Trousdale County Schools Weekly Lesson Plan
Teacher: Third Grade
Pacing Guide Week #12
Dates: 10-28-13
Subject: ELA
Common Core Standard(s) to be taught: (Write the entire standard)
Spelling: L.3.2e Use conventional spelling for high-frequency and other words and for adding suffixes to
base words. L.3.2f Use spelling patterns and generalizations in writing words
English:L.3.2c Use commas and quotation marks in dialogue.
Reading:RL.3.7 Explain how specific aspects of a text’s
illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.2 Recount stories, including fables, folktales, and
myths from diverse cultures; determine the
central message, lesson, or moral and explain
how it is conveyed through key details in the text. RI.3.9. Compare and contrast the most important points
and key details presented in two texts on the
same topic.
SL.3.5 Create engaging audio recordings of stories
or poems that demonstrate fluid reading at an
understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts
or details.
Writing: W.3.2. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
a. Introduce a topic and group related
information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and
details.
c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.
d. Provide a concluding statement or section.
SPIs
Spelling: SPI 0301.1.12 Choose correctly (or incorrectly) spelled words in context. SPI 0301.1.18
Distinguish individual sounds, including consonant blends, within words.
English: SPI 0301.1.1 Identify the correct use of nouns (i.e., as subjects, singular and plural) within context.
SPI 0301.1.2 Identify the correct use of verbs (i.e. present, past, and future tense) within
context. SPI 0301.1.13 Recognize grade level compound words, contractions, and common
abbreviations within context.
Reading: SPI 0301.6.1 Select questions used to focus and clarify thinking before, during, and after
reading text.
Writing: SPI 0301.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to respond to a
picture, story, or art).
Daily practice activity for citing text based evidence in conversation and/or writing:
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Questioning during read aloud
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Journal writing in response to text.
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Writing in response to science and social studies text.
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I Can Statements :
Student Agenda:
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I can identify individual sounds and apply them to
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Posted daily but NOT included in Lesson Plan
reading and writing.
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I can determine the meaning of new words using
graphic organizers and dictionary skills.
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I can determine the theme and point of view used in a
story.
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I can identify the difference and correctly use
homophones.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
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Oral questioning
Oral reading
Teacher observation
Workbook pages
Writing
Thumbs up/thumbs down
Think pair share
Writing to nonfiction text-justify opinion
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
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Journals
Notebooks
Workbooks
Worksheets
Textbooks
Graphic Organizers
Instruction: In outline form, describe each day of instruction.
Day 1
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Introduce phonics skill: homophones & vowel words ending in –er and –le, wb.
Pg 176
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Phoneme/grapheme boxes with spelling words
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Introduce story vocabulary-Complete vocabulary graphic organizer-sort
according to syllables (Small groups)
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Writing complete sentences with Vocabulary words.
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Listen to story aloud or whole group read aloud “Tops and Bottoms”
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Vocabulary teacher aloud p. T102-103
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Story theme/point of view activity
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Bell Ringer- Make a list of irregular plural nouns
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Introduce writing quotations – wb pg. 174
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Homophone activity
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Read aloud – “Flat Stanley”
Formative Assessment:
Advancing and assessing
questions
Writing
Workbook pages
Teacher observation
Thumbs up/thumbs down
Word sort
Nonfiction text
Day 2
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Writing
Workbook pages
Oral questioning
Teacher observation
Think pair share
Group/partner work
Thumbs up/thumbs down
Graphic Organizer-connect to
nonfiction text
Text dependent questions
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Read “Tops and Bottoms ” with small groups and answer questions
Bell Ringer: Pick 5 vocabulary words and write a paragraph with them. (3-5
sentences)
Write the definitions of spelling words
Phonics: Words ending in –er, -le review – wb pg. 178
Wb pg. 181 – capitalizing and punctuating quotations
Write a paragraph answering the question: Why is it important to grow food
crops?
Wb pg. 182 – Spelling practice
Story theme/point of view activity
Homophone activity
Read aloud – “Flat Stanley”
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Day 3
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Vocab review suffixes wb 169
Create spelling sentences with multiple spelling words in each sentence. Must
use all words and must have 2 or more spelling words in each sentence.
Arrange Spelling words in ABC order
Bell Ringer/Brain Boost- Write 3-5 sentences summarizing “Tops and Bottoms”
Wb. Pg. 175 quotation review
Wb pg. 179-180 Gardening journal – response to text
Story theme/point of view activity
Homophone activity
Read aloud – “Flat Stanley”
Day 4
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Spelling proofreading wb. 185
Phonics Quiz
Story Quiz/vocab quiz
Bell Ringer. Write about any crops that you have seen being grown.
Homophone activity
Read aloud – “Flat Stanley”
Day 5
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Grammar Test
Spelling dictation test
Homophone activity
Writing activity
Bell Ringer: Write 3 sentences using 2 homophones in each sentence.
Read aloud – “Flat Stanley”
Oral questioning
Oral reading
Teacher observation
Workbook pages
Writing
Thumbs up/thumbs down
Think pair share
Writing to nonfiction text-justify
opinion
Oral questioning
Teacher observation
Workbook
Writing
Turn and talk
Nonfiction text
Oral questioning
Oral reading
Teacher observation
Workbook pages
Writing
Thumbs up/thumbs down
Think pair share
Writing to nonfiction text-justify
opinion
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
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Small groups, individualized tutoring, peer tutoring, and alternate assessments will be used as needed.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
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The Elmo will be used during instruction to keep students on task.
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The computer will be used to supplement learning where applicable.
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