DCSD Weekly Lesson Plan

TEACHER Dallas Bolden GRADE/COURSE 3rd/Math

Co-Teacher Julie York, Suzette Powell LIVE SESSION Monday, Tuesday, Thursday & Friday @8:00-9:30
LINK Monday, Tuesday, Thursday & Friday @9:40-11:00
WEEK OF March 29- April 2nd (DATE/TIME)

STANDARDS Virtual Learning expectations and using technology appropriately. SW familiarize themselves with different platforms and programs.

Priority:
3.NF.2 UNDERSTAND a fraction as a number on the number line; REPRESENT fractions on a number line diagram.

3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the
same size, or the same point on a number line. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by
using a visual fraction model.

3. 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 describes the area of each part as 1/4 of the area of the shape. REPRESENT and INTERPRET data.

Supporting Standards:
3.OA.3: USE multiplication and division within 100 to SOLVE word problems in situations involving equal groups, arrays, and measurement quantities.

WIDA - English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics. English language learners
communicate for social and instructional purposes within the school setting.

LEARNING The students will be able to:

TARGET(S) *plot fractions and find equivalent fractions from number lines and visual models.
*understand the sizes of a unit fraction and compare fraction with the same numerator and/ or denominator
*plot fractions and compare fractions on a number line
* use the language of math to explain math concepts and understandings.
* use social and instructional language to communicate in the school setting.

SUCCESS Students can:

CRITERIA *identify what a fraction is and name the parts of a fraction- numerator, denominator, fraction bar and how to partition a shape to create equal pieces
*understand the sizes of a unit fraction and compare fraction with the same numerator and/ or denominator
*access Google Classroom to open and complete documents to show work
*communicate with teachers and peers an understanding of math concepts using math vocabulary using standard English
*communicate with teachers and peers using social and instructional language

RESOURCES Google Classroom, Whiteboard.fi, TEAMS, IXL, iStation, Pear Deck Extension, TeacherMADE

Toy Theater, Mathigon Manipulatives, Math Learning Center

VOCABULARY Fraction, fraction bar, numerator, denominator, addition, subtraction, number line, partition, model, scale, equal parts, unit fraction, equivalent, plot

Synchronous Asynchronous Time Differentiation Grading

Activity/Direct Instruction Activity/ Allotted Tiered Support Protocol
 *Students who are virtual Instruction (in minutes) *Students in- person Category

Number Talk/Mini-Lesson/Model (Whole Group): Independent: Synchronous STW help students for extra
- TW will introduce new concepts/skills or review skills 20 minutes direction and guidance on
M - 5 a day- WEEK 6: Spiral Review (Jamboard) Students are assignments and concepts. Classwork,
I working on Asynchronous: Independent
York- IEP Support: Michael,
L Guided Practice (Small Groups): Digital 40 minutes Ashley A, Jamie, John, Jaycee, Small Groups
L Introduce Group A Pizza Project Workplan. Robbie, Caleb, Londynn, Nihel,
M I Dru Formative/ Exit
R York’s Group: Benchmark Fractions Review March 29 Slides Ticket
Bolden’s Group: Weston, Malai,
O O *Virtual: Michelle Scott, Garrett, Anthony, Elliot,
Joziah, Genesis, Shafat
N
N Bolden’s Group: Benchmark Fractions Review
*Virtual: Iria, Khloe, Rajashree
D Afiya, Brian, Autumn, Afreeda

A Milliron - HOMEROOM SLIDES

Y Number Talk/Mini-Lesson/Model (Whole Group): Independent: Synchronous Support Teachers will
- TW will introduce new concepts or review skills 20 minutes (STW) help students for Classwork,
B - 5 a day- WEEK 6: Spiral Review (Jamboard) Students are extra direction and guidance Independent
O working on Asynchronous: on assignments and
L Digital concepts. Small Groups
Guided Practice (Small Groups): 40 minutes
D Introduce Group A Pizza Project Workplan. Powell- ESOL Support Miguel, Formative/ Exit
E Nahomi, Zulema, A’varis, Kevin, Ticket
N Powell’s Group: Benchmark Fractions Practice March 29 Slides Genelie, Brayen, Gabriel, Chelsea
ELT: ELA
*Virtual: Melanie, Gianna, Ajai, Amy Test Prep Bolden’s Group: Joshua, Julianna,
A’Mauri, Angel, Madelyn, Jacinto,
Bolden’s Group: Benchmark Fractions Practice Cristofer, Ashley D, Dianelly,
Jayden, Elver, Kayden
*Virtual: Emily

Bolden- HOMEROOM SLIDES

Synchronous Asynchronous Time Differentiation Grading
Activity/Direct Instruction Activity/ Allotted Tiered Support Protocol
*Students who are virtual Instruction (in minutes) *Students in- person Category

Number Talk/Mini-Lesson/Model (Whole Group): Independent: Synchronous STW help students for extra
- TW will introduce new concepts/skills or review skills 20 minutes direction and guidance on
M - 5 a day- WEEK 6: Spiral Review (Jamboard) Students are assignments and concepts. Classwork,
I working on Asynchronous: Independent
York- IEP Support: Michael,
L Guided Practice (Small Groups): Digital 40 minutes Ashley A, Jamie, John, Jaycee, Small Groups
 L Math Benchmark 3 (Google Form) Workplan. Robbie, Caleb, Londynn, Nihel, Formative/ Exit
T Dru
I Ticket
York’s Group: Benchmark Fractions Practice March 29 Slides
U R
*Virtual: Michelle
Bolden’s Group: Weston, Malai,
Scott, Garrett, Anthony, Elliot,
O Joziah, Genesis, Shafat
E N
Bolden’s Group: Benchmark Fractions Practice
*Virtual: Iria, Khloe, Rajashree
S Afiya, Brian, Autumn, Afreeda

D Milliron - HOMEROOM SLIDES

A Number Talk/Mini-Lesson/Model (Whole Group): Independent: Synchronous Support Teachers will
- TW will introduce new concepts or review skills 20 minutes (STW) help students for Classwork,
Y B - 5 a day- WEEK 6: Spiral Review (Jamboard) Students are extra direction and guidance Independent
O working on Asynchronous: on assignments and
L Digital concepts. Small Groups
Guided Practice (Small Groups): 40 minutes
D Math Benchmark 3 (Google Form) Workplan. Powell- ESOL Support Miguel, Formative/ Exit
E Nahomi, Zulema, A’varis, Kevin, Ticket
N Powell’s Group: Go Over Warm- Up Concepts March 29 Slides Genelie, Brayen, Gabriel, Chelsea
ELT: ELA
*Virtual: Melanie, Gianna, Ajai, Amy Test Prep Bolden’s Group: Joshua, Julianna,
A’Mauri, Angel, Madelyn, Jacinto,
Bolden’s Group: Fractions (iReady- Practice) Cristofer, Ashley D, Dianelly,
Jayden, Elver, Kayden
*Virtual: Emily

Bolden- HOMEROOM SLIDES

WED. Teacher Planning/Conferences/Small Groups
Small Groups (2 or 3 Math Groups per teacher)
TUESDAY: 11:00am- 3-5 Admin Meeting| WEDNESDAY: 1:00pm- Faculty Meeting| THURSDAY: 2:15pm- 3rd Grade Level w/ Team|

Synchronous Asynchronous Time Differentiation Grading

Activity/Direct Instruction Activity/ Allotted Tiered Support Protocol
*Students who are virtual Instruction (in minutes) *Students in- person Category
 Number Talk/Mini-Lesson/Model (Whole Group): Independent: Synchronous STW help students for extra
- TW will introduce new concepts/skills or review skills 20 minutes direction and guidance on
M - 5 a day- WEEK 6: Spiral Review (Jamboard) Students are assignments and concepts. Classwork,
I working on Asynchronous: Independent
York- IEP Support: Michael,
L STEM DAY Digital
T L Workplan.
40 minutes Ashley A, Jamie, John, Jaycee,
Robbie, Caleb, Londynn, Nihel,
Small Groups

I *Virtual: Michelle Dru Formative/ Exit

H R March 29 Slides
Bolden’s Group: Weston, Malai, Ticket
O *Virtual: Iria, Khloe, Rajashree Scott, Garrett, Anthony, Elliot,
U N Afiya, Brian, Autumn, Afreeda
Joziah, Genesis, Shafat

R
Milliron - HOMEROOM SLIDES
S
D
Number Talk/Mini-Lesson/Model (Whole Group): Independent: Synchronous Support Teachers will
A B
- TW will introduce new concepts or review skills
Students are
20 minutes (STW) help students for Classwork,
- 5 a day- WEEK 6: Spiral Review (Jamboard) extra direction and guidance Independent
O working on Asynchronous: on assignments and
Y Small Groups
L STEM DAY Digital 40 minutes concepts.
D Workplan. Powell- ESOL Support Miguel, Formative/ Exit
E *Virtual: Melanie, Gianna, Ajai, Amy Nahomi, Zulema, A’varis, Kevin, Ticket
N March 29 Slides Genelie, Brayen, Gabriel, Chelsea
ELT: Math
*Virtual: Emily Multiply Bolden’s Group: Joshua, Julianna,
0’s-10’s A’Mauri, Angel, Madelyn, Jacinto,
Cristofer, Ashley D, Dianelly,
Bolden- HOMEROOM SLIDES Jayden, Elver, Kayden

Synchronous Asynchronous Time Differentiation Grading

Activity/Direct Instruction Activity/ Allotted Tiered Support Protocol
*Students who are virtual Instruction (in minutes) *Students in- person Category

Number Talk/Mini-Lesson/Model (Whole Group): Independent: Synchronous STW help students for extra
- TW will introduce new concepts/skills or review skills 20 minutes direction and guidance on
M - 5 a day- WEEK 6: Spiral Review (Jamboard) Students are assignments and concepts. Classwork,
I working on Asynchronous: Independent
York- IEP Support: Michael,
L Virtual Field Trip Digital 40 minutes Ashley A, Jamie, John, Jaycee, Small Groups
L Workplan. Robbie, Caleb, Londynn, Nihel,
I *Virtual: Michelle Dru Formative/ Exit
 R March 29 Slides Bolden’s Group: Weston, Malai, Ticket
Scott, Garrett, Anthony, Elliot,
O *Virtual: Iria, Khloe, Rajashree Joziah, Genesis, Shafat
F N Afiya, Brian, Autumn, Afreeda

R Milliron - HOMEROOM SLIDES

I Number Talk/Mini-Lesson/Model (Whole Group): Independent: Synchronous Support Teachers will

- TW will introduce new concepts or review skills 20 minutes (STW) help students for Classwork,
B Students are extra direction and guidance Independent
D O
- 5 a day- WEEK 6: Spiral Review (Jamboard)
working on Asynchronous: on assignments and
L Digital concepts. Small Groups
A D
Virtual Field Trip
Workplan.
40 minutes
Powell- ESOL Support Miguel, Formative/ Exit
E Ticket
Y N
*Virtual: Melanie, Gianna, Ajai, Amy March 29 Slides
ELT: Math
Nahomi, Zulema, A’varis, Kevin,
Genelie, Brayen, Gabriel, Chelsea

Bolden’s Group: Benchmark Fractions Practice Multiply Bolden’s Group: Joshua, Julianna,

(Module 5: Topic E) 0’s-10’s A’Mauri, Angel, Madelyn, Jacinto,

Cristofer, Ashley D, Dianelly,
*Virtual: Emily Jayden, Elver, Kayden

Bolden- HOMEROOM SLIDES

*March Multiplication Madness: Students will have the goal of fluency of multiplication tables (1-10). Bonus for 11’s and 12’s.
Students will make a sundae with scoops and toppings.

The DeKalb County School District Virtual Learning Lesson Plan Template is a modified lesson plan template to be used by the classroom teacher, student, and parent to monitor daily and weekly assignments for all virtual
learning experiences. The lesson plan will provide students with guiding questions, lesson content, and formative practice activities. It is the expectation that the Virtual Learning Lesson Plan template is completed and
uploaded in VERGE or Google Classroom for immediate access by the student and parent prior to the instructional week.

What you will need to provide students and parents when using the Virtual Learning Lesson Plan:
● ACCESS TO LINKS FOR THE LESSON ACTIVITIES. You can do this by copying and pasting the links you wish to use from various instructional sites to the lesson plan. Be sure to follow the
acceptable use policy you agreed to when you gained access to the content.
HELPFUL RESOURCES AND LINKS
Georgia Standards of Excellence https://www.georgiastandards.org/Georgia-Standards/Pages/default.aspx
Georgia Public Broadcast https://www.gpb.org/education/learn
● PROVIDE CLEAR INSTRUCTIONS. You can do this by explicitly stating the student actions as aligned to the Success Criteria. Additionally, instructions should be clear on how you want students
to use the content material to achieve the Learning Target(s).
● ENGAGE STUDENTS WITH GRADE-APPROPRIATE ACTIVITIES. You can do this by completing the work prior to assigning the activity to students to ensure it is aligned to the standards,
promotes deep engagement, and establishes high expectations.
● COMMUNICATE THE DURATION OF ACTIVITIES. You can do this by providing an estimate of how long the activity should take for completion. Providing this information helps parents and
students plan appropriately for the weekly virtual learning experience.

What you will need to do when completing the Virtual Lesson Plan:
 ● LEARNING TARGETS/SUCCESS CRITERIA. You will need to identify in a concise manner the specific Learning Targets (What students will learn about and gain an understanding of?) and
Success Criteria (What students will demonstrate knowledge of and show mastery of?) for the week.
● LIVE SESSION LINK with DATE(S)/TIME(S). You will need to provide the platform (Microsoft Teams or Zoom), access information, date and time of the LIVE session. The LIVE session should
be an opportunity to promote academic discourse around the weekly Learning Target(s). You can conduct mini-lessons, modeling, demonstrations, Socratic Seminars, etc. Student participation is required for all
LIVE sessions unless there are technical difficulties that are communicated by the parent/guardian. There should always be an alternative assignment provided for LIVE sessions. LIVE sessions CANNOT be
recorded without parental permission and a Media Release Form.
● DAILY AND WEEKLY PLAN. You will need to provide no more than three activities for a day. The daily activities should not exceed the listed recommended allowances for completion taking into
consideration the needs of each individual student learning modalities. Each activity should list the estimated amount of time for completion along with the alignment to the DCSD Grading Protocol. This
information is provided to help students and parents monitor grades and equitable distribution of assignments across the grading protocol. Finally, the “Complete” section is for teachers and students to check that
the assignment was uploaded and completed.
● TIERED SUPPORT. You will need to identify the accommodations that are made for various groups of students for the activity. Consider the following groups of students as you plan activities and
consider accommodations: Exceptional Education, English Learners, Gifted, Struggling Learners, etc.

There are various forms of content that can be used to complete the Virtual Learning Lesson Plan such as text, video, audio, and practice opportunities. Use the content from district and/or school purchased instructional
resources along with Open Educational Resources (OER) to create an academically challenging virtual learning environment.

Note 1: Elementary self-contained teachers will be allowed to integrate concepts/skills across multiple content areas into one lesson plan as appropriate based upon the Georgia Standards of Excellence.

Note 2: The use of the “Multiplier” in Infinite Campus should only be applied upon approval by the local principal and/or designee.