AM Work

3rd Grade Lesson Plans: Mrs. Walton 9-26-11 Monday Tuesday Morning Work: Grammar/ Morning Work: Grammar/ Vocabulary Vocabulary Character Focus: Acceptance Character Focus: Acceptance Read Aloud: Sneaker Madness Read Aloud: Sneaker Madness Standard: 3-1.3 Standard: 3-1.3 Categorize the six Categorize the six geographic regions of SC geographic regions of SC according to their according to their different different physical and physical and human human characteristics. characteristics. TSW work with a partner from Ms. Bealers class on a research project on a city from SC. Physical features= 20 points Human features= 20 points Map of the city=20 points Population of the city= 15 points Region the city is in= 15 points Job options in the city= 10 points
AreaSpecial

Wednesday Morning Work: Grammar/ Vocabulary Character Focus: Acceptance Read Aloud: Sneaker Madness Standard: 3-1.3 Categorize the six geographic regions of SC according to their different physical and human characteristics.

Thursday Morning Work: Grammar/ Vocabulary Character Focus: Acceptance Read Aloud: Sneaker Madness Standard: 3-1.3 Categorize the six geographic regions of SC according to their different physical and human characteristics.

Friday Morning Work: Grammar/ Vocabulary Character Focus: Acceptance Read Aloud: Sneaker Madness Standard: 3-1.3 Categorize the six geographic regions of SC according to their different physical and human characteristics.

Social Studies

TSW work with a partner TSW work with a partner from Ms. Bealers class on a from Ms. Bealers class on research project on a city a research project on a city from SC. from SC. Physical features= 20 points Human features= 20 points Map of the city=20 points Population of the city= 15 points Region the city is in= 15 points Job options in the city= 10 points Physical features= 20 points Human features= 20 points Map of the city=20 points Population of the city= 15 points Region the city is in= 15 points Job options in the city= 10 points

TSW work with a partner TSW work with a partner from Ms. Bealers class on a from Ms. Bealers class on research project on a city a research project on a city from SC. from SC. Physical features= 20 points Human features= 20 points Map of the city=20 points Population of the city= 15 points Region the city is in= 15 points Job options in the city= 10 points Physical features= 20 points Human features= 20 points Map of the city=20 points Population of the city= 15 points Region the city is in= 15 points Job options in the city= 10 points

Art

P.E.

Music

Computer

P.E.

Voyager Block

Whitney: Module 2 Bonnie: Small group differentiation; centers

Whitney: Module 2

Whitney: Module 2

Whitney: Module 2

Whitney: Module 2

Bonnie: Adventure 2, Lesson 8 Bonnie: Adventure 2, Lesson 9 Bonnie: Adventure 2, Lesson 10 Bonnie: Small group (see TG pgs. 70-73) (see TG pgs. 74-77) (see TG pgs. 78-79) differentiation; centers Standards: 3-3.4 (read high Standards: 3-3.4 (read high Standards: 3-3.4 (read high Group 1: Antonio, ZyQuan, frequency words), 3-3.6 (spell high frequency words), 3-3.6 (spell high frequency words), Group 1: Antonio, ZyQuan, Tamara, & Jacob (start with frequency words), 3-3.7 (spell frequency words), 3-3.7 (spell Objective: TSW complete the Tamara, & Jacob (start with Mrs. Mrs. Ray) correctly), 3-2.1 (main idea of correctly), 3-2.1 (main idea of Adventure Checkpoint with at least Ray) Group 2: Marcez, Jack, informational text), 3-2 (expository informational text), 3-2.5 80% accuracy Group 2: Marcez, Jack, Alexandra, & KeShawn (start text features). (expository text features). Alexandra, & KeShawn (start with Mrs. Walton) Objective: TSW make Objective: TSW check for with Mrs. Walton) Group 3: David, Kalin, & connections to Strong Teeth understanding while reading All Group 1: Antonio, ZyQuan, Group 3: David, Kalin, & Ledgend (start on the About Allergies Tamara, & Jacob (start with Mrs. Ledgend (start on the computers) computers) Group 1: Antonio, ZyQuan, Ray) Tamara, & Jacob (start with Mrs. Group 2: Marcez, Jack, Ray) Group 1: Antonio, ZyQuan, Alexandra, & KeShawn (start Group 2: Marcez, Jack, Tamara, & Jacob (start with Mrs. with Mrs. Walton) Alexandra, & KeShawn (start Ray) Group 3: David, Kalin, & with Mrs. Walton) Group 2: Marcez, Jack, Ledgend (start on the computers) Group 3: David, Kalin, & Alexandra, & KeShawn (start Ledgend (start on the computers) with Mrs. Walton) Group 3: David, Kalin, & Ledgend (start on the computers)

How Big? How Much? A Day With a Mail A Day With a Mail How Big? How Much? Guided Reading (Level G) Carrier (Level I) Carrier (Level I) (Level G) Assessment Pre-reading: Pre-reading: Pre-reading: Pre-reading: Standards: 3-1.8, 3-3.5, Build Background Build Background Build Background Build Background 3-4.6, 3-3.5 Knowledge: What are Knowledge: What do Knowledge: What do Knowledge: What are some ways you can you think a mail carrier you think a mail carrier measure things? Relate to some ways you can -Match the does? Do you think does? Do you think they EDM we have been working measure things? Relate measurement tool to they have an have an important job? on (measuring in inches to EDM we have been amount (ie: ruler important job? Do we Do we call them working on (measuring in distance, cup liquid and centimeters). If call them something something else? something is big, does that inches and centimeters). or solid) mean it weighs a lot? If else? Encourage students to If something is big, does Vocabulary: carrier, use chunking strategy to something is small does that mean it weighs a -Describe what a mail load, mail cart, post decode unknown words. that mean it weighs very lot? If something is small carrier does little? office, doorbell Vocabulary: carrier, does that mean it weighs Vocabulary: inches, Purpose: 3-3.1 load, mail cart, post very little? -Answer questions pounds, measure (context clues for office, doorbell Vocabulary: inches, related to table of Purpose: 3-3.1 (context meaning), 3-1.1 Purpose: 3-3.1 (context clues for meaning), 3-1.1 pounds, measure contents, glossary, (details to support clues for meaning), 3-1.1 (details to support main Purpose: 3-1.1 (details and index. main idea), 3-3.2 (details to support main idea), 3-3.2 (base words) to support main idea), 3(base words), 3-2.7: idea), 3-3.2 (base words), Math 3-5.2: 3.2 (base words) Math (measurement) Use functional text 3-2.7: Use functional 3-5.2: (measurement) Decoding strategy: features (table of text features (table of Decoding strategy: contents, glossary, and contents, glossary, and chunking words (backpack, chunking words skateboard, spoonful) index) index) (backpack, skateboard, During Reading: Decoding strategy: Decoding strategy: spoonful) ____ shared chunking words chunking words During Reading: ____ paired (Dominic, mailbox, (Dominic, mailbox, ____ shared ___ independent important) important) ___ paired Mini-Lesson: During Reading: During Reading: ____ independent The teacher will listen to ____ shared __ shared students read; take notes, Mini-Lesson: ____ paired provide help, and ask ____ paired TSW read the story questions __ independent ____independent paired. TTW model text-to-self Mini-Lesson: Mini-Lesson: TGW discuss what tools The teacher will listen TSW read with a partner connection during Think can be used to measure Aloud (this reminds me of to students read; take and show expression in and will create a list. Math, cooking, shopping, notes, provide help, voice when reading TSW create a poster to etc.) and ask questions sentence w/ excitement TTW talk about chunking help someone measure TSW turn to their (exclamation point) unfamiliar words (especially (ie: if you want to favorite part of the TTW review table of measure distance, use easy to do w/ compound story and discuss. contents, glossary, and words). Chunk words these tools) mentioned above. TTW ask what genre index: what are they, this story is; discuss. what can I find in them? TSW identify main idea TTW ask what the Students will sort items after reading (we can use main idea of the story into appropriate section different tools to help us was; discuss (example: pronunciation measure) with the teachers help

Guided Reading

RecessLunch &

Lunch procedures. Recess procedures.

Lunch procedures. Recess procedures.

Lunch procedures. Recess procedures.

Lunch procedures. Recess procedures.

Lunch procedures. Recess procedures.

Math

Standards: 3-2.4, 3-2. 3 NOTE: TWO DAY LESSON NOTE: TWO DAY LESSON Standards: 3-2.4, 3-2. 3 Weekly Assessment 2.7Objective: To guide Standards: 3-2.3, 3-2.4 Standard: 3-2.4 2.9 Objective: To guide children children as they make ballpark 2.8 Objective: To review making 2.8 Objective: To review making as they solve number stories Small Group Reteaching as estimates; and to provide ballpark estimates; and to review ballpark estimates; and to review having three or more addends necessary opportunities to model and the counting-up and trade-first the counting-up and trade-first Vocabulary: addend practice the partial-sums subtraction algorithms. subtraction algorithms. Mental Math: Fact extensions Game options: EDM Online, algorithm for 2- and 3-digit Vocabulary: counting up method, Vocabulary: counting up method, (TG p. 148) Name That Number, Number Grid numbers. trade-first algorithm trade-first algorithm Math Message: The ostriches in Difference Game , Beat the Vocabulary: partial sums Mental Math: Fact extensions Modeling the Trade-First the zoo had 4 clutches this year. Calculator, & Addition Top It algorithm, ballpark estimate, with multiples of 10s (TG p. 142) Algorithm for 2-Digit They laid 13 eggs, 9 eggs, 7 eggs, partial sums method. Math Message: Make ballpark Subtraction: Write the problem and 11 eggs. How many eggs were Mental Math: Rounding (TG estimates (TG p. 142) 71-46 on the board. Solve using laid in all? TSW solve on dry erase p. 136) Math Message Follow Up: base 10 blocks boards; review strategies Math Message: Addition (TG Review strategies Subtracting 3-Digit Numbers: Adding Three or Four Numbers p. 136). Review answers by Reviewing the Counting-Up Write the problem 343-158. TSW in Any Order: Write additional using the partial-sums Method for 2-Digit Subtraction: solve on dry erase boards and sharesets of three and four numbers on algorithm. Use the example problem on TG solution strategies. the board. TSW solve on dry erase Making Ballpark Estimates: pg. 143. Remind students they had Practicing Subtraction boards (see TG pg. 149) TSW read about estimation on this in 2nd grade Algorithms: TSW solve the Using the Guide to Solving pgs. 190-194 in the SRB. Subtracting 3-Digit Numbers: problems on journal pg. 50. Number Stories: Display a partsDiscuss how estimation helps Write the problem 343-158 on the Remind them to make ballpark and-total diagram with three parts us figure out if our answer board horizontally. TSW solve the estimates to check their answers. on the board. Guide children to makes sense. Review rounding problem and share solution Math Boxes: Journal pg. 2, 3, 4, solving the number story on TG lesson from yesterday. strategies. 5, & 6 pg. 149. Repeat as necessary. Modeling the Partial-Sums Writing Equivalent Names & Solving Number Stories Having Method for 3-Digit Addends: Numbers: TSW solve journal pg. Three or More Addends: TSW Remind students of this 48 independently complete journal pgs. 51-52 in algorithm they practiced in 2nd Home Link Review: Display pairs. grade. Model 145 + 322 with Home Link and briefly review with Playing Name That Number: base-10 blocks to demonstrate students TSW play Name That Number how the partial-sums algorithm Math Boxes: Journal pg. 53 #s 2, works. 3, 4, 5, & 6 Practicing the Partial-Sums Home Link Review: Display Algorithm and Other Home Link and briefly review with Addition Methods: TSW students complete journal pg. 45 independently. Playing Target 50: TSW play Target 50 after reviewing the rules on SRB pg. 312. Math Boxes: Journal pg. 46 #s 2, 3, 5, & 6 Home Link Review: Display Home Link and briefly review with students

ConferencesReading

Standard 3-1.1: Standard 3-1.1: Classify Classify objects by two of objects by two of their their properties properties (attributes). 3(attributes). 3-1.5: Use 1.5: Use tools safely, tools safely, accurately, accurately, and and appropriately when appropriately when gathering specific data. gathering specific data. 33-1.1: Use appropriate 1.1: Use appropriate safety procedures when safety procedures when conducting conducting investigations. investigations. 3-3.1: 3-3.1: Classify rocks Classify rocks (including (including igneous, igneous, sedimentary, sedimentary, and and metamorphic) and metamorphic) and soils soils (including humus, (including humus, clay, clay, sand, and silt) on sand, and silt) on the basis the basis of their of their properties. properties. Focus Question: What is Focus Question: What a sedimentary rock and is an igneous rock and how is it made? how is it made? TSW make a sedimentary TSW make an igneous rock using the directions rock using the directions found here: (middle) found here: (top) http://www.pages.drexel.ed http://www.pages.dre u/~ks73/Ediblerocks.htm xel.edu/~ks73/Edibler TSW create their ocks.htm sedimentary rock and write TSW create their about it using their igneous rock and write provided sheet. about it using the provided sheet. Note: you may want to use other materials such as chocolate chips, whipped cream, graham crackers, and chocolate syrup. Put them in the freezer to set Model Reading silently, Model Reading silently, Reading Reading conferences, AR test conferences, AR test

Standard 3-1.1: Classify Standard 3-1.1: Classify Standard 3-1.1: Classify objects by two of their objects by two of their objects by two of their properties (attributes). 3- properties (attributes). 3- properties (attributes). 1.5: Use tools safely, 1.5: Use tools safely, Review Observation, accurately, and accurately, and Prediction, & Inference appropriately when appropriately when Weekly Assessment gathering specific data. 3- gathering specific data. 31.1: Use appropriate 1.1: Use appropriate safety procedures when safety procedures when conducting investigations. conducting investigations. 3-3.1: Classify rocks 3-3.2: Identify common (including igneous, minerals on the basis of sedimentary, and their properties by using a metamorphic) and soils minerals identification key. (including humus, clay, Focus Question: How can sand, and silt) on the basis you identify a mineral using of their properties. a mineral identification key? Focus Question: What is Introduce the mineral a metamorphic rock and identification key. Tell how is it made? students it is just like TSW make a metamorphic reading a table. Show rock using the directions students how to answer found here: (middle) questions using the chart http://www.pages.drexel.ed (teacher chosen). u/~ks73/Ediblerocks.htm TSW complete the mineral TSW create their identification key worksheet metamorphic rock and write independently. about it using their provided sheet.

Science::

Model Reading silently, Reading conferences, AR test

Model Reading silently, Reading conferences, AR test

Model Reading silently, Reading conferences, AR test

Notes