Lesson Plans 3​rd​ Grade Week of: March 4-8

EQ: Essential Question AS: Activating Strategy TS: Teaching Strategy SA: Summarizing Activity/ Assessment

Time/Subject Standards Monday Tuesday Wednesday Thursday Friday

Notes and Science Virtual Field Meet with Arnett Challenge

Whole group with my class: RI 9.5 Review 1 (hundreds chart game), RL 11.2 Review 1 (tic tac booya)
Reading HW: Read EQ: EQ: How do I use text evidence to describe a characters traits and motivations and explain how their actions
Workshop for 20 contribute to the theme?
(8:45-10:00) minutes Standards:
and 3-RL.3.1, 3-RL.5.1, 3-RL.6.1, 3-RL.7.2, 3-RL.8.1 and 3-RL.9.2
record it
on your
iRead
calendar
Interactive Focus: Focus: Determining Focus: Determining Focus: Determining Focus: Determining
Read Aloud Compare/Contrast Cause and Effect Cause and Effect Cause and Effect Theme vs. Main Idea
and Mini Two Different AS: Watch AS: Watch​ ​video​ on *Note: today’s AS: Ask students to
Lesson Characters from Flocabulary​ on cause and effect. lesson is based off tell you what a main
Different Stories. Cause and Effect. Discuss anchor the book ​Alexander idea is. Then ask
Mrs. Reeves AS: Watch​ v​ ideo​ on TS: Pass out​ ​notes chart from previous and the Terrible, them to tell you what
is teaching comparing two for journal. Choose lesson if necessary, Horrible, No Good, a theme is.
full time different an​ ​anchor chart​ to going over the signal Very Bad Day​. I TS: Create/show one
characters. create/project. words. have previously of the​ ​anchor charts
TS: Choose two Project pages 3-5 of TS: Place​ ​pages 4-6 read this to my and discuss with
picture books that pdf​ and complete of the task cards class. students the
have similar themes with students. Read activity around the AS: Review signal differences. Pass out
but different the excerpt from room. Give each words for cause notes​ for their
problems to read Alice and students a copy of and effect. Discuss journal. Print a copy
aloud. I am going to Wonderland​. Give the recording sheet how the cause of this​ ​sort​ for each
use ​The Dot​ and ​The each student a or they can use plan does not always team.
Word Collector​ both copy. paper. Explain they come first. SA: Teams will work
by Peter H. SA: Have students are to read each TS: Read or reread together to sort the
Reynolds. work with teams to card on their own if necessary the cards, determining if
SA: Have students fill answer the and record if the book ​Alexander they have a theme
in a graphic questions. underlined and the Terrible, card or a main idea
organizer of your A: statement is a cause Horrible, No Good, card. When finished
choosing,​ h
​ ere is Observations/Compl or an effect. Very Bad Day​. they will call the
one option​, to eted questions. SA: Students rotate Display and pass teacher over to
compare/contrast around the room out​ p
​ age 6​ of Cause check their work.
the two main reading and and Effect
recording their Alexander pdf.
 characters from answers. Take for a Model for students A:
your stories. minor grade​. how to fill in the Observations/compl
A: A: boxes. eted sort.
Observations/grap Observations/recor SA: Students will
hic organizer ding sheet. continue to fill in the
rest of the boxes.
They can glue in
journal when
complete.
A:
Observations/com
pleted organizer.
Guided Group 1 (I): Running Records, Leveled printed reading passages (word work, retelling, self-correcting) 
Reading Group 2 (L): Running Records, Judy Moody was in a Mood (main idea, details, evidence from the text) 
Groups Group 3 (N): Running Records, Amber Brown is not a Crayon (main idea, details, evidence from the text) 
Group 4 (O): Dr. Carbles (connections, inferences, evidence from the text) 
Group 5 (P/Q): James and the Giant Peach (inferences, evidence from the text)
Writing Standard EQ: ​ How do I craft a Materials: ​flipchart Materials: ​flipchart AS: Review word Materials:​ flipchart
Workshop s: strong introduction? wall words.
(10:00-10:25) MCC 3.1, AS:​ Review oreo with AS: Review the TS: Administer AS: Review the
EQ: How do I L4, L5, Materials: ​flipchart students. sample prompt that
spelling test and 3 sample prompt that
improve my RC6.4, AS: Example 1: our school needs a our school needs a
opinion RC6.5 student sample TS: ​ Using the new mascot and
dictation new mascot and
writing by Example 2: flipchart, model with persuasive words sentences using persuasive words
focusing on Student sample the sample prompt anchor chart from word wall words. anchor chart from
ideas, that our school yesterday. SA: Completion of yesterday.
structure, HW: What In both, students needs a new spelling test.
and age jump to thesis and mascot. TS: TTW have TS: TTW model how to
conventions? should lack lead or intro. students share write a strong
children Using flipchart, have some of their conclusion (O-restate
have cell What makes a good students draw reasons for their opinion). Using the
phones? lead or hook? graphic organizer persuasive writing. flipchart, show
Why? into their writing Students need to students transition
Persuade TS: Using the notebooks. . work on the conclusions they
your flipchart, show examples or could use. Have
reader. students the article Show persuasive evidence of their students work on the
Lengthen the School words anchor chart persuasive writing in last “O” of their
Year Before It’s Too in flipchart to help their writing writing in their writing
Late. Does this have students build a notebook. notebooks.
a strong hook? Yes! strong persuasive
Discuss strong writing. SA: Student writing SA: Student writing
hooks using and TO and TO
flipchart. Show Have students
persuasive transfer over their
sentence starters opinion hook to the
 (in flipchart)to help graphic organizer
students build a and work on writing
strong hook. SW their three reasons.
choose a lead or try
several to write a SA:​ Student writing
strong lead to the and TO
topic they have
chosen and
elaborate for a
strong introduction.

SA: TO and
completion of writing
introduction
Related Arts
(10:30-11:15)
SS 3-4.1: AS: Review with TUESDAY AS: ​Show photos of THURSDAY FRIDAY
(1:15-2:15) Quizlet AS: Review with the social classes AS: ​Show photos of AS: ​Review the social
3-4.1, 3-4.2 TS: Administer Quizlet and discuss what the social classes classes
Unit EQ: How Government Test TS: Administer students notice in and discuss what TS: ​TSW use their
did the Civil SA: Complete test for Government Test these pictures. students notice in paper doll pictures to
War change a MAJOR GRADE SA: Complete test for TS: these pictures. create a flipgrid
SC and the a MAJOR GRADE 1. Use the flipchart TS: about their social
United to introduce the new 1. Use the flipchart class. Students must
States? EQ and Vocabulary. to introduce the show their doll and
SW sailboat for new new EQ and provide 3-5 accurate
Vocabulary. SW facts about their
unit and glue in
social class.
vocab. words. sailboat for new
SA: ​Completed flipgrid
2. Use the Google unit and glue in for a minor grade.
Slides to go over the vocab. words.
social classes. TSW 2. Use the Google
glue in the KEY to Slides to go over
their journal. the social classes.
SA​: Assign each TSW glue in the KEY
student a social to their journal.
class. TSW illustrate a SA​: Assign each
paper doll picture to student a social
use tomorrow. class. TSW illustrate
a paper doll picture
to use tomorrow.
Science Standard: MONDAY TUESDAY Desert and Desert and Desert and
(11:20-12:00) 3.L.5 AS: ​Pictures​ of each Greenville Zoo Virtual Rainforest Rainforest Rainforest
animal will be around Field Trip
EQ: the room on anchor
How do the chart paper and 12:30-1:30 Materials: -BrainPop Materials: Materials: Page 6 and
characteristic students will write Biggert, Worden, Jr. (assign on google -BrainPop Jr. 9 of habitats free pdf
s and “wonders” they Thackston, Walters classroom), (assign on google on drive for each
changes in have about each -habitats free pdf on classroom), student
environments animal on post-it 1:30-2:30 drive (page 3 to -habitats free pdf
and habitats notes. Students will Long, Weidman, display and page 4 on drive (page 3 to AS: Students will
affect the do a gallery walk of Hawkins (switch for student journals) display and page 4 review the
diversity of all of the questions. lunch with Walters) -Discovery for student differences between
organisms? Students will start Education Boards journals) a desert and a
thinking about *After the virtual (​DESERT​ and -Discovery rainforest by turning
which animal they field trip, students RAINFOREST) Education Boards and talking to a
are most drawn will choose their (​DESERT​ and partner.
to/interested by. animal and teacher AS: Students will rainforest​)
will create groups (I watch brainpop jr TS: Teacher will make
TS​: Teacher will suggest to group about deserts and AS: Students will anchor chart of
introduce the animal your students rainforests watch brainpop jr animals that live in
adoption project based on which independently on about deserts and the desert vs.
and show students animal they choose) their chromebooks rainforests animals that live in
the ​rubric​ and Here is a ​google form Desert Brainpop independently on the rainforest. Class
checklist​ on their to easily see which Rainforest Brainpop their chromebooks discussion.
PBL and introduce animal each student Desert Brainpop
the driving question: wants. (make a TS: The teacher will Rainforest SA: Students will
How do we copy) display the reading Brainpop complete animal sort
persuade others to *We are focusing on passage on the (pages 6 and 9 of pdf
adopt an animal SIX animals total - promethean board TS: The teacher will file) independently.
that needs help?​ Tell see google form on deserts and display the reading
students that rainforests (page 3 passage on the If time allows,
tomorrow they will on habitats free pdf promethean board students will work in
be going on a virtual on drive). The on deserts and their PBL groups to
field trip and seeing teacher will go rainforests (page 3 brainstorm their
these animals that through the on habitats free persuasive
are in need. The end passage whole pdf on drive). The presentation on their
product will be a group and talk teacher will go animal (what they will
major grade​ for this about similarities through the do) and decide which
quarter. and differences. passage whole habitat their animal
Teacher will share group and talk lives in.
SA:​ Students will Discovery Education about similarities
start to brainstorm Boards (​desert​ and and differences.
the driving question rainforest) with Teacher will share
and begin thinking students on google Discovery
about which animal classroom - Education Boards
they want to adopt. students will explore (​desert​ and
the board on rainforest) with
deserts and students on google
rainforests. classroom -
students will
 SA: Students will explore the board
paste page 4 of pdf on deserts and
in their science rainforests.
notebooks and work
on their venn SA: Students will
diagram as they are paste page 4 of pdf
exploring the in their science
discovery education notebooks and
boards. work on their venn
Can take for a minor diagram as they
grade. are exploring the
discovery
education boards.
Can take for a
minor grade.

Lunch
(12:00-12:40)
Math Standard Elapsed Time Send home study Quiz/Elapsed Time
Place Value, 2 Step VIRTUAL FIELD TRIP
(12:40-1:40) s: AS​: ​Use the Time guide AS: ​Complete the fact
Word Problems
EQ: How can I Notes​ to review review and time
AS: ​Review Place
use the four 3.ATO.3, telling time to the Study guide with review in the flipchart
Value with the
operations to 3.ATO.8, minute. SW glue answers TS: ​Administer the
question in the
help me solve 3.NSBT.2, these notes in their Volume/Capacity Basic Facts and
flipchart (​adjust to fit
real-world 3.MDA.1, journals. AS: Telling Time quiz
the needs of your
story TS: -Review customary (Google Form).
3.MDA.2 class).
problems? M: ​Use the Elapsed liquid volume by FYI: When grading
TS:
Time Notes​ and the having students with Flubaroo- If you
-Review the key
flipchart to model draw the Kingdom want to put more
words for solving
how to solve elapsed of Gallon in their than one answer in
HW: ​Math word problems (if
time problems using journals. your answer key,
Review Q3 you want to print
a number line. -Use the flipchart type %or between
this, the document is
-SW glue these notes to review Milliliters answer choices. For
in drive)
in their journals. and Liters. example, on #2, type
-Model for students
A: ​3rd Grade TS: 1,126 %or 1126. That
how to use the
Assessment Pack M: ​Customary way it won’t matter if
CUBES method to
page 60 ​(complete Capcity pdf they have the
solve the word
one of each type of A: ​Metric Capacity comma or not.
problems. Practice
question) pdf SA: ​Completed quiz
writing equations
T: IXL: T.3 (telling T: IXL: BB.6 for a minor grade
with variable for the
time), T.6-T.7 (customary), BB.15
unknown. (This is
(elapsed time) (metric) Continue with math
Interactive ​Notebook
H: Prodigy H: Prodigy (Addition rotations and small
ATO pg. 21​ if you
(Rounding review) and Subtraction groups as time
want to print it).
review) allows.
SA: ​Complete the Extra elapsed time
 word problem in the SA: ​Check IXL resources;
M: ​3rd Grade
flipchart. scores and discuss -​3rd Grade
Assessment Pack
any challenging Assessment Pack
pg. 33​ #1-2
problems from the page 61 and 62
A: #3-4
worksheets. -​Interactive
T: IXL: M.1 (just
Notebook MD and G
facts), M.9 (1-step
page 8-9
word problems), M.12
Enrichment: -Math book page
(Multi-step word
Converting volume- 397-410 (just check
problems)
-King Henry which pages your
H: Prodigy (Place
Conversions class hasn’t
value review)
flipchart (metric) completed yet)
-Customary -​Word Problems Time
SA: ​Complete the
Conversions Doc Intervals ​(task cards)
word problem in the
-IXL BB.10, BB.19
flipchart (very
similar to one of the
benchmark
questions).
Physical Activity
(1:40-2:00)
Grammar Review all grammar Review all grammar Grammar Major Test Finish working on Finish working on
Focus: skills taught. skills taught. persuasive writing. persuasive writing.
Review
Quizizz Quizizz