Gamaliel Elementary Lesson Plan Template
Unit Title/Subject: Special Education
Dates:
March 16-20
Grade: K-3
Learning Targets:
Reading:
 I can locate words and details to answer questions in a text. (S)
 I can ask and answer questions before, during, and after reading a text. (S)
 I can identify general academic words or phrases (different ways to say the same thing, e.g., stated
instead of said) in a text. (K)
 I can identify domain specific words or phrases (content words, e.g. sedimentary, igneous,
metamorphic) in a text. (K)
 I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general
content/topic-specific words and phrases (when studying presidents, use social studies related
vocabulary) in a text. (S)
 I can locate and use resources (e.g. glossary, guide word, dictionary) to help me determine the meaning
of unknown words and phrases. (S)
 I can read grade-level text fluently and show comprehension through voice, timing, and expression. (S)
 I can recognize when a word I have read does not make sense within the text. (K)
 I can self-correct misread or misunderstood words using context clues. (S)
 I can re-read with corrections when necessary. (S)
 I can read fluently (easy, smooth, and automatic). (S)
 I can explain how illustrations in a text add meaning to the words. (R)
 I can use illustrations and the words in a text to help me understand and explain what I am reading. (S)
Math:
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(Continue from unit 2 – ongoing) I know from memory all products of two one-digit numbers. This
means I know my multiplication facts 0-10. (K)
I can define a polygon. (K)
I can define perimeter. (K)
I can find the perimeter when given the length of sides. (R)
I can find the perimeter when there is an unknown side length. (R)
I can exhibit (design, create, draw, model, etc.) rectangles with the same perimeter and different
areas.(P)
I can exhibit rectangles with the same area and different perimeters. (P)
I can define “unit square”. (K)
I can define area. (K)
I can relate the number (n) of unit squares to the area of a plane figure. (R)
I can cover the area of a plane figure with unit squares without gaps or overlaps. (S)
I can find areas of rectangles. (K)
I can add areas of rectangles. (K)
I can recognize that areas of each rectangle in a rectilinear (straight line) figure can be added
together to find the area of the figure. (K)
I can use the technique of decomposing rectilinear figures to find the area of each rectangle to
solve real world problems. (R)
I can decompose rectilinear figures into non-overlapping rectangles. (R)
Gamaliel Elementary Lesson Plan Template
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I can generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. (S)
Day 1 Instructional Activities:
Assessments
(formative and/or
summative):
Spelling: Vowel sound as in ball spelled with augh, ough, al, and ou
Differentiation – higher performing students will spell challenge
words
Reading:
Formative:
 Introduce story – Pompeii… Buried Alive
 Vocabulary
 Watch video on Brainpop about volcanoes
 Writing activity
 Make predictions about story and discuss genre -nonfiction (true
 Flashback
story)
 Brainpop Quiz
 Listen to story, discuss and find location of Pompeii, Italy on the map
 Online Game
 Discuss the time period that this story takes place
Observations
 Define vocabulary words using glossary, guide words, etc. to help
 Hot Question
determine the meaning
 Exit Slip
 Writing Activity/HOT Question – (Evaluation) Some of the people
escaped from Pompeii while others remained in Pompeii instead of
running away? What would you have done in this situation?
Math:
 Flashback on addition, subtraction, multiplication, division, properties
 Review: mass, grams, kilograms, capacity, milliliter, liter, and perimeter
 Watch a Brainpop video to review area
https://jr.brainpop.com/math/measurement/area/preview.weml
 Go over Lesson 23 Understanding Area and Lesson 24 Using
Multiplication to Solve Area Problems in the Common Core Coach
Book pages 162-171
 Discuss the different strategies for finding the area of a shapecounting the squares formula for Area= length x width
 http://www.ixl.com/math/grade-3/area-of-figures-made-of-unitsquares play to practice finding the area of different figures.
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Homework Common Core Coach Area pages 172-173
Exit Slip Area
HOT QUESTION-(ANALYSIS) One of the side lengths of a sandbox is 6 feet.
The area of the sandbox is 36 square feet. What is the other side length of
the sandbox? Explain your answer and show your work.
Day 2 Instructional Activities:
Academic team Regionals
Assessments
(formative and/or
summative):
Formative:
Gamaliel Elementary Lesson Plan Template
Day 3 Instructional Activities:
Meeting at GRREC
Assessments
(formative and/or
summative)
Formative:
Day 4 Instructional Activities:
Assessments
(formative and/or
summative):
Reading:
 Spelling Test
 Reading Test Pompeii…Buried Alive to test comprehension, vocabulary, Formative:
 Flashback
and an open response
Math:
 Online Game
Observations
 Flashback on addition, subtraction, multiplication, division, properties
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Exit Slip
 Review: unit and perimeter
 Hot Question
 Review: mass, grams, kilograms, capacity, milliliter, liter, and perimeter
 Review Area-The amount of space that covers a figure.
 Discuss the different strategies for finding the area of a shapeSummative:
counting the squares formula for Area= length x width
 Spelling Test
 Play http://www.ixl.com/math/grade-3/perimeter-find-the-missing Reading Test
side-length to review perimeter (when you are given the perimeter
and one of the sides is missing)
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Students will continue to look at different strategies to find the
perimeter (addition or multiplication). They will also use
subtraction when finding the missing length of a side, when the
perimeter is given.
Continue to discuss area using the distributive property Lesson
28 Crosswalk Coach pages 199-204
Homework Area (distributive property) pages 205-206 Crosswalk
Coach
Exit Slip perimeter
HOT QUESTION-(ANALYSIS) Luke knows the area of a rectangle is 50 square
units. The length of the rectangle is 10 units. What is the width of the
rectangle? Show your work.
Day 5 Instructional Activities:
ARC meetings all day
Assessments
(formative and/or summative)
Formative: