Lucy T. Davis Lesson Plan
Name: 3rd Grade Teachers
Subject: Math
Week of: 2/27-3/3
Grade: 3
Standards Addressed This Week:
3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90, using knowledge of place value and
properties of operations.
3.NSBT.5 Compare and order number through 999,999 and represent the comparison using the symbols >, =, or <.
3.ATO.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers when
the unknown is a missing factor, product, dividend, divisor, or quotient.
3.ATO.5 Apply properties of operations (i.e., Commutative Property of Multiplication, Associative Property of
Multiplication, Distributive Property) as strategies to multiply and divide and explain the reasoning.
3.ATO.6 Understand division as a missing factor problem.
3.ATO.7 Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100.
3.G.2 Partition two-dimensional shapes into 2, 3, 4, 6, or 8 parts with equal areas and express the area of each part using the
same unit fraction. Recognize that equal parts of identical wholes need not have the same shape.
3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10) as numbers.
3.NSF.2 Explain fraction equivalence (i.e.,
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Specific Objective(s): Review Day
Procedures/Strategies:
Engage: Teacher will use SMartboard Lesson Reviews Day for chapters 7 & 9 skills, Have students order fraction cards
from smallest to largest – 0/4, 4/4, 2/8, 1/6/ & 5/6
Explore: Calendar, Math Message, M4T day 1, multiplication facts x’s 11
Explain: Teacher will use Smartboard to review skills for chapter 7/9
Elaboration: students will use white boards to participate in SMartboard lesson, complete any journal pages that hadn’t
gotten completed throughout the lessons, Develop a Circle Map for a specific number focusing on multiplication/division
facts and number sentences using parentheses
Evaluate: observation, white boards, journal pages
Technology/Resource: Smartboard Lesson Day 1 Review, whiteboards
Homework: Multiplication Unit Test tomorrow; M4T quiz on Friday, practice multiplication facts
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Specific Objective (s): Chapter 7/9 test
Procedures/strategies:
Engage: Answer any questions related to the test, M4T days 2 & 3
Explore: Go over directions to Unit 7/9 test
Elaboration: students complete test, multiplication facts x’s 11
Evaluate: test grade
Technology/Resources: chapter 7 test, chapter 9 test
Homework: M4T quiz on Friday; Practice Multiplication facts
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Specific Objective(s): Lesson 8.1 making parts with fractions & Briefly 8.2 making predictions
Procedures/Strategies:
Engage: Brain Pop, Jr. Basic Parts of a Whole; Teacher will use SMartboard Lesson 8.1 to teach the lesson & 8.2 (fill a
brown lunch bag with 5 color squares 2 red, 2 green, & 1 blue
Explore: Calendar Board Activity, Math Message, M4T day 4, play “The Block-Drawing” game (directions TE pg. 657
Explain: Teacher will use Smartboard to introduce new vocabulary words and to introduce/review the concept of
fractions as part of a whole, Briefly describe language for making predictions.
Elaboration: students will use white boards to participate in SMartboard lesson, complete 8.1 slides up to 16 (will need
to go into great detail with a lot of this),
Evaluate: complete journal pages 180, 181, & 182, & complete 183 & 184 whole group, observation, white boards
Technology/Resource: Smartboard Lesson 8.1, white boards, journal pages, TE pgs. 648-653
Homework: Skill Links page 107; M4T quiz on Friday
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Specific Objective(s): Lesson 8.3 fractions (part A)
Procedures/Strategies:
Engage: Teacher will use SMartboard Lesson 8.3 to teach the lesson
Explore: Calendar Board Activity, Math Message, M4T Days 2 & 3, practice multiplication facts
Explain: Teacher will use Smartboard to review fraction skills& to go over explorations, Complete (OA014, OA015,
OA018, 34088) Compass lessons whole group
Elaboration: students will use white boards to participate in SMartboard lesson, students will complete exploration A
(journal page 185) – If time allows the following may be completed - explorations B (journal page 186 & 187),
exploration C (journal page 188 & 189),(you may want to do explorations whole group), journal page 190
Evaluate: observation, white boards, journal pages
Technology/Resource: Smartboard Lesson 8.3, whiteboards, journal pages, TE pgs. 659-664
Homework: skill links page 109, M4T quiz tomorrow
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Specific Objective(s): Station day – Fact Practice/Math Games/Remediation
Procedures/Strategies:
Engage: Teacher will explain stations & assign students to groups
Explore: Students will work in groups to complete the activity at their station
Explain: Station 1 - review directions for games (Fraction – Top It, Less Than You, Addition Top-It, Subtraction Top-It,
Name That Number), baseball multiplication, Around the World, Number Top It (5 digit numbers)
Station 2 – Fact Practice (Flash Masters, 6 sided die, Flashcards, Games); Fact Quiz as needed
Station 3 - Computer Station – Compass, Study Island, Everyday Math Online
Station 4 – Math 4 Today, Remediation as needed;
Elaboration: students will break into groups to complete their station; Rotate as Needed if Time Allows
Evaluate: Observation, M4T Quiz
Technology/Resource: Teacher reference book, computers, FlashMasters, Flashcards, Dice, Number Cards
Homework: None
Weekly Lesson Plan
Lucy T. Davis Elementary School
Name: 3rd Grade
Subject/Period: Science
Week Of: Feb 20th-24th Grade: 3rd
Standards Addressed This Week:
3.P.2 The student will demonstrate an understanding of the properties used to classify matter and how heat energy can
change matter from one state to another.
M 3.E.4A.1 Analyze and interpret data from observations and measurements to describe and compare different Earth
O materials and classify each type of material based on its distinct physical properties.
N Procedures/Strategies:
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 Essential Question – How does heat transfer through materials?
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 Engage – Ask students to recall what they learned about heat so far.
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 Explore – Complete the Sources of heat activity
 Explain – The teacher can use the PowerPoint: “Heat” as you guide the lesson. (slides 15-27) Also use the
foldable Heat Conduction”
 Elaborate- Interact with Sound, Heat, and Light
 Evaluate – Students will answer these questions in their science journal.
 Technology/Resources: Smartboard, journal, pencil
Assessment: Teacher Observation.
3.E.4A.1 Analyze and interpret data from observations and measurements to describe and compare different Earth
T materials and classify each type of material based on its distinct physical properties.
U Procedures/Strategies:
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 Essential Question – Can I design a solution to a heat transfer problem?
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 Engage – Share information about penguins http://www.riverbanks.org/animals/birdhouse/
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 Explore – Split the class into groups (around 5 in each). Show them the materials they will receive.
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 Explain – The teacher can use the PowerPoint: www.eie.org/sites/default/files/perspiringpenguinsppt.pptm to help
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explain the project
 Elaborate- Have them create a plan on what they wish to build and write it in their science journal
 Evaluate – Students will answer these questions in their science journal.
Technology/Resources: Smartboard, journal, pencil
W 3.E.4A.1 Analyze and interpret data from observations and measurements to describe and compare different Earth
E materials and classify each type of material based on its distinct physical properties.
D Procedures/Strategies:
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 Essential Question – Can I design a solution to a heat transfer problem?
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 Engage – Watch video about artic habitats to refresh their minds about the cold weather penguins live in
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https://jr.brainpop.com/science/habitats/arctichabitats/
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 Explore – have the groups work on creating their enclosure
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 Explain – The teacher can use the PowerPoint: www.eie.org/sites/default/files/perspiringpenguinsppt.pptm to
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help explain the project
 Elaborate- Explain how the enclosures will be tested.
 Evaluate – Students will write in their science journal how there enclosure was made.
 Technology/Resources: Smartboard, journal, pencil
 Assessment: Matter and its Changes Quiz
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3.E.4A.1 Analyze and interpret data from observations and measurements to describe and compare different Earth
materials and classify each type of material based on its distinct physical properties.
Procedures/Strategies:
Procedures/Strategies:
 Essential Question – What are the characteristics of heat and light?
 Engage – The students will participate in the reading of the science weekly and highlight important information.
 Explore – The students will read through the science weekly and look for answers to the questions on the back.
 Explain – The teacher and students will read and discuss science weekly.
 Elaborate- The students will use the information from the newspaper to complete the Science weekly crossword
puzzle.
 Evaluate –The student will complete the Science weekly worksheet
Technology/Resources: Science weekly, paper, pencil
Science weekly (physical science week 6)
AVID Training
Science weekly worksheet and puzzle if not complete.
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Lucy T. Davis Elementary School
Third Grade Teachers Subject/Period: Reading/ELA Week of: Feb. 27-March 3 Grade: 3
RC.13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers
RC 13.1 Engage in whole and small group reading with purpose and understanding.
RC 13.2 Read independently for sustained periods to build stamina.
RC 13.3 Read and respond
RL 3.6 Read grade-appropriate irregularly spelled words.
MC 6.1 Determine the theme by recalling key details that support the theme
MC 7.2 Compare and contrast how an author uses characters to develop them in different texts within a series
L. 4.1. When writing:
a. show knowledge of the function of nouns, pronouns, verbs
**Specific Objective(s) for entire week: Students will be able to determine the theme of a text
 Engage- Brainpop Jr.: Theme
 Explore- Mentor Text (Students explore a variety of folktales, fairytales, and Dr. Seuss books identifying the theme)
 Explain--- Teacher models and guides practice with identifying the theme of the text using The Reading Strategies Book pg. 195
(Plot vs. Theme).
 Elaborate: Students will write definition of theme in reading notebook (What the author wants you to know, usually a broad idea
about life, not stated, must be inferred) and common examples of themes (friendship, responsibility, acceptance, honesty)
 Evaluate--- Brainpop Jr. Quizzes on Theme
 Grammar – Demonstrate appropriate subject-verb agreement using DOL #18 practice sheet.
Technology/Resources: TE, Smartboard, student notebooks
Homework: read 30 min, , spelling choice board due Wed., DOL test Wednesday
 Engage- YouTube video about theme: https://www.youtube.com/watch?v=AXPbijjMnV8
 Explore- Mentor Text (Students explore a variety of folktales and Dr. Seuss books identifying the theme)
 Explain--- Teacher models and guides practice with identifying the theme of the text using The Reading Strategies Book pg. 205
(What’s the story really about?)
 Elaborate: Students will start 3-column notes (Title of book, theme, details supporting the theme)
 Evaluate--- Reading Response Journal: How does the theme from the mentor text relate to your life?
 Grammar – Demonstrate appropriate subject-verb agreement using DOL #18 practice sheet.
Technology/Resources: TE, Smartboard, student notebooks
Homework: read 30 min, , spelling choice board due tomorrow, DOL test tomorrow
 Engage- Engage- YouTube video about theme: https://www.youtube.com/watch?v=AXPbijjMnV8
 Explore- Mentor Text (Students explore a variety of folktales and Dr. Seuss books identifying the theme)
 Explain--- Teacher models and guides practice with identifying the theme of the text using The Reading Strategies Book pg. 206.
 Elaborate: Students will add to 3-column notes (Title of book, theme, details supporting the theme)
 Evaluate--- Reading Response Journal: What is the theme? Explain your thinking.
 Grammar – Demonstrate appropriate subject-verb agreement using DOL #18 practice sheet.
Technology/Resources: TE, Smartboard, student notebooks
Homework: read 30 min,, spelling test tomorrow
AVID TRAINING
Homework: read 30 min
F AVID TRAINING
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Lucy T. Davis Lesson Plan
Teacher’s Names: Abernathy/Watford/Timmons Subject: Writing
Week of: Feb. 27-March 3, 2017 Grade: 3
Standards Addressed This Week:
Writing Standards:
Standard (MC) Write text-dependent analysis
Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
Standard 4 (L) Demonstrate command of the conventions of standard English grammar and usage when
writing.
Standard 5 (L) Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Standard 6 (RC) Write independently, legibly, and routinely for a variety of tasks, purposes, and
audiences over short and extended time frames.
1.1a. introduce a topic and a view point, and create an organizational structure that includes supports, and
arguments.
1.1b. use information from a print source.
1.1c. organize supporting reasons logically.
1.1d. use transitional words or phrases.
1.1e. develop and strengthen writing as needed by planning, revising, and editing.
1.1f. use paraphrasing and original language to avoid plagiarism.
1.1g. provide a concluding statement or section.
Students will write independently, legibly, and routinely for a variety of tasks.
Students will compose poems.
M Engage: Teacher will read sample poems (ideas include haiku, cinquain, diamante, narrative, shape
O poetry, etc.) http://writeshop.com/writing-a-cinquain-poem/
N Explore/Explain/Elaborate: Students will compose poetry.
D Evaluate: Teacher Observation/ student writing.
A Technology/Resources: notebook paper, text, highlighters, colored pencils, etc., Smartboard, Smart
Y Doc Camera, markers, chart paper, notebooks, pencils, pressing boards
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Specific Objective(s): 1) Students will write text-dependent analysis.
2) Students will write independently, legibly, and routinely for a variety of tasks, purposes, and
audiences over short and extended time frames.
3) Students will closely read given text and prompt and analyze the prompt and respond.
Engage: Teacher will reread The Giving Tree.
Explore/Explain/Elaborate: Teacher will guide discussion of text utilizing initial stage questions,
interpretive questions, reflective questions, and critical stage questions. Students will create a thinking
map for the text
Evaluate: Teacher Observation/ student discussion and maps
Technology/Resources: notebook paper, text, highlighters, colored pencils, etc., Smartboard, Smart
Doc Camera, markers, chart paper, notebooks, pencils, pressing boards
Students will write independently, legibly, and routinely for a variety of tasks.
Students will compose poems.
Engage: Teacher will read sample poems (ideas include haiku, cinquain, diamante, narrative, shape
poetry, etc.) http://writeshop.com/writing-a-cinquain-poem/
Explore/Explain/Elaborate: Students will compose poetry.
Evaluate: Teacher Observation/ student writing.
Technology/Resources: notebook paper, text, highlighters, colored pencils, etc., Smartboard, Smart
Doc Camera, markers, chart paper, notebooks, pencils, pressing boards
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Specific Objective(s): 1) Students will write text-dependent analysis.
2) Students will write independently, legibly, and routinely for a variety of tasks, purposes, and
audiences over short and extended time frames.
3) Students will closely read given text and prompt and analyze the prompt and respond.
Engage: Teacher will reread a portion of The Giving Tree.
Explore/Explain/Elaborate: Teacher will share TDA prompt. “In the text
‘The Giving Tree’ by Shel Silverstein what is the author’s message or theme? How does the author
get the message across?” Students will compose a TDA essay in response to the text and prompt.
Evaluate: Teacher Observation/ student writing
Technology/Resources: notebook paper, text, highlighters, colored pencils, etc., Smartboard, Smart
Doc Camera, markers, chart paper, notebooks, pencils, pressing boards
REACH Day
Writing Rotation: Social Studies “ My Life as a ____________” Students choose from the elite, the
middle class, the lower class, independent farmers, free African-Americans, or Enslaved AfricanAmericans
Weekly Lesson Plan
Lucy T. Davis Elementary School
Third Grade Teachers
3rd
Subject/Period: Social Studies
Week Of: Feb.27-March 3
Grade:
Standards Addressed This Week:
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 enslaved and free 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 and economic dependence on slavery.
Specific Objective(s): Students will identify and compare classes of people in SC during the Antebellum period.
M Procedures/Strategies:
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 Essential Question – How was life alike and different for different groups of people after the Revolutionary War?
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 Engage – Teacher will introduce classes of people.
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 Explore – The teacher will focus on the Elite and Middle Class using notebook file.
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 Explain – Teacher will give students a chart to record notes.
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 Elaborate – Students will write notes about the elite and middle classes.
 Evaluate – Teacher will check throughout the lesson for understanding
 Technology/Resources: student notes, notebook file, SMARTBoard, notes chart
 Assessment: TO
Homework: none
Specific Objective(s): Students will identify and compare classes of people in SC during the Antebellum period.
T Procedures/Strategies:
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Essential Question – How was life alike and different for different groups of people after the Revolutionary War?
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Engage – Teacher will review the information from yesterday.
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Explore –Students will review notes on social classes.
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Explain – The teacher will use Lower Class and Independent Farmers notebook file to discuss and explain groups.
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Elaborate – Students will write note onto their chart for these 2 groups.
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Evaluate – Teacher will check throughout the lesson for understanding.
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Technology/Resources: notebook file, SMARTBoard, student notebooks, chart
Assessment: TO
Homework: none
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Specific Objective(s): Students will identify and compare classes of people in SC during the Antebellum period.
Procedures/Strategies:
 Essential Question – How was life alike and different for different groups of people after the Revolutionary War?
 Engage – Teacher will review all groups already covered.
 Explore – The teacher will use the notebook file to explain free and enslaved African American groups.
 Explain – Teacher will discuss how these groups differed.
 Elaborate – Students will record information about these groups onto their chart.
 Evaluate – Teacher will check throughout the lesson for understanding.
 Technology/Resources: student notes, notebook file, SMARTBoard, notes chart
 Assessment: TO
Homework: none
Specific Objective(s): Students will identify and compare classes of people in SC during the Antebellum period.
Procedures/Strategies:
 Essential Question – How was life alike and different for different groups of people after the Revolutionary War?
 Engage – Teacher will review all SC people groups using the completed chart.
 Explore – The teacher will read aloud textbook p. 170-173 to review the elite class, middle class, and independent farmer
groups.
 Explain – Teacher will discuss how these groups differed.
 Elaborate – Students will review the information on their charts with their groups.
 Evaluate – Teacher will check throughout the lesson for understanding.
 Technology/Resources: student notes, textbook, notes chart
 Assessment: TO
Homework: none
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Specific Objective(s): Students will identify and compare classes of people in SC during the Antebellum period.
Procedures/Strategies:
 Essential Question – How was life alike and different for different groups of people after the Revolutionary War?
 Engage – Teacher will review all SC people groups using the completed chart.
 Explore – The teacher will read aloud textbook p. 175-177 to review the lower class and free African Americans groups.
 Explain – Teacher will discuss how these groups differed.
 Elaborate – Students will review the information on their charts with their groups.
 Evaluate – Teacher will check throughout the lesson for understanding.
 Technology/Resources: student notes, textbook, notes chart
 Assessment: TO
Homework: none