Broderick Lengacher

Evans Howard/Brown

Reading Lesson Plans Week: February 25 – March 1

Drawing Conclusions

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: The Albertosaurus Mystery Genre: Informational Text Skill: Drawing conclusions Monday: Mini lesson: 1. Introduce vocabulary words for The Albertosaurus Mystery 2. review skill drawing conclusions by referring to SMART Board (at the end of the vocab. SMART Board) Guided Reading Groups: M (below) – Uncovering the Past, P(on) – Mysteries From Long Ago, Q (above) – The Man Who Digs Dinosaurs Closing: 1. SW complete sheet “conclusions; visualize” HW: Vocabulary Sentences Tuesday: Mini Lesson: 1. Read background about The Albertosaurus Mystery 2. Read The Albertosaurus Mystery Guided Reading Groups: M (below) – Uncovering the Past, P(on) – Mysteries From Long Ago, Q (above) – The Man Who Digs Dinosaurs Closing: 1. SW complete sheet: “conclusions” HW: Sheet

Wednesday: Drawing Conclusions Activity: Directions: 1. Put drawing conclusions card on ELMO 2. Have students write the conclusion on their white boards 3. check answers and discuss 4. Go through the steps again using different situations from the drawing conclusions cards Guided Reading Groups: M (below) – Uncovering the Past, P(on) – Mysteries From Long Ago, Q (above) – The Man Who Digs Dinosaurs Closing: 1. SW discuss drawing conclusions and how they came to the conclusions they did during the activity HW: Sheet Thursday: Mini lesson: 1. Reread story, The Albertosaurus Mystery 2. Discuss drawing conclusions from the story and why Guided Reading Groups: M (below) – Uncovering the Past, P(on) – Mysteries From Long Ago, Q (above) – The Man Who Digs Dinosaurs Closing: 1. Play Roll Say Keep HW: sheet, read story at home and record on reading log Friday: 1. Assessment

Week: February 25 – March 1

3-3.2 Use base words and affixes to determine the meanings of words. Vocabulary: fossils, clues, remains, prove, evidence, skeletons, uncovering, buried, fierce, location Monday: Mini lesson: 1. Complete Day 1 on TE 132. Prefix un- 2. write word uncovering on the board, underline the prefix un- explain that it means “not” or “the opposite of” 3. Write the sentences on the board “The team spent the day covering the large holes with dirt. The team was uncovering the dinosaur bones from the dirt.” Discuss with the students how the prefix un-changed the meaning of the word covering. 4. write words on the board (dress, happy, healthy, even, and lock) and add un- to each word to show how it changes the meaning. Tuesday: Mini lesson: 1. Complete Day 2 on TE 132 (word associations) 2. SW spread word cards on desk and hold the card up that answers the questions: Which word goes with facts, proof? (evidence, clues, prove) Which word goes with wild, dangerous? (fierce) Which word goes with place, area? (location) Which word goes with leftover, fragments? (remains, fossils) Which word goes with frame, support? (skeletons) Which word goes with hints, mystery? (clues) Which word goes with show, confirm? (prove) Which word goes with revealing, taking off? (uncovering) Which word goes with hidden, covered? (buried) Which word goes with traces, long ago? (fossils) Wednesday: Mini lesson: 1. Complete Day 3 on TE 133 (suffix –ly) 2. review suffix 3. write fierce on the board 4. add –ly to the word and discuss the new meaning 5. write these adjectives on the board: sharp, mean, unusual. Add –ly to the end of the word to change it to an adverb 6. write this sentence on the board: Tyrannosaurus rex acted ____________. Have students fill in the blank with one of the adverbs above, discuss the meaning. Thursday: Mini lesson: 1. Complete day 4 on TE 133 (write to convince) 2. SW read word cards and review definitions of vocab. Words 3. discuss this week’s story

4. SW imagine that they are fossil hunters who have recently discovered the remains of a new dinosaur 5. SW write convincing sentences in their word study notebooks to prove that the dinosaur existed 6. SW read sentences aloud to class Friday: Mini lesson: 1. Complete vocabulary day 5 TE 133 (four square map) 2. see map on pg. 133 3. TW display a four-square map and explain that SW help the teacher fill the map out 3. TW write buried in the center of the map, SW give the definition of the word. TW write the definition in the definition corner of the map 4. SW name examples of things that can be buried, this will be recorded in the upper-right corner 5. SW share sentences using the word buried, TW write one example in the lower-left corner 6. SW list things they saw on the way to school that are not buried. Record in the non-example corner 7. SW complete two new four square maps in the word study notebooks. They will use the word fossils and another vocab. Word of their choice. 8. SW share their maps with a partner

Grammar Lesson Plans

Week: February 25 – March 1

Standards: 3-4.4 Use grammatical conventions of written Standard American English, including

Monday: Identify and use articles

1. introduce articles (a, an, the)

2. watch united streaming “Section B. Nouns and Articles: Proper Agreement”

3. complete article sheet “Articles: Using a, an, and the”

Tuesday: Identify and capitalize proper adjectives

1. review adjectives

2. go through examples of sentences with proper adjectives

3. complete sheet “Capitalizing Adjectives”

Wednesday: use adjectives ending in –er or –est to compare two or more nouns

1. introduce comparing with adjectives

2. write examples on the board and explain how adding –er and –est changes the meaning and what

each ending means

3. complete sheet “comparing with adjectives”

Thursday: Recognize that proper nouns name particular people, pets, or places.

1. review proper nouns

2. Write example sentences on the board with a proper noun that is not capitalized. Ask students which

proper noun needs to be capitalized in the sentence.

3. complete sheet “Writing proper nouns”

Friday- assessment

Week: February 25 – March 1 Spelling- words with /j/ and /s/

Standards: 3-3.7 Spell correctly 3-3.6 Spell high-frequency words. Words: words with /j/ and/s/ sounds Age, space, change, jawbone, jacket, giant, pencil, circle, once, large, dance, jeans, bounce, huge Monday: 1. Model the sort pg. 72 – use SMART Board

TW 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. 72 in TE

SW sort and glue in cards in their notebooks Materials: notebook, cards, glue HW: Tic-Tac Toe Spelling (choose 1) Wednesday: 2. Speed sort pg. 73 in TE book

SW complete this on provided sheet Materials: HW: Tic- Tac Toe Spelling (choose 1- due tomorrow) Thursday: 1. Assessment pg. 73 in book. Attach phonics section to the test

Broderick/Powers

Evans

Howard

Lengacher

Science Lesson Plans

Week: February 25- March 1

Standard: 3-5

Indicators:

1. 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.

2. 3.5.4 Explain the relationship between the motion of an object and the pull of gravity.

*Use the SMARTBoard slides from previous week to teach this week.*

Monday:

1. TW briefly review material from last week about motion.

2. TW introduce gravity by reading the front article in Week 7- Movement. The article

is “Let’s Get Moving!” The students should already have the studies weekly from

Friday. We will read the inside articles tomorrow.

3. TSW watch united streaming video: Gravity on Earth (segment 3:11)

4. TW SMARTBoard slide on gravity and discuss.

5. SW complete WB page 71.

Materials: weekly studies, WB, and video

HW: none

Tuesday: Complete WB page 72 for MW and go over.

** Don’t use SMARTBoard slide today unless you want to review the previous slides. Start again with

the slides on Push and Pull tomorrow. **

1. TSW review gravity and how it applies to motion on earth by showing the BrainPop

video- Gravity.

2. TW introduce push and pull with articles in Week 7- Movement. Read the inside

articles that are in the blue background (Force).

3. TSW watch united streaming video: Force (segment 1:00).

4. SW complete WB page 67.

Materials: weekly studies, WB, and video

HW: none

Wednesday:

1. Start the lesson off by reading the article in Week 7- Sir Isaac Newton to review

gravity, push and pull. Students will probably also like to hear how gravity was

discovered or named!

2. Introduce the strength of the push and pull with SMARTBoard slide about push and

pull.

3. SW complete lab Week 7- Movement- All About Force. You can set this up anyway

you would like, but just make sure that all students get to blow on and push each

object to understand that they have to use more force (push and pull) on the heavier

objects.

4. Wrap up lesson with SMARTBoard slide about the lab.

Materials: weekly studies, SMARTBoard lesson, and lab materials (rock, paper, bouncy ball)

HW: none

Thursday: SW complete WB page 68 for MW.

1. TW review from yesterday about push and pull and the force it takes to move objects.

Review using the 2 slides on the SMARTBoard lesson (the man and woman &

elephant and bunny). Make sure students understand why more force is needed and

why one moves faster and farther than the other.

2. TSW complete lab: Sphere on a Roll. **Make sure students give equal amount of

force to the block when pushing. Students have a hard time seeing the correct results

because they push unevenly. If they are having a hard time, I would have them circle

around you and watch you do it!

3. SW complete WB page 69 to review mass of an object.

Materials: WB, SMARTBoard lesson, lab materials

HW: none

Friday: Catch up today! There was A LOT to do this week

1. TSW complete WB page 70 to review all material from the week.

2. SW complete the back of Week 7- Movement’s cross word puzzle.

3. TSW go over answers and students will keep these in their folders to have as a

review.

4. There will be a quiz on Tuesday on this week’s information and a unit test next

Thursday on motion.

Materials: WB and weekly studies

HW: none

Third Grade Social Studies Lesson Plans

Week: February 25 – March 1 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.

3-4.3 – Explain the reasons for South Carolina’s secession from the Union, including the

abolitionist movement and the concept of states’ rights.

3-4.4 – Summarize the course of the Civil War in S.C. including the Secession

Convention, the firing on Fort Sumter, the Union blockade of Charleston, the

significance of the Hunley submarine; the exploits of Robert Smalls; and General William

T. Sherman’s march through the state.

Monday:

1. TW announce a quiz on the 6 classes of people during the Antebellum period

will be Wednesday.

2. Finish creating “Study Guide” in interactive notebook with pictures and

essentials for 6 classes of people in SC if you did not last week.

3. Have students use a highlighter to highlight key details in notebook to review.

If “study guides are already complete:

4. Review “The Six Classes” of people by playing the “I Have…Who Has…”

classes review game. Each group needs 6 players and a set of six cards the

same color. (Rotate the cards among groups as needed.) (Lengacher has a

set)

Tuesday:

Use the Studies Weekly (Week #10) (If you did not last week) Read and discuss:

“Antebellum South Carolina”,

“The Midlands Climate,”

“Economics – Cotton: The Good and the Bad.”

Complete the puzzle on back and activity questions on back

Answers:

1. penmanship 5. drought

2. fertilize 6. historians

3. compassion 7. charity

4. attract

Activity answers: 1. Cotton warehouses 2. Less 3. Textile mills, farms, gins, warehouses

Materials :

South Carolina Studies Weekly week # 10

OR IF you finished the newspaper last week…

1. Review “The Six Classes” of people by playing the “I Have…Who Has…” classes

review game. Each group needs 6 players and a set of six cards the same color.

(Rotate the cards among groups as needed.) or with Smartboard Review Slides

(Will email these to you)

2. Review also by selecting a student to come to the front. The student will close his

eyes as TTW place a “headband” around his head that has a “social class” from

the early 1800’s printed on front -(on a sticky note) TSW wearing the headband

will not know what “class” he is from, but the other classmates will describe facts

about him until he is able to guess his class. Continue until all six classes have

been reviewed.

Materials : “I Have … Who Has… cards, 6 sentence strips and tape for

headbands

Wednesday:

1. TW briefly review the 6 classes of people of antebellum SC.

2. Give quiz on the classes of people in SC during antebellum period.

3. Early finishers may read SC Studies Weekly Week 11 “Slavery in South Carolina”

on their own.

Material: T. made quiz,

Thursday:

Review that Eli Whitney invented the “cotton gin” (short for engine). Read

/discuss together p. 223 in Scott Foresman text. TSW compare and contrast

separating cotton seeds from the fibers by hand and by the cotton gin.

4. Discuss that abolitionists were people in the north and south who worked to

end or “abolish” slavery.

5. Introduce that Sarah and Angelina Grimke were abolitionists from Charleston

who spoke out against slavery. (Pages 230 – 231 have information about these

two sisters.)

Discuss “The Underground Railway “ and how it helped enslaved people. Use Scott Foresman text pp. 224 -225.

Materials:, text book

Friday :

1. Explain that the country was divided over the issue of slavery. (text 226 – 227)

2. Explain the difference between “slave states” and “free states.”

Discuss the Compromise of 1850. (California would be free state, and northern states

would have to return fugitive slaves to the south. [ This “Fugitive Slave Law” did not last

long. ]

3. TTW read aloud to class Follow the Drinking Gourd . This book is also on United

Streaming if you want students to watch it instead of reading it to them.

4. Watch United Streaming Video titled U.S. That’s Us!: Harriet Tubman ( 6 minutes)

5. Complete workbook p. 47 with T. help. (If teacher chooses.)

Materials : Text, Streamline video,, and workbook p. 47.