Lesson Plans  3​rd​ Grade  Week of: Feb.

25- March 1 
EQ: Essential Question AS: Activating Strategy TS: Teaching Strategy SA: Summarizing Activity/ Assessment 
 
Time/Subject  Standards  Monday  Tuesday  Wednesday  Thursday  Friday 
 
Notes and            NO AFTERNOON 
Materials  Challenge 
  Morning Challenge in 
*Mrs.  1st grade cluster 
Reese is 
BIGGERT TO RON 
teaching 
full time  CLARK ACADEMY 
III  Skill:  Mastery Connect Review 
(8:15-8:45)  MC Review  See groups and lessons ​here 
Reading  HW: Read  EQ: EQ: How do I use text evidence to describe a characters traits and motivations and explain how their actions 
Workshop  for 20  contribute to the theme? 
(8:45-10:00)  minutes and  Standards: 
record it on  3-RL.3.1, 3-RL.5.1, 3-RL.6.1, 3-RL.7.2, 3-RL.8.1 and 3-RL.9.2 
your iRead   
calendar 
Interactive    Focus: Synthesizing-  Focus:  Focus:  Focus:  Focus: 
Read Aloud  AS: Review what it  Comparing/Contrastin Comparing/Contrasting  Comparing/Contrast Comparing/Contrasting 
and Mini  means to synthesize.  g  AS: Review comparing  ing  two stories about the 
Lesson  Watch​ ​video​.    AS: Watch​ B ​ rainPop  and contrasting.  AS: Discuss key  same character. 
  TS: Choose a book to  junior on  Discuss what they  words used when  AS: Review with 
  read aloud that the  Comparing/Contrastin discovered after  comparing/contrasti students how 
students have not  g.  yesterday’s activity.  ng characters in a  characters change 
heard yet or let them  TS: Project​ ​Venn  Pass out​ ​notes​ for  story. Refer back to  from book to book in a 
complete this on their  Diagram​ (pg. 3) on the  journal.   your anchor chart if  series (unit 3). Remind 
own. Pass out page 6  PB and fill in for  TS: Choose one of the  needed.  them that often when 
of​ ​pdf​. Before  yourself. Show  anchor charts​ to  TS: Project the  the problem changes 
starting have  students page 4 and  show/create. Project  story on​ p​ age 8​ and  the character may 
students fill in what  how to fill in. Pass out  story​ on page 6 and  the chart on page 9.  change as well. 
they are thinking in  and give each student  answer the four  Have students read  TS: Tell students To 
the first bubble. You  a partner. I am going  questions together.  the story, answers  compare two 
can have this on the  to choose, I want  SA: Have students fill  the questions, and  characters, it is 
PB to do with them.  them with someone  in Venn diagram on  fill in the chart.  helpful to think of 
As you read, have  they wouldn’t normally  page 7 on their own.  Take for a ​minor  categories. In most 
them stop and fill in  pick.    They can glue this in  grade​. There is a  stories, authors 
each section.  SA: Students fill in  their journals when  rubric on pages  develop characters to 
Depending on the  page 4 with a partner.  complete.  43-44 of the same  have traits, they have 
length of your book  Volunteers share what  A:  pdf. You may want  a challenge or problem 
you may not fill in all  they learned about  Observations/complete to do this with your  or obstacle, they are 
sections but make  their partner and  d Venn diagram.    lowest GR group.  forced to respond to 
sure you fill in the  what they have in  the problem, and they 
last two. They should  common.  change over time. 
 glue this in their  A:  SA: Turn and talk:  Writing about each of 
journal when  Observations/Partner  Are you more like  these aspects of the 
complete.  page.   Deion or Connor?  characters, side by 
SA: Students share  A:  side will help you to 
how their thinking  Observations/compl understand them each 
changed with their  eted comparison.    as individuals better. 
team.  You can do this with 
A: Observations/note  two characters in the 
taking.   same book, or two 
characters in different 
books. Today they are 
going to compare the 
same character in two 
different stories. Use 
page 22​-38 to set up 
your “snowball” fight. 
Read the two stories 
aloud and arrange the 
three posters around 
the room. 
SA: Students pick up 
one “snowball” and 
decide which part of 
the room they should 
be in. Have students 
share with the group 
they are in and decide 
if they are in the 
correct place. 
A: Observations of 
snowball fight.  
Guided    Group 1 (I): Leveled printed reading passages (word work, retelling, self-correcting) 
Reading  Group 2 (L): Judy Moody was in a Mood (main idea, details, evidence from the text) 
Groups  Group 3 (N): Amber Brown is not a Crayon (main idea, details, evidence from the text) 
Group 4 (O): Dr. Carbles (connections, inferences, evidence from the text) 
Group 5 (P/Q): Superfudge (inferences, evidence from the text) 
Writing  Standards:  Materials:   Materials: Flipchart  Materials: Flipchart pg.  AS: Review word  Materials:  
Workshop  MCC 3.1,    pg.2  3 and example pg. 4  wall words.   
(10:00-10:25)  L4, L5,  AS: ​2 Corners Game​:      TS: Administer  AS: 
EQ: How do I  RC6.4,  Teacher reads fact or  AS: ​My Dad’s an Alien  AS: Flocabulary:  spelling test and 3  Brainpop: Fact and. 
improve my  RC6.5  opinion and students  short clip on citing  Persuasive Language  dictation sentences  Opinion 
opinion    go to corresponding  evidence on opinion    using word wall   
writing by    corner according to    TS: Read aloud​ I  words.  TS: 
focusing on    which they think the    Wanna Iguana​ (​or  SA: Completion of 
ideas,  statement belongs in.  other opinion text)​ or  spelling test. 
structure,  HW: What    TS: Read article below  watch Hey Little Ant    Introduce OREO 
and  age should  TS: Read aloud the  as a group:  on YouTube    method for writing 
conventions?  children  book​ Earrings. (​or  http://teacherlink.ed. http://youtu.be/ruD6L persuasively with Prezi: 
have cell  other book of choice  usu.edu/tlresources/u 3rJnLc  http://prezi.com/s19en
phones?  in the persuasive  nits/Read_S/Persuasi   uitiphz/?utm_campaign
Why?  genre).  ve%20Writing%202nd Present/ Build Anchor  =share&utm_medium=c
Persuade  List what the  %20grade%20by%20J chart based on It’s My  opy&rc=ex0share 
your  character wants/her  essica%20Shaw.pdf  Opinion pdf    
reader.   opinion and supporting    Brilliant Beginning  Project a ​student 
reasons on graphic  What do we notice  Mighty Middle  exemplar​ (pg. 15 and 
organizer.   about persuasive  Excellent Ending  25) to break down into 
  texts? What do you  Give student It’s My  and identify the OREO 
SA: SW turn and talk  think persuasive  Opinion pdf journal to  parts. 
with partner about  writing should  glue in   
something they feel  include? Take student  Project It’s My Opinion  SA: SW Identify the 
strongly about (start  responses.  Organizer and model  OREO parts of the 
thinking with  Build anchor chart  this structure using  exemplar of persuasive 
examples: Less  with characteristics  the opinion story read  writing with a partner 
homework, longer  of strong opinion/  today.  or small groups. Share 
recess, more game  persuasive writing.      with class to verify 
time at home).      SA: SW select a topic  agreement.   
SA: SW create own  from ideas list and  Have students use 
list of ideas/ topics in  complete the graphic  graphic organizer : 
journal of topics they  organizer for their   
feel strongly about.  topic.  http://oakdome.com/k
    5/lesson-plans/word/c
  ommon-core-graphic-or
  ganizer-oreo-opinion-w
  riting.php 
 
Related Arts 
(10:30-11:15) 
SS  Standards:  MONDAY  Lesson 6: Comparing  WEDNESDAY  Lesson 7: Local  FRIDAY 
(11:20-12:00)  3.3.4  AS: Review three  and Contrasting Levels  AS: Review three  Government and  Quizlet Live to review 
How did the    branches of  of Government  branches of  Review  for test 
American  HW:  government  government 
Revolution     
lead to the  TS: Go over concepts  TS: Go over concepts 
establishmen that students need  that students need 
t of a state  reviewing by setting  reviewing by setting up 
and national  up 4 rotations  4 rotations throughout 
government?   throughout the room  the room 
     
Unit study  SA: Teacher will  SA: Teacher will 
for major   observe students as  observe students as 
Quizziz 
https://quizi they go through  they go through 
zz.com/admi rotations  rotations 
n/quiz/5a65c
cf6a8a33253
1244d216 
 
 
Science  Standards AS: Review  TUESDAY  AS: Review for test  THURSDAY  FRIDAY 
(11:20-12:00 :3.E.4   renewable and  AS: Review  using ​Quizlet Live  AS: Review for  Earth Materials Unit 
)  nonrenewable  renewable and  and study guide  test using ​Quizlet  Test​ for ​Major 
  resources. Watch  nonrenewable    Live​ and study  Grade 
EQ: How do  BrainPop Jr Natural  resources. Watch  TS: ​Earth Materials  guide   
the  Resources  BrainPop Jr Natural  Unit Test​ for ​Major     
materials    Resources  Grade  TS: ​Earth 
and  TS: Discuss  TS: Discuss    Materials Unit 
processes  different examples  different examples  SA: Completed tests  Test​ for ​Major 
on Earth  of renewable  of renewable  for a major grade  Grade 
provide  resources (sun, air,  resources (sun, air,     
resources  plants, etc) and  plants, etc) and  Answer Key  SA: Completed 
for human  nonrenewable  nonrenewable  tests for a major 
activities?  resources (natural  resources (natural  grade 
  gas, oil, iron ore,  gas, oil, iron ore,   
  etc). Tell students  etc). Tell students  Answer Key 
  that today we are  that today we are 
  going to learn about  going to learn about 
  another  another 
nonrenewable  nonrenewable 
resource/energy  resource/energy 
called fossil fuels.  called fossil fuels. 
Give students ​page  Give students ​page 
8 of fossil fuels​ for  8 of fossil fuels​ for 
their notes. Have  their notes. Have 
them highlight  them highlight 
“Because fossil  “Because fossil 
fuels take so long to  fuels take so long to 
replace, they are  replace, they are 
considered  considered 
nonrenewable  nonrenewable 
resources”.  resources”. 
Introduce the word  Introduce the word 
“conserve” and ask  “conserve” and ask 
 students what they  students what they 
think it means.  think it means. 
What does it mean  What does it mean 
to conserve water?  to conserve water? 
Conserve energy?  Conserve energy? 
Conserve natural  Conserve natural 
resources? Explain  resources? Explain 
to students that  to students that 
“conserve” means to  “conserve” means to 
protect something  protect something 
from harm or waste.  from harm or waste. 
SA: Have students  SA: Have students 
work with their  work with their 
groups to create a  groups to create a 
web of all of the  web of all of the 
different ways that  different ways that 
they can conserve  they can conserve 
(have them think of  (have them think of 
conserving water,  conserving water, 
recycling, reusing,  recycling, reusing, 
etc) They can use  etc) They can use 
their Chromebooks  their Chromebooks 
(Kiddle) for  (Kiddle) for 
additional research  additional research 
if they choose.  if they choose. 
 
Lunch 
(12:00-12:40) 
Math  Standards:  
(12:40-1:40) 
AS: review how to  AS: What type of  AS: Review questions  *Sailboat for  Multiplication/Divis
EQ: ​How can  3.NSBT.3,  answer questions  graphs have we  from the math book  new unit and  ion 
analyzing  about graphs  studied so far?  pages from  write EQ.   AS: ​Create an 
3.ATO.8, 
patterns help    yesterday that your  Addition/Subtra anchor chart to 
3.ATO.9,  Choose the 
you  TS:   class struggled with.  ction  review 
understand  3.MDA.3  M: page 91  appropriate graph    AS: ​Create an  multiplication and 
place value?    A: page 92  ppt.  TS: ​Administer Data 
  anchor chart to  division strategies.  
3.ATO.3,  T: IXL: U.9    Quiz ​2 (Google 
review addition  TS:  
How can I  H: Review place  TS:  Form).  
3.ATO.8,  and subtraction  -SW write and 
use the  value  -Use​ ​graphing task   
3.NSBT.2 strategies.  solve the 
four    cards​ and​ ​practice  SA: Completed quiz 
,  SA: Complete the  for a minor grade.   TS:   multiplication and 
operations  MC​ questions to play  -SW write and  division problems in 
to help me  3.MDA.1,  line plot and answer  connect 4  solve the  their journals. 
solve  3.MDA.2  the questions in the    addition and  -Review the key 
real-world  flipchart.   -Play Quizlet Live to  subtraction  words for 
  problems in their  multiplication and 
story  review​ ​graphing 
problems?  HW:  pg  terms​ and​ ​graphing  journals (focus  division in word 
45-46  questions  on regrouping).  problems.  
 
-Review the key  -​SW glue in the 
SA: Go over  words for  Notes​. (This is 
addition and  math book page 
challenging questions 
subtraction in  291-292 if you’d 
 
word problems.   rather have them 
- Model for  tear it out instead 
students how to  of printing notes). 
use the CUBES  Model for students 
method to solve  how to use the 
the word  CUBES method to 
problems. SW  solve the word 
solve the  problems. Practice 
problems in their  writing equations 
journals.   with variable for 
  the unknown (ex: 
H: ​Word Problem  13-6=c). SW solve 
Practice pg. 2  the problems in 
M: Check  their journals.  
answers   
T: IXL: (money)  H: math book page 
S.4 and S.8  293-294 
A: Subtraction  M: Check answers 
Mountain  T: IXL: M.1 (just 
  facts), M.9 (1-step 
  word problems), 
SA: ​Complete  M.12 (Multi-step 
some of the S.4  word problems) 
questions  SA: ​Check IXL 
together.   scores and 
complete some of 
the S.4 questions 
together.  
 Physical Activity 
(1:40-2:00) 
Grammar    Review all grammar  Review all grammar  Send home grammar  Review all grammar  Review all grammar 
Focus:   skills taught.   skills taught.   study guide for test  skills taught.   skills taught.  
Review      March 6th.      
  Quizizz  Quizizz    Quizizz  Quizizz 
Review all grammar 
skills taught.  
 
Quizizz