2019-2020
Monday
03/09/2020
Morning Work 8:30am -
8:45am
House Meetings
Objective: SWBAT
determine strategies that will
improve their house success
in earning points and
performing well within the
classroom.
Procedure: Students will
meet within their houses to
determine strategies and
initiatives that will help them
be more successful in the
classroom and in earning
points for their house.
Students will discuss
behavior strategies, and ways
they can work together at
their tables to have more
success within the classroom.
Students will also discuss
how they can help each other
improve academically when
working in group activities or
partner work during lessons.
Vocabulary
teamwork, cooperation,
success, initiative, strategies,
assistance, encouragement
Assessment
Formative:
Teacher observation
Standards
3.SL.1d Explain their own
ideas and understanding in
Tuesday
03/10/2020
Morning Work 8:30am -
8:45am
Unfinished work
Objective: Students will
complete previously assigned
tasks to the best of their
ability.
Procedure: Students will
work on unfinished work from
previous day, specifically
science notebook entries,
ensuring that work is
exceptional.
Multiple Standards
Assessment
Formative:
Teacher observation
Grammar 8:45am - 9:00am
Singular and Plural
Pronouns
Objective: SWBAT explain
the function of singular and
plural pronouns in particular
sentences and ensure
pronoun-antecedent
agreement for singular and
plural pronouns.
Procedure: Review singular
and plural nouns. Introduce
pronoun agreement
describing how the pronoun
must match the word or
words it replaces. Provide the
example: My sisters and I
visited our grandparents.
Wednesday
03/11/2020
Morning Work 8:30am -
8:44am
Unfinished work
Objective: Students will
complete previously assigned
tasks to the best of their
ability.
Procedure: Students will
work on unfinished work from
previous day, specifically
science notebook entries,
ensuring that work is
exceptional.
Multiple Standards
Assessment
Formative:
Teacher observation
Spanish 8:45am
Grammar 9:15am - 9:30am
Singular and Plural
Pronouns
Objective: SWBAT explain
the function of singular and
plural pronouns in particular
sentences and ensure
pronoun-antecedent
agreement for singular and
plural pronouns.
Procedure: Provide
sentences on the board and
ask students to select the
correct pronouns to use in the
sentences replacing the
nouns. Discuss the pronoun I
and why it should be
Page 1 of 14
Thursday
03/12/2020
Morning Work 8:30am -
9:00am
Unfinished work
Objective: Students will
complete previously assigned
tasks to the best of their
ability.
Procedure: Students will
work on unfinished work from
previous day, specifically
science notebook entries,
ensuring that work is
exceptional.
Multiple Standards
Assessment
Formative:
Teacher observation
Grammar 9:00am - 9:15am
Singular and Plural
Pronouns
Objective: SWBAT explain
the function of singular and
plural pronouns in particular
sentences and ensure
pronoun-antecedent
agreement for singular and
plural pronouns.
Procedure: Provide
sentences on the board that
have incorrect pronouns.
Students will be asked to
rewrite the sentences in their
word works journals with the
correct pronouns. Select
students to teach the class
03/08/2020 - 03/14/2020
Friday
03/13/2020
Morning Work 8:30am -
8:44am
Quote of the Day
Objective: SWBAT listen to a
quote and determine the
central meaning or message
of the quote, applying it to
their own lives, while
responding to their peers'
interpretations.
Procedure: Read the quote
of the day and discuss its
central meaning with the
class as students take turns
explaining what the quote
might mean and how it
means to them. Students will
discuss with peers initially
and then as a whole group.
Vocabulary
Listening, tracking the
speaker, respectful response,
recognition of other thoughts
Assessment
Formative:
Teacher observation
Standards
3.SL.1 Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher led) with
diverse partners on grade 3
topics and texts, building on
others' ideas and expressing
their own clearly.
3.SL.1b Follow agreed-upon
Week View
2019-2020
light of the discussion.
3.SL.3 Ask and answer
questions about information
from a speaker, offering
appropriate elaboration and
detail.
3.SL.1 Engage effectively in
a range of collaborative
discussions (one-on-one, in
groups, and teacher led) with
diverse partners on grade 3
topics and texts, building on
others' ideas and expressing
their own clearly.
3.SL.1b Follow agreed-upon
rules for discussions (e.g.,
gaining the floor in respectful
ways, listening to others with
care, speaking one at a time
about the topics and texts
under discussion).
Grammar 8:45am - 9:00am
Singular and Plural
Pronouns
Objective: SWBAT explain
the function of singular and
plural pronouns in particular
sentences and ensure
pronoun-antecedent
agreement for singular and
plural pronouns.
Procedure: Introduce the
function of a singular and
plural pronoun by provided
the sentences: Gary and
Greg like to play baseball and
football on the weekends.
AND The boys like to play
-> We visited them. Provide
additional examples on the
board and allow students to
replace the words with
pronouns. Students will then
be provided sentence strips
to work in their groups to
replace words with pronouns.
Student will be asked to
replace as many words with
pronouns in the sentences as
they can without changing the
meaning of the sentences.
Students will then work with a
partner to complete PB p.
242
PB p. 242
Vocabulary
singular pronoun, personal
pronoun, indefinite pronouns,
pronoun antecedent
agreement
Assessment
Formative:
Grammar practice page
Teacher observation
Standards
3.L.1a Explain the function
of nouns, pronouns, verbs,
adjectives, and adverbs in
general and their functions in
particular sentences.
3.L.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
3.L.1f Ensure subject-verb
capitalized. Reference proper
nouns, encouraging students
to make the connection that
proper nouns can be
replaced by pronouns that
are not capitalized. Students
will then complete PB p. 243.
PB p. 243
Vocabulary
singular pronoun, personal
pronoun, indefinite pronouns,
pronoun antecedent
agreement
Assessment
Formative:
Grammar practice page
Teacher observation
Standards
3.L.1a Explain the function
of nouns, pronouns, verbs,
adjectives, and adverbs in
general and their functions in
particular sentences.
3.L.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
3.L.1f Ensure subject-verb
and pronoun-antecedent
agreement.
3.L.2 Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
Reading 9:30am - 10:30am
Page 2 of 14
the correct pronouns to use
and make corrections on the
board. Students will then
write a sentence using a
specific pronoun and select a
partner to peer review the
use of the pronoun. Students
will then practice their editing
techniques by completing PB
p. 244.
PB p. 244
Vocabulary
singular pronoun, personal
pronoun, indefinite pronouns,
pronoun antecedent
agreement
Assessment
Formative:
Grammar practice page
Teacher observation
Standards
3.L.1a Explain the function
of nouns, pronouns, verbs,
adjectives, and adverbs in
general and their functions in
particular sentences.
3.L.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
3.L.1f Ensure subject-verb
and pronoun-antecedent
agreement.
3.L.2 Demonstrate
command of the conventions
of standard English
03/08/2020 - 03/14/2020
rules for discussions (e.g.,
gaining the floor in respectful
ways, listening to others with
care, speaking one at a time
about the topics and texts
under discussion).
3.SL.1c Ask questions to
check understanding of
information presented, stay
on topic, and link their
comments to the remarks of
others.
Specials
(Med,The,Mus,PE,Art 8:44am
- 9:34am
Grammar 9:35am - 9:50am
Singular and Plural
Pronouns
Objective: SWBAT explain
the function of singular and
plural pronouns in particular
sentences and ensure
pronoun-antecedent
agreement for singular and
plural pronouns.
Procedure: Quickly review
singular and plural pronouns
by providing sentences on
the board. Select students to
recognize the pronouns or to
replace words with a correct
pronoun. Students will
complete the Grammar Quiz
for U5 Week 1.
Grammar Quiz U5 Week 1
Vocabulary
singular pronoun, personal
pronoun, indefinite pronouns,
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2019-2020
baseball and football on the
weekends. Ask students to
determine the difference
between the sentences and
recognize the pronoun versus
proper noun. Review the
personal pronouns I, me, you,
we, us, he, she, it, they, him,
her, them, and our. Students
will select 3 pronouns to use
in three sentences in their
word works journals. Review
indefinite pronouns someone,
no one,
everyone, and everybody. Complete
the online activity as a class. from the text, and using text
Students will independently
complete PB p. 241.
PB p. 241
Vocabulary
singular pronoun, personal
pronoun, indefinite pronouns,
pronoun antecedent
agreement
Assessment
Formative:
Grammar practice page
Teacher observation
Standards
3.L.1a Explain the function
of nouns, pronouns, verbs,
adjectives, and adverbs in
general and their functions in supporting author's point of
particular sentences.
3.L.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
and pronoun-antecedent
agreement.
3.L.2 Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
Reading 9:00am - 10:30am
Biography
Objective: SWBAT ask and
answer questions about a
text, recognizing the author's
point of view using details
features to assist in
understanding the events
within the text, specifically a
biography.
Procedure: Review the
essential questions and what
was learned from the audio
recording on the previous
day. Preview Irma Rangel
Texas Lawmaker on WB. p.
2. Discuss the genre and
discuss how the text may
relate to the essential
questions. Discuss the text
features of the story and read
it as a class focusing on key
details, interesting words, and
evidence from the text
view. Students will take notes
during the reading. Ask and
answer questions throughout
the story, recognizing
timelines and other important
text features. Students will
Biography
Objective: SWBAT ask and
answer questions about a
text, recognizing the author's
point of view using details
from the text, and using text
features to assist in
understanding the events
within the text, specifically a
biography.
Procedure: Review the
vocabulary highlighted within
the story about Irma Rangel.
Students will explain what the
vocabulary words mean
based on the context clues
within the story. Students will
then work with their houses to
create tableaus
representative of 2 different
vocabulary words at once.
Students will take turns in
their groups to share the
tableau and other groups
must critique respectfully
focusing on the criteria of a
tableau. Students will then
independently complete pp.
6-7 in their workbooks.
Review author's point of view
and discuss it in relation to
the story about Irma.
Complete a graphic organizer
to support the author's point
of view about Irma. Make
connections to the essential
question. Students will work
with a partner to complete the
Respond to Reading RACED
question.
WB pp. 6-7, 10-12
Page 3 of 14
capitalization, punctuation,
and spelling when writing.
Reading 9:15am - 11:50am
Biography
Objective: SWBAT ask and
answer questions about a
text, recognizing the author's
point of view using details
from the text, and using text
features to assist in
understanding the events
within the text, specifically a
biography.
Procedure: Review the
essential question and the
genre, allowing students to
explain. Introduce the
story Elizabeth Leads the
Way: Elizabeth Cady Stanton
and the Right to Vote.
Perform a book walk and
allow students to share their
observations with a partner.
Select students to share their
partner's comments making
predictions about the story.
Begin reading as a class,
observing details, interesting
words, and organization.
Students will continue to read
independently, while taking
notes about the story in their
journals. Reread sections of
the text as a class, discussing
author's point of view using
key details within the story.
Ask students to find prefixes
and suffixes, noting the
changes they make to the
03/08/2020 - 03/14/2020
pronoun antecedent
agreement
Assessment
Formative:
Teacher observation
Grammar Quiz
Standards
3.L.1a Explain the function
of nouns, pronouns, verbs,
adjectives, and adverbs in
general and their functions in
particular sentences.
3.L.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
3.L.1f Ensure subject-verb
and pronoun-antecedent
agreement.
3.L.2 Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
Reading 9:50am - 11:55am
Biography
Objective: SWBAT ask and
answer questions about a
text, recognizing the author's
point of view using details
from the text, and using text
features to assist in
understanding the events
within the text, specifically a
biography.
Procedure: Students will
reread Elizabeth Leads the
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2019-2020
speaking.
3.L.1f Ensure subject-verb
and pronoun-antecedent
agreement.
3.L.2 Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
Reading 9:00am - 10:15am
Biography
Objective: SWBAT ask and
answer questions about a
text, recognizing the author's
point of view using details
from the text, and using text
features to assist in
understanding the events
within the text, specifically a
biography.
Procedure: Introduce the
essential questions What do
good citizens do? and How
can we determine the
author's point of view using
details from the text?
Students will discuss with
their groups what it means to
be a good citizen and discuss
as a whole class. Watch the
video for the unit. Students
will then engage in VTS for
the photograph on p. viii of
reading companion. Students
will discuss with their partners
what citizenship means in
relation to the photograph
and complete the graphic
organizer on p. 1. Discuss the
complete the notetaking
independently. Students will
then reread the story with a
partner at their table and
discuss pp. 8-9. Review
together.
WB pp. 2-5, 8-9
Vocabulary
citizenship, continued, daring,
horrified, participate,
proposed, unfairness, waver,
honor,
Assessment
Formative:
Teacher observation
Workbook companion
Standards
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.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 3 topic or subject
area.
3.RI.5 Use text features and
search tools (e.g., key words,
sidebars, hyperlinks) to locate
information relevant to a
given topic efficiently.
3.RI.7 Use information
Vocabulary
citizenship, continued, daring,
horrified, participate,
proposed, unfairness, waver,
honor,
Assessment
Formative:
Teacher observation
Standards
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.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 3 topic or subject
area.
3.RI.5 Use text features and
search tools (e.g., key words,
sidebars, hyperlinks) to locate
information relevant to a
given topic efficiently.
3.RI.7 Use information
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
3.RI.6 Distinguish their own
Page 4 of 14
root words, as well as finding
vocabulary words. As
students read, pull small
groups to assist with asking
and answering questions
throughout the story as
needed.
Anthology pp. 366-385
Vocabulary
citizenship, continued, daring,
horrified, participate,
proposed, unfairness, waver,
honor,
Assessment
Formative:
Teacher observation
Standards
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.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 3 topic or subject
area.
3.RI.5 Use text features and
search tools (e.g., key words,
sidebars, hyperlinks) to locate
information relevant to a
given topic efficiently.
3.RI.7 Use information
03/08/2020 - 03/14/2020
Way: Elizabeth Cady Stanton
and the Right to Vote allowed
with a group, completing an
author's point of view graphic
organizer for specific pages.
Each group will be assigned
specific pages to focus on
details supporting the
author's point of view.
Students will work together to
reread and find details,
determining the point of view.
As a whole group, in
chronological order, allow
groups to share their findings
until the entire story has been
outlined with details.
Determine the overall point of
view as a class based on the
findings of each group.
Discuss the cause and effect
relationships within the story
and how they contribute to
the overall structure of the
story. Students will complete
WB pp. 15-17 independently.
Anthology pp. 366-385
WB pp. 15-17
Vocabulary
citizenship, continued, daring,
horrified, participate,
proposed, unfairness, waver,
honor,
Assessment
Formative:
Teacher observation
Standards
3.RI.1 Ask and answer
questions to demonstrate
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2019-2020
vocabulary citizen, honor,
heroes, proud. Introduce the
genre biography and ask
students what they know
about it. Listen to Jimmy
Carter: A Good Citizen and
students will complete their
foldable graphic organizer for
audio text to determine the
author's point of view, as well
as purpose of the text.
Students will re-examine their
definitions of biography
based on the read-aloud.
Discuss the read aloud,
making connections to the
essential questions.
WB p. 1
Vocabulary
citizen, heroes, proud, honor,
author's point of view,
author's purpose, citizenship,
VTS
Assessment
Formative:
Teacher observation
Standards
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.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.4 Determine the
meaning of general academic
and domain-specific words
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
3.RI.6 Distinguish their own
point of view from that of the
author of a text.
Writing 10:30am - 12:00pm
Persuasive Essay Editing
Objective: SWBAT make
edits to their persuasive
writing to create better hooks
for readers, as well as
conclusions, while adding
more detail and examples
within their writing.
Procedure: Have students
share how they felt about
their own editing process and
areas that they could possibly
improve upon. Remind
students the importance of
peer-editing and the
respectful and useful ways to
peer edit writing. Provide
examples of how to make
suggestions using respectful
language that encourages
writers. Students will then
work with a partner or
partners to take turns reading
and reviewing their writing
pieces. Partners will provide
feedback and make
suggestions on how to
improve the voice, hook,
point of view from that of the
author of a text.
Intervention 10:30am -
11:00am
Biography Leveled Reader
Objective: SWBAT read a
biography and determine the
author's point of view about
the issues discussed within
the biography, as well as the
main figure in the text.
Procedure: Continue to
read the story Eunice
Kennedy Shriver together
and review the text asking
specific questions throughout
the story about author's point
of view. Discuss what point of
view means and how to
determine the author's point
of view. Discuss domain-
specific words and make
connections to the essential
question What do good
citizens do? Have students
explain how the story relates
to the essential question and
how the biography describes
someone who has made
contributions. Have students
discuss what the author's
point of view of Shriver is
based on details in the story.
Leveled Reader - On Level
- Eunice Kennedy Shriver
Vocabulary
characterization, author's
point of view, context clues,
daring, waver, rights,
Page 5 of 14
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
3.RI.6 Distinguish their own
point of view from that of the
author of a text.
Specials
(Med,The,Mus,PE,Art 9:37am
- 10:27am
Intervention 10:30am -
11:00am
Biography Leveled Reader
Objective: SWBAT read a
biography and determine the
author's point of view about
the issues discussed within
the biography, as well as the
main figure in the text.
Procedure: Students will
reread the story Eunice
Kennedy Shriver and then
respond to the reading
through writing by explaining
their own point of view of
Shriver. Students will use
details from the text to
support their point of view,
while comparing their point of
view to that of the author's
point of view.
Leveled Reader - On Level
- Eunice Kennedy Shriver
Progress Monitoring
Vocabulary
03/08/2020 - 03/14/2020
understanding of a text,
referring explicitly to the text
as the basis for the answers.
3.RI.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 3 topic or subject
area.
3.RI.5 Use text features and
search tools (e.g., key words,
sidebars, hyperlinks) to locate
information relevant to a
given topic efficiently.
3.RI.7 Use information
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
3.RI.6 Distinguish their own
point of view from that of the
author of a text.
Intervention 10:30am -
11:00am
Biography Leveled Reader
Objective: SWBAT read a
biography and determine the
author's point of view about
the issues discussed within
the biography, as well as the
main figure in the text.
Week View
2019-2020
and phrases in a text relevant
to a grade 3 topic or subject
area.
3.RI.5 Use text features and
search tools (e.g., key words,
sidebars, hyperlinks) to locate
information relevant to a
given topic efficiently.
3.RI.7 Use information
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
3.RI.6 Distinguish their own
point of view from that of the
author of a text.
Writing 10:15am - 11:35am
Persuasive Essay Editing
Objective: SWBAT make
edits to their persuasive
writing to create better hooks
for readers, as well as
conclusions, while adding
more detail and examples
within their writing.
Procedure: Discuss the
importance of editing in
writing and why authors need
to edit their own papers, as
well as have editors review
their work. Students should
explain the editing process
and why it is important based
on their experience with
narrative and informational
introduction, conclusion, and
details within the story.
Students will respond to the
opinion within the writing and
note if the opinion was
persuasive enough to
convince them and how it
may be improved. Students
will then switch partners and
complete the same steps with
different feedback. After two
rotations, students will return
to their desks and
independently make
additional edits to their
writing.
Vocabulary
editing, introduction, hook,
conclusion, details, personal
experience, examples,
persuasive, opinion
Assessment
Formative:
Teacher observation
Standards
3.W.1 Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
3.W.1a Introduce the topic or
text they are writing about,
state an opinion, and create
an organizational structure
that lists reasons.
3.W.1b Provide reasons that
support the opinion.
3.W.1c Use linking words
and phrases (e.g., because,
therefore, since, for example)
proposed, continue, horrified,
unfairness, preposterous,
summarize
Assessment
Formative:
Teacher observation
Standards
3.RI.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 3 topic or subject
area.
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.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.6 Distinguish their own
point of view from that of the
author of a text.
3.RI.7 Use information
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
3.RI.8 Describe the logical
connection between
Page 6 of 14
characterization, author's
point of view, context clues,
daring, waver, rights,
proposed, continue, horrified,
unfairness, preposterous,
summarize
Assessment
Formative:
Teacher observation
Standards
3.RI.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 3 topic or subject
area.
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.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.6 Distinguish their own
point of view from that of the
author of a text.
3.RI.7 Use information
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
03/08/2020 - 03/14/2020
Procedure: Students will
complete their writing about
their point of view of Eunice
Kennedy Shriver and then
share with the group.
Students listening will make
comparisons between the
student reader's point of view
to the author's point of view.
Students will respectfully
critique one another's writing
by emphasizing the details
that were included in the
writing, as well as additional
details that would help
support the point of view.
Leveled Reader - On Level
- Eunice Kennedy Shriver
Vocabulary
characterization, author's
point of view, context clues,
daring, waver, rights,
proposed, continue, horrified,
unfairness, preposterous,
summarize
Assessment
Formative:
Teacher observation
Standards
3.RI.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 3 topic or subject
area.
3.RI.3 Describe the
relationship between a series
of historical events, scientific
Week View
2019-2020
writing. Provide examples of
how editing may occur within
the writing beyond simple
grammar and spelling errors.
Encourage students to
reorganize or add additional
information to areas of their
writing to help strengthen
their argument within their
writing. Students will then
work independently to edit
their own persuasive writing
essays, adding new
information and examples
from their own experiences or
what they know to strengthen
their writing.
Vocabulary
editing, introduction, hook,
conclusion, details, personal
experience, examples,
persuasive, opinion
Assessment
Formative:
Teacher observation
Standards
3.W.1 Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
3.W.1a Introduce the topic or
text they are writing about,
state an opinion, and create
an organizational structure
that lists reasons.
3.W.1b Provide reasons that
support the opinion.
3.W.1c Use linking words
and phrases (e.g., because,
to connect opinion and
reasons.
3.W.1d Provide a concluding
statement or section.
Minimum Day 12:10pm -
3:30pm
particular sentences and
paragraphs in a text (e.g.,
comparison, cause/effect,
first/second/third in a
sequence).
Writing 11:00am - 11:50am
Persuasive Essay Editing
Objective: SWBAT make
edits to their persuasive
writing to create better hooks
for readers, as well as
conclusions, while adding
more detail and examples
within their writing and
publish the final drafts of their
writing pieces.
Procedure: Reflect on the
editing session from the
previous day and allow
students to share how they
felt about their peer feedback.
Ask if there was anything that
would have been more useful
for them that their peers may
have done. Students will then
work on the Chromebook to
publish their final drafts of
their writing, making any edits
necessary and reviewing
before submitting their work.
Students may also be
encouraged to use text
features within their writing to
add additional details that
help support their opinion.
Vocabulary
editing, introduction, hook,
conclusion, details, personal
experience, examples,
Page 7 of 14
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).
Writing 11:50am - 1:30pm
Persuasive Essay Editing
Objective: SWBAT make
edits to their persuasive
writing to create better hooks
for readers, as well as
conclusions, while adding
more detail and examples
within their writing and
publish the final drafts of their
writing pieces.
Procedure: Students will
continue to work on the
Chromebook to publish their
final drafts of their writing,
making any edits necessary
and reviewing before
submitting their work.
Students may also be
encouraged to use text
features within their writing to
add additional details that
help support their opinion.
Meet with students 1:1 to
review their writing and
provide direct feedback,
allowing students time to
make additional corrections
or adjustments if necessary.
Vocabulary
editing, introduction, hook,
conclusion, details, personal
03/08/2020 - 03/14/2020
ideas or concepts, or steps in
technical procedures in a
text, using language that
pertains to time, sequence,
and cause/effect.
3.RI.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.6 Distinguish their own
point of view from that of the
author of a text.
3.RI.7 Use information
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
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).
Writing 11:55am - 1:30pm
Persuasive Essay Editing
Objective: SWBAT share
their published persuasive
writing pieces with their
peers, while inviting
comments and responses to
their opinion, and vise versa
with their peers' opinions.
Procedure: Allow student
volunteers to share their
Week View
2019-2020
therefore, since, for example)
to connect opinion and
reasons.
3.W.1d Provide a concluding
statement or section.
Intervention 10:30am -
11:00am
Biography Leveled Reader
Objective: SWBAT read a
biography and determine the
author's point of view about
the issues discussed within
the biography, as well as the
main figure in the text.
Procedure: Review the
essential question What do
good citizens do? asking
students what they think good
citizens should do. Have
students conduct a book walk
through the leveled reader
story Eunice Kennedy Shriver
and ask them to explain what
type of story it might be
based on the text features.
Predict what the story may be
about. Read the story
together as a class and
review the text asking specific
questions throughout the
story about author's point of
view. Discuss what point of
view means and how to
determine the author's point
of view.
Leveled Reader - On Level
- Eunice Kennedy Shriver
Vocabulary
characterization, author's
persuasive, opinion
Assessment
Formative:
Teacher observation
Standards
3.W.1 Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
3.W.1a Introduce the topic or
text they are writing about,
state an opinion, and create
an organizational structure
that lists reasons.
3.W.1b Provide reasons that
support the opinion.
3.W.1c Use linking words
and phrases (e.g., because,
therefore, since, for example)
to connect opinion and
reasons.
3.W.1d Provide a concluding
statement or section.
Mathematics 11:50am -
1:35pm
Session 3.4
Objective: SWBAT solve
multiplication problems
involving multiples of 10 and
solve word problems
involving the four operations
that require multi-steps in
finding the solution to the
question.
Procedure: Fast facts -
students will have 50
seconds to solve
multiplication equations
Page 8 of 14
experience, examples,
persuasive, opinion
Assessment
Formative:
Teacher observation
Standards
3.W.1 Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
3.W.1a Introduce the topic or
text they are writing about,
state an opinion, and create
an organizational structure
that lists reasons.
3.W.1b Provide reasons that
support the opinion.
3.W.1c Use linking words
and phrases (e.g., because,
therefore, since, for example)
to connect opinion and
reasons.
3.W.1d Provide a concluding
statement or section.
Lunch 12:20pm - 1:00pm
Mathematics 1:30pm -
2:40pm
Session 3.5
Objective: SWBAT solve
multiplication problems
involving multiples of 10 and
solve word problems
involving the four operations
that require multi-steps in
finding the solution to the
question.
Procedure: Fast facts -
students will have 50
03/08/2020 - 03/14/2020
persuasive writing in front of
the class. Students will read
their writing to the class, and
students will have 2 minutes
for questions/responses to
the writing. Students should
be reminded to respond
respectfully and only make
comments that are
necessary.
Vocabulary
editing, introduction, hook,
conclusion, details, personal
experience, examples,
persuasive, opinion
Assessment
Formative:
Teacher observation
Standards
3.W.1 Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
3.W.1a Introduce the topic or
text they are writing about,
state an opinion, and create
an organizational structure
that lists reasons.
3.W.1b Provide reasons that
support the opinion.
3.W.1c Use linking words
and phrases (e.g., because,
therefore, since, for example)
to connect opinion and
reasons.
3.W.1d Provide a concluding
statement or section.
Lunch 12:20pm - 1:00pm
Week View
2019-2020
point of view, context clues,
daring, waver, rights,
proposed, continue, horrified,
unfairness, preposterous,
summarize
Assessment
Formative:
Teacher observation
Standards
3.RI.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 3 topic or subject
area.
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.2 Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
3.RI.6 Distinguish their own
point of view from that of the
author of a text.
3.RI.7 Use information
gained from illustrations (e.g.,
maps, photographs) and the
words in a text to
demonstrate understanding
of the text (e.g., where, when,
why, and how key events
occur).
relating to the factor they
are working on. Students
will solve math problems in
their journals involving
fractions, multiplication/
division, and addition/
subtraction. Students will
then view a quick image and
be asked to draw the image
in their journals. Students will
view the quick image again
and make changes as
necessary to their drawings.
Students will then compare
their drawings to the actual
image and discuss how they
determined the shape and
number of dots in the image.
Discuss the relationship
between multiplication and
division allowing students to
explain. Have students
provide examples relating
multiplication and division to
fact families. Discuss
language that may be used in
word problems relating to
division versus multiplication.
Each table group will receive
a multi-step problem involving
division and must solve using
the steps learned. Review the
problems. Students will work
with a partner to complete pp.
333-336.
WB pp. 333-336
Vocabulary
multiple, product, factors,
repetition, groups of,
multiplication, division, muti-
step problems, inverse
Page 9 of 14
03/08/2020 - 03/14/2020
seconds to solve Mathematics 1:30pm -
multiplication equations 2:40pm
relating to the factor they are Session 3.6
working on. Students will
Objective: SWBAT solve
solve math problems in their
multiplication problems
journals involving fractions,
involving multiples of 10 and
multiplication/division, and
solve word problems
addition/subtraction. Students
involving the four operations
will then view a quick image
that require multi-steps in
and be asked to draw the
finding the solution to the
image in their journals.
question.
Students will view the quick
Procedure: Fast facts -
image again and make
students will have 50
changes as necessary to
seconds to solve
their drawings. Students will
multiplication equations
then compare their drawings
relating to the factor they are
to the actual image and
working on. Students will
discuss how they determined
solve math problems in their
the shape and number of
journals involving fractions,
dots in the image. Review the
multiplication/division, and
inverse operation between
addition/subtraction. Students
multiplication and division by
will then view a quick image
providing fact families that
and be asked to draw the
students must draw to
image in their journals.
represent the various
Students will determine the
multiplication and division
closest estimate of a
problems that represent the
subtraction problem using
fact families. Have students
mental math and rounding
explain how multiplication can
strategies. Discuss as a
help solve division word
class. Have students create
problems. Student will work
their own world problems
independently to complete p.
using multiplication or division
337 and then compare
and trade with a partner at
answers with a partner.
their table to solve. Allow
Select students to share their
some students to share to the
solutions. Students will then
class and check their work.
complete Quiz 2 and
Students will complete the
multiplication facts
Solving Word Problems
assessment.
assessment and complete p.
WB pp. 337
339 when finished.
Quiz 2 / Multiplication Facts
WB pp. 339
Week View
2019-2020
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).
Mathematics 11:35am -
1:50pm
Session 3.3
Objective: SWBAT solve
multiplication problems
involving multiples of 10 and
solve word problems
involving the four operations
that require multi-steps in
finding the solution to the
question.
Procedure: Fast facts -
students will have 50
seconds to solve
multiplication equations
relating to the factor they
are working on. Students
will solve math problems in
their journals involving
fractions, multiplication/
division, and addition/
subtraction. Students will
then view a quick image and
be asked to draw the image
in their journals. Students will
view the quick image again
and make changes as
necessary to their drawings.
Students will then compare
their drawings to the actual
image and discuss how they
determined the shape and
operation, commutative
property, distributive property
Assessment
Formative:
Teacher observation
Workbook pages
Standards
3.OA.1 Interpret products of
whole numbers, e.g., interpret
5 x 7 as the total number of
objects in 5 groups of 7
objects each. For example,
describe a context in which a
total number of objects can
be expressed as 5 x 7.
3.OA.3 Use multiplication
and division within 100 to
solve word problems in
situations involving equal
groups, arrays, and
measurement quantities, e.g.,
by using drawings and
equations with a symbol for
the unknown number to
represent the problem.
3.OA.4 Determine the
unknown whole number in a
multiplication or division
equation relating three whole
numbers. For example,
determine the unknown
number that makes the
equation true in each of the
equations 8 x ? = 48, 5 = ? ÷
3, 6 x 6 = ?.
3.OA.5 Apply properties of
operations as strategies to
multiply and divide.
Examples: If 6 x 4 = 24 is
Page 10 of 14
Assessment
Vocabulary
multiple, product, factors,
repetition, groups of,
multiplication, division, muti-
step problems, inverse
operation, commutative
property, distributive property
Assessment
Formative:
Teacher observation
Workbook pages
Summative:
Quiz 2
Multiplication Facts
Assessment
Standards
3.OA.1 Interpret products of
whole numbers, e.g., interpret
5 x 7 as the total number of
objects in 5 groups of 7
objects each. For example,
describe a context in which a
total number of objects can
be expressed as 5 x 7.
3.OA.3 Use multiplication
and division within 100 to
solve word problems in
situations involving equal
groups, arrays, and
measurement quantities, e.g.,
by using drawings and
equations with a symbol for
the unknown number to
represent the problem.
3.OA.4 Determine the
unknown whole number in a
multiplication or division
equation relating three whole
03/08/2020 - 03/14/2020
Solving Word Problems
assessment
Vocabulary
multiple, product, factors,
repetition, groups of,
multiplication, division, muti-
step problems, inverse
operation, commutative
property, distributive property
Assessment
Formative:
Teacher observation
Workbook pages
Summative:
Solving word problems
assessment
Standards
3.OA.1 Interpret products of
whole numbers, e.g., interpret
5 x 7 as the total number of
objects in 5 groups of 7
objects each. For example,
describe a context in which a
total number of objects can
be expressed as 5 x 7.
3.OA.3 Use multiplication
and division within 100 to
solve word problems in
situations involving equal
groups, arrays, and
measurement quantities, e.g.,
by using drawings and
equations with a symbol for
the unknown number to
represent the problem.
3.OA.4 Determine the
unknown whole number in a
Week View
2019-2020
number of dots in the image.
Review the steps for solving
word problems, including
determining the operation,
writing the equation, creating
a diagram if necessary, and
solving the problem to find
the solution. Introduce multi-
step word problems and the
additional steps needed to
solve such problems.
Practice as a class working in
partners and reviewing
together on WB pp. 329-330.
Provide each table group with
a multi-step problem for them
to solve using each step.
Students will work
independently on WB pp.
331-332
WB pp. 329-332
Vocabulary
multiple, product, factors,
repetition, groups of,
multiplication, division, muti-
step problems, inverse
operation, commutative
property, distributive property
Assessment
Formative:
Teacher observation
Workbook pages
Standards
3.OA.1 Interpret products of
whole numbers, e.g., interpret
5 x 7 as the total number of
objects in 5 groups of 7
objects each. For example,
describe a context in which a
known, then 4 x 6 = 24 is also
known. (Commutative
property of multiplication.) 3 x
5 x 2 can be found by 3 x 5 =
15, then 15 x 2 = 30, or by 5 x
2 = 10, then 3 x 10 = 30.
(Associative property of
multiplication.) Knowing that
8 x 5 = 40 and 8 x 2 = 16,
one can find 8 x 7 as 8 x (5 +
2) = (8 x 5) + (8 x 2) = 40 +
16 = 56. (Distributive
property.)
3.OA.8 Solve two-step word
problems using the four
operations. Represent these
problems using equations
with a letter standing for the
unknown quantity. Assess the
reasonableness of answers
using mental computation
and estimation strategies
including rounding.
3.OA.6 Understand division
as an unknown-factor
problem. For example, find
32 ÷ 8 by finding the number
that makes 32 when
multiplied by 8.
Lunch 12:20pm - 1:00pm
Specials
(Med,The,Mus,PE,Art 1:36pm
- 2:26pm
Science/SS 2:30pm - 3:10pm
Structures of Life
Investigation 1 Part 1
Objective: SWBAT to explain
the properties and
Page 11 of 14
numbers. For example,
determine the unknown
number that makes the
equation true in each of the
equations 8 x ? = 48, 5 = ? ÷
3, 6 x 6 = ?.
3.OA.5 Apply properties of
operations as strategies to
multiply and divide.
Examples: If 6 x 4 = 24 is
known, then 4 x 6 = 24 is also
known. (Commutative
property of multiplication.) 3 x
5 x 2 can be found by 3 x 5 =
15, then 15 x 2 = 30, or by 5 x
2 = 10, then 3 x 10 = 30.
(Associative property of
multiplication.) Knowing that
8 x 5 = 40 and 8 x 2 = 16,
one can find 8 x 7 as 8 x (5 +
2) = (8 x 5) + (8 x 2) = 40 +
16 = 56. (Distributive
property.)
3.OA.8 Solve two-step word
problems using the four
operations. Represent these
problems using equations
with a letter standing for the
unknown quantity. Assess the
reasonableness of answers
using mental computation
and estimation strategies
including rounding.
3.OA.6 Understand division
as an unknown-factor
problem. For example, find
32 ÷ 8 by finding the number
that makes 32 when
multiplied by 8.
03/08/2020 - 03/14/2020
multiplication or division
equation relating three whole
numbers. For example,
determine the unknown
number that makes the
equation true in each of the
equations 8 x ? = 48, 5 = ? ÷
3, 6 x 6 = ?.
3.OA.5 Apply properties of
operations as strategies to
multiply and divide.
Examples: If 6 x 4 = 24 is
known, then 4 x 6 = 24 is also
known. (Commutative
property of multiplication.) 3 x
5 x 2 can be found by 3 x 5 =
15, then 15 x 2 = 30, or by 5 x
2 = 10, then 3 x 10 = 30.
(Associative property of
multiplication.) Knowing that
8 x 5 = 40 and 8 x 2 = 16,
one can find 8 x 7 as 8 x (5 +
2) = (8 x 5) + (8 x 2) = 40 +
16 = 56. (Distributive
property.)
3.OA.8 Solve two-step word
problems using the four
operations. Represent these
problems using equations
with a letter standing for the
unknown quantity. Assess the
reasonableness of answers
using mental computation
and estimation strategies
including rounding.
3.OA.6 Understand division
as an unknown-factor
problem. For example, find
32 ÷ 8 by finding the number
that makes 32 when
Week View
2019-2020
total number of objects can
be expressed as 5 x 7.
3.OA.3 Use multiplication
and division within 100 to
solve word problems in
situations involving equal
groups, arrays, and
measurement quantities, e.g.,
by using drawings and
equations with a symbol for
the unknown number to
represent the problem.
3.OA.4 Determine the
unknown whole number in a
multiplication or division
equation relating three whole
numbers. For example,
determine the unknown
number that makes the
equation true in each of the
equations 8 x ? = 48, 5 = ? ÷
3, 6 x 6 = ?.
3.OA.5 Apply properties of
operations as strategies to
multiply and divide.
Examples: If 6 x 4 = 24 is
known, then 4 x 6 = 24 is also
known. (Commutative
property of multiplication.) 3 x
5 x 2 can be found by 3 x 5 =
15, then 15 x 2 = 30, or by 5 x
2 = 10, then 3 x 10 = 30.
(Associative property of
multiplication.) Knowing that
8 x 5 = 40 and 8 x 2 = 16,
one can find 8 x 7 as 8 x (5 +
2) = (8 x 5) + (8 x 2) = 40 +
16 = 56. (Distributive
property.)
characteristics of various
types of seeds within fruits to
explain how plants can have
diverse characteristics to
adapt and exist in their
environments.
Procedure: Introduce the
new unit and ask students
what they know about
adaptations and
characteristics of plants and
animals. Ask students how
plants continue to exist on
Earth and how they
reproduce. Introduce the
focus question: How are
seeds alike and different?
Ask students to explain the
difference between a fruit and
a vegetable, as well as beans
and show students some
types of fruits and beans.
Discuss the vocabulary
associated with the
investigation. Provide
students with the notebook
sheet to compare the
different seeds. Students will
make predictions about the
essential question, as well as
the seeds that are provided to
each group. Students will
then make their observations
and record them in their
journals, noting similarities
and differences. Students will
discuss with their groups their
observations and then write
their conclusion to the focus
question.
Page 12 of 14
3.OA.7 Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and division
(e.g., knowing that 8 x 5 = 40,
one knows 40 ÷ 5 = 8) or
properties of operations. By
the end of Grade 3, know
from memory all products of
two one-digit numbers.
Science/SS 2:40pm - 3:10pm
Structures of Life
Investigation 1 Part 2
Objective: SWBAT to explain
the properties and
characteristics of various
types of seeds within fruits to
explain how plants can have
diverse characteristics to
adapt and exist in their
environments.
Procedure: Introduce the
focus question: What effect
does water have on seeds?
Students will observe four
different types of seeds that
they will be observing and
recording over the course of
the next week as it sprouts.
Students will make
predictions answering the
focus question in their
journals. Students will then
observe the seeds and make
observations on their
notebook sheets about the
seeds ensuring that they
clearly label the date. Each
03/08/2020 - 03/14/2020
multiplied by 8.
3.OA.7 Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and division
(e.g., knowing that 8 x 5 = 40,
one knows 40 ÷ 5 = 8) or
properties of operations. By
the end of Grade 3, know
from memory all products of
two one-digit numbers.
Science/SS 2:40pm - 3:10pm
Structures of Life
Investigation 1 Part 3
Objective: SWBAT to explain
the properties and
characteristics of various
types of seeds within fruits to
explain how plants can have
diverse characteristics to
adapt and exist in their
environments.
Procedure: Introduce the
focus question: How much
water does a seed soak
up? Students will compare
the mass of seeds that have
been soaked in water
overnight, versus seeds that
have not. Students will use
lima bean seeds to
investigate the mass of seeds
that have soaked up water.
Students will observe their
seeds from the previous
session and discuss their
observations. Students will
make predictions on how they
Week View
2019-2020
3.OA.8 Solve two-step word
problems using the four
operations. Represent these
problems using equations
with a letter standing for the
unknown quantity. Assess the
reasonableness of answers
using mental computation
and estimation strategies
including rounding.
3.OA.6 Understand division
as an unknown-factor
problem. For example, find
32 ÷ 8 by finding the number
that makes 32 when
multiplied by 8.
Lunch 12:20pm - 1:00pm
Science/SS 1:55pm - 2:20pm
Motion and Matter Unit Test
continued
Objective: SWBAT to find
solutions and answer
questions about problems
relating to force, gravity,
motion, and magnetism using
what they have learned
throughout the unit.
Procedure: Students will
complete the Motion and
Matter Unit test.
Unit Test
Standards:
3-PS2-1. Plan and conduct
an investigation to provide
evidence of the effects of
balanced and unbalanced
forces on the
Standards:
3-LS1-1. Develop models to
describe that organisms have
unique and diverse life cycles
but all have in common birth,
growth, reproduction, and
death.
3-LS3-1 Analyze and
interpret data to provide
evidence that plants and
animals have traits inherited
from parents and that
variation of these traits exists
in a group of similar
organisms.
3-LS3-2. Use evidence to
support the explanation that
traits can be influenced by
the environment.
Vocabulary
characteristic, observe,
organism, property,
reproduce, seed, fruit, pod,
structure, protect, dormant,
patterns predict, conclusion,
estimate, compare/contrast
Assessment
Formative:
Teacher observation
Science journal entries
Page 13 of 14
group will only focus on one
seed for the next week and
make observations about that
seed. Use filter paper and
sprouters, as well as place
mat. Students will create a
filter paper sprouter with
bleach water which they will
make observations with each
day as the seed begins to
sprout. Use a class sprouter
as well for students to
observe all seeds sprouting.
Students will record
observations in their
journals.
Standards:
3-LS1-1. Develop models to
describe that organisms have
unique and diverse life cycles
but all have in common birth,
growth, reproduction, and
death.
3-LS3-1 Analyze and
interpret data to provide
evidence that plants and
animals have traits inherited
from parents and that
variation of these traits exists
in a group of similar
organisms.
3-LS3-2. Use evidence to
support the explanation that
traits can be influenced by
the environment.
Vocabulary
characteristic, observe,
organism, property,
reproduce, seed, fruit, pod,
03/08/2020 - 03/14/2020
may investigate the new
focus question. Students will
weigh dry seeds and then
soak them in water to then
weight them in the next
session. Students will record
observations and
measurements in their
journals.
Standards:
3-LS1-1. Develop models to
describe that organisms have
unique and diverse life cycles
but all have in common birth,
growth, reproduction, and
death.
3-LS3-1 Analyze and
interpret data to provide
evidence that plants and
animals have traits inherited
from parents and that
variation of these traits exists
in a group of similar
organisms.
3-LS3-2. Use evidence to
support the explanation that
traits can be influenced by
the environment.
Vocabulary
characteristic, observe,
organism, property,
reproduce, seed, fruit, pod,
structure, protect, dormant,
patterns predict, conclusion,
estimate, compare/contrast
Assessment
Formative:
Teacher observation
Week View
2019-2020 03/08/2020 - 03/14/2020

motion of an object. structure, protect, dormant, Science journal entries

3-PS2-2. Make observations patterns predict, conclusion,
and/or measurements of an estimate, compare/contrast
object’s motion to provide Assessment
evidence that a pattern can
Formative:
be used to
Teacher observation
predict future motion.
Science journal entries
3-PS2-4. Define a simple
design problem that can be
solved by applying scientific
ideas about magnets.*

Vocabulary
challenges, engineer, criteria,
criterion, constraints, bearing,
motion, forces, gravity, push/
pull
Assessment
Formative:
Teacher observation
Summative:
Unit Test

Specials
(Med,The,Mus,PE,Art 2:29pm
- 3:10pm

Page 14 of 14 Week View