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Teacher: Valerie A. Tubbs
School: Harding Elementary
Grade: 3-Virtual
Students: 29
Lesson Plan
Week of February 21-25, 2022
RELATED ARTS SCHEDULE:
12:40-1:20 (40 minutes)
Day 1
GYM
R. Hughes
Day 2
STEAM
S. Peterson-Walsh
Day 3
Day 4
Day 5
Day 6
MUSIC
D. Robb
SECOND STEP
V. Tubbs
ART
L. Hirsch
LIBRARY
V. Tubbs
FIRE EXIT: As you exit the west side auditorium stage, turn left into the hallway and exit south side doors.
LUNCH: 11:44-12:14
SPECIAL HELP: Tuesdays 11:44-12:14 during lunch. Student attendees TBD each week. This week:
Sky, James, Erica, Emmanuel, Zymere
PLC’s: Day 3 8:00-9:00. Students work asynchronously via Choice Board (see lesson plan).
*Building Administrators: Mrs. Kathleen Farnham (Principal) Mr. Jeff Yonkers (Asst. Principal)
*Building Engineer: Mr. Herrera
*School Secretary: Mrs. LaPlaca
*Special Education Teacher (Grade 3-Virtual): Mrs. Defrazio
*ELL Teacher: (Virtual)Ms. Kobbeman
*Grade 3 Harding (in-person) teachers: Mrs. Rios, Mrs. Tucci, Mrs. Mikovich, Mrs. Rozenek, Ms. Biebel
*Harding School-Wide Specialists: Mrs. Campbell, Mrs. Lunger
*Community School Director: Ms. Potter
*Nurse: Mrs. Giannelli
Mondays and Wednesdays: WM reports to speech teacher, Ms. Gornic 9:30
Mondays: IW reports to speech teacher, Ms. Gornic 9:30
Every first and third Wednesday of the month: LD reports to OT, Ms. Saturnino 11:13-11:43
Mondays and Wednesdays: EG reports to speech teacher, Mr. Webster 2:00
Wednesdays: VB reports to speech teacher, Mrs. Hammer 1:00
Mondays-Friday: LD reports to SPED teacher, Mrs. DeFazio 9:10-10:30
Monday-Friday: JT, WM, and LD report to SPED teacher, Mrs. DeFazio 9:30-10:05 (LD will remain
there until 10:30
Mondays-Friday: LD, JT, and WM report to SPED teacher, Mrs. DeFazio 12:15-12:40
Mondays-Friday: JT and WM report to SPED teacher, Mrs. DeFazio 8:30-8:45
Thursdays: IB reports to ESL teacher, Ms. Kobbeman Tuesday and Thursday 9:10-9:35
Thursdays: GA reports to ESLteacher, Ms. Ward
Thursdays: RB reports to speech teacher, Ms. Gornic 10:00
Monday
February 21
Day 1
8:00-8:20
Tuesday
February 22
Day 2
Wednesday
February 23
Day 3
Finish Breakfast
(home). i-Ready
i-Ready or
online assigned
Amplify
lessons, math
Online
games, and
individualized/Pat
Day 3: Teacher hways
Finish Breakfast
(home). Amplify
Reading and
Vocabulary online.
8:21-8:29
1. Announce
1. Announce schedule
schedule and agenda and agenda
2. Students will ask
2. Students will
another student which
share out something African American
special they did for
they feel made a great
someone on
impact/contribution
Valentine’s Day.
(and how) for
Purpose of
equality, etc. (in honor
Announcing
of Black History
Schedule & Agenda month)
and Morning
Purpose of
Meeting Routine:
Announcing Schedule
Begins each day
& Agenda and
PLC. Students
will work
asynchronousl
y 8:00-9:05
Morning
Meeting/Ice
breaker
1. Announce
schedule and
agenda
2. Students will
draw a heart and
fill it in with a
word that reflects
Valentine’s Day
(love, like, sweet,
kind, cute, special,
lovely, patient,
etc.). Then,
students will call
Finish Breakfast
(home). Amplify
Reading and
Vocabulary online
Students enter Zoom
meeting at 9:05 due to
teacher PLC meeting
on Day 3.
Thursday
February 24
Day 4
Friday
February 25
Day 5
Finish Breakfast
(home).
i-Ready online
assigned lessons,
math games, and
individualized/Pathw
ays
Finish Breakfast (home).
i-Ready online assigned
lessons, math games, and
individualized/Pathways
1. Announce schedule
and agenda
1. Announce schedule
and agenda
2. Students will list
2 complimentary
adjectives to
describe a classmate
(paired by teacher).
Stufrnts will share
their adjectives with
their partner.
2. Students will share their
plans for the upcoming
weekend. Students take
turns calling on another
student.
Purpose of Announcing
Schedule & Agenda and
Morning Meeting Routine:
Begins each day
wintention. Builds listening
& speaking skills.
Purpose of
Announcing Schedule
on another student
and tell them their
special word. The
called on student
will use the word in
a sentence (verbal).
Purpose of
Announcing
Morning Meeting
Routine: Begins
each day with
intention. Builds
listening &
speaking skills.
Encourages
cooperative
learning.
Establishes
consistency with
expectations &
routines.
PromotesSchedule
& Agenda and
higher level
thinking. Builds
community.
with intention.
Builds listening &
speaking skills.
Encourages
cooperative
learning. Establishes
consistency with
expectations &
routines. Promotes
higher level
thinking. Builds
community.
.
Morning Meeting
Routine: Begins each
day with intention.
Builds listening &
speaking skills.
Encourages
cooperative learning.
Establishes
consistency with
expectations &
routines. Promotes
higher level thinking.
Builds community
& Agenda and
Morning Meeting
Routine: Begins each
day with intention.
Builds listening &
speaking skills.
Encourages
cooperative learning.
Establishes
consistency with
expectations &
routines. Promotes
higher level thinking.
Builds community.
Encourages cooperative
learning. Establishes
consistency with
expectations & routines.
Promotes higher level
thinking. Builds
community.
8:30-8:31
Take
Attendance in
Infinite
Campus (IC)
8:32-8:44
Go over
homework/
assignments
Attendance will be
taken and recorded
in IC by 9:00.
Guest Teacher will
take attendance on
student roster
sheet and submit
to office.
Leave regular
teacher a list of
absentees.
CKLA:
Attendance will be
taken and recorded
in IC by 9:00.
Guest Teacher will
take attendance on
student roster sheet
and submit to
office. Leave
regular teacher a list
of absentees.
Attendance will be
taken and recorded in
IC by 9:00.
Guest Teacher will
take attendance on
student roster sheet
and submit to office.
Leave regular teacher
a list of absentees.
Attendance will be
taken and recorded in
IC by 9:00.
Guest Teacher will
take attendance on
student roster sheet
and submit to office.
Leave regular teacher
a list of absentees.
CKLA:
CKLA:
CKLA:
MATH:
MATH:
MATH:
MATH:
Attendance will be taken
and recorded in IC by 9:00.
Guest Teacher will take
attendance on student
roster sheet and submit to
office. Leave regular
teacher a list of absentees.
: CKLA:
MATH:
8:45-10:00
CKLA
(Language
Arts)
Title: BLACK
HISTORY
MONTH
ACTIVITY:
African
“American
Visual Arts and
the Black Art
Movement”
1. Introduction 2.
The 5 galleries 3.
The aesthetic
debate 4. Timeline
Target: I can
Title: Unit 7
“Astronomy: Our
Solar System and
Beyond” Lesson 5
“Asteroids, Comets,
and Meteors” TG
pp. 92-111
WRITING:
Standard: W.3.10
Target: I can
differentiate
between meteors,
meteoroids, and
meteorites.
LANGUAGE:
Standard: L.3.1b
Target: I can write
sentences using the
conjunction so.
Procedures: 1.
Comparing and
contrasting Activity
p. 5.2 Assessment
(formative):
Activity p. 5.2
LANGUAGE:
Standard: L.3.2f
Target: I can write
words using spelling
patterns and rules
Title: Unit 7
Astronomy: Our Solar
System and Beyond”
Lesson 6 TG pp.
READING:
Standard: RI.3.1
Target: I can read
and answer
comprehension
questions about the
moon. Procedures: 1.
Introduce the reading
(whole group) 2.
activity p. 2.1 2.
Reading “The Moon”
(small group) 3.
Questions from “The
Moon” (independent)
SPEAKING and
LISTENING:
Standard: RI.3.9
Target: I can
compare and contrast
a video and a text
read-aloud about the
solar system.
Procedures: 1.
Viewing the video
(whole group) 2.
Introduce the read
aloud 3. Read aloud:
DIBELS Progress
Monitoring
DIBELS Progress
Monitoring
for the sound /j/.
Procedures: 1.
Spelling assessment
(Activity p. 5.1)
(independent)\\Ho
mework: Read nonfiction text for at
least 30 minutes
“Our Solar System,
Part I” 4. Discuss the
read aloud (whole
group) 5. Compare
abd contrast the video
and text (partner)
Homework: Activity
pp. 2.4 and 2.5
Materials: CKLA
Materials: CKLA
Teacher Manual,
Teacher Manual,
CKLA Student
CKLA Student
Activity book,
Activity book,
Amplify App online Amplify App online
(teacher resources
(teacher resources and
and student Reader), student Reader),
pencil, pen, marker, pencil, pen, marker,
plain white paper,
plain white paper,
lined writing paper, lined writing paper,
document camera,
document camera,
Chromebook,
Chromebook, Image
Image cards (online cards (online at
at Amplify)
Amplify)
READING:
Standard: RI.3.8
Target: I can read
informational text
and use a graphic
organizer to
compare and
contrast asteroids,
comets, and
meteors.
Procedures: 1.
Introduce the
chapter: “Asteroids,
Comets,and
Meteors” (whole
group) 2.
Comparing and
contrasting 3.
Sharing
Assessment
(formative):
Compare and
contrast analysis
10:01-10:06
Break
Students may turn
off their camera
and take a
technology break.
Students are not
permitted to leave
the Zoom meeting.
Students may turn
off their camera and
take a technology
break. Students are
not permitted to
leave the Zoom
meeting.
Students may turn off
their camera and take
a technology break.
Students are not
permitted to leave the
Zoom meeting.
Students may turn off
their camera and take
a technology break.
Students are not
permitted to leave the
Zoom meeting.
Students may turn off their
camera and take a
technology break.
Students are not permitted
to leave the Zoom
meeting.
10:07-10:33
Decoding
Phonics/Decoding
Comprehension
Work on letter
sounds (decoding)
Small reading group
Fluency
SCHOOLPhysic
al Challenges
Candle
Breathing:
(Small Reading
Groups
Differentiation
)
10:3410:42Brain
Break/Rapid
Resets and
Restroom
Break
Multiple Choice –
Multiple
Movements! When
reviewing multiple-choice
questions, make
answering questions a
physical activity. Ask
students a question and
have them respond by
jumping into the correct
position. For example, if
the answer is A, have
them stand with feet
together. If B, stand with
legs apart. If the answer
is C, turn to face the back
of the room. If it’s D,
stand with one foot in
front of the other.
Whole class
restroom break
Paper balance:
Give each student a
sheet of paper, have
them place it on the
palm of their hand with
their hand flat and palm up.
They cannot grip the paper or
tilt their hands at all. From
here you can have them do a
few different activities. Try to
pass the paper from hand to
hand behind their back, they can
do figure eights with the paper
around the legs, etc.
https://youtu.be/ffylp
XCVeJU
Whole class
restroom break
Stand on one foot with arms
extended, or, grab nose with
left hand, and grab left earlobe
with right hand, and then
quickly switch so that right hand
is on nose and left hand is
grabbing right earlobe. Yoga
poses could also be a good
variation. Students take turns
leading the physical
challenges or yoga poses.
Whole class restroom
break
https://www.youtube.
com/watch?v=Wc9p
BYl1MkFocusingBreak
Whole class restroom
break
Nose and Ear
reversal: Place the pointer
finger of right hand on the tip of
nose and the pointer finger of left
hand on right earlobe. Then,quickly
move right pointer finger to left ear,
and left pointer finger to nose.
When swapping, also switch which
wrist is overlapping the other. Keep
switching back and forth quickly.
https://youtu.be/uQUF2vO0_7U
Whole class restroom
break
10:43-11:12
CKLA
Extension
Activity
Phonics and
fluency skills:
CKLA online
teacher resource
book
Comprehension
strategies CKLA
online teacher
resource book
Extend small group
instruction
.Extend small group
instruction
Grammar: combining 2
simple sentence to form
compound sentences
11:13-11:43
Writing Social
Studies,
Science Other
writing (Quick
Write or
complete
unfinished
writing
assignments in
writing folder
11:44-12:14
Lunch (home)
WRITING:
Students will write
two-three
paragraphs about
Ruby Bridges,
summarizing her
character and
contribution/s to
equality/desegregat
ion.
WRITING:
Students will write 8
sentences using the
conjunction and, or,
but, or because (2
sentences for each
conjunction) and
underline the
conjunction in each
sentence.
SOCIAL STUDIES:
In breakout rooms,
students will describe
how astronomers
work together with
scientists, and
astronauts to study
and discover new
outer space celestial
bodies (sociology).
Students will report
their group’s
summary.
SCIENCE: 1.
Students will
demonstrate the
creation of shadows.
(science kit,
document camera)
Lunch - Students
eat lunch at home.
Students may turn
off cameras or log
off during
lunchtime.
Lunch - Students eat
lunch at home.
Students may turn
off cameras or log
off during
lunchtime.
Lunch - Students eat
lunch at home.
Students may turn off
cameras or log off
during lunchtime.
Lunch - Students eat
lunch at home.
Students may turn off
cameras or log off
during lunchtime.
QUICK WRITE:
Students will write an 8
line rhyming poem on the
subject of the winter
season.
2. Students will work
with a small
group/team in a
breakout room to
describe in writing,
the steps that occur in
the formation of a
lunar and a solar
eclipse. Designate a
recorder and a
reporter.
Lunch - Students eat lunch
at home. Students may
turn off cameras or log off
during lunchtime.
12:15-12:33
.Students self-select
a book from home.
Discuss genre
types and purposes
for reading.
Periodically,
students will share
what their book is
about with the
class (literature
circle/oral report).
Students self-select a
book from home.
Discuss genre types
and purposes for
reading.
Periodically,
students will share
what their book is
about with the class
(literature circle/oral
report)
Students self-select a
book from home.
Discuss genre types
and purposes for
reading. Periodically,
students will share
what their book is
about with the class
(literature circle/oral
report).
1. First 15 minutes:
minutes: Students
self-select a book
from home. Discuss
genre types and
purposes for reading.
Periodically, students
will share what their
book is about with
the class (literature
circle/oral report)
Students self-select a book
from home. Discuss genre
types and purposes for
reading. Periodically,
students will share what
their book is about with
the class (literature
circle/oral report).
12:34-12:39
Students may turn
off their camera
and take a
technology break.
Students are not
permitted to leave
the Zoom meeting.
Students may turn
off their camera and
take a technology
break. Students are
not permitted to
leave the Zoom
meeting.
Students may turn off
their camera and take
a technology break.
Students are not
permitted to leave the
Zoom meeting.
Students may turn off
their camera and take
a technology break.
Students are not
permitted to leave the
Zoom meeting.
Students may turn off their
camera and take a
technology break.
Students are not permitted
to leave the Zoom
meeting.
12:40-1:20
GYM
STEM
MUSIC
SECOND
STEP
ART
Teacher Read
Aloud (Days 4
& 6) or
Student SelfSelected
Reading (Days
1, 2, 3, & 5)
Break
Related Arts
(If no related
arts, students
will engage in a
close reading
activity)
2..Teacher read-aloud
youtube video: “Below
Deck: A Titanic Story”
1:21-1:57
Ready/i-Ready
Math
Title: Unit 4
Lesson 20
“Describing Parts
of a Whole With
Fractions” Session
3 (Refine) TG pp.
467-468
Domain: Numbers
and Operations
(Fractions)
Standard: 3.NF.A1
Target: I can divide
and partially shade
rectangles to match
given fractions and
explain the process.
Procedures: 1. Start
2. Apply It 3. Close:
Exit ticket: #4, p.
468 4.
Comprehension
Check (quiz) (digital)
Assessment
(formative): #5, p.
468 Math journal,
comprehension
check (quiz, lesson
20)
Homework: Study
multiplication chart,
review lesson 20,
sessions 1-3
Title: Unit 4 Lesson
20 Lesson Quiz
(online
comprehension
check)
Materials: TG,
substitute teacher
folder, student
roster, student math
text, i-Ready App
online (Teacher’s
Toolbox), student
toolkit),
comprehension
check (online), plain
paper, lesson 19
quiz, pencil/pen,
document camera,
black marker,
discourse cards
Title: Unit 4 Lesson
21 “Understanding
Fractions on a
Number Line”
Session 1 (Explore)
TG pp. 460-474
Standard: 3.NF.A.2
Target: I can
recognize a fraction
on a number line. I
can write intervals
(parts) to represent
fractions on a number
line.
Procedures: 1. pp.
469-470 (family letter
and home activity) 2.
Interactive tutorial 3.
Start 4. Model It 5.
Discuss It 6. Model It
7. Discuss It 8. Close:
Exit Ticket: #5, page
472 Assessment
(fornative): #5, p.
472.
Homework: pp. 473474
Materials: TG,
substitute teacher
folder, student roster,
student math text, i-
Comprehension Quiz
lesson 20 online
Make-up and incomplete
comprehension quizzes
and end of unit 3
assessment
Materials: TG,
substitute teacher
folder, student
roster, student
math text, i-Ready
App online
(Teacher’s
Toolbox), student
toolkit, plain paper,
pencil/pen,
document camera,
black marker,
discourse cards,
lesson 20
comprehension
check quiz (digital)
Ready App online
(Teacher’s Toolbox),
student toolkit),
comprehension check
(online), plain paper,
lesson 19 quiz,
pencil/pen, document
camera, black marker,
discourse cards
1:58-2:03
Break
2:04-2:24
Math
Differentiation
Students may turn
off their camera
and take a
technology break.
Students are not
permitted to leave
the Zoom meeting.
Breakout Rooms
1,2, & 3. Student
tutors in each
room. Teacher
visits each room
and facilitates while
offering assistance
where needed.
Room 1: Using
multiplication skills
and concepts to
solve simple
student-generated
word problems.
Revisit
prerequisites where
necessary. Room
2: Multiply or
divide to solve 2step word
problems. Room 3:
Students use the 4
operations to solve
two-step word
problems
Students may turn
off their camera and
take a technology
break. Students are
not permitted to
leave the Zoom
meeting.
Breakout Rooms
1,2, & 3. Student
tutors in each room.
Teacher visits each
room and facilitates
while offering
assistance where
needed.
Room 1: Using
multiplication skills
and concepts to
solve simple
student-generated
word problems.
Revisit prerequisites
where necessary.
Room 2: Multiply or
divide to solve 2step word problems.
Room 3: Students
use the 4 operations
to solve two-step
word problems
Students may turn off
their camera and take
a technology break.
Students are not
permitted to leave the
Zoom meeting.
Students may turn off
their camera and take
a technology break.
Students are not
permitted to leave the
Zoom meeting.
Students may turn off their
camera and take a
technology break.
Students are not permitted
to leave the Zoom
meeting.
Breakout Rooms 1,2,
& 3. Student tutors in
each room. Teacher
visits each room and
facilitates while
offering assistance
where needed.
Room 1: Reteach:
Grade 2, lesson 30
fractions (halves,
thirds fourths) Room
2: Practice: Grade 3
activity 3. Room 3:
Grade 4 challenge
activity
Breakout Rooms 1,2,
& 3. Student tutors in
each room. Teacher
visits each room and
facilitates while
offering assistance
where needed.
Room 1: Basic
concepts of fraction
Room 2: Extra
practice (grade ;evel
fraction activity) 3.
Room 3 Challenge
fraction activity
center
Students work online
completing fraction
assignment and course tile
activity with teacher’s
assistance and peer tutors.
2:25-2:30
Wrapup/Summarize
the Day,
Announcemen
ts, &
Reflection
(teacher &
students)
1.Summarize the
day’s events and
learnings. 2,Relay
important
information/make
announcements
3.Teacher &
student reflection
journal (written).
Have a few
students share out
their reflection.
1.Summarize the
day’s events and
learnings. 2,Relay
important
information/make
announcements
3.Teacher & student
reflection journal
(written). Have a
few students share
out their reflection.
1.Summarize the day’s
events and learnings.
2,Relay important
information/make
announcements
3.Teacher & student
reflection journal
(written). Have a few
students share out
their reflection.
1.Summarize the
day’s events and
learnings. 2,Relay
important
information/make
announcements
3.Teacher & student
reflection journal
(written). Have a few
students share out
their reflection.
1.Summarize the day’s
events and learnings.
2,Relay important
information/make
announcements
3.Teacher & student
reflection journal (written).
Have a few students share
out their reflection.
*Art Activity (whole class): Earn up to 2 Dragon Dollars per day. When 20 Dragon Dollars are earned,
students will be awarded an art activity.
*Gift Cards (individual or whole class): Students may earn Dragon Dollars for answering questions,
using learned vocabulary, answering in complete sentences, homework completion, citing text-based
evidence for responses, class participation, kindness to others, adherence to PBS expectations (safe,
respectful, responsible, focused). Every 25 Dragon Dollars = $10 gift card
*Gift Baskets/Prize Packages: Students may earn Dragon Dollars for answering questions, using
learned vocabulary, answering in complete sentences, homework completion, citing text-based evidence
for responses. class participation, kindness to others, adherence to PBS expectations (safe, respectful,
responsible, focused). Every 10 Dragon Dollars = name entered into monthly drawing for gift basket or
prize package