Lesson Plans for Third Grade Up to the Week after Spring Break
Focus/Objectives
Jan 20-24
Monday
1/20
Reading:
Writing:
Writing: Elaboration
Social Studies: DBQ
(Document Based Questions)
Feb. 2-7
Reading: genre, author’s
purpose, summary, main idea,
word meaning, inference, and
critical thinking
Writing: Main Event- *action,
description, thoughts/feelings,
dialogue/exclamation/ sound
effect*
Social Studies: DBQ
Thursday
Friday
1/23 NORTHWEST READS
Reading: Elements of Poetry,
Types of Poetry.
1/24
Reading: District
Assessment- Character
generating questions to create a
segment of elaborative detail
describing a story critical setting.
GOAL: Ask detail generating
questions to help students
elaborate, and writing these ideas
without being “listy”.
Topic: Winter Landscape “I looked
out my window at the beautiful
winter landscape”
Writing: TSW apply detail generating
Writing: TSW apply detail
Writing: Flex Day
questions to create a segment of
elaborative detail describing a story
critical setting.
GOAL: Students write their own
“segment” of 4-6 sentences. Early
finishers can write more than one
segment.
Topic: Winter Landscape “I looked out
my window at the beautiful winter
landscape”
generating questions to create a
segment of elaborative detail
describing a story critical
setting.
GOAL: Students use the
feedback from peers to rework
their segments.
Topic: Winter Landscape “I
looked out my window at the
beautiful winter landscape”
1/27
Reading: figurative language in
poetry
1/28
Reading: Imagery in Poetry, 5
Senses
1/29
Reading: Mood in Poetry
1/30
Reading: Reading Comp
Passage to assess POETRY
skills
Writing: TSW apply detail generating
Writing: TSW apply detail
questions to create a segment of
elaborative detail describing a story
critical setting.
GOAL: Ask detail generating questions
to help students elaborate, and
writing these ideas without being
“listy”.
TOPIC: Freezing “ I’d been on the icy
mountain slope for several hours and
I was freezing.”
generating questions to create a
segment of elaborative detail
describing a story critical setting.
GOAL: Students write their own
“segment” of 4-6 sentences. Early
finishers can write more than one
segment.
TOPIC: Freezing “ I’d been on the
icy mountain slope for several
hours and I was freezing.”
2/3 Wildside Passage
Reading: Ind. read, genre,
author’s purpose, TRUNK
2/4 Wildside Passage
Reading: Re-read, sections A
(main idea), B ( recalling facts),
C (making inferences)
Writing: TSW apply detail
Writing: Elaboration
Reading: Figurative Language
in Poetry, Imagery.
1/21
Reading: What is Poetry?
Wednesday
1/22
Reading: Elements of Poetry,
Types of Poetry.
NO SCHOOL
MLK DAY
Reading: Elements of Poetry,
Types of Poetry.
Jan 27-31
Tuesday
Writing: TSW apply detail generating
Writing: TSW read and compare a
story summary, a list of actions, and a
fully elaborated main event in order
to recognize the power of the fully
elaborated main event.
EW Narrative pgs. 260, & 261
Writing: TSW read and compare a
story summary, a list of actions,
and a fully elaborated main event
in order to recognize the power of
the fully elaborated main event.
EW Narrative pgs. 262 & 263
questions to create a segment of
elaborative detail describing a story
critical setting.
GOAL: Students use the feedback
from peers to rework their segments.
TOPIC: Freezing “ I’d been on the icy
mountain slope for several hours and
I was freezing.”
2/5 Wildside Passage
Reading: Re-read, Sections D
(using words precisely), E
(author’s approach),
F(summary/paraphrasing), G
(critical thinking)
Writing: TSW apply the productive
questioning techniques in order to
fully elaborate a summarized main
event.
EW Narrative pgs. 264-266
1/31
DBQ Day 1
Topic: Politics or Principle:
Why did LBJ sign the Civil
Rights Act of 1964?
Writing: Flex Day
The Hook- pgs. 430-431
Establish Context- pg 432
Writing: Flex Day
2/6
Reading: Reading Comp
Passage to assess skills
Writing: Flex Day
2/7
DBQ Day 2
Topic: Politics or Principle:
Why did LBJ sign the Civil
Rights Act of 1964?
Teach TRUNK, complete
background essay,
summary p 433
Writing: Flex Day
Feb. 10-14
Reading: genre, author’s
purpose, summary, main idea,
word meaning, inference, and
critical thinking
Writing: Main Event- *action,
description, thoughts/feelings,
dialogue/exclamation/ sound
effect*
Social Studies: DBQ
(Document Based Questions)
Feb. 17-21
Reading: Benchmark/ DBQ
Writing: Main Event- *action,
description, thoughts/feelings,
dialogue/exclamation/ sound
effect*
Social Studies: DBQ
(Document Based Questions)
Feb. 24-28
Reading: genre, author’s
purpose, summary, main idea,
word meaning, inference, and
critical thinking
Writing: Suspense
Social Studies: DBQ
(Document Based Questions)
2/10 Wildside Passage
Reading: Ind. read, genre,
author’s purpose, TRUNK
2/11 Wildside Passage
Reading: Re-read, sections A
(main idea), B ( recalling facts),
C (making inferences)
Writing- day 1: TSW apply detail
generating questions to create a
segment of elaborative detail
describing a story main event
GOAL: Ask detail generating questions
to help students elaborate, and
writing these ideas without being
“listy”.
Topic: Mermaid/Treasure
EW Narrative pg 268-269
Writing-day 2: TSW apply detail
generating questions to create a
segment of elaborative detail
describing a story main event.
GOAL: Students write their own
“segment” of 4-6 sentences. Early
finishers can write more than one
segment.
Topic: Mermaid/Treasure
EW Narrative pg 268-269
2/17 Bad Weather Make Up Day
Reading: Benchmark to asses
skills mastered/tutoring groups
2/18
Reading: Deconstruction of
Benchmark/ Goal Setting
Writing-day 1: TSW apply detail
Writing-day 2: TSW apply detail
generating questions to create a
segment of elaborative detail
describing a story main event
GOAL: Ask detail generating questions
to help students elaborate, and
writing these ideas without being
“listy”.
Topic: Snow Monster/Escape
EW Narrative pg 274-275
generating questions to create a
segment of elaborative detail
describing a story main event.
GOAL: Students write their own
“segment” of 4-6 sentences. Early
finishers can write more than one
segment.
Topic: Snow Monster/Escape
EW Narrative pg 274-275
2/24 Aliens & UFO’s Passage
Reading: Ind. read, genre,
author’s purpose, TRUNK
Writing: Suspense- Magic of
Three
TSW recognize the convention of
the “Magic of Three” for
suspense building and identify
the elements of this technique.
EW Narrative pg 232-233
2/25 Aliens & UFO’s Passage
Reading: Re-read, sections A
(main idea), B ( recalling facts),
C (making inferences)
Writing: TWS learn the power
of suspense; recognize three
techniques for building
suspense (story questions,
word refrents, magic of three)
and practice building suspense
using these techniques.
EW Narrative pg 236-237
2/12 Wildside Passage
Reading: Re-read, Sections D
(using words precisely), E
(author’s approach),
F(summary/paraphrasing), G
(critical thinking)
Writing-day 3: TSW apply detail
generating questions to create a
segment of elaborative detail
describing a story’s main event.
GOAL: Students use the feedback
from peers to rework their segments.
Topic: Mermaid/Treasure
EW Narrative pg 268-269
2/13
Reading: Reading Comp
Passage to assess skills
Writing-day 4: TSW use
knowledge from elaboration of
setting to write a setting to set
up for the main event of the
story.
Topic: Mermaid/Treasure
EW Narrative pg 268-269
2/14 Class Parties 1:30-2:30
DBQ Day 3
Topic: Politics or Principle:
Why did LBJ sign the Civil
Rights Act of 1964?
Clarify the main
question/word refrent,
and determine the three
titles for the
“buckets”…TRUNK
Document A (pg 434-435),
and place info in buckets
Writing: Flex Day
2/19 ELA PLC at Admin.
DBQ Day 4
Topic: Politics or Principle: Why
did LBJ sign the Civil Rights Act of
1964?
2/20
DBQ Day 5
Topic: Politics or Principle:
Why did LBJ sign the Civil
Rights Act of 1964?
2/21
DBQ Day 6
Topic: Politics or Principle:
Why did LBJ sign the Civil
Rights Act of 1964?
TRUNK Document B (436-437),
and place info in buckets
TRUNK Document C (438-439),
and place info in buckets
Writing-day 3: TSW apply detail
Writing: Suspense (Red Flag
Word Phrases- transitions)
TSW learn to recognize a variety
of transitional, attention getting
“red flag” word and phrases in
the context of suspenseful
segments.
EW Narrative pg 228-229
TRUNK Document D(440441) and E (442-443), and
place info in buckets
generating questions to create a
segment of elaborative detail
describing a story’s main event.
GOAL: Students use the feedback
from peers to rework their segments.
Topic: Snow Monster/Escape
EW Narrative pg 274-275
2/26 Aliens & UFO’s Passage
Reading: Re-read, Sections D
(using words precisely), E
(author’s approach),
F(summary/paraphrasing), G
(critical thinking)
Writing: TWS learn the power of
suspense, recognize three
techniques for building suspense
(story questions, word refrents,
magic of three) and practice
building suspense using these
technique.
EW Narrative pg 238
2/27
Reading: Reading Comp
Passage to assess skills
Writing: TWS learn the
power of suspense;
recognize three techniques
for building suspense (story
questions, word refrents,
magic of three) and practice
building suspense using
these techniques.
EW Narrative pg 239
Writing: Flex Day
2/28 End of Six Weeks
DBQ Day 7
Topic: Politics or Principle:
Why did LBJ sign the Civil
Rights Act of 1964?
Create a thesis for the
DBA….decide which is most
important to you…thrash out
ideas…STUDENTS WILL ONLY
WRITE ABOUT THE ONE
MOST IMPORTANT REASON
VS. ALL 3
Writing: Flex Day
March 3-8
Reading: genre, author’s
purpose, summary, main idea,
word meaning, inference, and
critical thinking
Writing: Suspense
3/4 Aliens & UFO’s Passage
Reading: Ind. read, genre,
author’s purpose, TRUNK
Writing: TSW practice building
suspense by modeling their
writing after the examples from
Mon- Wed. EW Narrative pg 240
3/5 Aliens & UFO’s Passage
Reading: Re-read, sections A
(main idea), B ( recalling facts),
C (making inferences)
Writing: TSW practice building
suspense by modeling their
writing after the examples
from Mon- Wed. EW Narrative
pg 241
Social Studies: DBQ
(Document Based Questions)
3/6 Aliens & UFO’s Passage
Reading: Re-read, Sections D
(using words precisely), E
(author’s approach),
F(summary/paraphrasing), G
(critical thinking)
DBQ Day 8
Topic: Politics or Principle: Why
did LBJ sign the Civil Rights Act of
1964?
Draft our response to the main
question of the DBQ
3/7
Reading: Reading: Reading
Comp Passage to assess
skills
DBQ Day 9
Topic: Politics or Principle:
Why did LBJ sign the Civil
Rights Act of 1964?
Revise/Edit our response to
the main question of the
DBQ
3/8 Writing SBBB Due- 2
IDEAS (1. POETRY FROM
LIBRARY OR 2.DBQ?)
DBQ Day 10
Topic: Politics or Principle:
Why did LBJ sign the Civil
Rights Act of 1964?
Write our final copy of our
thesis for our DBQ!!!
Finish DBQ today!!!!
Writing: Flex Day
March 10-14
3/10
SPRING BREAK
3/11
SPRING BREAK
3/12
SPRING BREAK
3/13
SPRING BREAK
3/14
SPRING BREAK
March 17-21
3/17
Reading: genre of test taking
3/18
Reading: genre of test taking
3/19
3/20
3/21
Reading: Breakdown of
Benchmark/Goal Setting
Writing: TSW identify the 4
strategies to start a narrative
story.
EW Narrative pgs. 50-51
Writing: TSW read story
beginnings and determine
which techniques authors used
to create effective,
entertaining story beginnings.
EW Narrative pgs. 52- 53
Reading: Mock STAAR
Writing: Beginnings
THIRD GRADE
MOCK MATH STAAR
THIRD GRADE
MOCK READING STAAR
Writing: TSW read story
beginnings and determine
which techniques authors
used to create effective,
entertaining story
beginnings.
EW Narrative pgs. 54