Lucy T. Davis Lesson Plan - Florence School District One

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Name: 3 rd Grade Teachers

Standards Addressed This Week:

Lucy T. Davis Lesson Plan

Subject: Math Week of: 5/2-5/6 Grade : 3

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.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product.

3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown.

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.

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Specific Objective(s): Multiplication Fact Blitz

Procedures/Strategies:

Engage: Students will play Around the World (Multiplication Facts)

Explore: Calendar Board Activity, Math Message, Math 4 Today Day 1

Explain: Teacher will review math fact tables

Elaboration: students will use white boards to practice multiplication tables, Everyday Math Online Facts Dash, Minute

Multiplication Drills, Sundae Facts Minute Reviews, Fact Masters, Multiplication Games

Evaluate: Observation

Technology/Resource: Flash Masters, Everyday Math Online

Homework: M4T Quiz on Friday; 100 Math Facts Form A

Specific Objective(s): Multiplication Fact Blitz


Engage: Students will play Around the World (Multiplication Facts)

Explore: Calendar Board Activity, Math Message, Math 4 Today Day 2 & 3

Explain: Teacher will review math fact tables

Elaboration: students will use white boards to practice multiplication tables, Everyday Math Online Facts Dash, Minute

Multiplication Drills, Sundae Facts Minute Reviews, Fact Masters, Multiplication Games

Evaluate: Observation

Technology/Resource: Flash Masters, Everyday Math Online

Homework: M4T Quiz on Friday; 100 Math Facts Form B

Specific Objective(s): Review Skills from Third Grade Standards


Engage: students look through Skills Link to find a favorite math skill and share with their partners

Explore: Calendar Board Activity, Math Message, Math 4 Today Day 4

Explain: Go through Skills Link Volumes 1 and 2 to complete any unfinished pages

Elaboration: Review answers for these pages providing reteaching as needed

Evaluate: observation, Skills Link pages (grade pages that are appropriate as a review)

Technology/Resource: Document camera, SmartBoard

Homework: M4T Quiz on Friday; Skills Link page 149-150

Specific Objective(s): End Of Year Test


Engage: Calendar Board, math Fact practice

Explore: Students look over pages for test

Explain: Give students instructions for the test, remind them to take their time and do their best work

Elaboration: Students will complete the test at their own pace

Evaluate: Grade the End Of Year test

Technology/Resource: Everyday Math Online End Of Year Test

Homework: M4T Quiz

Specific Objective(s): End Of Year Test (continued)


Engage: Calendar Board, math Fact practice

Explore: Students look over pages for test

Explain: Give students instructions for the test, remind them to take their time and do their best work

Elaboration: Students will complete the test at their own pace, students who have completed the test will work on Study

Island or Compass

Evaluate: Grade the End Of Year test

Technology/Resource: Everyday Math Online End Of Year Test

Homework: None

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Subject/Period: Science/Writing Week Of: May 2-6, 2016

Standards Addressed This Week:

 RC-6.5 Connect upper-and lower-case letters efficiently

Grade: 3 rd

 3.P.2A.3 Plan and conduct scientific investigations to determine how changes in heat change matter from one state to another

 3.P.2A.4 Compare how different processes serve as sources of heat energy.

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 3.P.2A.3 Plan and conduct scientific investigations to determine how changes in heat change matter

Essential Questions – How does a liquid become a gas?

 Engage Pgs. 319-324

 Explore – Matter and its Changes PPT (slides 106-117)

 Explain –essential vocab.: Evaporation, boiling, condensing

 Elaborate – Review activity “What happens when ice is heated?” on page 319.

Evaluate – Exit slip: Explain why you would use a clothes line to dry your clothes on a warm, sunny day.

 Technology/Resources : PPT, textbook, Paper towel, eye droppers, hot plate, beaker, water

 3.P.2A.3 Plan and conduct scientific investigations to determine how changes in heat change matter

Essential Questions – How does a liquid become a gas?

 Engage Pgs. 319-324


 Explain –essential vocab.: Evaporation, boiling, condensing

 Elaborate -“What causes moisture to form on the outside of a cold cup?” Discuss the results.

 Evaluate – Completed vocabulary sort

 Technology/Resources : PPT, textbook, Paper towel, eye droppers, hot plate, beaker, water

 RC-6.5

Connect upper-and lower-case letters efficiently.

 Essential Questions – How do I write cursive words legibly?

 Engage – Students share keys to legibility.

 Explore –Students complete pages 72-75 in cursive book.

 Explain – Review downcurve stroke, and review letters learned so far. .

 Elaborate – Students identify lowercase letters with downcurve stroke.

 Evaluate – teacher observation

 Technology/Resources : cursive book

 3.P.2A.3 Plan and conduct scientific investigations to determine how changes in heat change

 Essential Questions –

What do

I know about how substances change from one state to another?

 Engage Changing Water: States of Matter video clip https://www.youtube.com/watch?v=tuE1LePDZ4Y


 Explain –essential vocab.: Evaporation, boiling, condensing, freezing, melting

 Elaborate – Review what we have learned so far about changing states

 Evaluate –Matter and its Changes Quiz

Technology/Resources : PPT,

Matter and its Changes Quiz

 3.P.2A.4 Compare how different processes serve as sources of heat energy.

 Essential Questions – What are the sources of heat?

 Engage- Brainpop Jr.: Heat

 Explore -PowerPoint: “ Heat ” ( slides 1-19)

 Explain – Review essential vocab.: source, heat

 Elaborate – students brainstorm a list of possible heat sources

 Evaluate – Teacher observation

 Technology/Resources : PPT

Florence County School District 1 Weekly Lesson Plan

Lucy T. Davis Elementary School

3 rd Grade Subject/Period: Reading/ELA Week of: May 2- 6


I 1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry.

I 4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process.

MC 7.2 Compare and Contrast how and author uses characters to develop theme and plot in different texts within a series.

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LCS 9.1 Identify and explain how the author uses idioms, metaphors, and personification to shape meaning and style.

MC 6.1 Summarize multi-paragraph texts using key details to support the central idea.

RC 12.1 Engage in whole and small group reading with purpose and understanding.

Specific Objective(s): Students will listen for comprehension during a read aloud. Students will be able to generate the meaning of unfamiliar words using context clues.


 Engage - Teacher ask What are some of your favorite chapter books?

 Explore- Teacher discusses how to read a section of a chapter book then think about what you have read. Students will discuss summarizing a passage.

(Have students glue in story questions)

 Explain --- Introduce vocabulary words for chapters 1 & 2 (produce page 7, preacher page 7, skidded page 8, missionary page 13, suffering page 14, sermon page 14, limping page 14, exception page 15, fortunate page 16, matted page 18) Teacher and students will read aloud from the chapter book Because of Winn Dixie (chapters 1 & 2)

 Elaborate ---Student will answer the guided comprehension questions about the story in their reading notebooks.

 Evaluate--Participation, ability to answer questions about the text

 SpellingTeacher introduces word- nurse, work, shirt, hurt, first, word, serve, curly, dirt, third, worry, turn, stir, firm, pure, burst, skirt, term, hurry, blurry

Technology/Resources : TE, Smartboard lesson

Homework: sp. choice board, review vocabulary words, DOL test Wednesday

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 Engage - Teacher ask What happened in the chapters that we read yesterday from Because of Winn Dixie?


 Explain --- Teacher and students will review the vocabulary words and chapters 1 & 2 from yesterday

 Elaborate ---Student will answer the guided comprehension questions for chapters 1 & 2 if not completed yesterday.

 Evaluate--Participation, ability to answer questions about the text and to summarize chapters 1 & 2 in notebooks

 SpellingTeacher reviews word- nurse, work, shirt, hurt, first, word, serve, curly, dirt, third, worry, turn, stir, firm, pure, burst, skirt, term, hurry, blurry


Homework: sp. choice board, review vocabulary words, DOL test Wednesday

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 Engage - Teacher ask What has happened so far in the chapter book we are reading?

 Explore- Teacher discusses how to read a section of a chapter book then think about what you have read. Students

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 Explain --- Introduce vocabulary words for chapters 3 & 4 (orphan page 21, muttering page 24, constellations page 28)

Teacher and students will read chapters 3 & 4 from Because of Winn Dixie.


 Evaluate--Participation, ability to answer questions about the text and to summarize chapters 3 & 4

 SpellingTeacher reviews word- nurse, work, shirt, hurt, first, word, serve, curly, dirt, third, worry, turn, stir, firm, pure, burst, skirt, term, hurry, blurry

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Homework: sp. choice board, review vocabulary words, spelling test tomorrow



 Engage - Teacher ask What has happened so far in the chapter book we are reading?


 Explain --- Introduce vocabulary words for chapters 5 & 6 (congregation page 33, potluck page 35). Read chapters 5 &

6 from Because of Winn Dixie.


 Evaluate--Participation, ability to answer questions about the text.

 SpellingTeacher reviews words and gives test - nurse, work, shirt, hurt, first, word, serve, curly, dirt, third, worry, turn, stir, firm, pure, burst, skirt, term, hurry, blurry


Homework: review vocabulary words

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Complete story questions from chapters 5 & 6.

Point of view review and activity

Double bubble map for Opal and Opal’s mom.

Review common and proper nouns. Complete the Mad Libs activity with common and proper nouns.

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Weekly Lesson Plan

Lucy T. Davis Elementary School

Third Grade Teachers

Standards Addressed This Week:

Subject/Period: Social Studies Week Of: May 2-6 Grade: 3rd

3-5.1: Summarize the social and economic impact of developments in agriculture, industry and technology, including the creation of Jim

Crow laws, the rise and fall of textile markets, and the expansion of the railroad.

3-5.2: Explain the causes and impact of emigration from SC and internal migration from rural areas to the cities, including discrimination and unemployment; poor sanitation and transportation services; and the lack of electricity and other modern conveniences in rural locations.

Specific Objective(s): Students will discuss the changes in SC from Reconstruction to the Great Depression.


• Essential Question – What was life like in a Cotton Mill town?

• Engage – Teacher will ask students, “Would you have preferred to be a farmer or work in a cotton mill during this time in our history?

• Explore –Students will read the SS Weekly paper #16 and highlight important information.

• Explain – The teacher will read and discuss important facts.

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Elaborate – Students will answer crossword and quiz sheet questions using the newspaper.

Evaluate – Teacher will monitor students as they complete activities.

• Technology/Resources: newspapers, highlighters, quiz sheet

Assessment : quiz sheet

Homework: none

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• Essential Question –How did the economy change after the Civil War?

Engage – Teacher will ask students, “What do think happened to the people in SC after Reconstruction?”

Explore –Students will view the slides on the Town, Factories, and Railroads notebook file.

Explain – The teacher will read and discuss the important information and give notes as needed.

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Elaborate – Students will discuss the information and take notes as needed.

Evaluate – Teacher will monitor students as they complete notes.

Technology/Resources: notebooks, SMARTBoard, notebook file

Assessment : TO

Homework: none



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Essential Question – What was life like during World War I??

Engage – Teacher will ask students, “How would SC change during a time of war?”

Explore –Students will read the newspaper 17 and highlight important information.

Explain – The teacher will read and discuss important facts.

Elaborate – Students will answer crossword and quiz sheet questions using the newspaper.

Evaluate – Teacher will monitor students as they complete activities.

Technology/Resources: newspapers, highlighters, quiz sheet

Assessment : quiz sheet

Homework: none

Specific Objective(s): Students will recognize the impact of the textile industry in SC.


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Essential Question- What role did cotton play in the economy of SC?

Engage – Teacher will ask students what they know about textile mills.

Explore –Students will read and discuss the Textile Mills brochure.

Explain – The teacher will explain the way of life in SC’s mill villages.

Elaborate – Students will complete the questions on the brochure.

Evaluate – Teacher observation, brochure questions

• Technology/Resources: textile mills brochure

Assessment : brochure

Homework: none

Fri Small groups-Write about what it would be like to live in a mill village in SC.

Lucy T. Davis Lesson Plan

Teacher’s N ames: Abernathy/Watford/ Wherry S ubject: Writing

Week of: May 2-6, 2016 Grade : 3


Writing Standards:

Standard: 1 Write arguments to support claims with clear reasons and relevant evidence.

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 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Standard: 6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

a. introduce the topic, state an opinion, and create an organizational structure that includes reasons; c. organize supporting reasons logically; d. use transitional words or phrases to connect opinions and reasons; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas with the ideas of others; f. use paraphrasing and original language to avoid plagiarism style and tone authentic to the purpose; and i. provide a concluding statement of section.

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Specific Objective(s): Students will create lists similar to the character in a text, Because of Winn-

Dixie.

Engage/Explain: Teacher will read aloud from text

Explore: Students will create a grocery list and if students finish early other lists for example onomatopoeia words, words special by meaning, favorites, etc.

Elaborate: Class will share results with partners and or volunteers may share results.

Evaluate: Teacher Observation

Technology/ Resources: read-aloud text, Smartboard, chart paper, markers, dry erase markers, markers

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Specific Objective(s): Students will complete end-of-year writing prompts.

Engage/Explain: Teacher will introduce writing topic “My Favorite Summer Pastime” and share instructions.

Evaluate: Teacher grades final draft according to district rubric.

Technology/ Resources: Smartboard, ELMO, chart paper, markers, dry erase board and markers, markers

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Specific Objective(s): Students will respond to text Because of Winn Dixie.

Engage/Explain: Class will enjoy text either as a read aloud or with partners. Teacher will have students record how the main character Opal and her new dog Winn-Dixie are alike.

Evaluate: Teacher Observation, students may share writing with partners and/or with class.

Technology/ Resources: Smartboard, ELMO, chart paper, markers, dry erase board and markers, markers

Specific Objective(s): Students will write to respond to a prompt.

Engage/Explain: Teacher will introduce prompt “The Good and Bad of Third Grade” and provide instructions.

Explore: Students will respond to prompt.

Elaborate: Students may share with a partner or exemplary writing may be selected for sharing.

Evaluate: Teacher observation, conferences for individual feedback and or grades

Technology/ Resources: Smartboard, tree map, chart paper, markers, dry erase markers, markers

Rotations: Possible writing stations … Tell 10 things about yourself similar to the things the character

Opal has learned about her mom; describe Winn-Dixie; write a diary entry for a southern child from the time during Reconstruction; etc.

Lucy T. Davis Lesson Plan - Florence School District One

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