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.