up worksh
AFTER LANG. ARTS BRAIN BOOST AFTER
AFTER LANG. ARTS BRAIN BOOST
WARM UP LANG. ARTS WARM UP
WARM UP LANG. ARTS W
Grammar ● SCHOOLHOUSE MAKE BLEND PAGE ● more pr
ROCK on adverbs
introduction adverb practice sheets and revi
ADVERBS mini lesson ● Practice together anchor c
● Identifying and
power point sorting adverbs identifying
interactive adverbs ● Adverbs
google slides ● Practice adverbs WHERE
BLEND page can tell ‘when’
Grammar:
● MAY DO adverbs ● kahoot o
10:25-10:35
practice adverbs

● (‘HOW’
for mor
practice

BRAIN BOOST BRAIN BOOST BRAIN BOOST BEFORE BRAIN BOOST

BEFORE BEFORE Reading Share: Your Point of Independent Read
Reading Engage: Who Reading Task: Finding View on Point of View
is the Audience? the Point of View Assignment page in BLEND Assignment page
Read
Assignment page in Assignment page in BLEND
Aloud/Core BLEND BLEND
Lesson: 10:35- Reading Mini-Lesson:
11:05 am What is Point of
View?
Assignment page in
BLEND
 Spelling in literacy Spelling: Compound Spelling in literacy choice Spelling in litera
Writing: 11:05- choice board Words and board board
11:25 am
Abbreviations

SMALL-GROUP SMALL-GROUP SMALL-GROUP INSTRUCTION SMALL-GROUP

INSTRUCTION Options INSTRUCTION Options for Options for Differentiation INSTRUCTION
for Differentiation Differentiation ● Guided Reading Groups, Options for Different
● Guided Reading ● Guided Reading p. T112 ● Guided Rea
Guided Groups, p. T92 Groups, p. T92 English Learner Support: Recount Groups, p.
● English Learner ● English Learner ● Information, p. T112 English Learner Supp
Reading/Indep Support: Recount Support: Recount ● Reinforce Retell, p. T113 ● Information
endent ● Information, p. ● Information, p. T92 Options for Independent and ● Reinforce T
T92 ● Reinforce Collaborative Work, pp. T114–T115 Structure, p
Work/Literacy ● Reinforce Summarize, p. T93 Options for Independ
Centers: 11:25- Summarize, p. Options for Independent and Collaborative Work,
11:45 am T93 Collaborative Work, pp. T94– T125
Options for Independent T95
and
Collaborative Work, pp.
T94–T95

11:45-12:15pm Lunch

Guided Lang. Arts Lang. Arts Vocabulary: Suffix -ion Fluency: Phrasin
Reading/Ind. Compound Wor
Centers Centers
Work/Lit. Abbreviations
Centers Cont. Choiceboard Choiceboard
12:15-12:45pm

Engage: Explore: Explain: Elaborate:

12:45-1:15pm BrainPopJr ‘Sound’ Explore sound using “What is Sound?” Science “What is Sound?”
digital instruments Fusion lesson Fusion lesson cont

1:15-2:00pm SPECIALS

2:00-2:30pm RECESS

2:30-3:15pm Flexible Independent Practice & Dismissal (MONITO