Download Lesson Plans March 4-8

Broderick
Lengacher
Evans
Howard/Brown
Reading Lesson Plans
Week: March 4 – March 8
Figurative Language
Standard:
3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and
hyperbole) and sound devices (including onomatopoeia and alliteration).
Monday:
Mini lesson:
1. Introduce figurative language using a PowerPoint.
2. Write a few literal sentences on the board and change them to figurative language sentences.
3. Discuss how the sentences are different.
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 the classwork sheet.
HW: sheet
Tuesday:
Mini Lesson:
1. Introduce onomatopoeia using the SMART Board.
2. Read the book “On a Snowy Day”.
3. Ask the students if they hear examples of onomatopoeia in the story.
4. Write a few of the examples on the board.
Guided Reading Groups: M (below) – Uncovering the Past, P(on) – Mysteries From Long Ago, Q (above) – The
Man Who Digs Dinosaurs
Closing:
5. SW complete the classwork sheet.
HW: Sheet
Wednesday:
Mini Lesson:
1. Introduce simile using the SMART Board
2. Read the book “If You Hopped Like a Frog”.
3. Ask students if they heard examples of similes.
4. Write examples on the board.
5. SW complete the classwork sheet.
Guided Reading Groups: M (below) – Uncovering the Past, P(on) – Mysteries From Long Ago, Q (above) – The
Man Who Digs Dinosaurs
Closing:
6. SW make a page in the book for a simile. They will write the definition, an example, and draw a picture of the
simile.
HW: Sheet
Thursday:
Mini Lesson:
1. Introduce metaphor by explaining that it is just like a simile but it does not use like or as.
2. Write a few examples on the board.
3. Read the book “Tar Beach”
4. Ask students if they heard examples of metaphor in the book.
5. Write examples on the board.
6. SW complete classwork sheet.
Guided Reading Groups: M (below) – Uncovering the Past, P(on) – Mysteries From Long Ago, Q (above) – The
Man Who Digs Dinosaurs
Closing:
7. SW make a page in the book for metaphor.
Friday:
Mini Lesson:
1. Introduce personification with a PowerPoint.
2. Read the book “Diary of a Worm”.
3. Ask students what examples they heard while reading the book.
4. Write the examples on the board.
5. SW complete a sheet.
Guided Reading Groups: M (below) – Uncovering the Past, P(on) – Mysteries From Long Ago, Q (above) – The
Man Who Digs Dinosaurs
Closing:
6. SW complete a sheet for the book
Grammar Lesson Plans
Week: March 4 – 8
Monday:
1. introduce possessive nouns by writing examples on the board in sentences
2. write examples on the board to show students where the apostrophe goes. (Alexis’ or Devin’s)
3. SW make words possessive by adding the apostrophe in the appropriate place on their white boards.
4. SW complete the sheet.
Tuesday:
1. Watch a brain pop video: possessives
2. have students do more examples on their white boards
3. SW complete the sheet
Wednesday:
1. TW review possessives.
2. TW write examples on the board.
3. SW complete the sheet.
Thursday:
1. watch a united streaming video: An Email Message from Dark Matter
2. show examples on the board
3. SW complete the sheet
Friday:
1. Assessment
Third Grade Social Studies Lesson Plans
Week: March 4-8 , 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.
(Catch-up from Friday is included in Tuesday’s plans)
Monday:
1. Use text pages 232 – 235 and have the students describe issues that surrounded
the presidential election of 1860 and its outcome.
2. After reading and discussing, have the students explain why South Carolina
decided to secede from the United States.
3. TSW complete a vocabulary “flip flop book” to keep in their foldables notebook.
4. TTW model how to cut and fold the vocab flip/flop book and review terms in the
book.
Secede – break away and start a new country
Secession Convention – a meeting of South Carolinians in Columbia and later in
Charleston who voted to secede from the union
Union – another name for the United States in the 1800’s
Confederate States of America – when S.C. left the Union, this is what they called
their New nation
Confederacy – another name for the Confederate States of America. A
confederacy is an organization that works together for a common goal
Abraham Lincoln – He was the president elected in 1860 just before the Civil War
began in 1861.
Jefferson Davis – He was elected as president of the Confederacy.
Abolistionists –People who were against slavery and tried to stop it by helping
slaves escape to freedom
Materials: text, flip flop book vocabulary sheet to be kept in social studies “foldables
notebook”
Tuesday: [If you did # 1-3 last week, then review quickly and move to #4 on plans.]
1. TSW review that abolitionists were people in the north and south who worked to
end or “abolish” slavery.
2. TSW review Sarah and Angelina Grimke as abolitionists from Charleston who spoke
out against slavery. Use Scott Foresman text pp. 224 -225 and pp 230 -231 if not
covered last week – about the Grimke sisters
3. TSW explain what “The Underground Railway” was and how it helped enslaved
people. [ If last week’s plans from Friday were not completed, TT may want to watch
Follow the Drinking Gourd (from Reading Rainbow series on United Streaming) or the
United Streaming Video titled U.S. That’s Us!: Harriet Tubman ( 6 minutes) on Harriet
Tubman . ]
4. Watch Detective Bonz Chapter 4 (This includes: Elizabeth Pinkney and the “Elite”
class and the Enslaved African Americans. It also discusses slavery and the
Underground Railroad as a means to freedom. The section on the “freedom quilt” is
good to explain symbols that slaves used as a code.
Materials: text book, Detective Bonz Chapter 4( United Streaming)
Wednesday:
TSW understand that the country was divided over the issue of slavery.
1. Re-read Scott Foresman pp. 226-227 to discuss the conflict over slavery.
2. TSW review “slave states” and “free states” –those states which allowed slavery and
those that did not. (Lengacher has a poster showing this division.)
3. Review the Compromise of 1850 and “The Fugitive Slave Law”. (California would
be Free State, and northern states would have to return fugitive slaves to the south.)
4. Watch Detective Bonz chapter 4 , if not seen Tuesday.
Materials: Text, Video, notebook
Thursday:
1. Use Scott Foresman text pp. 232 – 235. These pages discuss the Secession
Convention and South Carolina seceding from the Union. (refer to this in flip-flop
book)
2. If time, read pp. 228 -229 about John C. Calhoun.
3. Watch Brain Pop (user name – wpelzer password – elem)
Search – Type in “Civil War Causes”
Materials: Text, Brain Pop,
Friday:
1. Use text pp. 236 – 237 to learn about the first shots of the Civil War being fired at
Fort Sumter.
2. Review that Union Forces controlled Fort Sumter and the Confederates ordered
them to leave. (Review term- Confederacy in flip flop notebook to connect
“Confederates” )
3. Complete workbook page 48 together
Materials : text, workbook
Lesson Plans for Math—
March 4th-8th
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.
Monday— Unit-9—Lesson --8 & 9
TS do sprint for 8’s—Activity book pg.151--See TE. Pg. 702
TW read—SEA Square
TSW explore square numbers—pg. 333-334 (hard book)—See TE. Pg. 703-706
TWS united streaming—type in math mansion show 14—You ain’t nothing but a
houndred---&/or math mansion show 13—Breaking up is easy to do.
Play the game on pg. 341 (hard book)—Will need flash card-(Activity book pgs.91116)—Just follow the directions—It make take a while to cut flash cards---OR--—
You can play the War game—You will need several decks of cards—I will give you
the direction to this game
TW explain & assign Homework/remembering pgs. 235/236 (Skip 5 or do in class)
—Study the 7’s for sprints-quiz
ASSESSMENT: TO, questions
HOMEWORK: Homework/remembering pgs. 235 & 236—Study—7’s
Materials: book—If we have it—SEA Square
Tuesday— Lesson 10
TW go over Monday’s work—
TW give sprint for 7’s—activity book pg.—See Te. Pg. 716
TW do math talk with #1 & 2 on pg. 346 (hard book) to discuss what operation—
See Te. Pg. 717 –TSW complete pg. 346 orally—use small white boards
TSW do pgs. 347-349—Orally—Students will work problems on small white board
while the teacher works problems on board—(Skip around due to time)
TW explain & assign homework/remembering pgs. 241-242
ASSESSMENT: TO, questions
HOMEWORK: homework/remembering pgs. 241 & 242
Materials: white boards
Wednesday— Lesson 11—Can use homework/remembering pgs. 239-240 for morning
work
TW go over Tuesday’s work
TW call out multiplication facts for skittles, M&M’s or sticker (quick review)
TW introduce Order of Operation—See TE. Pg. 726 (bottom—it’s a little
confusing)—TSW do pg. 351 (hard book)- orally
TSW do pg. 352 (hard book) –TW do the first few with the students—then
students will work with partner to complete pg. 352—TW go over this
TW give quiz—after quiz students can do pg. 353—independently—TW go over if
time
TW explain & assign homework/remembering pgs. 243/244—(See graph on pg. 244)
& sheet
Assessments: TO, questions
HOMEWORK: homework/remembering pgs. 243 & 244 & sheet
Materials: sheet, quiz
Thursday— Lesson 12
TW go over Wednesday’s work
SW review mult. with math ball
TSW do pg. 359 (hard book) TE. pg. 735—TW do problems on board as students
work problems on small white boards—
TW give sheet on word problems—SW work the problems—individually—TW go
over this
TW explain Homework/remembering pgs. 245/246 –
ASSESSMENT: TO, questions
HOMEWORK: Homework/remembering pgs. 245/246 –
Materials: flash cards, video/tape, sheet
Friday: Lesson 13
TW go over Thursday’s work
TW review mult. with video or tape—or Katie’s songs
TW give 100 problems—SW have 15 minutes (this week & next week it will go to 10
minutes)—SW check their work as the teacher calls out the answers—(this is just
practice)
TSW do pg. 365 & 366 (hard book)—TE. Pg. 741—SW work problems on white
board
If time play—War game from early this week.
ASSESSMENT: TO, questions
HOMEWORK: Study multiplication facts–
Materials: flash cards, video/tape. Timed test
Broderick/Powers
Evans
Howard
Lengacher
Science Lesson Plans
Week: March 4-8
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.
3. 3.5.5 Recall that vibrating objects produce sound and that vibrations can be transferred from
one material to another.
Monday: These are the same plans from last Friday. If you got to them already, then play a review game
for quiz tomorrow on motion.
1.
2.
3.
4.
TSW complete WB page 70 to review all material from the week.
SW complete the back of Week 7- Movement’s cross word puzzle.
TSW go over answers and students will keep these in their folders to have as a review.
Send home study guide for unit test that students can also use for quiz tomorrow.
Materials: WB and weekly studies
HW: study for quiz
Tuesday:
1. Watch BrainPop Jr. video: Pushes and Pulls for a review before quiz.
2. Take quiz on motion.
3. Early finishers can work on motion word search.
Materials: video, quiz, and word search
HW: study for unit test
Wednesday:
1. Play Strik-Out for review.
2. Time left over you can show Bill Nye dvd on motion if you would like☺
Materials: strike-out materials and Bill Nye video
HW: study for unit test
Thursday:
1. SW take test on motion.
2. Early finishers will read Studies Weekly- Week 2- Tools of Science for a review on
previously taught materials.
Materials: test and studies weekly
HW: none
Friday: Start of Sound Unit! Use new SMARTBoard lesson. *There’s a small section in Week 7 about
“What is Sound?” You might want to read this with them at some point to tie sounds back in with
vibrations.
1.
2.
3.
4.
5.
TW introduce sound with AIMS booklet- Sounds.
TSW watch united streaming video- How is Sound Made?
SW participate in AIMS lab- Vibrations Makes Sounds.
SW fill out lab paper as the lab occurs.
Wrap up the lesson having students write down the definition of sound and vibrations on
vocabulary paper.
a. Sound: a form of energy that comes from vibrations
b. Vibrations: back and forth movements
Materials: booklet, video, lab paper, rubber band, cup, water, and vocab sheet.
HW: none