Grade: 3
Day: Mon
9:05-9:35-Planner/Common Core Review/ Restroom
10:05-10:15-Calendar Math/Just Right Facts
10:30-11:30
Math (60 min.)
Lesson: 12-4: Elapsed Time
*Develop the concept
* Visual learning bridge video
* Guided Practice: Do you know HOW? 1-­‐3
Do you UNDERSTAND? 4-­‐6
Practice Side 12-­4
Vocabulary: elapsed time
Materials: clocks
Homework: P12-­‐5
11:30-12:30-Writing
Mini Lesson: 3rd Quarter Narrative Writing Assessment
Work Time:
Sharing:
!
12:30-1:15- Lunch/Recess
1:15-1:20-Restroom
1:20-1:50- Word Knowledge Block (30 min.)
Structural Analysis: Patriotic spelling list-­‐ Introduce each word and its meaning.
Reading Workshop (60 min.)
Focus Lesson: Being a Good Citizen
I can explain my rights and responsibilities as a citizen in my home, school, and community.
Purpose: “Today we’re going to begin a new social studies unit about citizenship and government. We will explore our rights and responsibilities as members of our community.”
Vocabulary: right-­‐ a moral or legal entitlement to have or obtain something or to act in a certain way. responsibility-­‐ a duty; something you should do.
Reading:
Read pp. 376-377 in social studies book. Discuss rights vs. responsibilities.
Students will work in collaborative groups to create a chart showing their
rights and responsibilities at home and at school.
Work Time: guided reading/independent reading
Wrap Up: 2:50-3:20- Intervention
2:55-3:25- Library
Grade: 3
Day: Tue
9:00-9:059:05-9:35- Music
9:35-10:05- P.E.
10:05-10:30- Common Core Review/ Restroom/Calendar/Just Right Facts
10:30-11:30
Math (60 min.)
Lesson: 12-5: Problem Solving: Work Backward
*Develop the concept
* Visual learning bridge video
* Guided Practice: Do you know HOW? 1
Do you UNDERSTAND? 2-­‐3
Re-­teaching Side 12-­5
Vocabulary:
Materials: clocks, Teaching Tool 25
11:35-12:05- SSL
12:05-12:30 Word Work
Structural Analysis: Ready, Set, Show-­‐ Students will write each word on whiteboards. 12:30-1:15- Lunch/Recess
1:15-1:20- Restroom
Reading Workshop (60 min.)
Focus Lesson: Taking Responsibility
I can explain why voting is a both a right and a responsibility.
Purpose: “Today we’re going to learn about voting and why it is both our right and our responsibility.”
Vocabulary: right-­‐ a moral or legal entitlement to have or obtain something or to act in a certain way. responsibility-­‐ a duty; something you should do.
Reading:
Read pp. 378-379 in social studies book. Discuss ways that voting is a
right and ways that it is a responsibility. Students will work in partners to
complete the Lesson 3 review worksheet.
Work Time: guided reading/independent reading
Wrap Up: 2:20-3:20 Writing
Students will create their own American Flag. Staple to the top of their
page. Students will complete this prompt: The United States Flag
represents….
Work Time:
Sharing Time:
Grade: 3
Day: Wed
9:00-9:059:05-10:05- Art
10:05-10:30- Common Core Review/ Restroom/Calendar/Just Right Facts
10:30-11:30
Math (60 min.)
Topic 12 Review
11:30-12:30- Writing
Students complete this prompt: If I were president….
INTRODUCE CHOICE BOARDS!!
Work Time:
Sharing:
12:30-1:15- Lunch/Recess
1:15-1:20- Restroom
1:20-1:50 Word Knowledge Block (30 min.)
Structural Analysis: Hop Words-­‐ Play Hop Words using words from spelling list.
Reading Workshop (60 min.)
Focus Lesson: Community Services
I can identify services provided in my community.
I can explain how the government provides these services.
Purpose: “Today we will look at the different services our government provides in our community.”
Vocabulary: service-­‐ a system supplying a public need such as transportation, education, safety and security, or recreation. education-­‐ the process of learning; providing opportunities for knowledge
safety-­‐ being free from harm or risk
security-­‐ being free from danger
recreation-­‐ a way of enjoying yourself
transportation-­‐ a way of getting from one place to another Reading:
Read pp. 384-387 in the social studies book. Discuss government services
in our community and how they are funded by taxes. Project the
Community Services chart and fill it out together as a class.
Work Time: guided reading/independent reading
Wrap Up: 2:50-3:25- Intervention/ Handwriting
Grade: 3
Day: Thurs
9:00-9:059:05-9:35- Common Core Review/Restroom
9:35-10:05- P.E.
10:05-10:30- Calendar/ Just Right Facts
10:30-11:30
Math (60 min.)
Topic 12 Test
11:30-12:30 Writing
Students will complete the prompt: I’m proud to be an American because….
Work Time:
Sharing:
12:30-1:15 Lunch/Recess
1:15-1:20 Restroom
1:20-1:50 Word Knowledge Block (30 min.)
Structural Analysis: Sparkle-­‐ Play Sparkle using spelling words.
Reading Workshop (60 min.)
Focus Lesson: Community Leaders and Government OfNicials
I can identify leaders in my community.
I can explain how leaders in the community contribute to the well-­being of all citizens.
Purpose: “Today we will ]ind out who the leaders are in our community.”
Vocabulary: council-­‐ a group of people who make laws and rules for a community mayor-­‐ the leader of the community
Reading:
Read pp. 390-393 in the social studies book. Discuss community leaders.
Visit the City of Springfield website www.springfield.il.us to explore our
community and find out more about our leaders.
2:20-2:50 Work Time: guided reading/independent reading
Students read independently, while the teacher continues to do guided reading groups (see
GR plans) Students at seats will
2:50-2:55- Wrap Up:
2:50-3:25 Intervention/Progress monitoring
Grade: 3 Day: Fri
9:00-9:059:05-9:35 Music
9:35-10:05 Restroom/Common Core Review
10:05-10:30 Calendar Math/Just Right Facts
10:30-11:30
Math (60 min.)
Lesson: 13-1: Understanding Perimeter
*Develop the concept
* Visual learning bridge video
* Guided Practice: Do you know HOW? 1-­‐2
Do you UNDERSTAND? 3-­‐4
Re-­teaching Side 13-­1
Vocabulary: perimeter
Materials: Teaching Tool 11
11:30-12:30- Writing
Read aloud Francis Scott Key and The Star Spangled Banner. What does our national anthem mean to you?
Work Time:
Sharing:
12:30-1:15-Lunch Recess
1:15-1:20- Restroom
1:20-1:50 Word Knowledge Block (30 min.)
Structural Analysis: Spelling assessment
Reading Workshop (60 min.)
Focus Lesson: Electing Leaders
I can explain how leaders are elected.
I can identify ways that children can get involved in the election process.
Purpose: “Today we will look at how our government of]icials are chosen.”
Vocabulary: candidate-­‐ a person who runs for of]ice consent-­‐ permission
election-­‐ the process of choosing someone for a leadership position by voting
Reading:
Read pp. 394-395 in the social studies book. Discuss ways that leaders are
elected. Read Children Are the Future of Democracy. Have students
answer the discussion questions in groups on chart paper and present their
answers to the class.
2:20-2:50 Work Time: guided reading/independent reading
Students read independently, while the teacher continues to do guided reading groups (see
GR plans) Students at seats will
2:50-2:55 Wrap Up:
2:50-3:20- Intervention/Handwriting