Week 3
2nd Quarter
Monday
Reading
Scholastic News : I’m a
Hoop Dancer
16-18
Cayden, Tatem
28
Audrey, Jonathan, Sebastian,
Leah, Pearson, Ilo
30-34
Lauren, Caroline, Will, Austin,
Ibrahim, Anish
38-40
Sydney, Mimi, Olivia, Lara,
Matthew
3.6k the student will identify
new information gained from
reading and focus on
predicting, revising
predictions,and identify cause
and effect within their novel.
Students will use text features
and comprehension strategies
to understand informational
text.
SST/Science
3.8 The student will
investigate and understand
basic patterns and cycles
occurring in nature.
A)
Patterns of natural
events such as day
and night,
seasonal changes,
simple phases of
the moon, and
tides.
Share info Indian vs.
Native American and Why
Redskins is not wanted as
a team name.
Read main articles
together and complete
questions on back
individually for
evaluation.
Do Animal chart ( first
discuss parts, then
complete individually.
Use for a math graphing
grade.
Day 3 Read pages 96-97
in science text about day
and night.
Do the
experiment with the
globe and flashlight to
show why day and night
happen.
Evaluation: students will
write a response to “Why
do we have day and
night?” in science
notebook. Use as a grade.
Tuesday
Wednesday
Thursday
Friday
ASAP - ME
ASAP
ASAP
ASAP
Continue with novels. Focus
on revising predictions and
identifying cause and
effects.
Continue with remaining groups
for predictions, revisions of
predictions, and cause and
effect.
Recall groups to discuss and
check students’ revisions
and cause/effect
assignments.
American Education
activities:
24-28 will have new bookLooking at Low Tide.
All groups:
Make or revise predictions
Model by either giving the
cause or the effect. Students
give the other. Assign pages
to be read.
Review vocabulary cards. Ask if
you found the words, what
page, and using context clues
tell the meaning in the story.
Evaluation: teacher
observation.
Book fair 8-8:30
Evaluation: grade
cause/effect in notebooks.
AEW activity 8:30-9:00
Complete the books in small
book groups. Chapter books
groups will continue reading
and working.
Word Study tests 9
Day 5 Watch the Bill Nye
moon phases video on Safari
Montage. Talk about the
phases of the moon.
Refer to bulletin
board.
Read 100-101 in
the science text. Do the
Lighting the Moon
Experiment with
accompanying
sheet.
Evaluation: Phases
of the Moon worksheet.
Homework: The
Moon sheet.
The next morning
give the Moon Phases quiz
as morning work.
Day 6 Review previously
learned material. Review
tide experiment from shared
reading lesson What
Causes Tides.
Read 102-103 in
the science text. Discuss.
Make Tide
Simulator activity sheet.
Evaluation:
teacher observation
If extra time,
review study cards in
partners, sing song.
Evaluation: students will
identify at least 2 cause and
effects for the pages read.
½ day – 4th grade
musical.
Watch Day and Night
(5mins.) on Safari
Partner for study
cards practice
Day 4: Read pages 98-99 in text
about the seasons.
Go over revolution, rotation, and
axis. Have students rotate and
revolve around the room, taking
turns to have a student stand in the
middle and be the sun. Review how
the tilt makes a difference in
temperatures and length of days.
Evaluation: Have students complete
the Why We Have Day and Night (2
sheets to this).
Rotation and Revolution sheet
Extra time: sing song,
practice study cards.
Optional: Read
Mole Moon passage.
Math
3.2 Students will recognize
and use the inverse
relationships for
multiplication/division
3.20 Student will investigate
and identify the identity
and the commutative
properties for multiplication
Begin multiplication/division
unit.
Investigations: session 1
things that come in groups
Ask questions on page 5. On
proboard, make organizer
from p.4. Add onto as a
class.
Practice 0, 2, and 5 facts by
skip counting and write fact
sentences for. In notebooks.
.
Explain that this is how
multiplication works: 2 X 5
means 2 groups of 5.
So 2 hands are 2 groups of
five. Go back to the list and
relate to multiplication facts.
Evaluation: Choose a fact to
draw a picture for in
notebook
Assess: check notebooks
Grammar/
Editing
Student will learn correct
punctuation for all types of
sentences.
Student will capitalize
proper nouns.
DL
Review terminology from
yesterday.
Add factors and product.
Relate properties of addition
to properties of
multiplication.
Relate repeated addition to
multiplication.
Investigations session 2
How Many in Several
groups?
p.8 Model drawing pictures
to experience several
groups.
Use groups of students in
front of classroom.
Evaluation: Hand out blank
paper. Students will create a
picture and sentence to
represent several groups
sentences.
DL
Warm-up Hand a fact card to each
student. Students will sketch a
quick representation for the fact
and find the answer.
Review vocabulary.
Highlighting multiples in 100s
charts. Assign students different
patterns – 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12
Come together. Ask what patterns
do you see?
Relate multiplication fact
families to addition fact
families.
Practice write fact families
for a given set of numbers.
Using cubes, relate
multiplication to division.
Students will manipulate
cubes to represent facts of
both.
Check point quiz for
multiplication and division.
Work on facts for ones,
twos, and fives (connect to
the clock).
Skip counting, repeated
addition, pictures.
Evaluation: teacher
observation.
Students knowing
multiplication will work on 2
by 1 and 3 by one problems.
Using 100s charts, introduce and
play making towers. Need many
cubes!
Then complete money
projects in necessary.
Give a sheet with easier
multiplication facts, have students
figure out the answers either in
their head, with pictures, skip
counting, or snap cubes. Note what
strategy students choose.
Students in multiplication in REFLEX
can work on money projects, do
REFLEX, or play multiplication
bingo.
DL
DL
Quiz for this week’s DL skills.
Writing
3.9 - The student will write
for a variety of purposes.
Plans effectively for writing:
3.9.a - Identify the intended
audience.
3.11.b - Identify appropriate
resources.
Introduce persuasive writing
project: Operation:
Con’t with project.
Gingerbread Cookie "Save
Yourself"
Using planning web from
yesterday, students will fill
out the persuasion writing
outline.
Students will dress/decorate a
gingerbread cookie to use to
persuade humans not to eat him
or her. Using the cookie for
inspiration, the students will
write a persuasive paragraph(s)
to convince humans why it is
important that they not be eaten.
Brainstorm: create a class list of
ideas to disguise cookies to spare
them from becoming someone's
snack.
Examples: doctor The cookies
NEED me to help them when
they are sick....
Model how to use the
information on the web to
begin to fill out the writing
outline and then adding
more details.
Send students back to desks
to transfer information.
Watch for students that are
correcting filling out the
form and then bring back
group mid-workshop to
share the piece.
All students should be drafting their
persuasive piece.
Mid- workshop: talk about correct
sequence. Model how to use
revision lines and arrows to “move”
information or change order. Have
students check their order with a
partner.
Have students return to drafting
reminding them to try to use strong
descriptive words and style of
writing.
Have students circle capitals
in red and punctuation in
blue.
Then read their work out
loud to see if there is
punctuation at all pauses.
Read again to make sure all
sentences have a subject
and predicate. Work with
students that are struggling
with this.
Scan for names of people,
places, and things. Add
capitals where needed.
Students go back to writing.
rock star - I have concerts
scheduled, people have paid
money
After finishing the list, have
students think of 3 ideas that
might work - don't have to be on
the list.
Have students think about
reasons they could give for each
choice. Choose the favorite one.
Pair and share - students will
share his/her idea and give at
least three reasons to not be
eaten.
Evaluation: completed graphic
organizer to organize/list reasons
why it is so important they not
be eaten.
Return to desks to continue
working and circulate to help
students.
Evaluation: completed
writing outline.
Possible Mentor Texts about
Persuasion. Read one a day
and point out good points.
• Click Clack Moo by Doreen
Cronin,
• Dear Mrs. LaRue: Letters
from Obedience School by
Mark Teague
• Earrings by Judith Viorst
• I Wanna Iguana by Karen
Orloff
• I Wanna New Room by
Karen Orloff,
• Don’t Let the Pigeon Stay
Up Late by Mo Willems
• Can I Have a Stegosaurus,
Mom? Can I? Please!? By
Lois G. Grambling
End of period: choose 2 students
that have a great persuasive story
going. Point out the strengths.
Evaluation: teacher
observation.
1:30 -2 Reading Buddies with
Ms. Hotz