Week of September 13-17 Lesson Plans

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading

RL:  3.3   RI:3.3  RF: 3.3

I am learning to:  describe how a character’s actions affect the plot/sequence of events of a story.

 

Texts

Ready Common Core Lesson 3 p. 38 & 39

Mentor TextCrow Boy

 

Activities:

RCC—Introduce Time and Sequence by showing a video, then complete the activity on sequencing.  Work on completing the Viking chart on page 39 based on the cartoon (p. 38).

Then read Crow Boy to introduce the text. 

 

Introduce Word Work station of decoding multisyllabic words and closed syllables.  (All students will complete this station to implement procedures.)

RL:  3.3   RI:    RF: 3.3

I am learning to:  describe how a character’s actions affect the plot/sequence of events of a story.

 

Texts: 

Mentor TextCrow Boy

 

Activities:

Re-read the mentor text.  Respond to the text by creating a timeline of sequence of events based on the book. 

 

Connect to Writing~ create a paragraph with the class on time chronology based on Crow Boy’s life. Practice using transition words with students. 

 

Introduce the Listen to Reading station.  Students will listen to Crow Boy and respond to the prompt:  Why did Chibi notice things that other kids didn’t, such as what the crows’ voices sounded like?  How would you describe Chibi as a student?

RL: 3.3   RI: 3.3    RF: 3.3

 

I am learning to:  describe how a character’s actions affect the plot/sequence of events in a story.

 

Texts: 

Ready Common Core, Lesson 3 , p. 40

 

Activities:

Using RCC, predict what the story “Growing Nations” will be about by looking at the map on p. 40.  Students will read the text in pairs and will check unknown words and phrases (use context clues).  Clarify confusing words and phrases.  Re-read the text and do “Think Alouds” for each paragraph.  Complete the Exploration chart on p. 41 as a whole group. 

 

Introduce the Work on Writing station.  Students will write a paragraph about important events in the story of Lewis and Clark using details from the text.

RL:  3.3   RI: 3.3   RF: 3.3

I am learning to:  describe how a character’s actions affect the plot/sequence of events in a story.

 

Texts: 

Ready Common Core, Lesson 3, p. 42

 

Activities:

Look at the title and the map.  Read with partners p.42.  With partners complete page 43 on comprehension questions.  Discuss aloud answers.  Write about Becknell’s 2nd trip to Santa Fe using evidence, telling why it was important. 

 

Introduce the Read to Self center.  Discuss with students picking the “just right” book.  Review procedures for reading to self—look at pictures, ask questions in your mind, etc. 

RL:  3.3   RI:3.3   RF: 3.3

I am learning to:  describe how a character’s actions affect the plot/sequence of events of a story.

 

Texts: 

Ready Common Core, Lesson 3, p. 46-51

 

Activities:

Review how a character’s traits affect the sequence of events of a story.  Read “Sacagawea’s Journey into History” from RCC.  Then read the timeline of her life.  Complete the “Think” comprehension questions in groups, focusing on using the text to find the information.  Discuss answers.  Complete the “Write” short answer in groups using the RACE strategy.  Discuss answers together. 

 

Introduce the Lexia center with students. 

 

 

 

 

 

 

 

 

Writing

Standard # W3.4

 

I am learning to: write a paragraph with organization that helps the reader understand the sequence of events.

 

Activity:

Begin lesson by having students work with partners~ students write the directions to make a peanut butter sandwich.  Exchange paragraphs with others.  Have students try making a sandwich using someone else’s directions.  Discuss how effective the paragraphs were based on the directions.  

Standard # W3.4

 

I am learning to: write a paragraph with organization that helps the reader understand the sequence of events. 

 

Activity: 

Exchange paragraphs from Monday with others.  Have students try making a sandwich based on someone else’s directions.  Discuss how effective the paragraphs were based on the directions.  

 

 

Standard # W3.4

 

I am learning to:  write a paragraph with organization that helps the reader understand the sequence of events.

 

Activity: 

Model as a whole group what a great sequential paragraph would look like, focusing on transition words. 

Standard # W3.4

 

I am learning to:  write a paragraph with organization that helps the reader understand the sequence of events.

 

Activity: 

Review the model paragraph from Wednesday.  Have students revise their peanut butter paragraphs using transition words.  Let students discuss their revisions. 

Standard # W3.4

 

I am learning to:  write a paragraph with organization that helps the reader understand the sequence of events.

 

Activity: 

Formative Assessment—

Give students a topic on something that requires multiple steps.  Have them write a paragraph that is organized with the steps and uses transition words.

 

IM

Math

Standard #: 3.OA.A.1,   3.OA.A.3

 

I am learning to relate equations to multiplication situations and diagrams.

I am learning to write equations for multiplication situations and diagrams using a symbol for the unknown number.

 

Unit: 1 Section B

Lesson: 13

 

Standard #:  3.OA.A.3, 3.OA.A.4, 3.OA.D.9

 

I am learning to relate equations to multiplication situations and diagrams using a symbol for the unknown number.

 

 

 

Unit: 1 Section B

Lesson: 14

 

Standard #: 3.OA.A.3, 3.OA.A.4, 3.OA.D.9

 

 I am learning to solve multiplication problems.  

 

 

 

 

 

 

 

Unit: 1 Section B

Lesson: 15

 

Section B Goals:

Represent and solve multiplication problems using picture and bar graphs.

Represent and solve multiplication problems involving equal groups.

Understand multiplication in terms of equal groups.

 

Unit: 1 Section B

Lesson: Section Checkpoint

 

Standard #: 3.OA.A.1

 I am learning to  build arrays with physical objects and describe them in terms of multiplication.

 

I am learning to describe an array as an arrangement of objects into rows with an equal number of objects in each row and into columns with an equal number in each column.

 

Unit: 1 Section C

Lesson: 16

Science

Stemscope

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

 

 

 

  

 

Monday

Tuesday

Wednesday

Thursday

Friday

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading

RL:  3.3   RI:3.3  RF: 3.3

I am learning to:  describe how a character’s actions affect the plot/sequence of events of a story.

 

Texts

Ready Common Core Lesson 3 p. 38 & 39

Mentor TextCrow Boy

 

Activities:

RCC—Introduce Time and Sequence by showing a video, then complete the activity on sequencing.  Work on completing the Viking chart on page 39 based on the cartoon (p. 38).

Then read Crow Boy to introduce the text. 

 

Introduce Word Work station of decoding multisyllabic words and closed syllables.  (All students will complete this station to implement procedures.)

RL:  3.3   RI:    RF: 3.3

I am learning to:  describe how a character’s actions affect the plot/sequence of events of a story.

 

Texts: 

Mentor TextCrow Boy

 

Activities:

Re-read the mentor text.  Respond to the text by creating a timeline of sequence of events based on the book. 

 

Connect to Writing~ create a paragraph with the class on time chronology based on Crow Boy’s life. Practice using transition words with students. 

 

Introduce the Listen to Reading station.  Students will listen to Crow Boy and respond to the prompt:  Why did Chibi notice things that other kids didn’t, such as what the crows’ voices sounded like?  How would you describe Chibi as a student?

RL: 3.3   RI: 3.3    RF: 3.3

 

I am learning to:  describe how a character’s actions affect the plot/sequence of events in a story.

 

Texts: 

Ready Common Core, Lesson 3 , p. 40

 

Activities:

Using RCC, predict what the story “Growing Nations” will be about by looking at the map on p. 40.  Students will read the text in pairs and will check unknown words and phrases (use context clues).  Clarify confusing words and phrases.  Re-read the text and do “Think Alouds” for each paragraph.  Complete the Exploration chart on p. 41 as a whole group. 

 

Introduce the Work on Writing station.  Students will write a paragraph about important events in the story of Lewis and Clark using details from the text.

RL:  3.3   RI: 3.3   RF: 3.3

I am learning to:  describe how a character’s actions affect the plot/sequence of events in a story.

 

Texts: 

Ready Common Core, Lesson 3, p. 42

 

Activities:

Look at the title and the map.  Read with partners p.42.  With partners complete page 43 on comprehension questions.  Discuss aloud answers.  Write about Becknell’s 2nd trip to Santa Fe using evidence, telling why it was important. 

 

Introduce the Read to Self center.  Discuss with students picking the “just right” book.  Review procedures for reading to self—look at pictures, ask questions in your mind, etc. 

RL:  3.3   RI:3.3   RF: 3.3

I am learning to:  describe how a character’s actions affect the plot/sequence of events of a story.

 

Texts: 

Ready Common Core, Lesson 3, p. 46-51

 

Activities:

Review how a character’s traits affect the sequence of events of a story.  Read “Sacagawea’s Journey into History” from RCC.  Then read the timeline of her life.  Complete the “Think” comprehension questions in groups, focusing on using the text to find the information.  Discuss answers.  Complete the “Write” short answer in groups using the RACE strategy.  Discuss answers together. 

 

Introduce the Lexia center with students. 

 

 

 

 

 

 

 

 

Writing

Standard # W3.4

 

I am learning to: write a paragraph with organization that helps the reader understand the sequence of events.

 

Activity:

Begin lesson by having students work with partners~ students write the directions to make a peanut butter sandwich.  Exchange paragraphs with others.  Have students try making a sandwich using someone else’s directions.  Discuss how effective the paragraphs were based on the directions.  

Standard # W3.4

 

I am learning to: write a paragraph with organization that helps the reader understand the sequence of events. 

 

Activity: 

Exchange paragraphs from Monday with others.  Have students try making a sandwich based on someone else’s directions.  Discuss how effective the paragraphs were based on the directions.  

 

 

Standard # W3.4

 

I am learning to:  write a paragraph with organization that helps the reader understand the sequence of events.

 

Activity: 

Model as a whole group what a great sequential paragraph would look like, focusing on transition words. 

Standard # W3.4

 

I am learning to:  write a paragraph with organization that helps the reader understand the sequence of events.

 

Activity: 

Review the model paragraph from Wednesday.  Have students revise their peanut butter paragraphs using transition words.  Let students discuss their revisions. 

Standard # W3.4

 

I am learning to:  write a paragraph with organization that helps the reader understand the sequence of events.

 

Activity: 

Formative Assessment—

Give students a topic on something that requires multiple steps.  Have them write a paragraph that is organized with the steps and uses transition words.

 

IM

Math

Standard #: 3.OA.A.1,   3.OA.A.3

 

I am learning to relate equations to multiplication situations and diagrams.

I am learning to write equations for multiplication situations and diagrams using a symbol for the unknown number.

 

Unit: 1 Section B

Lesson: 13

 

Standard #:  3.OA.A.3, 3.OA.A.4, 3.OA.D.9

 

I am learning to relate equations to multiplication situations and diagrams using a symbol for the unknown number.

 

 

 

Unit: 1 Section B

Lesson: 14

 

Standard #: 3.OA.A.3, 3.OA.A.4, 3.OA.D.9

 

 I am learning to solve multiplication problems.  

 

 

 

 

 

 

 

Unit: 1 Section B

Lesson: 15

 

Section B Goals:

Represent and solve multiplication problems using picture and bar graphs.

Represent and solve multiplication problems involving equal groups.

Understand multiplication in terms of equal groups.

 

Unit: 1 Section B

Lesson: Section Checkpoint

 

Standard #: 3.OA.A.1

 I am learning to  build arrays with physical objects and describe them in terms of multiplication.

 

I am learning to describe an array as an arrangement of objects into rows with an equal number of objects in each row and into columns with an equal number in each column.

 

Unit: 1 Section C

Lesson: 16

Science

Stemscope

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate

Bundle:    5

Standard #:3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Lesson:  1

I am learning to make observations and measurements of an object’s motion.

 

Engage       Explore

Explain       Elaborate

Evaluate