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3rd Grade Lesson Plans: Mrs. Walton 10-10-11 Monday Tuesday Morning Work: Grammar/ Morning Work: Grammar/ Vocabulary Vocabulary Character Focus: Acceptance Character Focus: Acceptance

Wednesday Morning Work: Grammar/ Vocabulary Character Focus: Acceptance

Thursday Morning Work: Grammar/ Vocabulary Character Focus: Acceptance Read Aloud: A South Carolina Mystery Standard: 3- 2.3 Use a map to identify the sea and land routes of explorers of SC and compare the geographic features of areas they explored, including the climate and the abundance of forests. TTW review previously learned information about the SC explorers. Using a world map TTW show students the sea routes of each of the explorers. Discuss why each chose the route they took. Using the following website to show students the land routes of the key explorers discuss these routes and how they relate to the goals of each explorer (www.cas.sc.edu/cege/reso urces/MapFolio/scexplorers_ color.pdf ). After showing and discussing the sea and land routes, TSW create their own maps illustrating the sea and land routes. Outline maps can be found at www.eduplace.com/ss/map s/usa.html

Friday Morning Work: Grammar/ Vocabulary Character Focus: Acceptance Read Aloud: A South Carolina Mystery Standard 3-2 Explorer Assessment

Read Aloud: A South Carolina Read Aloud: A South Carolina Read Aloud: A South Carolina Mystery Mystery Mystery Standard: 3- 2.3 Use a Standards 3-1 & 3-2 Allow 3 Days to map to identify the sea and complete Standard: 3- 2.3 Use a land routes of explorers of Benchmark Assessment map to identify the sea SC and compare the geographic features of and land routes of areas they explored, explorers of SC and compare the geographic including the climate and the abundance of forests. features of areas they explored, including the TTW review previously climate and the learned information about abundance of forests. the SC explorers. Using a world map TTW show TCW use the SMART lesson on the U drive to students the sea routes of each of the explorers. reiterate the land and sea routes each explorer Discuss why each chose the route they took. Using the had. following website to show students the land routes of the key explorers discuss these routes and how they relate to the goals of each explorer (www.cas.sc.edu/cege/reso urces/MapFolio/scexplorers_ color.pdf ). After showing and discussing the sea and land routes, TSW create their own maps illustrating the sea and land routes. Outline maps can be found at www.eduplace.com/ss/map s/usa.html

Social Studies

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Art

P.E.

Music

Computer

P.E.

Whitney: Module 3 Bonnie: Small group differentiation; centers

Whitney: Module 3 Bonnie: Adventure 4, Lesson 1 (see TG pgs. 124-127)

Whitney: Module 3

Whitney: Module 3

Whitney: Module 3

Bonnie: Adventure 4, Lesson 2 Bonnie: Adventure 4, Lesson 3 Bonnie: Small group (see TG pgs. 128-131) (see TG pgs. 132-135) differentiation; centers Standards: 3-3.4 (read high Standards: 3-3.4 (read high Group 1: Antonio, ZyQuan, Standards: 3-3.4 (read high frequency words), 3-3.6 (spell high frequency words), 3-3.6 (spell high Group 1: Antonio, ZyQuan, Tamara, & Jacob (start with frequency words), 3-3.6 (spell high frequency words), 3-3.7 (spell frequency words), 3-3.7 (spell Tamara, & Jacob (start with Mrs. Mrs. Ray) frequency words), 3-3.7 (spell correctly), 3-2.1 (main idea of correctly), 3-2.1 (main idea of Ray) Group 2: Marcez, Jack, correctly), 3-3 (Vocabulary), 3-2.1 informational text), informational text), Group 2: Marcez, Jack, Alexandra, & KeShawn (start (main idea of informational text), Alexandra, & KeShawn (start with Mrs. Walton) 3-2. 3 (facts and opinions) Objective: TSW determine the Objective: TSW make text with Mrs. Walton) Group 3: David & Kalin (start authors purpose and check for connections, activate prior Group 3: David & Kalin (start on on the computers) Objective: TSW determine the understanding in Cold-Blooded knowledge, and check for the computers) authors purpose and identify facts understanding in Iguana Day and details in Reptile Resting Places Group 1: Antonio, ZyQuan, Tamara, & Jacob (start with Mrs. Group 1: Antonio, ZyQuan, Group 1: Antonio, ZyQuan, Ray) Tamara, & Jacob (start with Mrs. Tamara, & Jacob (start with Mrs. Group 2: Marcez, Jack, Ray) Ray) Alexandra, & KeShawn (start Group 2: Marcez, Jack, Group 2: Marcez, Jack, with Mrs. Walton) Alexandra, & KeShawn (start Alexandra, & KeShawn (start Group 3: David & Kalin (start on with Mrs. Walton) with Mrs. Walton) the computers) Group 3: David & Kalin (start on Group 3: David & Kalin (start on the computers) the computers)

Standards: 3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Poem of the Week: Teeny Tiny Ghost. Choral read. Discuss rhyme scheme and number of stanzas. Alliteration: Finish alliteration foldable. Introduce personification: Ask students if animals can really talk to humans. What about their couch? TV? TSW turn to their Perfect Poetry Possesses and define personification. Discuss that personification is when something that is not a human is given human properties. Create an anchor chart with examples (ie: fairy tales, Disney movies, etc.) My Town: Read My Town by Sharon Hendricks. Underline personification with appropriate colored pencil. TSW add personification to their figurative language foldable. Lunch procedures. Recess procedures.

Standards: 3-1.4 Guidance Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Poem of the Week: Teeny Tiny Ghost. Choral read. Discuss adjectives. Underline adjectives. Personification: Finish personification foldable. Introduce hyperbole:. TSW turn to their Perfect Poetry Possesses and define hyperbole. Brainstorm common phrases that use hyperbole (prompt as necessary) What Am I?: Read What Am I? by Sharon Hendricks. Underline examples of hyperbole with appropriate colored pencil. TSW add hyperbole to their figurative language foldable.

Standards: 3-1.4 Standards: 3-1.4 Distinguish among devices Distinguish among devices of figurative language of figurative language (including simile, (including simile, metaphor, metaphor, personification, and personification, and hyperbole) and sound hyperbole) and sound devices (including devices (including onomatopoeia and onomatopoeia and alliteration). 3-1.8 alliteration). 3-1.8 Recognize the Recognize the characteristics of poetry characteristics of poetry (including stanza, rhyme (including stanza, rhyme scheme, and repetition). scheme, and repetition). Poem of the Week: Poem of the Week: Teeny Tiny Ghost. Choral Teeny Tiny Ghost. Choral read. Discuss rhyming read. words. Simile: Finish simile Hyperbole: Finish foldable hyperbole foldable. Weekly Assessment: Introduce simile: TSW Poetry Quick Check and turn to their Perfect Poetry adjectives check. Possesses and define simile. Brainstorm more examples of simile. Prompt as necessary. Im Tortured by Insomnia: Read Im Tortured by Insomnia by Jack Prelutsky. Underline simile phrases with the appropriate colored pencil. TSW add simile to their figurative language foldable.

RecessLunch &

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Lunch procedures. Recess procedures.

Lunch procedures. Recess procedures.

Lunch procedures. Recess procedures.

Lunch procedures. Recess procedures.

Math

Standards: 3-2.7 Standards: 3-2.7 Early Release (Multiplication) (Multiplication) 4.1 Objective: To review 4.2 Objective: To provide multiplication and equal opportunities to use arrays, groups; and to provide multiplication/division diagrams, opportunities to solve and write and number models to represent number stories involving equal and solve multiplication number groups. stories. Vocabulary: Vocabulary: array, factor, multiplication/division diagram, product multiplication, multiples of Mental Math: Oral counting (TG equal groups p. 249) Mental Math: Multiple Math Message: There are 24 Addend Problems (TG p. 243) pencils in package. Split the Math Message: You have 4 pencils into equal groups by using packages of pencils. There are counters. 6 pencils in each package. HowSolving Multiplication Number many pencils in all? Draw a Stories Using Arrays: TSW draw picture on your slate to arrays on their slate to represent represent your thinking. multiplication problems (TG p. Introduce Equal Groups: 250). TSW complete journal pg. Pose the following problem to 81 independently students: 3 rows of chairs; 8 Measuring Perimeters of chairs in each row. Show Polygons: TSW complete journal students how to illustrate this pg. 82 problem to find the product. Math Boxes: pg. 83 #s 1, 4, & 6 Repeat as necessary with Home Link Review: Display teacher chosen problems. Home Link and briefly review with Solving Number Stories students About Equal Groups: TSW use SRB pg. 215 and answer questions about equal groups (see TG pg. 245) Solving Multiplication Stories: TSW solve journal pg. 79 independently Math Boxes: pg. 80 #s 1,3, 4, &5 Home Link Review: Display Home Link and briefly review with students

Standards: 3-5.2: Use Weekly Assessment appropriate tools to measure objects to the nearest unit: measuring length in meters and half inches; measuring liquid volume in fluid ounces, pints, and liters; and measuring mass in grams. Objective: TSW use the correct tool to measure to the nearest unit Vocabulary: meter, inch, ounce, pint, liter, gram Mental Math: Multiplication (Teacher Chosen) Math Message: What are some different tools we can use to measure objects? Introduce Measurement Tools: Show students examples of each type of measurement: meters, inches, ounces, pints, liters, and grams. Discuss the sizes of the measurements. Choosing Appropriate Tools: Using SMART lesson, ask students which tool they would use to measure and why. Measurement: TSW practice measuring to the nearest unit using the SMART lesson Home Link Review: Display Home Link and briefly review with students

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Science: 3-3.5: Standard 3-3 Early Release Illustrate Earths saltwater and freshwater Jeopardy review game (for features (including benchmark assessment) oceans, seas, rivers, lakes, ponds, streams, and glaciers). Focus Question: How much of Earths surface is covered with water? Where are some places on Earth that you can find water? How is water different in one area than another? What are some of Earths water features? TCW go through the SMART lesson on the U Drive focusing on Earths water features.

Science: 3-3: Garden Classroom Benchmark Assessment

ConferencesReading

Model Reading silently, Reading conferences, AR test

Model Reading silently, Reading Model Reading silently, Reading conferences, AR test conferences, AR test

Model Reading silently, Reading conferences, AR test

Model Reading silently, Reading conferences, AR test

Notes