• Sept. 19-23

    Lesson Plans: Term 1: Week 9
    3rd Grade: Brock, Juraszek, & Windom

    Monday Tuesday Wednesday Thursday Friday

    Morning Work
    7:00-7:30

    Daily Reading
    Comprehension/Language
    Practice

    Daily Reading
    Comprehension/Language
    Practice

    Daily Reading
    Comprehension/Language
    Practice

    Daily Reading
    Comprehension/Language
    Practice

    Daily Reading
    Comprehension/Language
    Practice

    ELA 7:30-9:20 & 10:20-
    11:10
    Bellringer/Anticipatory
    Set:
    Lesson 8:
    Determining the
    Central Message
    CCRS:
    RL 3.2 - Determine the
    central message, lesson,
    or moral and explain how it
    is conveyed through key
    details in the text.
    Essential Question:
    How can I learn life lessons
    from stories?

    Spelling pre-test Interactive Tutorial

    Watch the video: The Ant
    and the
    GrasshopperAesop's
    Fables "The Ant and
    the Grasshopper"
    Short Film

    The Lion and the Mouse
    Aesop's Fables "The
    Lion and the Mouse"
    Short Film.

    Spelling Test

    IIntroduction pgs. 120-121
    In this lesson they will be
    learning how to figure out
    the central message of a
    story. The central message
    is the big idea, or lesson
    about life that the story
    teaches.
    (Content & Substance)
    Think: Graphic Organizer:
    Story Structure Chart
    Students will complete the
    chart with details from the
    story.
    (Organization of
    Knowledge)
    Talk:
    Have partners discuss what
    the story was about using
    key details.
    (Choice)

    Reading DCA’s
    Modeled & Guided
    Instruction pgs. 122-123,
    126
    Read aloud the title of the
    fable and call attention to
    the illustration.
    Think:
    Reread the first paragraph
    of the fable again. Model
    how to find text evidence
    to fill in the chart. Have
    students work with a
    partner to continue
    rereading the rest of the
    fable and underlining
    important details.
    (Organization of
    Knowledge)
    Talk:
    Students will discuss and
    refer to the details in the

    Math DCA’s
    Tree Map: Central
    Message Chart
    Guided Practice: 124-
    125, 127
    Remember that a central
    message is the big idea, or
    the lesson that the story
    wants you to learn.. Read
    the fable, “Sharing the
    Crops.” Have students put
    check marks above words
    or phrases they do not
    know.
    Think:
    Have students work with a
    partner to complete item 1.
    Notice Draw attention to
    the boldface word best in
    Part B.
    (Affirmation of
    Performance)

    Independent Practice:
    pgs. 128-133
    Read the Folktale, “Zel,
    the Gentle Donkey”, a
    Folktale from Haiti, and
    explain how looking at
    illustrations, the title, and
    key details can help you
    figure out the lesson the
    author wants you to learn
    in a folktale or fable.
    (Clear and Compelling
    Standards)
    Think:
    Students will complete
    items 1-4.
    (Authenticity)

    Independent Practice:
    pgs. 128-133
    Review Answer Analysis
    Review Response
    Analysis
    Assign and Discuss
    Learning Target (Explain
    why understanding the
    central message of a story
    will help you understand
    the text you read.)
    (Protection from
    Adverse Consequences
    for Initial Failures)

    Closure:

    chart to discuss what the
    girl had learned from what
    happened.
    (Affiliation)

    Talk:
    Clarify misunderstandings,
    and make sure students
    are using their own words
    to talk about key events
    and the purpose of
    retelling a story is to show
    you understand what they
    read. It’s okay to reread.
    (Protection from
    Adverse Consequences
    for Initial Failures)

    Reading Groups:
    Reading Groups are determined through i-Ready diagnostics, district pretest, and DCA data.
    In the meantime, students will complete passages from StoryWorks or Scholastic News that correlate with the standard being taught.
    Differentiation (Teacher/Stiles):
    Teachers will pull students to work on various skills needed this week. I-Ready Diagnostic will help to determine the skills needed for review.
    Bottom 25% will be given intense remediation of needed skills according to I-Ready & DCA data at learning center activities/small group
    with teachers/extra I-Ready lessons.
    EL Students (Teacher/Casey):
    Teachers will work with individual EL students weekly. Teacher will instruct students to complete Imagine Learning daily.
    Write:
    Write about a time you did
    something you were afraid
    of at first, Describe what
    happened, how you felt,
    and what you learned from
    the experience.

    Write:
    What is another lesson
    the girl might have learned
    from what happened?

    Write:
    Have students write about
    which character in
    “Sharing the Crops” learns
    a lesson.

    Write:
    Students will use what
    they know to complete a
    short response to the
    writing prompt.

    Math Bellwork/
    Anticipatory Set: Common Core Drill Practice Common Core Drill
    Practice

    Common Core Drill
    Practice

    Common Core Drill
    Practice

    Common Core Drill
    Practice

    Math: 12:15-1:15 & 1:40-
    2:25

    Lesson 8: Session 1:
    Use Order and Grouping

    Session 2: Using
    Order to Multiply

    Session 3: Using
    Grouping to Multiply

    Session 4: Using Order
    and Grouping to Multiply

    Session 5: Using Order
    and Grouping to Multiply

    Lesson 8: Use Order
    and Grouping to
    Multiply
    CCRS:
    3.OA.B.5 Apply properties of
    operations as strategies to
    multiply.
    Essential Question:
    What strategies can I use to
    help solve multiplication and
    division word problems?

    to Multiply pgs. 185-186
    In this session students use
    known multiplication facts to
    explore commutative and
    associative properties of
    multiplication. They share
    models to explore whether
    changing the order of
    factors affects the product.
    (Organization of
    Knowledge)

    pgs. 191-192
    In this session students
    solve problems that
    require multiplying with 7.
    Students model the
    problem either on paper or
    with manipulatives to find
    the product.The purpose
    of this session is to have
    students break apart
    groups of 7 to build
    strategies for fluency with
    multiplying with 7.
    (Choice)

    pgs. 197-198
    In this session students
    solve a problem that
    requires multiplying with 8.
    Students model the
    problems either on paper
    or with manipulatives to
    find the product. The
    purpose of the session is
    to have students develop a
    strategy for multiplying that
    involves breaking apart
    one of the factors into
    lesser numbers whose
    multiplication facts are
    known.
    (Choice)

    pgs. 203-204
    In this session students
    solve a problem that
    requires multiplying with
    9. Students model the
    problems either on paper
    or with manipulatives to
    find the product. The
    purpose of this problem is
    to have students think of
    different ways of breaking
    apart factors to build
    strategies for and fluency
    with multiplying with 9.
    (Clear and Compelling
    Standards)

    pgs. 205-208
    In this session students
    solve word problems
    involving multiplying with
    7, 8, and 9 and then
    discuss and confirm their
    answers with a partner.
    (Clear and Compelling
    Standards)

    Closure:

    Students will prove that
    2x3 = 3x2 and explain the
    meaning of each factor in
    the equation.

    Students will show two
    different places
    parentheses can be
    placed to show different
    parts of the expression
    you can multiply first.

    Students will group
    3x7x3+ and solve using
    the correct properties of
    multiplication.

    Students will use the
    correct order of operation
    to solve 4x3x2=, then
    group the factors in a
    different order and solve.

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