Week of Halloween



Basal Unit

3rd Grade

Kristen Edmonds

Lauren Edmonds

Beth Gamble

Danielle Hurst

Table of Contents

Introduction & Readings…………………………………………………………………..3

Weekly Rotation Schedule………………………………………………………………...4

Monday: Introduction Lesson……………………………………………………………..5

Halloween Acrostic………………………………………………………………..7

Finding Words Activity…………………………………………………………...8

Tuesday: Vocabulary/Centers Lesson……………………………………………………..9

Predict-O-Grams

Stone Soup……………………………………………………………….10

Tops and Bottoms………………………………………………………..10

Ananse’s Feast…………………………………………………………...11

Reading Guides

Stone Soup……………………………………………………………….12

Tops and Bottoms………………………………………………………..13

Ananse’s Feast…………………………………………………………...14

Wednesday: Skill/Centers Lesson………………………………………………………..15

Theme Exit Slip………………………………………………………………….16

Thursday: Comprehension/Centers Lesson……………………………………………...17

To Catch a Rabbit Handout………………………………………………………19

Four Square Comprehension Handout…………………………………………...20

Friday: Closure Lesson…………………………………………………………………..21

Crafts Handout…………………………………………………………………...23

Unit Exit Slip…………………………………………………………………….24

Centers Lesson…………………………………………………………………………...25

Math Center Activities…………………………………………………………...27

Science Center Activities………………………………………………………...29

Social Studies Center Activities………………………………………………….32

Spelling Center Activities………………………………………………………..33

Technology Center Activities……………………………………………………35

Games Center Activities…………………………………………………………38

Assessment & Management……………………………………………………………...43

Annotated Bibliography………………………………………………………………….44

Introduction

This unit will be implemented the week of Halloween. Three different stories will be the focus of the three leveled reading groups. The three groups, their stories, and their label are listed below.

Leveled Groups:

• Circles: High Level Readers = Ananse’s Feast

• Triangles: Average Level Readers = Tops and Bottoms

• Squares: Low Level Readers = Stone Soup

The common theme between the three stories is trickery. Therefore, these stories were chosen to be implemented around Halloween.

The unit consists of three lessons and centers. The three lessons include vocabulary, skill, and comprehension. Students will rotate through six centers throughout the week including math, science, social studies, spelling, technology, and games.

[pic] [pic] [pic]

Weekly Rotation Schedule

On Monday and Friday the students will complete activities for three rotations. They will get into their leveled groups and complete all three rotation activities in that area with their groups. The schedule for the rotations is the same for both days and is listed below.

| Rotations |First |Second |Third |

|Journal | | | |

|Spelling | | | |

|Halloween Activity | | | |

On Tuesday, Wednesday, and Thursday, the students will go to centers. The rotation format for all three center days is listed below.

Center Rotations: Divide students into six heterogeneous groups, labeled by colors. They follow the chart below for rotation schedule.

| |Math |Science |Social Studies |Spelling |Technology |Games |

|Day 2 |1 Blue |1 Yellow |1 Red |1 Orange |1 Purple |1 Green |

| |2 Green |2 Blue |2 Yellow |2 Red |2 Orange |2 Purple |

|Day 3 |1 Purple |1 Green |1 Blue |1 Yellow |1 Red |1 Orange |

| |2 Orange |2 Purple |2 Green |2 Blue |2 Yellow |2 Red |

|Day 4 |1 Red |1 Orange |1 Purple |1 Green |1 Blue |1 Yellow |

| |2 Yellow |2 Red |2 Orange |2 Purple |2 Green |2 Blue |

* The numbers one and two indicate the first and second center rotations for each day. For example, the blue group goes to math for the first rotation on day two and then to science for the second rotation.

Center Activities

At each center, plastic drawers will be provided. Students must complete the two activities in drawers one and two. Activities in drawers three and/or four are supplementary activities for extra time.

Monday: Introduction Lesson

Blueprints:

• Use appropriate listening skills.

• Brainstorm ideas with teacher and peers.

• Produce a variety of written works.

• Spell high-frequency words correctly.

Objectives:

• TSWBAT: generate describing words about Halloween by creating an acrostic.

• TSWBAT: produce questions based on objects found in a box.

• TSWBAT: write a journal entry about trick-or-treating.

• TSWBAT: demonstrate active listening during author’s chair.

Set (20min.):

• Modified Inquiry:

o ABK/RRL/IAL: I brought this box in today that has objects inside that are all related. The objects in this box give clues about what I am thinking. You will work as a class to guess what I am thinking by asking yes or no questions (make sure each student asks questions). First, I will reveal one item from the box to get you thinking and asking questions. As questions continue, I will pull more items out of the box at random to help you.

▪ In the box: black piece of paper (small square), clip art picture of a door, princess sticker, Spiderman/batman figurine, a piece of candy, small pumpkin, masquerade mask, plastic knife, pillow case/grocery bag, flashlight, kitty collar, name of a well-known neighborhood, cottony spider web, face paint, spooky noise recorded, etc.

▪ Concept they are guessing: HALLOWEEN

o LL: Today we are starting a new Unit. As you read your stories this week, try to figure out how the stories relate to Halloween.

Instruction (1hr):

• Three rotations during instruction

o Journaling (20min):

▪ Question: What is trick-or-treating and why is it called that?

o Spelling Pre-test & Activity (20min):

▪ Pretest- Given orally by teacher

▪ If time allows- one enrichment activity with teacher

• Give students spelling list and have them write the words on handout and trace each word in a different color.

o Halloween Activity (20min):

▪ Halloween acrostic (page 7)

▪ Finding words: Make words out of the letters in HAPPY HALLOWEEN (page 8)

|Rotations |First |Second |Third |

|Journal | | | |

|Spelling | | | |

|Halloween Activity | | | |

Closure (10min.):

o Have students share Halloween acrostic with their seating group. With in their groups, have students select the best word for each letter and write their ‘new’ acrostic on the white boards provided. Each group will share their acrostic with the class. Everyone will hang their original acrostics on the display bulletin board in the classroom.

o Author’s chair: select students to share their journal writing ideas.

o Make sure students actively listen to the author that is sharing.

o Take up all assignments from each rotation.

Ulterior Motive:

o Throughout set, rotations, and closure send students at random on false errands.

▪ For example: “Josh will you go to the principal’s office to pick up information about a meeting we have tomorrow?” (There is no meeting)

▪ Teacher will send out a school wide e-mail informing staff students from this class may approach them on false errands and to play along.

▪ This is to introduce the common theme of tricking among the three stories also related to Halloween. Students will find out about the tricks during the skill lesson on theme on day three.

Name: _______________________________________________________

Directions: Write a word that relates to Halloween and begins with each letter.

H_____________

A_____________

L_____________

L_____________

O_____________

W_____________

E_____________

E_____________

N_____________

Name: ___________________________________________________

Directions: Use the letters in the phrase below to make smaller words.

Happy Halloween

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Tuesday: Vocabulary & Centers

Blueprints:

• Determine word meaning through use of context clues.

• Read for literary experience and enjoyment, to gain information, perform a task, expand vocabulary, and build fluency.

Objectives:

• TSWBAT: generate a definition for the word ‘vocabulary’ with a group.

• TSWBAT: predict how vocabulary words will relate to the elements of their story.

• TSWBAT: evaluate their initial predictions by revising their predict-o-gram after reading the story.

• TSWBAT: identify important elements of the story by filling out their reading guide.

Set (10min.):

• ABK/IAL/RRL:

o Have students work together with their seating arrangement groups to generate a definition for the word ‘vocabulary’.

o Have groups share their definitions.

• LL: Today you will be reading your new stories for this unit and focusing on your vocabulary words.

Instruction: Mini-Lessons and Centers

• Class Activity (5 min.):

o Students will complete a predict-o-gram with their stories vocabulary words. Give directions for completing the predict-o-gram. Students will work independently. (pages 10-11)

• Centers (15 min.)

o See Center schedule (page 25)

• Class Activity (30min.):

o Leveled Group Activity: Students get into leveled groups and read their stories aloud in pairs. Focus on vocabulary words and complete during reading guide (pages 12-14). Walk around and make sure all students complete during reading activity.

• Centers (15 min.)

o See Center schedule (page 25)

• Class Activity (5min.):

o Students re-do predict-o-grams individually using a different color to show changes.

Closure (10min.):

• Have students get back together with their reading partner to discuss how their predict-o-gram changed. Then each student will write one sentence about their changes on the back.

Name: _______________________________________________________

Predict-O-Gram: Tops and Bottoms

Directions: Place the number of the word into the category the word belongs.

|Characters |Problem/Goal |

|Resolution |Other Things |

1. business 4. cheated 7. wealth

2. harvesting 5. clever 8. Bear

3. lazy 6. partners 9. Hare

Name: _______________________________________________________

Predict-O-Gram: Stone Soup

Directions: Place the number of the word into the category the word belongs.

|Characters |Problem/Goal |

| | |

| | |

|Resolution |Other Things |

| | |

| | |

1. delicious 4. peddler

2. making 5. mean

3. butcher 6. judge

Name: _______________________________________________________

Predict-O-Gram: Ananse’s Feast

Directions: Place the number of the word into the category the word belongs

|Characters |Problem/Goal |

| | |

| | |

|Resolution |Other Things |

| | |

| | |

1. brilliant 4. delighted 7. greedy 10. barren

2. guest 5. feast 8. stomach 11. selfish

3. Ananse 6. Akye 9. clever 12. tricked

Name: _______________________________________________________

Three Level Reading Guide

Stone Soup

Right There! What did the author say?

Directions: Place a checkmark next to the statement that can be found in the pages you read.

_____ 1. The peddler is selling shoes.

_____ 2. The peddler needs water first to make stone soup.

_____ 3. The butcher does not believe the peddler will be able to make stone soup.

_____ 4. They added corn to stone soup.

_____ 5. The peddler shared his stone soup with everyone.

Think and Search! What did the author mean?

Directions: Place a checkmark next to the statements that state what the author was trying to say in the pages you read.

_____ 1. The townspeople enjoyed stone soup all the time.

_____ 2. The peddler tricked the townspeople into helping him make stone soup.

_____ 3. The peddler became famous among the townspeople because he made soup from a stone.

On Your Own! Do you agree with these statements?

Directions: Place an A by the statements that you agree with and a D by the statements you disagree with. Be able to support your answer.

_____ 1. The peddler is dishonest because he tricked the townspeople into adding their food.

_____ 2. The butcher judged the peddler unfairly at the beginning of the story.

Name: _______________________________________________________

Three Level Reading Guide

Tops and Bottoms

Right There! What did the author say?

Directions: Place a checkmark next to the statement that can be found in the pages you read.

_____ 1. Bear sleeps all the time.

_____ 2. Hare was not very smart.

_____ 3. Hare tricked Bear into giving him the “good” part of the vegetable.

_____ 4. After Hare tricks him, Bear does not sleep through harvesting season.

_____ 5. Bear and Hare were business partners from then on.

Think and Search! What did the author mean?

Directions: Place a checkmark next to the statements that state what the author was trying to say in the pages you read.

_____ 1. Bear was a hard worker like his father.

_____ 2. Bear started planting and harvesting his own field.

_____ 3. Everyone is Hare’s family worked hard to harvest the crops.

On Your Own! Do you agree with these statements?

Directions: Place an A by the statements that you agree with and a D by the statements you disagree with. Be able to support your answer.

_____ 1. Hare is dishonest because he tricked Bear.

_____ 2. Bear should never be friends with Hare again.

Name: _______________________________________________________

Three Level Reading Guide

Ananse’s Feast

Right There! What did the author say?

Directions: Place a checkmark next to the statement that can be found in the pages you read.

_____ 1. Ananse wants the smell of his food to bring guests.

_____ 2. Ananse invited Akye in to enjoy the feast.

_____ 3. Ananse made Akye leave and go wash his hands.

_____ 4. Akye helped Ananse eat all the food.

_____ 5. Later, Akye prepares a feast, and Ananse helps him eat all the food.

Think and Search! What did the author mean?

Directions: Place a checkmark next to the statements that state what the author was trying to say in the pages you read.

_____ 1. Ananse was generous because he wanted to share all his food with his friends.

_____ 2. Akye has a plan to repay Ananse for inviting him to the feast.

_____ 3. Akye and Ananse will have many more feasts together.

On Your Own! Do you agree with these statements?

Directions: Place an A by the statements that you agree with and a D by the statements you disagree with. Be able to support your answer.

_____ 1. Akye and Ananse have a really good friendship.

_____ 2. Both Akye and Ananse are dishonest because they trick each other.

Wednesday: Skill Lesson & Centers

Blueprints:

• Recognize the stated/implied main idea of the text.

• Summarize a story.

Objectives:

• TSWBAT: retell their story in small groups by role playing, creating a poster, summarizing, etc.

• TSWBAT: define theme.

Set (2min.):

• ABK/RRL/IAL: Think back to our introductory activity on Monday with the box. All of our items were based upon one concept. Turn to you neighbor and tell him/her the concept (Halloween). Choose one student to share the concept.

• LL: Today we are going to learn about Theme.

Instruction:

• Class Activity (20min.):

o Discuss how the concept of Halloween was the ‘big idea’. All of the items in the box related to this big idea. Make the connection that ‘theme’ is the same thing as the ‘big idea’.

o Intro the assignment. Tell students to get in their reading groups. They will use their reading guides from yesterday to review the story and think of a way to share their story with the class (role-play, posters, summarizing, etc.) All students MUST participate.

• Centers (15min.):

o See Center schedule (page 25)

• Class Activity (15min.)

o Each group shares and presents their story.

• Centers (15min.)

o See Center schedule (page 25)

• Class Activity: (15 min)

o Have students think about their own story and the two other stories they learned about today. Discuss with your reading group the common theme among the three stories (tricking).

o Have a whole class discussion on the common theme of tricking.

• Discuss the different outcomes of tricking with-in each story.

Closure: (5 min)

• Relate the theme of the stories back to Monday’s false errands.

• Give students an exit slip on theme. (page 16)

Name: _______________________________________________________

Theme Exit Slip

Directions: Answer the two questions below.

1) What is theme?

2) What is the theme of your story?

Name: _______________________________________________________

Theme Exit Slip

Directions: Answer the two questions below.

1) What is theme?

2) What is the theme of your story?

Thursday: Comprehension & Centers

Blueprints:

• Determine the sequence of events in a story.

• Identify setting, characters, and plot in a reading situation.

Objectives:

• TSWBAT: identify story elements (character, plot, setting, problem/resolution, and theme) by completing the Four Square activity.

• TSWBAT: sequence the story events by creating a paper chain.

Set (10min):

• ABK/RRL/IAL: Review Theme:

o Ask students: Who can remember what theme is?

• Answer: The big idea

o Have students think about their favorite movie, raise their hand and share the theme of that movie.

o Have students turn to their neighbor and remember the theme of their story yesterday. Call on student to share.

• LL: Today we are going to review theme a little more and then break down our story into more detail.

Instruction:

• Class Activity (15min.):

o Supplementary and enrichment activity on theme (complete individually). (page 19)

• Centers (15min.):

o See Center schedule (page 25)

• Class Activity (15min.):

o Sequencing: paper chain with leveled groups

• Have slips of paper for each group. Students write title on the first slip; author on the second slip, beginning, middle, end on rest of slips. Attach them together with glue to make a Comprehension Sequencing Chain.

• Centers (15min.):

o See Center schedule (page 25)

• Class Activity (15min.)

o Four Square Comprehension Activity

• Individually students will complete this handout on their story. (page 20)

Closure:

• Have students share their chains and Four Square Comprehension Activities

o Discuss how the themes are the same.

• Ask students: What else do these stories have in common.

o Allow time for answers.

• Discuss: On Monday, we asked you how these stories related to Halloween, can anyone think of how their story might relate to Halloween?

o Allow time for brainstorming answers.

o Help students make the connections between the theme of tricking and the food in the stories relate to Trick-or-Treating.

Name: _______________________________________________________

To Catch a Rabbit Handout

Directions: Answer the following questions after reading To Catch a Rabbit.

1) Who is the author of the story?

2) Retell the story in three to four sentences.

3) What is the theme of this story? Explain your answer.

Name: _______________________________________________________

Four Square Comprehension

Directions: Fill in each box with the correct information from your story.

[pic]

Friday: Review and Wrap up

FUN FRIDAY!

Blueprints:

• Produce a variety of written works.

• Spell high-frequency words correctly.

Objectives:

• TSWBAT: write a journal entry on tricking.

• TSWBAT: spell correctly their spelling words.

• TSWBAT: demonstrate respect for themselves and others by staying on task during each rotation.

Set (5min.):

• ABK/RRL/IAL:

o Think/Pair: Think of a time when you tricked someone or someone has tricked you outside of the classroom. Share this experience with your neighbor.

• LL: Today we are going to be closing out our unit of stories about tricking.

Instruction (30min.):

• Three rotations during instruction

o Journaling (10min):

▪ Question: Write about a time when you tricked someone or someone has tricked you. You may use what you shared with your neighbor or you can use a different time.

o Spelling Test (10min):

▪ Test- Given orally by teacher

o Halloween Activity (10min):

▪ Halloween Craft: Decorate small pumpkins with sharpies.

|Rotations |First |Second |Third |

|Journal | | | |

|Spelling | | | |

|Halloween Activity | | | |

• Class Activities (50min.)

o PARTY TIME!!

▪ Crafts:

• Spaghetti Spider Webs (page 23)

• Scarecrow to put in class Vegetable garden (page 23)

▪ Game:

• Two truths and a lie as a whole class. Choose one student at a time to come to the front of the room and say three statements. Two of the statements must be true, and the other one is false. All other students try to guess which statement is the lie.

▪ Food: Stone Soup, carrot and celery sticks, Oreo spiders, candy corn & peanuts.

▪ Movie: Freaky Friday

Closure (5min.):

• Wrap up Unit with exit slip. (page 24)

Crafts

Spider Web Spaghetti Craft

Students will create spider webs with cooked spaghetti and glue. Take a bowl of

cooked spaghetti (2 lb. is more than enough for a class of 25 students) and add white glue (no certain amount).  The kids mix it up with their hands and then pull individual strands of spaghetti out to design a web on wax paper.

After it dries, pull the web off completely. They can be used for decorations in the classroom.

Scarecrow Craft

Directions:

1.) Color scarecrow pieces

2.) Glue wiggly eyes on scarecrow

3.) Draw a mouth and nose

4.) Glue fabric on an arm or a leg

5.) Glue buttons on the 2 letter B’s

6.) Attach arms and legs with fasteners (place the arms and legs under the body)

7.) Glue a few pieces of hay at the ends of the scarecrow’s arms and legs

Patterns:

[pic] [pic]

Name: _______________________________________________________

Unit Exit Slip

Directions: Answer the questions below.

1) What is theme?

2) Summarize your story in three to four sentences?

3) What was your favorite part of this unit and why?

4) What was your least favorite part of this unit and why?

Centers – Rotations on Tuesday, Wednesday, Thursday

Centers & Activities Included:

• Math

• Science

• Social Studies

• Spelling

• Technology

• Games

Center Rotations: Divide students into six heterogeneous groups, labeled by colors. They follow the chart below for rotation schedule.

| |Math |Science |Social Studies |Spelling |Technology |Games |

|Day 2 |1 Blue |1 Yellow |1 Red |1 Orange |1 Purple |1 Green |

| |2 Green |2 Blue |2 Yellow |2 Red |2 Orange |2 Purple |

|Day 3 |1 Purple |1 Green |1 Blue |1 Yellow |1 Red |1 Orange |

| |2 Orange |2 Purple |2 Green |2 Blue |2 Yellow |2 Red |

|Day 4 |1 Red |1 Orange |1 Purple |1 Green |1 Blue |1 Yellow |

| |2 Yellow |2 Red |2 Orange |2 Purple |2 Green |2 Blue |

The numbers one and two indicate the first and second center rotations for each day. For example, the blue group goes to math for the first rotation on day two and then to science for the second rotation.

Center Activities

At each center, plastic drawers will be provided. Students must complete the two activities in drawers one and two which are labeled as Activity 1 and Activity 2. Activities in drawers three and/or four are supplementary activities for extra time.

Math Center Activities (3 activities)

• Word Problem

• Rock Graph

• Spider Symmetry

Science Center Activities (3 activities)

• Spider book

• Vegetable Chart

• Granite Rock Model

Social Studies Center Activities (3 activities)

• Talking Stick

• Pumpkin Globe

• Student Timeline

Spelling Center Activities (3 activities)

• Superman Letter

• Adding My Words

• Spelling Shapes

Technology Center Activities (4 activities)

• Rock Webquest

• Spider Facts Word Web

• Online Gardening Game

• Online Halloween Games

Games Center Activities (4 activities)

• Halloween Picture Bottle

• Vegetable Graph

• Zigity

• Number Rummy

Name: _______________________________________________________

Directions: Rate your center by circling a number 1 – 5.

1= did not learn anything --- 5= learned a lot

|Center |Rating |

|Math |1 2 3 4 5 |

|Science |1 2 3 4 5 |

|Social Studies |1 2 3 4 5 |

|Spelling |1 2 3 4 5 |

|Technology |1 2 3 4 5 |

|Games |1 2 3 4 5 |

Math Center

Activity 1

Word Problem

Blueprints:

• Write and identify number sentences that describe situations involving addition, subtraction, and multiplication.

• Select and use an appropriate strategy to solve word problems (e.g., organized list, guess and check, diagram, and table).

Objectives:

• TSWBAT write an appropriate word problem using multiplication

• TSWBAT solve their partner’s multiplication word problem

Directions: Write and illustrate your own multiplication word problem that relates to your story. Then switch with a partner and work their word problem.

Math Center

Activity 2

Rock Graph

Blueprints:

• Construct pictographs and bar graphs.

• Interpret bar graphs.

Objectives:

• TSWBAT create a bar graph with their rocks

• TSWBAT interpret a bar graph using the terms most and least.

Directions: Separate the rocks in your bag by type. After they are separated, create a bar graph showing how many of each type you have.

Math Center

Activity 3

Spider Symmetry

Blueprints:

• Draw lines of symmetry in two-dimensional designs and shape.

Objectives:

• TSWBAT: recognize characteristics that help spiders survive.

• TSWBAT: identify specific information about spiders such as how many eyes and legs they have.

Directions: Fold your paper in half (hot dog style). Draw half of your spider on one side and write your name over it. Then trade with a friend and have them draw the other side, putting their name over the part that they drew. Trace over the half of the drawing that you did with a black crayon. After you are finished color your spider in using a grey colored pencil. You may add spider features to your drawing if you would like. Make sure both sides match!!

Rock Graph

Name: ___________________________________________________

|10 | | | |

|9 | | | |

|8 | | | |

|7 | | | |

|6 | | | |

|5 | | | |

|4 | | | |

|3 | | | |

|2 | | | |

|1 | | | |

| |Metamorphic |Igneous |Sedimentary |

Which type had the most?

Which had the least?

Why do you think that happened?

Science Center

Activity 1

Spider book

Blueprints:

• Identify the part that belongs to a specific plant or animal.

• Identify the function of specific plant and animal parts.

• Identify the characteristics that enable a specific plant and/or animal to survive in its environment.

Objectives:

• TSWBAT: recognize characteristics that help spiders survive.

• TSWBAT: identify specific information about spiders such as how many eyes and legs they have.

Directions: Read through your spider book. Fill in the information on the last page of the book. If you have time, you may color your spider book.

[pic] [pic] [pic]

[pic][pic]

Science Center

Activity 2

Vegetable Chart

Blueprints:

• Identify the part that belongs to a specific plant or animal.

• Examine the major parts of plants and determine their function.

Objectives:

• TSWBAT: identify specific vegetables as tops (leaves), middles (seeds), or bottoms (roots) by completing the vegetable chart.

Directions: In the chart below, record whether each type of vegetable is a top, middle, or bottom.

|Vegetable |Type |

| |Top (leaves, flowers) |

| |Middle (fruit, seed) |

| |Bottom (root, tubers) |

|Lettuce | |

|Corn | |

|Beets | |

|Broccoli | |

|Carrots | |

|Celery | |

|Radishes | |

Science Center

Activity 3

Rock Model: Granite

Blueprints:

• Explain the relationship between rocks and minerals.

Objectives:

• TSWBAT: explain the relationship between rocks and minerals.

• TSWBAT: recognize granite as a type of igneous rock.

• TSWBAT: identify one use of granite.

Granite is an igneous rock that is made mainly of four minerals. Granite forms deep under the surface of the earth. It cools slowly forming large crystals. The crystals are large enough so that we can see them without using a magnifying glass.

Granite is an attractive rock and can be polished. That is why it is very often used in monuments. It can also withstand a great deal of pressure so it is often used in the building of bridges and large buildings.

Using the shapes below, you will build a model of granite. Each shape represents a mineral crystal. Read and follow the directions below to color the shapes.

[pic]

Granite is made of:

• 60% feldspar (color six pieces pink)

• 20% quartz (two pieces will be white)

• 10% biotite mica (color one piece black)

• 10% hornblende (color one piece green)

Cut out the shapes. Use all 10 shapes to make a model of the rock, granite. Glue your model to a piece of construction paper. We will compare your model to a real piece of granite.

Social Studies Center

Activity 1

Talking Stick

Blueprints:

• Consistently use established rules for conversation (e.g., taking turns, raising hands, and asking questions)

Objectives:

• TSWBAT retell a story about support from the classroom community.

• TSWBAT exhibit active listening by keeping eye contact with the speaker.

Native American tribes used to spend a lot of time telling stories. They used a talking stick much like the one you see. No one was able to talk except the person who was holding the talking stick. Today, you are going to use the talking stick to tell a story.

Directions: As a group, sit in a circle. The oldest person in your group will go first, and then the stick will be passed around the circle. You are to tell a story about a time when someone in your classroom community supported you. You are only able to talk when you have the talking stick. Make sure you are paying attention to the speaker. Keep eye contact, ask questions, and listen politely. Use your active listening skills.

Social Studies Center

Activity 2

Pumpkin Globe

Blueprints:

• Identify the major physical components of the world (i.e., oceans, equator, continents, and hemispheres).

Objectives:

• TSWBAT place the continents and oceans on a pumpkin globe.

Directions: Draw the continents and show where the oceans are on your pumpkin using the sharpie markers that are provided.

Social Studies

Activity 3

Student Timeline

Blueprints:

• Create and interpret timelines.

Objectives:

• TSWBAT order the major events of their life on a timeline.

Directions: Start with the time you were born and place some of the major events of your life on a timeline. Make sure you include the dates of your events. Some of your events may include: your birth date, a time when a younger sibling was born, your first day of school, losing your first tooth, a special present you received, etc. End your timeline with today’s date.

Spelling Center

Activity 1

Superman Letter

Blueprints

• Spell correctly words that have blends, contractions, and orthographic patterns (e.g., consonant doubling, changing “y” to “i”, dropping the final silent “e” before adding the suffix).

Objectives:

• TSWBAT: write a creative letter to a super hero using their spelling words.

Directions: Your job is to write a creative letter to Superman (or another super hero). In your letter, you must use each of your spelling words. Be sure to underline your words as you use them.

Spelling Center

Activity 2

Adding My Words

Blueprints:

• Spell correctly words that have blends, contractions, and orthographic patterns (e.g., consonant doubling, changing “y” to “i”, dropping the final silent “e” before adding the suffix).

Objectives:

• TSWBAT: list their spelling words.

• TSWBAT: create math problems using their spelling words.

Directions: First make a list of your spelling words. Next, your job is to add each of your spelling words. Write the problem next to the word. Consonants are worth 10 and

Vowels are worth 5.

Example:

said = 10 + 5 + 5 + 10 = 30

Selling Center

Activity 3

Spelling Shapes

Blueprints:

• Spell correctly words that have blends, contractions, and orthographic patterns (e.g., consonant doubling, changing “y” to “i”, dropping the final silent “e” before adding the suffix).

Objectives:

• TSWBAT: count their spelling words.

• TSWBAT: draw a shape for each spelling word.

• TSWBAT: write each spelling word in a different shape.

Directions: Count your spelling words. Draw a different shape for each spelling word. (For example, if you have 15 words draw 15 different shapes.) Then write your spelling words inside each shape.

Technology Center

Activity 1

Rock Webquest

Blueprints:

• Identify common types of rocks.

Objectives:

• TSWBAT: identify the three main types of rocks

• TSWBAT: explain how each type of rock is formed.

Name: _______________________________________________________

Directions: Welcome to your internet scavenger hunt to help you learn more about rocks. Go to and use the information to answer the questions below.

1. What are the three main types of rocks?

_________________________, _______________________, ______________________

2. Click on the link for sedimentary rocks. Watch the animation about sedimentary rocks, and read the short paragraph about how they are formed.

In one to two sentences, tell how sedimentary rocks are formed.

________________________________________________________________________

________________________________________________________________________

3. Go back to the main page, and click on the link for metamorphic rocks. Watch the animation about metamorphic rocks, and read the short paragraph about how they are formed.

In one to two sentences, tell how metamorphic rocks are formed.

________________________________________________________________________

________________________________________________________________________

4. Go back to the main page, and click on the link for igneous rocks. Watch the animation about igneous rocks, and read the short paragraph about how they are formed.

In one to two sentences, tell how igneous rocks are formed.

________________________________________________________________________

Technology Center

Activity 2

Spider Facts Word Web

Blueprints:

• Identify the part that belongs to a specific plant or animal.

• Identify the function of specific plant and animal parts.

• Identify the characteristics that enable a specific animal to survive in its environment.

Objectives:

• TSWBAT: recognize characteristics that help spiders survive.

• TSWBAT: identify at least eight facts about spiders by completing the Spider Word Web.

Name: _______________________________________________________

Directions: Go to the website . Read the information on the page to fill in your word web about spiders. Each oval should contain one fact about spiders so you should have a total of eight spider facts when you are finished.

   [pic]

Technology Center

Activity 3

Gardening Game

Blueprints:

• Identify the basic needs of plants and animals.

• Examine the major parts of plants and determine their function.

Objectives:

• TSWBAT: review concepts about plants and animals by playing an online jeopardy game.

Directions: Go to the website listed below. Click on the link for single player. Have fun playing the game!



Technology Center

Activity 4

Online Halloween Games

Blueprints:

• Recognize, describe, complete, translate, or create patterns of pictures of numbers.

Objectives:

• TSWBAT: demonstrate problem solving by completing the Halloween sudoku.

Directions: Follow the links below to play some fun, interactive Halloween games.





Game Center

Activity 1

Halloween Picture Bottle

Blueprints:

• Use picture clues and picture captions to aid comprehension to acquire information.

Objectives:

• TSWBAT: identify pictures in the sand bottle.

• TSWBAT: match pictures with their label.

Directions: Move the bottle of sand around until you find a Halloween picture buried inside. As you find the pictures, highlight the star that has the corresponding word. The first person in your group to complete this task is the winner.

Game Center

Activity 2

Vegetable Graph

Blueprints:

• Construct pictographs and bar graphs.

Objectives:

• TSWBAT: manipulate a dice to complete the vegetable graph.

Directions: Use the graph and dice to complete this activity. Roll the dice and color in the square that matches the vegetable picture on the dice. Roll the dice 10 times and continue coloring to complete the graph. Compare your graph with your group.

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|Corn |Beets |Carrots |Celery |Lettuce |Broccoli |

Game Center

Activity 3

Zigity (Card Game)

Blueprints:

• Add and subtract efficiently and accurately with single digit whole number.

Objectives:

• TSWBAT: show respect to their classmates by taking turns while playing Zigity.

• TSWBAT: activate their background knowledge of adding, spelling, and matching to play the game.

Directions:

There are three types of cards in the game: set cards, free cards, and purple action cards. Deal seven cards to each player.  You can look at your cards, but don't show them to anyone! Place the rest of the deck in a stack face down. Turn one cards face up next to the deck. This is the play card.  (Whenever the play card is a purple action card or a free card, turn over another card.The person whose birthday is coming up next goes first.

On Your Turn: Play a Set of Cards -Look at the play card to see which character is in the center. -Find the matching character below and follow the directions to complete your set.

Hint: Remember to read the special rules for each character set! OR Play a Purple Action Card -Choose the action card you want to play. -Find the description of the card below and follow the directions.

Hint: You can play an action card at any time, even if you could also play a set.

How to complete a set -Word Worm®:  If the play card character is Word Worm:  Use the letter on the play card (for example, "F")...AND the letters on ANY of your cards (for example, "U" and "N")...to spell a word. "F U N" (Sample Word Worm Set)

-Special rules: Your word can include any mix of set cards and free cards, and the letter on the play card can appear anywhere in your word.  Your word can be as long or short as you want, but you can play only one word per turn. -Data Head®:  If the play card character is Data Head:  Use the number on the play card (for example, "5")...AND the numbers on ANY of your cards (for example, "3" and "3")....to add to 11.  "5, 3, 3" (Sample Data Head Set)

-Special rules: You can use as many or few cards as you want, including any mix of set cards and free cards, but your set must add to 11 exactly. -Creative Cat®:  If the play card character is Creative Cat:  Use the puzzle piece on the play card (for example, the center piece)...AND the puzzle pieces on ANY of your cards (for example, the left and right pieces)...to complete the puzzle.

-Special Rules: Your completed puzzle can include any mix of set cards and free cards.  After you complete one puzzle, you may complete another if you have one of each piece in your hand. -Star Performer®:  If the play card character is Star Performer: Use the Instrument on the play card (for example, the drums)...AND the instruments on ANY of your cards (for example, as many drums as you have)...to complete a set.

-Special Rules: A complete set can include any number of matching set cards (even if you have only one matching card).You can also use free cards. -Free Cards: Free cards can be used to complete sets by representing one letter, one number (1 to 10), one piece of Creative Cat, or one musical instrument.

-Special Rules: You can use more than one free card in a set. When you use a free card in a set, explain how you are using it. A free card can't be used as an action card. If you leave a free card as the play card, turn over a new play card from the deck.

How to finish your turn when you play a set: Place your set on top of the play card.  The card you leave on top is the play card for the next player.  If you leave a free card on top, turn over a new play card for the next player.  Now your turn is over. The player to your left goes next.

How action cards work -Draw 2 or Draw 3: When you play a draw card, the next player draws the number of cards shown from the deck. –Dodge: Use a dodge card to dodge a draw card or to avoid drawing a card when you can't complete a set. When you dodge a draw card, the next player must draw or play a dodge card.  You can't dodge a draw card after you draw the cards. –Bounce: When you play a bounce card, the order of play changes from clockwise to counterclockwise, or the other way around.  IF you play a bounce card after the player before you plays a draw card, the order of play reverses and the player who played the draw card has to draw the cards. -Special Rules: You can play only one action card per turn. Whenever an action card is the play card, turn over a new play card from the deck.

How to finish your turn when you play an action card:

The next player completes the action, then turns over a new player card from the deck.  Now your turn is over.  The player to your left goes next. If you can't play a set and you don't have any action cards, draw one card from the deck.  Now your turn is over.  The player to your left goes next.

Winning: If you are the first player to get rid of all your cards, you win!

Game Center

Activity 4

Number Rummy

Blueprints:

• Add and subtract efficiently and accurately with single digit whole number.

• Use the multiplication facts 0, 1, 2, 5, and 10 efficiently and accurately.

Objectives:

• TSWBAT: activate their background knowledge of addition, subtraction, and multiplication to play Number Rummy.

• TSWBAT: show respect to their classmates by taking turns while playing Number Rummy.

Directions:

THE GAMES: There are two distinct games in your Number Rummy set.  Each game consists of one deck of 56 cards.  The first deck is the Addition/Subtraction Number Rummy Game designed for ages 7 and up.  The second deck is the more advanced Multiplication/Division Number Rummy Game designed for ages 9 and up.  Although both games are independent of each other, the rules for play remain the same. THE OBJECT: The object of the Number Rummy game is to match two cards of equal numerical value.  Three examples of an Addition/Subtraction match are 7 + 5 with 12; 12 with 12; and 7 + 5 with 18 - 6.  Three examples of a Multiplication/Division match are 2x2 with 4; 8/2 with 4; and 2x2 with 8/2. GAME PLAY: The dealer (chosen randomly) deals 8 cards to each player, and places the remaining cards symbol side up in the center of the table forming the "deck".  The play begins with the player on the dealer's left and continues clockwise.  The first player picks the top card from the deck and puts it in his/her hand.  If the player has a match (as defined above), he/she lays the two cards number side up on the table in front of him/her.  The player may lay down more than one match if he/she has more than one in his/her hand.  (However, a match can only contain two cards.)  The player then discards one card from his/her hand creating the discard pile, and may not lay down any more cards until his/her next turn.  (Players must discard one card every play whether or not he/she can lay down a match.)  Discards are always to be laid down face up.  The second player picks either the top card from the deck or the top card on the discard pile, and proceeds as the first player.  The game continues in this manner until one player wins by discarding his/her last card.  If the deck is exhausted before anyone has won, turn the discard pile over and it becomes the deck.

Assessment

• Center Activities

o Evaluation slips – students rate center effectiveness.

o Crafts & Projects

o Handouts

• Exit Slips – will be used for skills and closure lessons.

• Teacher Observation – will be taken throughout the week.

• Lesson Worksheets – taken from instruction time.

• Spelling Test – will be given on Monday & Friday during rotations.

Management

• Use timer to notify students of when to change centers & rotations.

• Red, yellow, and green cups will be placed at each center to monitor noise level.

• Traffic patterns will be heavily considered when placing centers.

• Remind students of procedures for working with peers throughout centers.

• For centers, remind students they must complete drawers one and two. They should only work on drawers three and four if time allows.

• Students will put their work inside their individual center folder that is carried to each center throughout the week. On Thursday, students will turn their folder into the “in” box.

• We will use the ongoing classroom management strategies of ‘I’ messages, proximity, attention getters, etc. throughout the week.

• We will continue to use our discipline system of moving clips.

Annotated Bibliography

Websites:



(Vegetable chart activity)

(Rock model activity)



(Spider book activity)

(Webquest)

(Spider word web)

(Jeopardy game)





(Halloween online games)

's%20korner%20learning%20center%20ideas.html (Halloween picture bottle)

(Spelling activities)

(Zigity instructions)

(Number rummy instructions)

Books:

Stone Soup by Lily Toy Hong page 360 in Scott Foresman’s second grade reading book My Time to Shine, 2000.

Tops and Bottoms by Janet Stevens page 269 in Scott Foresman’s third grade reading book Imagine That, 2000.

Anase’s Feast by Tolowa Mollel page 14 in Scott Foresman’s third grade reading book Picture This, 2000.

Supplementary Reading

To Catch a Rabbit by Cynthia Rylant page 266 in Scott Foresman’s third grade reading book Imagine That, 2000.

Audio Visual

Freaky Friday Walt Disney production, 2003.

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