Broderick Lengacher
Evans Howard/Brown
Reading Lesson Plans Week: February 18 – February 22
Author’s purpose
Standards: 3-2.1 Summarize evidence that supports the central idea of a given informational text. 3-2.2 Analyze informational texts to draw conclusions and make inferences. Journeys: Story: A Mr. Rubbish Mood Genre: humorous fiction Skill: author’s purpose Monday: 1. Introduce Vocabulary words for A Mr. Rubbish Mood 2.review Skill author’s purpose by referring to pie
Guided Reading Groups: K (below) – The Recycling Contest, M (on) – Joy’s Planet Patrol Plan, P (above) – Cezar’s Pollution Solution Closing: 1. SW Complete sheet “have you heard of the 3 r’s”
HW: Vocabulary Sentences Tuesday Mini lesson: 1. Read background about A Mr. Rubbish Mood ****IN NEW BOOK**** 2. Complete authors purpose sheet about story (predict) 3.Read story, A Mr. Rubbish Mood
Guided Reading Groups: K (below) – The Recycling Contest, M (on) – Joy’s Planet Patrol Plan, P (above) – Cezar’s Pollution Solution Closing: 1. Finish author purpose sheet about story (from earlier - write final purpose) HW: sheet
Wednesday 2. Author’s purpose activity: Directions: 1. Pass out a piece of construction paper to each person/or group (your choice) 2. have each group fold their paper into three sections labeled Persuade, Inform, Entertain 3. Pass out magazines or scholastic book order and have students cut out pictures, books, ads, etc. 4. Glue pictures under correct category P.I.E. Guided Reading Groups: K (below) – The Recycling Contest, M (on) – Joy’s Planet Patrol Plan, P (above) – Cezar’s Pollution Solution Closing: 1. SW share their P.I.E. findings from activity 2. If time, complete vocabulary context clues sheet (or do for morning work) HW: sheet Thursday Mini lesson: 1. Reread story, A Mr. Rubbish Mood 2. Discuss author’s purpose and evidence of the choice Guided Reading Groups: K (below) – The Recycling Contest, M (on) – Joy’s Planet Patrol Plan, P (above) – Cezar’s Pollution Solution Closing: 1. Play Roll Say Keep HW: sheet, read story at home and record on reading log Friday 1. Assessment
Week: February 18 – February 22
3-3.2 Use base words and affixes to determine the meanings of words. Vocabulary: recycle, project, dripping, carton, complicated, global, rubbish, hardly, shade, pollution Monday: Mini lesson:
1. Complete Day 1 on TE 132. Prefix –re. 2. Show word recycle (discuss how re- means to do it again). 3. Draw a web on white board and write –re in the center of web 4. Write words in the web that start with prefix re (redo, retake, retest, repaint,
etc.)
Tuesday 1. Complete Vocabulary Day 2 in TE 132 (Antonyms)
Cut out vocabulary cards (like spelling cards)
Verbally discuss antonyms (hot/cold, dripping/dry, complicated/easy, shade/sunshine, etc)
Draw a T chart like on page TE pg. 132
Write words shown on page (global, pollution, hardly, rubbish) SW write antonyms for these words (local, cleanliness, mostly, valuables)
Wednesday 1. Complete Vocabulary Day 3 in TE 133 “Base word build”
Write word pollute on white board
Discuss how that’s the base word
SW come up with endings to add to pollute (pollution, polluted, polluter, polluting, pollutes, etc.)
Thursday 1. Complete Vocabulary Day 4 in TE 133 “Write Questions”
SW will write questions about story “A Mr. Rubbish Mood”
For Example, ask students “Can Judy recycle eggshells?” answer is Yes
Allow students to use their white board and write one questions about story using vocabulary words that has a yes or no answer
Students will read each question aloud to class and class will answer them Friday: 1. Complete Vocabulary Day 5 in TE 133 “Vocabulary web”
See web on pg 133
SW will draw a web on their white board choosing one vocabulary word
Write rubbish in the center of board
Write the definition, synonym, example, and sentence
Broderick Lengacher
Evans Howard
Week: February 18 – February 22 Spelling (vowel + r spelled or and ar)
Standards: 3-3.7 Spell correctly 3-3.4 Read high-frequency words in texts. Words: vowel + r sounds in air and fear air, wear, chair, stairs, bare, bear, hair, care, pear, pair, share, near, ear, beard Monday 1. Model the Sort pg. 70 in TE book – use smartboard
TW will demonstrate on board how to sort this week’s words
SW cut out cards and stick in word study notebook Materials: cards to cut out, notebook with envelope, scissors HW: Tic-Tac Toe Spelling (Choose 1) Tuesday 1. Review words
Complete Pattern Sort pg 70 in TE
SW sort and glue in cards in their notebooks Materials: notebook, cards, glue HW: Tic-Tac Toe Spelling (Choose 1) Wednesday 1. Speed Sort pg 71 in TE book
SW will complete this on provided sheet Materials: HW: Tic-Tac Toe Spelling (Choose 1 – due tomorrow) Thursday 1. Assessment pg 71 in TE book. Attach phonics section sheet to the test
Broderick Lengacher
Evans Howard
Week: February 18 – February 22 Writing
3-4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models). 3-4.2 Use complete sentences (including compound sentences) in writing. 3-4.3 Create paragraphs that include a topic sentence with supporting details and logical transitions. 3-4.4 Use grammatical conventions of written Standard American English, including • comparative and superlative adjectives,
• prepositions and prepositional phrases,
• conjunctions (because, since, yet, until), and
• nominative and objective case pronouns. 3-4.5 Revise the organization and development of content and the quality of voice in written works. (See Instructional Appendix: Composite Writing Matrix.) 3-4.6 Edit for the correct use of written Standard American English, including 3-5.1 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event). 3-5.2 Create narratives that include characters and setting and follow a logical sequence. 3-5.3 Create written descriptions about people, places, or events. Monday- Friday PASS Writing preparation Monday: 1. Review and grading rubric – review vocabulary on rubric 2. Play Matching game with vocabulary – see if students know words and definitions 2. Read one story from sample test and go over with class – model and show how best test practices Tuesday: 1. Review and grading rubric – review vocabulary on rubric 2. Play Matching game with vocabulary – see if students know words and definitions 2. Read one story from sample test and go over with class – model and show how best test practices Wednesday: 1 .show rubric and review how to score high
2. show composition writing portion of test 3. Review writing process (prewriting, rough draft, revise, editing, publish) 4. Show an assignment reading prompt that looks just like test 5. Teacher will model from start to finish expectations of what is expected to do during test. Model and Go through the whole writing process Thursday: 1. Teacher will review rubric and go over vocabulary and expectations on how to score high on test 2. Teacher will pass out and give each student a “Time to Write” paper with assigned prompt 3. SW will be required to go through entire writing process on their own. Friday: 1. Teacher will review rubric and give each students a copy of rubric 2. Teacher will conference with students about writing using rubric and discuss how to make writing better to score high. Teacher will print off small version of writing rubric for each student and highlight where they would score if it was PASS 3. Give vocabulary quiz
Grammar Lesson Plans Week: February 18 – February 22
Standards: 3-4.4 Use grammatical conventions of written Standard American English
Monday–.Identify adjectives that tell what kind
1. introduce adjectives (describing words)
2. Use adjective powerpoint to introduce adjectives
3. complete adjective sheet
4. If time, you can complete the “extra” adjective sheet to help introduce, if wanted
Tuesday: Identify and use adjectives that tell how many
1. watch brain pop “adjectives”
2. review adjectives from yesterday
3. complete sheet for practice
Wednesday– use and identify the adjective this and that
1. Review adjectives
2. watch united streaming: Segment One: What Are Adjectives?
2. complete sheet
Thursday: - review adjectives
1 watch united streaming: Segment Two: The Four Principal Functions of Adjectives:
What Kind? Which One? How Many? What Color?
2. Complete assessment sheet to review
3. if time, have students write their name on large piece of construction paper. Have
them cut a hole in the center to fit their head. SW go around room and write adjectives
about their classmates.
Friday – assessment (see sheet attached to test)
Lesson Plans for Math—
Feb. 18th- 22nd
Third Grade-Broderick, Evans, Howard, Lengacher Standard: 3-2.7—Recall basic multiplication facts through 12 x 12 and the
corresponding division facts.
3-2.8—Compare the inverse relationship between multiplication and division.
3-3.3—Use symbols to represent an unknown quantity in a simple addition,
subtraction, or multiplication equation.
TW give taco relay quizzes when it fits schedule!!!
Monday—Lesson 12
TW do activity 2—TE. Pgs. 560-561—
TSW sing song on the 4’s—Use Katie’s song or use video on
Mult. Rock—Could write your own song
TSW will have a mult. Relay game
TSW do pgs. 254-255—Orally
TW explain & assign--Homework/remembering pgs. 187-188 ASSESSMENT: TO, questions
HOMEWORK: Homework/remembering pgs. 187-188
Materials: video tape, flash cards
Tuesday—Lesson-13 & 14 TW do sprints for 3’s—Activity book pg. 119 (soft bk. ) or hard bk. Pg.
257—Take as a daily grade---See TE. Pg. 554 TW play video(Multiplication Rock) for the 4’s, sing song that Katie
sent or SW create a song with the 4’s TSW play with math ball with the 4’s TW discuss 0 & 1 as a multiplier—See TE. Pgs. 576-580—I wouldn’t
spend a lot of time on this—They should know this!!
TW discuss the associative property by using pg. 262 (hard book) TE
pg. 582—TW do examples on board—SW work problems on small white
board or notebook paper
TW explain & assign Hmwk. Pgs. 189, & 193—Let the students get
started in class—Don’t do any remembering—Can save for morning
work—pgs. 188, 190, 194
HOMEWORK: Homework pgs. Hmwk. Pgs. 189, & 193
Materials: white boards
Wednesday—Lesson-15 TW go over Tuesday’s homework TW do Sprints for the 4’s—Activity book pg. 121 or hard book pg.
289—See TE. Pg. 588—Daily grade
TW explain game on pg. 269 (hard book)—mult. 3-In-A-Row—(need
strategy cards— (in student ‘s math kit)--.SW play game--
TW do activity 3—TE. Pg. 595—Sove word problems—TSW do pg. 279
(hard book) orally—Let the students do it on white board and then the
teacher will go over it.
TW explain & assign Homework pgs. 197 & 201—Don’t do
remembering—Can be morning work—pgs. 198 & 202
ASSESSMENT: TO, questions
HOMEWORK: Homework/remembering pgs. 197 & 201 Materials: strategy cards
Thursday—
TW go over Wednesday’s work
TW give a math quiz—Early Finishers—Practice the Wrap-ups
TW explain game on pg. 270 (hard book)—Division Race-(need strategy
division cards—
TW review for test by Relay game, math ball, Video—2,3,4,5,9,& 10—
Also need to review some word problems—Just look back in the book
to review some problems
TW explain & assign hmwk.—Just like the test except mixed review
ASSESSMENT: TO, questions
HOMEWORK—Sheets
Materials: quiz, video or tape, math ball, strategy cards
Friday—
TW go over Thursday’s work—Spend time on this—because it’s like
the test
TW review with a quick relay game
TW explain test
SW complete test
Early Finishers—Sheet on subtraction—to review
ASSESSMENT: TO, questions
HOMEWORK: Study multiplication facts
Materials: test, subtraction sheet
Broderick/Powers
Evans
Howard
Lengacher
Science Lesson Plans
Week: February 18-23
Standard: 3-5
Indicators:
1. 3.5.1 Identify the position of an object relative to a reference point by using
position terms such as above, below, inside of, underneath, or on top of and a
distance scale or measurement.
2. 3.5.2 Compare the motion of common objects in terms of speed and direction.
3. 3.5.3 Explain how the motion of an object is affected by the strength of a push
or pull and the mass of the object.
4. 3.5.4 Explain the relationship between the motion of an object and the pull of
gravity.
*Use SMARTBoard lesson for each day!
Monday:
1. SW makes AIMS booklet: Movin’ On and read aloud with teacher.
2. TW introduce motion by reading pages 352-353 in textbook.
3. TW introduce terms: above, below, underneath, inside of, and on top of to
show that these words show motion because the object is switching positions
due to motion. *Students will have know these terms and be able to illustrate
them on quizzes and tests. Note: underneath and on top of mean that the
object is touching another object. Below and above DO NOT touch. (this
is confusing for students.)
4. SW cut out terms and illustrate each on the back. Students can follow along
using SMARTBoard slides to help!
5. You probably want to have them leave their cards in the folders and not glue
them down in notebooks.
Materials: book, booklet, cards
Assessment: TO
HW: none
Tuesday:
1. TSW review terms from yesterday and how they relate to motion. TW have
students demonstrate by showing where the object is in relation to another
object (teacher chooses).
2. TW introduce distance by having students read page 354 and discuss.
3. TW show students a meter stick, tape measure, and ruler and discuss that
these are the tools we use to measure distance (should be a review from the
beginning of the year.) 4. TW also remind students that in science we use meters and centimeters.
Make sure they know that meters measures longer distances and centimeters
measures shorter distances.
5. TW pick some items around the room and ask students which tool and unit of
measure they would use.
6. TSW WB pages 61 together and/or independently and then go over.
Materials: book, tools, SMARTBoard,
Assessment: TO
HW: none
Wednesday:
1. TSW review distance and position by completing WB page 62.
2. TW introduce direction with the terms: up, down, left, right, north, south,
east, and west. Students need to know that these words help give better
direction to something that is in motion.
3. TW refer back to SMARTBoard lesson to show these words and visuals.
4. SW complete WB page 63 and go over.
Materials: WB and SMARTBoard
Assessment: TO
HW: none
Thursday:
1. Review direction words with WB page 64.
2. TW introduce speed by reading page 356 in text book.
3. TW take students outside and have students run. TW explain that the person
that gets the farthest had the most speed and the student furthest back had the
slowest speed. Students need to know that whether they were fast or slow,
they all had speed. *Continue as many times needed to demonstrate.
4. TW refer to SMARTBoard slide on speed to answer more speed/distance
questions.
Materials: book, WB and journals
Assessment: TO and journals
HW: none
Friday: SW complete WB page 65 for morning work.
1. SW complete WB page 66 on speed.
2. TW briefly review all material taught this week. Refer back to the
SMARTBoard slides.
3. SW take quiz on motion, location, direction, and speed.
4. Early finishers will read Science Studies Weekly 7 in preparation for next
week.
Materials: quiz, wb, and weekly studies
Assessment: quiz
HW: none
Third Grade Social Studies Lesson Plans
Week: February 18-22, 2013
Broderick, Lengacher, Evans, Howard
Standards: 3 – 4: The students will demonstrate an understanding of life in
the antebellum period, the causes and effects of the Civil War, and the
impact of Reconstruction, in South Carolina.
Indicators:
3-4.1 – Compare the economic conditions for various classes of people in
South Carolina, including the elite, the middle class, the lower class, the
independent farmers, and the free and enslaved African Americans.
3-4.2 - Summarize the development of slavery in antebellum South
Carolina, including the invention of the cotton gin and the subsequent
expansion of slavery, and an economic dependence on slavery.
Monday:
1. Review events leading up to and during the Revolutionary War. (T.
may use SMARTBoard reviews, a class relay review, or Strike Out.
2. T. may also choose to have St. complete workbook pp. 31 and 35
together. (or for a classwork grade)
3. Review facts on the study notes which were sent last week.
4. Remind students that the Unit Test will be tomorrow!
Homework: Study Guide Signed, Review for Unit Test
Tuesday:
1. TW briefly review for unit test
2. TSW take Test
3. Distribute Studies Weekly #21 for early finishers to read and
complete as an introduction to Antebellum SC.
Wednesday TSW describe the different classes ,(or economic groups),
between the Revolutionary War and the Civil War – [the Antebellum
period]
1. Page 211 in Scott Foresman (blue text) gives a good description of
how the north and the south differed economically before the Civil
War. (It brings in ELA skill compare and contrast.)
2. Use Scott Foresman text pp. 214 – 215 to introduce the social classes
in SC during the antebellum time.
3. On Wed. and Thurs. TSW make a “study guide” of the classes using
the text information and the “essential information for students”
listed in the SC standards. It is listed below. (A sample copy will be
given.)
4. The students will create “matchbook foldables” for the interactive
notebook . Foldables for the Elite, Middle class, and Lower class
will be made today.
Materials : text book, paper for foldables (Keep it in the Soc. St.
interactive notebook)
Thursday:
1. Complete foldable study guide for interactive notebook that was
started yesterday. Today, TSW make “match book” foldable guides
for Independent farmers, Free African Americans, and Enslaved
African Americans.
2. Review the six classes of people that lived in South Carolina during the
antebellum period. (between Revolutionary War and Civil War.)
Materials: paper for foldables (essentials facts to know from state
department)
Friday
TSW will compare/contrast the life on a plantation, on a small farm, and in
the city.
1. Use Scott Foresman pp. 216 – 219 for information and illustrations.
Compare and contrast the lives South Carolinians would have led
on each.
2. Watch United Streaming video on plantation life. Go to United
Streaming and type in the search box: Plantation Life: The Rich and
the Poor. This is the third segment in a series, and the first and
second one are pretty good too if you have time.
3. Complete workbook p. 45 together. (Keep it in Soc St. folder for
review later.)
Answers- 1. Merchant 2. Yeoman farmer 3. Artisan 4. Rich class 5.
Middle class
6. plantations and small farms 7. Charleston 8. Brattonsville 9.
Large city
Materials: text book , United Streaming Video
From Essentials: Teacher Information for testing
It is essential for students to know is that there are different social
classes in every society. Historic events may impact these classes
differently and so these classes may have different perspectives on
historic events. Emphasis should be placed on the concept of class
differences by teaching about the daily lives and characteristics of the
various classes of people in antebellum South Carolina.
a. The elite were the wealthy, upper class, planter aristocracy who
were land rich. The elite owned 20 or more slaves and attained their
wealth from the cultivation and sale of the cash crops, cotton and
rice. Although the elite had lived only along the coast in colonial
times, by the antebellum period they lived in the midlands and the
upstate as well. The children of the elite were often educated by
private tutors or at private schools in South Carolina and abroad.
The elite had greater political power and influence in the state
because of their wealth and social standing and made laws that
protected their interests, especially their interests in slavery.
b. The middle class were tradesmen, merchants, shopkeepers,
physicians and attorneys, and could easily earn a living during
prosperous economic times. They were most likely to live in cities
and towns and had some political and social influence in their
neighborhoods. They may have owned a few slaves to do
household chores. Children of the middle class were taught to read
and write and might pursue a profession like their fathers.
c. The lower class were unskilled and uneducated and often landless.
Their job prospects were very limited. Those who could afford to hire
them preferred to use slave labor. Often lower class people
squatted on a piece of land and engaged in subsistence farming.
Children of the lower class were uneducated as there were no
public schools and their parents were also uneducated and
needed the children to work. They had little social or political
influence.
d. Independent farmers owned small farms which they worked
themselves with the aid of family members. Some independent
farmers owned a few slaves but worked side by side with them in
the fields. The children of independent farmers might be educated
at home. The majority of farming in the state, especially in the
upstate, was done by independent farmers. As independent
farmers were more successful in growing cash crops and became
more prosperous, they bought more slaves and increased their
social and political standing. Some even became members of the
elite. At the time of the Civil War not all white South Carolinians
owned slaves.
e. Free African Americans usually had a particular skill, such as
carpentry, or a talent, such as music making. This skill led them to be
hired out by their masters. Some were allowed to keep a portion of
the money they earned from being hired out which they saved to
buy their freedom. Others had been given their freedom by a
master for some special deed or service, although this became
much less likely (and illegal) after the slave revolt of the early 1830’s.
Their skill or talent allowed them to earn a living in the towns or cities
of the South. Others were independent farmers. Many stayed in the
region because they had family members who were still enslaved.
They worked to earn money to buy the freedom of wives and
children. The children of freed African Americans might be taught
to read and write at home but there were no public schools
provided for them. Although free African Americans in the South
had more economic opportunity than free African Americans who
lived in the North because of their special skills, they did not have
political or social equality with other Southerners. They had to pay a
special tax and carry their freedom papers wherever they went.
They lived in fear of being returned to slavery.
f. Enslaved African Americans were an unpaid labor source who
were bought and sold and considered the property of their white
masters. Slaves were allowed few personal freedoms and had to
carry a pass issued by their master to travel from one plantation to
another. Many enslaved African Americans were born and died on
the same plantation where they lived in one- room slave cabins
under the strict supervision of their masters. Others were sold upon
the death of their masters, when they were disobedient or when the
master needed extra cash. Families were divided by such sales.
Slaves, including women and children worked from sun-up to sun-
down in the fields or in the master’s house. They were not paid but
were given a few clothes and limited amounts of food by the
master. It was illegal for slaves and their children to learn to read
and write because such knowledge might allow them to escape
their masters. Slaves who disobeyed the rules or tried to escape
were punished, sometimes severely. Students should be able to
compare and contrast characteristics of each class. Students
should also be able to discuss the positive or negative impact of
each of these characteristics on the daily life of each class.
These were wealthy, upper
class, planter aristocracy who
were land rich
They owned 20 or more slaves
They attained their wealth
from the cultivation and sale
of the cash crops, cotton and
rice.
Although the elite had lived
only along the coast in
colonial times, by the
antebellum period they lived
in the midlands and the
upstate as well.
Children of the elite were
often educated by private
tutors or at private schools in
South Carolina and abroad.
They had greater political
power and influence in the
state because of their wealth
and social standing and
made laws that protected
their interests, especially their
interests in slavery.
These were tradesmen,
merchants, shopkeepers,
physicians and attorneys, and
could easily earn a living
during prosperous economic
times.
They were most likely to live
in cities and towns and had
some political and social
influence in their
neighborhoods.
They may have owned a few
slaves to do household
chores.
Children of the middle class
were taught to read and
write and might pursue a
profession like their fathers.
These people were unskilled
and uneducated and often
landless. Their job prospects
were very limited.
Others who could afford to
hire them preferred to use
slave labor.
Often lower class people
squatted on a piece of land
and engaged in subsistence
farming. (farming where you
grew enough to use yourself
and not sell for profit)
These people owned small
farms which they worked
themselves with the aid of
family members.
Some owned a few slaves but
worked side by side with
them in the fields.
The children of independent
farmers might be educated
at home.
The majority of farming in the
state, especially in the
upstate, was done by
independent farmers.
Children of the lower class
were uneducated as there
were no public schools and
their parents were also
uneducated and needed the
children to work.
They had little social or
political influence.
As some became successful
in growing cash crops and
became more prosperous,
they bought more slaves and
increased their social and
political standing. Some even
became members of the
elite.
At the time of the Civil War
not all farmers owned slaves.
These people usually had a
particular skill, such as
carpentry, or a talent, such as
music making. This skill led
them to be hired out by their
masters.
Some were allowed to keep
a portion of the money they
earned from being hired out
which they saved to buy their
freedom.
Others had been given their
freedom by a master for
some special deed or service,
although this became much
less likely (and illegal) after
the slave revolt of the early
1830’s. Their skill or talent
allowed them to earn a living
in the towns or cities of the
South.
Others were independent
farmers. Many stayed in the
region because they had
family members who were still
These people were an
unpaid labor source who
were bought and sold and
considered the property of
their white masters. Families
were divided by such sales.
Slaves were allowed few
personal freedoms and had
to carry a pass issued by their
master to travel from one
plantation to another.
Many enslaved African
Americans were born and
died on the same plantation
where they lived in one- room
slave cabins under the strict
supervision of their masters.
Others were sold upon the
death of their masters, when
they were disobedient or
when the master needed
extra cash.
Slaves, including women and
children worked from sun-up
to sun-down in the fields or in
enslaved. They worked to
earn money to buy the
freedom of wives and
children.
The children of freed African
Americans might be taught
to read and write at home
but there were no public
schools provided for them.
They did not have political or
social equality with other
Southerners.
They had to pay a special
tax and carry their freedom
papers wherever they went.
They lived in fear of being
returned to slavery.
the master’s house. They
were not paid but were given
a few clothes and limited
amounts of food by the
master.
It was illegal for slaves and
their children to learn to read
and write because such
knowledge might allow them
to escape their masters.
Slaves who disobeyed the
rules or tried to escape were
punished, sometimes
severely.