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Monday 13Tuesday14Wednesday15Thursday16Friday177:55 - 8:05Morning CelebrationTTW listen to announcements say “Good Things”,have one minute of silence and recite the pledge.TTW listen to announcements say “Good Things”,have one minute of silence and recite the pledge.TTW listen to announcements say “Good Things”,have one minute of silence and recite the pledge.TTW listen to announcements say “Good Things”,have one minute of silence and recite the pledge.TTW listen to announcements say “Good Things”,have one minute of silence and recite the pledge.8:05-8:20?Morning Review/Writing Journals?Intervention time for Tier 2 and 3 8:20-8:30 Bathroom Break Students will write at least 10 super sentences in their writing journals on the writing prompt.Students will be selected from the fair share to say good things. Students will write at least 10 super sentences in their writing journals on the writing prompt.Students will be selected from the fair share to say good things. Students will write at least 10 super sentences in their writing journals on the writing prompt.Students will be selected from the fair share to say good things. Students will write at least 10 super sentences in their writing journals on the writing prompt.Students will be selected from the fair share to say good things. Students will write at least 10 super sentences in their writing journals on the writing prompt.Students will be selected from the fair share to say good things. 8:30-9:30 Reading Workshop Dig into Reading MWF 8:45-9:30 Intervention time TSW use MacBooks to complete 20 minutes of .TTW conduct interventions with students. The schedule will shift an hour to accommodate this.9:30-9:35 Brain Break Standard: RL.3.10?By?the?end?of?the?year,?read?and?comprehend?literature,?including stories,?dramas,?and?poetry,?at?the?high?end?of?the?grades?2-3?text?complexity band?independently?and?proficientlyStudents will be met with during the reading workshop in small group, partner, and individual conferences. Refer to detailed reading group lesson plan.Red- Zeria, Kaden, and Darrick 4 Yellow- Alanna, Angel, Montrell, Ariel, and Amiyah, Abbey, Kaden16Green-, Corey, Jennifer, Tevin, Terriquah 24Blue- Richelle, London, Jaylin, Lucas, and Denzel 30 Session 15—Seeking Underlying Ideas in True StoriesI can find the main idea.In this session, you’ll teach students that readers seek out unifying ideas behind the texts they read. Getting Ready: Create a chart titled “Seeking and Underlying Ideas in StoriesAn excerpt from the Ezra Jack Keats biography or whatever biography you chose to use in earlier sessions.When Reading Narrative NonfictionA pen or a pencil to hold as your conductor’s batonConnection: Review how biography readers think, “How is this person famous?” and narrative nonfiction readers ask, “What is the timeline of events leading up to the accomplishment or disaster?”Teaching Point: Today I want to teach you that in narrative nonfiction, sometimes the author doesn’t come right out and tell you the main idea. But for it to be well written story, there is a main subject learn?Teaching: Refer to quotations from nonfiction writers who have said that without meaning, there is no story. Tell how one writer imbued a story with meaning, with a theme. Active Engagement: Remind students of a recent read- aloud, asking, “What was the story aiming to show?” What’s the unifying idea underpinning all its parts?”Ask partners to tell each other the unifying idea they found in the text you read aloud. Link: Send the students off to read, highlighted the related work of maintaining a good pace, of holding on to the storyline, and of asking, “What’s the unifying idea in this nonfiction text?”Session 15—Seeking Underlying Ideas in True Stories…. ContinuedI can find the main idea.Conferring and Small Group Work: Pull guided reading to move kids up a level of text complexityShare: Ask readers to reflect on their learning and to consider the most important parts of the day’s reading. Then ask children to share that information in a succinct, powerful way.Ask the students to share a brief insight about their characters by pointing to them one by one, as if you are the conductor.Session 15 Work: Spy on yourself as a readerSession 16 Bringing you Narrative Nonfiction Lenses to a Broader Range of TextsI can look at different types of nonfiction through different lenses.In this session, you’ll teach students that readers use what they know about understanding fictional characters when they are reading narrative nonfiction. Getting Ready: Narrative nonfiction books that aren’t biographies in your book bensCactus Hotel by Brenda Z. Guiberson second nonfiction book about that features an animal, plant, or a group of people as the main ideaWhen Reading Narrative Nonfiction—anchor chartSomebody wanted…. but…so---anchor chartRev up your mind before reading nonfiction—anchor chartConnection: Tell the students, partly in jest, that you want to read them a new biography. Then read a snippet of a narrative nonfiction book that tells the life story of a plant or animal. Teaching Point: Today I want to teach you that readers use strategies they’ve developed for reading biographies on any test that is narrative nonfiction. They read books about the life story of a lobster, or about the colonist coming to Plymouth, just as they read stories, thinking about the main character’s traits, wants, and struggles.Teaching and Active Engagement: As you read part of narrative nonfiction text whose main character is a plant or animal, ask children to consider who the character are, what they want, and how they overcome obstacles.Set children up to talk with each other about the story elements found in the narrative nonfiction text. Show children how to produce a synthesis of narrative text by leaning on the “Somebody…. wanted… but…so ….” scaffoldLink: Recap what you have taught about finding and using story elements to better understand a nonfiction starring a plant or an animal. Conferring and Small Group Work: Help students consider their nonfiction in a narrative frame. Share: Ask students to tell their partners how they prepared their minds for reading their own narrative nonfiction books. Session 16 Work: Have the students to identify story elements in nonfiction.Session 17 Identifying When a Text is Hybrid Nonfiction and Adjust AccordingI can read hybrid nonfiction books.In this session, you’ll teach students that readers of hybrid nonfiction use authors’ signals to shift between using narrative and expository strategies.Getting Ready: A hybrid text—George Washington’s BreakfastTo learn from expository text and when reading nonfiction narrative—anchor chartsA hybrid textsStory elements—anchor chartConnection: Remind readers that when learning anything—video games, tennis—one masters work at one level and then progresses to harder work, and all of sudden that feeling of mastery goes away.Suggest that reading nonfiction text become more challenging in part because many texts aren’t clearly structured as either expository or narrative, but are hybrids.Teaching Point: Today, I want to teach you that when reading a hybrid text, readers always think to themselves, “What mind work does this part of the text want me to do?” The parts that are narrative signal for readers to read them like stories, and the parts that are expository signal for readers to read, collecting main ideas and supporting details. Teaching and Active Engagement: Explain that readers can tell what a text structure shifts and that readers need to respond to those cues by shifting their way of reading the text. Remind students that the shifts in text structure are meant to cue shifting reading strategies. Help them recall the different reading strategies by reviewing anchor charts.Link: Readers notice the structure of a text and adjust their reading strategies according. Conferring and Small Group Work: Drawing on past resources that can help you do new work. Reading Assessment off of Read WorksSession 17 Identifying When a Text is Hybrid Nonfiction and Adjust According Continued….I can read hybrid nonfiction books.In this session, you’ll teach students that readers of hybrid nonfiction use authors’ signals to shift between using narrative and expository strategies.Link: Readers notice the structure of a text and adjust their reading strategies according. Conferring and Small Group Work: Drawing on past resources that can help you do new work.Coach readers to notice narrative embedded in expository texts. Share: Teaching others how to read a text. Have partners reread and summarize an article they read earlier in the unit.Session 17 Work: Look for main idea and subtopics and boxes and bullets.9:40-10:40 Writing Workshop . Informational Unit 2: Lesson 12: Note TakingI Can: I can organize facts for my report.Essential Question:How can authors organize the facts in their reports?Materials*Note taking printable for each student*Pre-written facts on post-its*Post-it notes *resources for studentsMini Lesson:“Now that we know how to write facts in our own words, we are ready to start researching and taking notes about the subtopics we have chosen for our report.Teach:We will be using post-it notes for our paraphrased facts. We will be sticking these notes to our graphic organizer. TTW model how to place the post-it notes under the correct subtopic, and what to do with the facts that do not fit into any of the subtopics.Active Engagement:Students will label their note taking printable with their subtopics. Then they will use resources and post-it notes to record facts about their subtopics. They will then place the facts under the correct subtopic.Closing:Students will share with a partner some of the most interesting facts they found while researching.Intervention:TTW help students find at least 4 facts about their first subtopic.GrammarTTW introduce concrete –abstract nouns. TSW complete a concrete –abstract noun anchor chart. TSW identlfy the concrete noun and abstract noun and explain how they know the rmational Unit 2: Lesson 13 Note TakingI Can: I can write facts in my own words.Essential Question:How can authors organize the facts in their reports?Materials:Mini Lesson/Teach: TTW show students your note taking printable with the post-it notes and quickly review how the facts are paraphrased and organized. Acknowledge and discuss any challenges that may have come about while taking notes the previous day.Active Engagement:Students will finish taking notes about their 3-4 subtopics. They should be paraphrasing these facts and attaching them to the correct subtopic box. Encourage them to try to find 5-6 facts about each subtopic.Intervention:Have a small group of students work with you at a table. Allow them to stop at just a slice idea since there will be more information for them to use when researching.GrammarTSW complete a concrete-abstract noun sort.(grade)Informational Unit 2: Lesson 14: DraftingI Can: I can organize my facts.Essential Question:How can authors organize the facts in their reports?Materials: completed planners and their table of contentsMini Lesson: Today you are going to take all of the facts that you have paraphrased and write them into paragraphs that will teach someone all about your topic. You will need to use your table of contents and your planner with post-it notes to make sure that you don’t forget something and to help keep your work organized.Teach:TTW explain and show the students that they will have a paragraph for each sub-topic and they will have a paragraph for the introduction and conclusion.Active Engagement:Students will use their table of contents and planner to begin drafting their report.Closing:Students will share with a partner one paragraph that they wrote today.Intervention: Encourage these students to include 8-10 facts for each of their subtopics. They should also be using four subtopics.GrammarTSW create 3 sentences with at least one abstract noun. TSW exchange papers and circle all of the abstract nouns in the sentences. Informational Unit 2: Lesson 15: DraftingI Can: I can organize facts in my writing.Essential Question:How do authors find facts to share in their reports?Materials:completed planners and their table of contentsMini Lesson:”Today you will finish drafting your report.”Teach:”Today you will finish drafting your report. There are a few things that I want to remind you about:Don’t forget theintroduction and conclusion! If you use your table of contents, you will know ?what every paragraph is about.Each subtopicshould be a new paragraph. When you start a new paragraph, grab all of the ?post-it notes about that subtopic from your planner.If you have aparagraph without enough facts, you may need to go back to your resources to ?find additional information. Just don’t forget to paraphrase!”Active Engagement:Students will use their table of contents and planner to finish drafting their report.Closing:Students will share with a partner one paragraph that they wrote today.Intervention:Help them to work on just one subtopic at a time.GrammarTSW complete task cards identifying the abstract and concrete nouns.(grade)Informational Unit 2: Lesson 16: Lead/IntroductionI Can: I can write a hook for my writing.Essential Question:How can authors hook readers so that they will want to read their report.Materials:lead anchor chart mentor textMini Lesson:“Now that you have drafted your reports, it is time to make them sound even better by doing revisions. We are going to start by revising the lead and introduction. We want our report to start with words that will hook readers so that they want to keep reading.”Active Engagement:TTW read the lesson 16 mentor text or have students read it to each other. The class with the teacher will complete the anchor chart together. Students will write a new lead and introduction.Closing:Students will share their revised lead and introduction with their partner. You might want to have some students share with the class if time permits.Intervention:Have students focus on only the fact and the question leads.GrammarAssessment in Google Classroom10:40-11:00 Spelling and Cursive SL.3.1I can read, write, and spell words that follow r- controlled a syllables.Objectives:Read words with r-controlled a syllablesReview long i diagraph syllable patternsBlend onset and rimeSort words according to word families and vowel soundsRead high frequency wordsSpell word s with r-controlIdentify multiple meanings for wordsItems Needed: Teacher cardsFluency passageWord listMoveable lettersCursive: The students will write copycat cursive. Objectives:Read words with r-controlled a syllablesReview long i diagraph syllable patternsBlend onset and rimeSort words according to word families and vowel soundsRead high frequency wordsSpell word s with r-controlIdentify multiple meanings for wordsItems Needed: Teacher cardsFluency passageWord listMoveable lettersCursive: The students will write copycat cursive. Objectives:Read words with r-controlled a syllablesReview long i diagraph syllable patternsBlend onset and rimeSort words according to word families and vowel soundsRead high frequency wordsSpell word s with r-controlIdentify multiple meanings for wordsItems Needed: Teacher cardsFluency passageWord listMoveable lettersCursive: The students will write copycat cursive. Objectives:Objectives:Read words with r-controlled a syllablesReview long i diagraph syllable patternsBlend onset and rimeSort words according to word families and vowel soundsRead high frequency wordsSpell word s with r-controlIdentify multiple meanings for wordsItems Needed: Teacher cardsFluency passageWord listMoveable lettersCursive: The students will write copycat cursive. Spelling AssessmentCursive: The students will write copycat cursive. 11:05 – 11:50Recess/LunchRecess/LunchRecess/LunchRecess/LunchRecess/Lunch 11:50-12:30 Math Block 1:30-2:00 Coding on Thursday12:05-12:10 Bathroom Break I can build and decompose a kilogram to reason about the size and weight of 1 kilogram, 100 grams, 10 grams, and 1 gram.I can estimate and measure liquid volume in liters and milliliters using the vertical number line. Resources: ??????Eureka Math Grade 3 Lesson 8 Module 2Materials: Personal whiteboardsInteractive Smartboard Lesson, and Zearn Activities: Fluency Practice (8 minutes):Divide Grams and Kilograms (2 minutes)Determine the Unit of Measure (2 minutes)Group Counting (4 minutes)Threes to 30 Fours to 40 Sixes to 60 Sevens to 70 Eights to 80 Nines to 90Resources: ??????Eureka Math Grade 3 Lesson 9 Module 2Materials: Personal whiteboardsInteractive Smartboard Lesson, and Zearn Activities: Fluency Practice (4 minutes):Decompose 1 Kilogram (4 minutes)Concept Development Part 1: Compare the capacities of containers with different shapes and sizes.Part 2: Decompose 1 liter.Resources: ??????Eureka Math Grade 3 Lesson 10 Module 2Materials: Personal whiteboardsInteractive Smartboard Lesson, Zearn Activities: Fluency Practice (10 minutes) Milliliter Counting 3.MD.2 (2 minutes) Decompose 1 Liter 3.MD.2 (4 minutes) Group Counting 3.OA.1 (4 minutes)Application Problem: Subha drinks 4 large glasses of water each day. How many large glasses of water does she drink in 7 days?? Eureka Math Grade 3 Lesson 11 Module 2Materials: Personal whiteboardsInteractive Smartboard Lesson, Zearn Activities: Rename Tens 3.NBT.3 (3 minutes) Halfway on the Number Line 3.NBT.1 (4 minutes) Read a Beaker 3.MD.1 (4 minutes)minutes)Mid Module Assessment 12:35 – 1:15Special ClassMusicPEARTPELibrary1:15-2:00 Math Block Continued Concept Development Problem 1: Solve one-step word problems using addition.Problem 2: Solve one-step word problems using subtraction.Problem 3: Solve one-step word problems using multiplication.Problem 4: Solve one-step word problems using divisionProblem Set: Students will do their personal best to complete the problem set within 10 minutes. (Take as a class participation grade)Student Debrief: Reflection and class discussion on the problem set. ????Exit Ticket (3 minutes)Concept Development Part 1: Compare the capacities of containers with different shapes and sizes.Part 2: Decompose 1 liter.Problem Set: Students will do their personal best to complete the problem set within 10 minutes. Student Debrief: Reflection and class discussion on the problem set. ????Exit Ticket (3 minutes)Math Quiz/assessment on google classroom Concept Development Part 1: Create a vertical number line marked at 100 mL intervalsPart 2: Use the vertical number line to estimate and precisely measure liquid volumeProblem Set: Students will do their personal best to complete the problem set within 10 minutes. (Take as a class participation grade)Student Debrief: Reflection and class discussion on the problem set. ????Exit Ticket (3 minutes)Concept Development Problem 1: Solve word problems involving addition and subtraction.Problem 2: Solve word problems involving multiplication.Problem Set: Students will do their personal best to complete the problem set within 10 minutes. (Take as a class participation grade)Student Debrief: Reflection and class discussion on the problem set. ????Exit Ticket (3 minutes) Mid Module Assessment Continued2:05-2:50Science/Social Studies (M,W,F) Micro Time /Interventions (Tuesday, Thursday)- Science/Social Studies(M,W,F) Micro Time /Interventions (Tuesday, Thursday)H.13.3.1 Explain how multiple perspectives are portrayed through historical narrativesH.12.3.5 Analyze relationships of national symbols, holidays, and historic placesCommunity Garden (weather permitting)SScienceI can conduct an investigation to provide evidence of forces.Social StudiesWest Garden Visit (weather permitting)I can analyze relationships of national holidays. TSW take a virtual tour of the Mayflower. and TTW discuss the Mayflower Compact and complete a document analysis through discussion questionsMicro TimeSocial StudiesI can analyze relationships of national holidays.TSW will view a presentation comparing and TSW compare and contrast the daily lives of the Pilgrims and Wampanoag people. Micro TimeSocial StudiesTSW complete a comprehension quiz on Readworks about the First Thanksgiving.2:50-3:00Classroom Jobs/ Dismissal3:05 1st wave3:15 2nd wave Get things ready to go home.Get things ready to go home.Get things ready to go home.Get things ready to go home.Get things ready to go home.Class Dojo Behavior plans go home. Lesson plans are subject to change based on the academic needs of the students *** ................
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