Central idea of a given informational text. 3 2 Analyze informational texts

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Reading Lesson Plans

Week: January 21 – January 25

Author’s purpose,


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.

3-2.3 Distinguish between facts and opinions in informational texts.

3-2.5 Use headings, subheadings, print styles, captions, and chapter headings to gain information.

3-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

3-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information.


Story: Aero and the Officer Mike

Genre: informational text

Skill: author’s purpose


No school  MLK


Mini lesson:

1. Introduce Vocabulary words for Aero and the Officer Mike

2. Introduce Skill author’s purpose by passing out picture of “pies” and reading pg TE 290 and completing

3. Read MLK book and complete authors purpose sheet

Guided Reading Groups: L (below) – Helper Monkeys, O (on) – Good Dogs, Dog Guides, R (above) – Dogs to the Rescue

  1. SW Complete sheet “The First Animals….

HW: Vocabulary Sentences


Mini lesson:

1. Read background about Aero and the Officer Mike in text on page 458 and pg 460 to review skill

2. Complete authors purpose sheet about story (predict)

3.Read story, Aero and the Officer Mike pg. 460

Guided Reading Groups: L (below) – Helper Monkeys, O (on) – Good Dogs, Dog Guides, R (above) – Dogs to the Rescue


  1. Finish author purpose sheet about story (from earlier - write purpose)

HW: sheet


1. reread Aero and the Officer Mike

2. Author’s purpose activity:


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: L (below) – Helper Monkeys, O (on) – Good Dogs, Dog Guides, R (above) – Dogs to the Rescue


1. SW share their P.I.E. findings from activity

HW: sheet


Mini lesson:

1. 1. Reread story

Guided Reading Groups: L (below) – Timid Boy and Mama Bear, N (on) – Tuk Becomes a Hunter, P (above) – The Lonely Man


1. Connect to Social Studies – (***talking about white settlers and Native Americans***) pg 448 – 449 in student text book (TE pg 448)

2. TW draw Venn diagram on board and SW discuss comparisons and contrasts between Cherokee in the Yonder Mountain and Cherokee in the Trail of Tears.

HW: sheet, read story at home and record on reading log


1. Assessment

2. 10:00-11:00 Guide Dog Speaker

Week: January 21 – January 25

3-3.2 Use base words and affixes to determine the meanings of words.

Vocabulary: lying, loyal, partners, shift, quiver, patrol, ability, snap

Monday: no School


Mini lesson:

  1. Complete Day 1 on TE 128. Suffix –ing (talk about it talk adding –ing to words makes them in the past. EX: lying) the –ing tells that the verbs are happening now.

  2. Discuss how we could add –ing to quiver, snap, patrolling, shift,

  3. Discuss other words cook, read, wash, walk and how you can add – ing.

HW: Vocabulary Sentences


1. Complete Vocabulary Day 2 in TE 126 “Rate Experiences”

  • Cut out vocabulary cards (like spelling cards)

  • Draw a line on the board as pictured on TW 128 less excited --------------------most excited

  • Read each sentence on TE 128 and discuss placement on line


1. Complete Vocabulary Day 3 in TE 129 “Relating Word Questions”

  • SW get out word cards

  • Read each question on TE pg 129

  • Students will answer the ?’s by using their word cards


Mini lesson:

1. Complete Vocabulary Day 4 in TE 129 “Because sentences” – very cute to do

  • Read each sentence on TE pg 129.

  • Students will answer each questions the teacher asked (accept several answers)





Week: Week: January 21 – January 25

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 spelled or and ar

Horse, mark, storm, marker, acorn, artist, March, north, barking, stork, thorn, forest, chore, restore

Monday - No school


  1. Model the Sort pg. 66 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)


  1. Review words

  • Complete Pattern Sort pg 66 in TE

  • SW sort and glue in cards in their notebooks

Materials: notebook, cards, glue

HW: Tic-Tac Toe Spelling (Choose 1)


  1. Speed Sort pg 67 in TE book

    • SW will complete this on provided sheet


HW: Tic-Tac Toe Spelling (Choose 1 – due tomorrow)


  1. Assessment pg 67 in TE book. Attach phonics section sheet to the test





Week: Week: January 21 – January 25


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: No school


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


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


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.


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

Grammar Lesson Plans

Week: January 21 – January 25


3-4.4 Use grammatical conventions of written Standard American English

Monday–.No School 

Tuesday: Identify verb forms to go with different pronouns (discuss he, she, it, you are singular pronouns and they, we are plural pronouns)

1. Review a pronouns stands in for a noun.

2. Discuss today’s rule - Rule: singular pronouns except I/you go with verbs that end in –s or –es (plural)

3. Have students practice writing pronoun and correct verb forms on white board.

4. watch video - Like Nouns: I'm Pronoun

5. Complete sheet for practice

Wednesday– use pronouns and verbs that agree

1. Review a pronouns stands in for a noun.

2. Discuss rule - Rule: singular pronouns except I/you go with verbs that end in –s or –es (plural)

3. review rules of verbs ending in s, sh, ch, x, or a consonant and y – add es, or drop I and add y

4. Complete sheet

Thursday: - Pronouns and verbs that agree

1. review pronoun and Rule: singular pronouns except I/you go with verbs that end in –s or –es (plural) and vice versa

2. Complete sheet to review

3. Call out a pronoun and verb and SW write answer and make them agree on white board

Friday – assessment (see sheet attached to test)

Third Grade Social Studies Lesson Plans

Week: January 21 - 25, 2013

Broderick, Lengacher, Evans, Howard

Standards: 3 - 3

The student will demonstrate an understanding of the American Revolution and South Carolina’s role in the development of the new American nation.


3-3.1 – Summarize the causes of the American Revolution – including the Britain’s passage of the Stamp Act, the Tea Act, and the Intolerable Acts; the rebellion of the colonists, and the writing of the Declaration of Independence .

3-3.2 – Compare the perspectives of South Carolinians during the American Revolution, including Patriots, Loyalists, women, enslaved and free Africans, and Native Americans.

3-3.3 – Summarize the course of the American Revolution in South Carolina, including the role of William Jasper and Fort Moultrie; the occupation of Charles Town by the British; the partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; and the battles of Cowpens, Kings Mountain, and Eutaw Springs


No school in observance of Martin Luther King Jr. Day
Tuesday: Help prepare students for the visit from William Moultrie, which will be Thursday Jan. 24th

In preparation for his visit, we will begin to talk about the Revolutionary War and the role he played for South Carolina. Read aloud to the class, Palmetto: Symbol of Courage by Kate Salley Palmer.

  1. Distribute South Carolina Studies Weekly Week #7.

  2. Read and discuss the articles:

  1. page1: “ Big Problems in the Colonies “

(Discuss briefly the Loyalists/Tories (wanted to remain loyal to England) and the Patriots (wanted to fight for freedom fro England).

  1. pages 2-3 “Problems in the Colonies”

  2. Page 3 – Economics –Supply and Demand (ties in with indigo crop)

  3. Page 4 crossword and map skills

Answers: 2. Supply 5. Independence 6. Boycott 7. Loyalist

  1. Taxes 3. Patriot 4. Wild turkey

Wednesday: Read aloud to the class, Palmetto: Symbol of Courage by Kate Salley Palmer, if you did not yesterday. This is in order to prepare the students for the visit of General Moultrie tomorrow.

  1. Watch Detective Bonz series, chapter 3, on United Streaming.

**The first segment is about Colonel William Moultrie leading the Patriots against British attack.

Information to point out:

  1. In 1776, British attacked Sullivan’s Island in Charleston Harbor. The fort there was made of palmetto logs and the cannonballs sank into them instead of knocking down the fort.

  2. Colonel Moultrie led 344 Patriot soldiers to defeat 3000 British soldiers in the attack on the fort.

  3. Moultrie is given credit for designing the flag of SC.

  4. Fort Moultrie is named for him. (Fort Sullivan was renamed Fort Moultrie)

A painting of Sgt. Jasper is on p. 124 in old yellow textbook.

**The second segment is about Francis Marion, the Swampfox in 1780 and his role in the Low Country during the revolution.

If time, there is another United Streaming video called – Three Forts of Charleston Harbor and segment one has a man who discusses the British attack on Sullivan’s Island. (4 minutes long)


  1. General William Moultrie, (aka Gil Garrett), will speak to the students about the Revolutionary War and Fort Sullivan. (Third grade will be in the library from 1:00-1:45/2:00)

Friday: Review from Tuesday facts learned from General Moultrie.

  1. Catch up on any plans from this week and last!

  2. Distribute South Carolina Studies Weekly Week #8.

  3. Read and discuss the articles:

  1. page1: “ War in South Carolina,”

  2. pages 2- 3 : “S.C. History Revolutionary War.” (time of the war)

  3. Page 3 “Courage” and “Red Fox”

  4. Page 4 crossword and line graph (ties in with math)





Science Lesson Plans

Week: January 21-25


3.4.1 Classify different forms of matter (including solids, liquids, and gases) according to their observable and measurable properties.

3.4.2 Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating).


No School! MLK

**There are two videos on BrainPop you can watch whenever you have time. They are: Matter Changing States and States of Matter. **


  1. SW make booklet “From State to State” and read aloud.

  2. TW read book: Bartholomew and the Oobleck to the class.
  3. SW make oobleck and debate whether the oobleck is a solid or a liquid. TW make sure that students understand that a solid and a liquid came together to make the oobleck.

Materials: corn starch, water, Bartholomew and the Oobleck, booklet

HW: none

Wednesday: Complete WB page 51 for MW.

  1. TW mass out thermometers in F° and C°.

  2. TSW discuss at what temperatures water boils and freezes on both thermometer. F- boils at 212 and freezes at 32, C- boils at 100 and freezes at 0

  3. SW color in thermometers to show the temps above. Color boiling with red and color freezing with blue.

  4. TW illustrate as she colors on the laminated thermometers and display in room.

Materials: WB, booklet, and thermometers

HW: none


  1. TW review temperatures at boiling and freezing, discussing how matter turns from liquids to solids.

  2. Watch the united streaming video: States of Matter (3:10) to review how temperature causes changes.

  3. TW introduce evaporation and condensing with worksheet. TW explain process of states of matter changing.

  4. SW complete WB pages 52-53 and will go over.

Materials: overhead transparency and WB

HW: none


  1. TW review melting, freezing, evaporating, condensation, and boiling.

  2. TSW watch united streaming video: Matter Can Change (3:37)

  3. TSW read pages 298-299 in science book and discuss while reading.
  4. TW show students a cup of ice in water. They will make predictions of what will happen to the ice and cup over time. TW make sure students are paying attention to what is happening on the outside of the cup- Condensation! Let cup sit for a while before bringing attention to it.

  5. While cup of ice is sitting, TW demonstrate boiling with pot and burner. Make sure students get to see the boiling inside the pot and point out the evaporation (steam) coming out of the pot.

  6. TW review temperatures of boiling and freezing.

Materials: book, cup, ice, burner, and pot HW: study

Lesson Plans for Math—

January 22nd-25th

Third Grade-Broderick, Evans, Howard, Lengacher

TW give taco quiz (mult.) twice in the week—TW fit into their schedule


3-4-.8--Predict the results of one transformation—either slide, flip, or turn---of a geometric shape.

3-3.1—Create numeric patterns that involve whole—number operations.

3-3.2—Apply procedures to find missing numbers in numeric patterns that involve whole-number operations.


Martin L. King—Holiday-


  • SW complete unit 5 test from Friday

  • If you completed test—TW show how multiplication is related to addition

  • SW work on sheet to connect addition with multiplication

ASSESSMENT: TO, questions

HOMEWORK: Study multiplication facts/ sheet


Wednesday: Use smart board lesson-Unit-6-Lesson-1---Send letter home—activity book pg. 69
  • TW go Tuesday’s work (multiplication sheet)

  • TW do activity 1—discuss the word flip—SW draw a figure—SEE Describe Flips—TE. Pg. 434—(hard book for students pgs. 181 & 182 or activity book pgs. 65-66—Just follow the smart board lesson

  • TW do activity 2 discussing slides & turns—TE. Pgs. 435-436—(students books hard—pgs. 183-184 or activity book pgs. 67-68—Do math talk—TE. Pg. 436

  • TSW do the dances (electric slide & macaroon) to explain slide, turns, & flips—Need the music--

  • TW explain Homework/remembering pgs. 107 & 108 & sheet

ASSESSMENT: TO, questions

HOMEWORK: Homework/remembering pgs. 107 & 108 & sheet


Thursday— Unit-6-Lesson 2

  • TW go over Wednesday’s work & review flips, slides, & turns

  • TW do activity 1 repeating number patterns—TE. Pg. 440-441—(students bk. Pg. 187-hard book)---Do hundred grid activity on smart board—You can do calculator activity where you show patterns on calculators.

  • TW do activity 2 TE. Pg. 442—(hard book pg. 442)

  • TW give sheet for students to practice patterns—TW go over this

  • TW explain Homework/remembering pgs. 109-110-(skip 7-10)

ASSESSMENT: TO, questions

HOMEWORK: Homework/remembering pgs. 109-110=-(skip 7-10)

Materials: hundred grid, calculators, sheet


  • TW go over Thursday’s work
  • TW review patterns—Read One Hundred Hungry Ants –This book was given to his with our math series--

  • TSW do pg. 189 (hard book) SW use small white board --TE. Pg. 446--

  • TW review turn, flip, slide—SW draw picture for each one—Give student a pattern block and they have to demonstrate slide, flip, & turn.

  • SW complete homework/remembering pgs. 111 (top) & 112

ASSESSMENT: TO, questions

HOMEWORK: homework/remembering pgs. 111 (top) & 112

Materials: sheet for drawing

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