Planbook 10

2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Monday 01/26/2015
Reading 10:05am - 11:00am

Explain that you found a really neat video about some important people that made a difference in the world. That you
wish we could do something as cool as this in the classroom.
Show students wax museum video.
Discuss how neat actually being able to see the person and have them explain their life and the difference they made
was. Ask students if they think other students would enjoy learning this way. Inform students that Washington D.C. is way
too far away to take a field trip there, so we can't just get on a bus and take a day trip to the wax museum. Have students
come up with a way to solve this problem.
- Guide students into thinking about making their own wax museum
- If students do not seem interested inform them that we are going to create our own wax museum. Tell them that they
have two options: actually being their person and telling about their life or creating a model/presentation that will tell
others about their life.
Inform students that before we can do this each student has to become an expert on their own person that made a
difference. That we have to do a lot of research and make our own biography.
http://www.youtube.com/watch?v=zj-eMtzcWx4
Students will sort through book and online biographies to choose their three favorite. They will then work with the teacher
to narrow down to one person to research. Students must provide a reason for their choice.
Standards:
3.W.1b Provide reasons that support the opinion.
Page 1 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Tuesday 01/27/2015

Teacher will read a biography to the whole class and together dissect the parts of a biography and how information flows
(early, middle, and late life).
Write it on chart paper to remind children. Redefine chronological.
All biographies are written in chronological order.
Chronological means in the order that they happened.
http://www2.lhric.org/pocantico/presidents/jefferson.htm
Standards:
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/
effect, first/second/third in a sequence).
Page 2 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Wednesday 01/28/2015

Students will dissect leveled biographies used last week placing the events in chronological order on a timeline.
They will then write out a short explanation of their events using sequential vocabulary (first, next, last, then, finally) and
share with the class
Standards:
3.W.3c Use temporal words and phrases to signal event order.
3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
Students will finish timelines and share.
Standards:
3.W.3c Use temporal words and phrases to signal event order.
Page 3 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Thursday 01/29/2015
Page 4 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Friday 01/30/2015

Choosing a person that has not been chosen by a student the teacher will read aloud a book biography and model filling
out an early life organizer.
Students will read through their own individual person's biography book to fill out an early life organizer.
Standards:
Page 5 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Monday 02/02/2015
Page 6 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Tuesday 02/03/2015

Students will work on finishing early life organizers.
Standards:
3.W.7 Conduct short research projects that build knowledge about a topic.
Reading 1:50pm - 2:26pm
Paraphrasing:
Point out how when I completed my graphic organizer I used important facts from the book. Open to the pages where the
information is found and display it on the SMARTboard. Ask students to come up and highlight the sentence where I
found the information, but only one sentence and make sure it says exactly the same thing as what I wrote.
When students cannot find the exact words in the book in one sentence explain that instead of copying down an entire
sentences that had information I didn't need in them I used a skill that really good readers and writer use.
Explain that you used a technique with a funny name and that you need them to repeat it back just to be sure they heard
you right. Tell them you used something called paraphrasing and have them repeat the word two times. Define
paraphrasing as summarizing or putting it in my own words.
Write it on chart paper to remind children: When I'm doing research I can paraphrase what I find. Paraphrase means to
put it in my own words.
Discuss paraphrasing using two different sources:
Some students have noticed that they needed to use two books to find information to fill their early life organizers.
Different biography books on the same person may contain slightly different information. One may contain more about
their childhood while the other may contain more about their life as an adult, but they are both very useful when
researching. We can paraphrase the information we find in both sources to help us cover their entire life.
We've already read about and documented the early life of Neil Armstrong, but now we are going to move on to his
middle life.
Read aloud the middle life portion of our book on Neil Armstrong and an online biography and have the students help to
paraphrase a middle life organizer.
http://www.ducksters.com/biography/explorers/neil_armstrong.php
Standards:
3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.
Page 7 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View

Review biographies, chronological order, and paraphrasing.
Have students research to complete middle life organizers. Students will use two sources - either two books, or a book
and an online source
Standards:
the answers.
topic efficiently.
Students will continue with late life organizers.
Standards:
topic efficiently.
the answers.
Page 8 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Thursday 02/05/2015

Ask the students what we've focused on the past few days - guide them towards answering early and middle life. Ask
them what they think we will be talking about and researching next. Guide students towards thinking about chronological
order and how late life would be next. Explain that late life isn't just when a person dies, that it includes any differences or
changes they have made too.
Show the list of important things that happened in early and middle life, and have students make a list of important things
that happened in the people we've read about late lives. Such as: What difference did they make, why they are famous,
when they died.
Have students pick between a book or online source to complete their late life organizer.
Remind students to try out their paraphrasing skills.
Students will staple their late life organizer to the previous two.
Standards:
the answers.
topic efficiently.
Page 9 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Friday 02/06/2015

Ask the students what we've focused on the past few days
Ask the students what biographies are
Ask students what they think we will be talking about and researching next
Explain that late life isn't just when a person dies, that it includes any differences or changes they have made too.
Refer to our chart paper - Show the list of important things that happened in early and middle life, and have students
make a list of important things that happened in the people we've read about late lives.
Martin Luther King Jr. Helped to end segregation
Madam C.J. Walker became the first black female millionaire, and entrepreneur
Harriet Tubman helped slaves escape on the Underground Railroad and became a spy during the civil war
Neil Armstrong First man to walk on the moon
Pass out late life organizers and have students use books and online sources to complete them.
Remind students to try out their paraphrasing skills.
Students will staple their late life organizer to the previous two
Standards:
3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension.
Students will continue with late life organizers.
Standards:
comprehension.
Page 10 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Monday 02/09/2015

What is informational writing - differentiating between writing narratives and informational texts.
Informational texts are written just like non-fiction books. They are true, give facts, explain something, they have main
idea and details. Informational texts can be set up a variety of ways, but since we are focused on writing biographies they
will be written in sequence or chronological order.
Text Structure: Sequence/Chronological Order
Topic: Person
Subtopics: Early Life, Middle Life, Late Life
Just like the biographies and other non-fiction books we've read we will be writing multiple paragraphs.
What is a paragraph? A paragraph is a group of sentences dealing with one topic. The first sentence is always indented.
Every paragraph should be made up with a topic sentence, three or more sentences with supporting details, and a closing
sentence.
Have students read a short paragraph. Ask students what the main idea is. Then explain that all paragraphs have a topic
sentence, which tells the reader what the paragraph will be about. Ask students to identify the topic sentence - if students
are struggling hint that the topic sentence in usually is the beginning. Have the students use a green crayon or marker to
underline the topic sentence.
Display three short paragraphs on the SMARTboard with a green line in place of the missing topic sentence. Have
students either come up with a topic sentence on their own for the paragraphs or have them choose between three
options.
Standards:
comprehension.
3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Page 11 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Tuesday 02/10/2015

Review how a paragraph is made up of sentences about one topic and each paragraph should have at least five
sentences. That each paragraph has a topic sentence like we've been talking about. After the topic sentence each
sentence then works to support the main idea stated in the topic sentence. Tell students that each paragraph in a book
explains or describes something different.
Read short story (written on chart paper).
Discuss how each paragraph in the story had its own topic and described something different about chocolate. Have
students find the main idea or topic sentence of each paragraph and underline it in green. Point out how the main ideas of
the body paragraphs are brought up in the introduction. Tell how those are the supporting details and underline them in
yellow.
Focus on the first paragraph - how it didn't describe one aspect of chocolate, but instead talked a little about everything in
the story. Call this paragraph the introduction or topic paragraph. Explain that this first paragraph prepares the reader to
read your paper.
Students will write introduction paragraph for their own paper.
Standards:
comprehension.
Page 12 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View

Students will work on their second and third paragraph organizers, then staple it to their introduction paragraph.
Standards:
3.W.2b Develop the topic with facts, definitions, and details.
Students will work on their second and third paragraph organizers, then staple it to their introduction paragraph
Standards:
Page 13 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Thursday 02/12/2015

Conclusion paragraph.
After you write your introduction and the body of your informational paper, you can't just stop writing. There has to be a
clear end to the paper. When you write your conclusion, you'll want to replicate your introduction. Of course, you don't
want to rewrite the same exact words, but you should restate your introductions.
Practice writing ending statements using different lead-ins.
Students will write conclusion paragraphs for their papers.
Standards:
3.W.2d Provide a concluding statement or section.
Page 14 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Friday 02/13/2015

Transition words
You don't want your writing to sound choppy or like a list of sentences. All of the sentences need to flow together to
create a smooth sounding paragraph. Transition words are words that connect or link the sentences in a paragraph. They
can convey a sense or time, show a sequence of events, and order the importance of ideas.
Give students a few examples of transition words and show how they can be used in a sentence. Brainstorm examples of
transition words and phrases - students will receive a paper with transition words and may add to it.
Compare a paragraph with transition words and a paragraph without transition words. As a group go back and add in
transition words to the previous paragraph in order to make it flow nicely.
Standards:
3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of
information.
Students will go back to their writing organizers and add transition words.
Standards:
3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of
information.
Page 15 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Monday 02/16/2015
Page 16 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Tuesday 02/17/2015

Conclusion paragraph.
After you write your introduction and the body of your informational paper, you can't just stop writing. There has to be a
clear end to the paper. When you write your conclusion, you'll want to replicate your introduction. Of course, you don't
want to rewrite the same exact words, but you should restate your introductions.
Practice writing ending statements using different lead-ins.
Students will write conclusion paragraphs for their papers.
Students that finish early May begin writing their speech and/or creating their timelines
Standards:
3.W.2d Provide a concluding statement or section.
Page 17 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View

Using the Google drive students will type their biographies. Once finished students will peer edit - rainbow editing.
Students that finish early will begin working on speeches and/or timelines.
Standards:
3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing.
3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills)
as well as to interact and collaborate with others.
Using the Google drive students will type their biographies. Once finished students will peer edit - rainbow editing.
Students that finish early will begin working on speeches and/or timelines.
Standards:
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
clarification.
Page 18 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Thursday 02/19/2015

Students will work on their biography model and/or posters.
All speeches and timelines must be finished. All biographies must be finished and printed.
Standards:
Page 19 of 20
2014-2015
Miss Goolsby
01/26/2015 - 02/20/2015
Day View
Friday 02/20/2015

Wax museum finish up.
Students will finish their models/posters, timelines, speeches, and make their buttons.
If there are early finishers they can help to create a sign explaining our wax museum.
Standards:
clarification.
Wax museum finish up.
Students will finish their models/posters, timelines, speeches, and make their buttons.
If there are early finishers they can help to create a sign explaining our wax museum.
Standards:
clarification.
Page 20 of 20

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2014-2015

Reading 10:05am - 11:00am

Reading 10:05am - 11:00am

Reading 9:38am - 10:25am

Reading 8:25am - 8:58am

Reading 10:10am - 11:43am

Reading 9:38am - 10:25am

Reading 10:05am - 11:00am

Reading 8:25am - 8:58am

Reading 10:05am - 11:00am

Reading 10:05am - 11:00am

Reading 9:38am - 10:25am

Reading 10:05am - 11:00am

Reading 8:25am - 8:58am

Reading 10:05am - 11:00am

Reading 9:38am - 10:25am

Reading 10:05am - 11:00am

Reading 8:25am - 8:58am

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