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Week of September 21, 2015 Lesson Plans Mrs. Hoogestraat

Week 5

Morning Work

1. When the students come in they will first move their lunch stick to indicate the lunch count.

2. Then, they will get a chair.

3. Next, they will do journal and turn it in. On Tuesday and Thursday, I will read chapter book aloud during this time.

Calendar

1. We will discuss the date.

2. Then, we will go over any announcements for the day.

3. Finally, we will say the pledge and the purple hands pledge

4. Following we will complete DOL together as a class.

*Prefix lessons continue next week

*Nouns for grammar

Whole Group Reading

Monday, September 21

Benchmarks: RI.3.IA.1, RI.3.2, RF.3.3, SL.3.1, SL.3.2, SL.3.3, L.3.1, L.3.4, L.3.5, L.3.6

Lesson Sequence:

Activity 1: Comprehension: Main Idea

1. Orally review what the main idea is using the hand



2. Watch this song to further review what main idea is

3. Hand out main idea organizer

4. Orally read the small paragraphs and decide which one to do main idea org for

5. Fill out together

Activity 2: Building Background Knowledge

1. Have students turn to pgs. 86-87

2. Have students think-pair-share about what is going on in the picture

3. Have a volunteer read the bookmark on pg. 87

4. Pair-share about animals that may be able to live in Antarctica

5. Play youtube video about Antarctic life:

5. Tell students we will be thinking about animals that live in this icy habitat this week

Activity 3: Vocabulary

1. Use smartboard to introduce vocabulary(saved as penguin intro.ppt)

2. Hand out vocabulary cards and work while discussing the words

Tuesday, September 22

Benchmarks: RI.3.IA.1, RI.3.1, RI.3.2, RI.3.4, RI.3.6, SL.3.1, SL.3.3, SL.3.4, SL.3.6,

Lesson Sequence:

Activity 1: Vocabulary Words

1. Have students get out cards and read over new vocabulary words

2. Have students turn to pgs 88-89

3. Tell students today we will be reading a story with our vocabulary words in it

4. Chorally read Life in Antarctica

5. Orally review what main idea is using the hand idea

6.

Watch this short song to review the main idea

7. Fill out graphic organizer together for main idea about this passage

-Main Idea: Even though Antarctica is cold, many plants and animals live

there

Details: 1. Moss and Lichen plants live there.

2. Seabirds like penguins love there

3. Seals and whales live there

Activity 2: Comprehension

1. Explain to students we will be thinking about the main idea as we read our new story today

2. Have students turn to page 90-91

3. Read the title of the story

4. Discuss genre of the story: Informative

5. Take a picture walk and make predictions

6. Complete anticipation guide for the story

7. Tell students we will be reading in a 2-ring circus format

8. If finished early, reread with partner or on their own

-Partners: Violet/Ali, Taylor/Emma, Claire/Kaleal, Abe/Kai, Ben/Trenton, Aubrey/Laynie, Regan/Caron, Garrett/Jackson, Kennah/Devin, Ty/Trey/Mrs. H

Wednesday, September 23

Benchmarks: RI.3.IA.1, RI.3.1, RF.3.3, RF.3.4, SL.3.1, SL.3.3, L.3.1, L.3.2

Lesson Sequence:

Activity 1: Vocabulary Words

1. Play this Kahoot game to review vocabulary words

Activity 2: Comprehension



1. Watch this video before rereading the story in partners(PBS video)



3. Draw sticks for partners; compare anticipation guides

4. Come back together and discuss answers to anticipation guides

5. Have partner go to my website and blog about 2 things they have learned about penguins

Activity 3: Main Idea

1. Use the hand to review main idea



2. Listen to this song to further review

3. Use the smartboard to complete practice saved as Main idea practice in smart 3 folder

Thursday, September 24

Benchmarks: RI.3.IA.1, RI.3.1, RF.3.3, RF.3.4, SL.3.1, SL.3.3, L.3.1, L.3.2

Lesson Sequence:

Activity 1: Vocabulary

1. Use a beach ball to quickly review vocabulary words from last week: fierce, whips, echoes, shuffles, huddle, junior, down

-Say the definition aloud

-Throw the ball to a student and they say the word that matches

Activity 2: Comprehension

1. Watch emporer penguin 5 minute clip on youtube:

2. Reread penguin chick chorally

3. Discuss the questions at the end of the story together

Activity 3: Main Idea

1.

-Watch this video to review what the main idea is



2. Watch this video to review; stop where talks about writing the main idea.

3. Read aloud a small paragraph (get copies from Laurie)

4. Fill out an organizer

5. Complete main idea practice with a partner using my website

Activity 3: Word Analysis

1.

-Watch video to review what a prefix is

2. Review what non, un, in, im mean (not)



-Watch this prefix song to review

3. Hand out prefix pages and put into stay here folders

4. Read compound word and prefix pages as fast as possible for 1 minute

5. Have partners think of 3 non-words and list on small chart paper

nonstop, nonfat, nonreader, nonliving, nonsense, nontoxic

6. Have partners think of 3 un words and list on small chart paper

unable, undone, unhappy, unfair, undo, unfold, unhooked, uncut, uncooked

7. Use smartboard called non, in, im, un to review

Friday, September 25

Benchmarks: RI.3.IA.1, RI.3.1, RF.3.3, RF.3.4, SL.3.1, SL.3.3, L.3.1, L.3.2

Lesson Sequence:

Activity 1: Vocabulary

1. Assign vocabulary pg. 22 (Practice book O) for independent practice

Activity 2: Poetry

1. Use basal pg. 112 to discuss poetry

2. Read poem together

3. Put into poem folders

4. Chorally read the poem together

5. Have a volunteer pick out other poems to read chorally together

Activity 3: Word Analysis



1. Watch this song to review what a prefix is

2. Orally review what un, im, in, and dis mean (not)



3. Watch this movie to further review the –un prefix

4. Use the smartboard to review non and un prefixes (prefixes non and un)

5. Play prefix memory game to practice reading and defining these words

*August 19, 2015

Activity 4: Context Clues

1. Listen to context clues song to review what they are:

2. Use smartboard to play a game saved as Context Clues word game

*Next week

Activity 3: Word Analysis

1. Orally review homonyms: words that are spelled the same but have different meanings

2. Orally review that to figure out what the word is/means, you need to use context clues from the sentence

3. Hand out practice book pg 27 Practice book A

4. Complete the first 2-3 together; have students finish independently

1. Orally review homographs

2. Use the smartboard to review multiple meaning words: saved as multiple meaning words

Activity 4: Main Idea

1. Orally review the main idea using the hand idea

2. Hand out copied Rodeo books

3. Chorally read the story together

4. Use the main idea organizer to write the main idea and details for the story

Thick and thin questions

Context Clues

Prefixes

Daily 5/Daily CAFÉ/Guided Reading

Monday, September 21

Benchmarks: SL.3.1, SL.3.3, RL.3.10, RI.3.10, RF.3.4, L.3.1, RF.3.4

Lesson Sequence:

Activity 1: Fluency

1. Complete fluency partner phrases

2. Partner students and explain how to complete

3. Complete the activity

-Partners: Treyshon/Mrs. H, Ty/Kai, Devin/Emma, Kaleal/Aubrey, Carson/Garrett, Trenton/Regan, Laynie/Kennedy, Jackson/Claire, Ali/Ben, Abe/Taylor, Kennah/Violet

Activity 2: Read to Self

1. All students will go to read to self.

2. I will meet with a group at this time.

Group 1: Abe, Regan, Kenna, Violet, Taylor, Ben, Claire (Footprints of a Thief: Level R)

1. Think, pair, share about what has happened in the book so far

2. Chorally read most of chapter 4 and discuss

3. Assign rest if chapter 4 and comprehension questions with a partner

Activity 3: Choice Round

1. Students go to their choice round.

2. Group 1 students will work on their assignments.

3. I will meet with another group at this time.

Group 2: Aubrey, Kennedy, Laynie, Kaleal, Kai, Garrett (Five True Dog Stories: Level M)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Assign students to reread Wolf chapter and finish questions if needed from Friday

4. If students are already done, they can work on writing an epitaph and sequence for how Wolf saved the puppies

Activity 4: Choice Round

1. Students go to their choice round.

2. Group 2 students will work on their assignments. Group 1 students may continue as well.

3. I will meet with another group at this time.

Group 3: Ty, Carson, Jackson, Emma, Trenton, Devin (The Mystery of the Big Paw Print: Level K)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Think, pair, share about what has happened in the book so far.

4. Chorally read chapter 2 and discuss

5. Assign rereading to a parent and questions

Tuesday, September 22

Benchmarks: SL.3.1, SL.3.3, RL.3.10, RI.3.10, RF.3.4, L.3.1, RF.3.4

Lesson Sequence:

Activity 1: Fluency

1. Complete fluency partner readings

2. Discuss goals and how to do this

3. Partner up and complete readings

Activity 2: Read to Self

1. All students will go to read to self.

2. I will meet with a group at this time.

Group 1: Abe, Regan, Kenna, Violet, Taylor, Ben, Claire (Footprints of a Thief: Level R)

1. Discuss their answers to the questions and predictions about the thief

2. Chorally read chapter 5 and discuss

3. Assign chapter 6 and comprehension questions with a partner

Activity 3: Choice Round

1. Students go to their choice round.

2. Group 1 students will work on their assignments.

3. I will meet with another group at this time.

Group 2: Aubrey, Kennedy, Laynie, Kaleal, Kai, Garrett (Five True Dog Stories: Level M)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Discuss the Wolf comprehension questions together

4. If anyone completed the tombstone epitaph share with the group and collect

5. Chorally read Barry and discuss

6. Assign rereading of Barry to a parent and comprehension questions

Activity 4: Choice Round

1. Students go to their choice round.

2. Group 2 students will work on their assignments. Group 1 students may continue as well.

3. I will meet with another group at this time.

Group 3: Ty, Carson, Jackson, Emma, Trenton, Devin (The Mystery of the Big Paw Print: Level K)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Discuss answers to comprehension questions for chapter 2

4. Chorally read chapter 3 and discuss

5. Assign rereading to a parent and questions

Wednesday, September 23

Benchmarks: SL.3.1, SL.3.3, RL.3.10, RI.3.10, RF.3.4, L.3.1, RF.3.4

Lesson Sequence:

Activity 1: Fluency

1. Review what a prefix is

2. Read the prefix and compound word page slowly

3. Time and mark progress

Activity 2: Read to Self

1. All students will go to read to self.

2. I will meet with a group at this time.

Group 1: Abe, Regan, Kenna, Violet, Taylor, Ben, Claire (Footprints of a Thief: Level R)

1. Discuss their answers to the questions and predictions about the thief

2. Chorally read chapter 7 and discuss

3. No assignment

Activity 3: Choice Round

1. Students go to their choice round.

2. Group 1 students will work on their assignments.

3. I will meet with another group at this time.

Group 2: Aubrey, Kennedy, Laynie, Kaleal, Kai, Garrett (Five True Dog Stories: Level M)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Discuss the Barry comprehension questions together

4. Chorally read Balto and discuss

5. Assign comprehension questions for Balto

Activity 4: Choice Round

1. Students go to their choice round.

2. Group 2 students will work on their assignments. Group 1 students may continue as well.

3. I will meet with another group at this time.

Group 3: Ty, Carson, Jackson, Emma, Trenton, Devin (The Mystery of the Big Paw Print: Level K)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Discuss answers to comprehension questions for chapter 3

4. Chorally read chapter 4 and discuss

5. Assign comprehension questions

Thursday, September 24

Benchmarks: RL.3.1, RL.3.2, IA.1, RL.3.10, RI.3.7, RF.3.4, W.3.3, SL.3.1, SL.3.3, SL.3.5, SL.3.6

Lesson Sequence:

Activity 1: Fluency

1. Complete fluency lesson for the overhead

Activity 2: Read to Self

1. All students will go to read to self.

2. I will meet with a group at this time.

Group 1: Abe, Regan, Kenna, Violet, Taylor, Ben, Claire (Footprints of a Thief: Level R)

1. Think, pair, share about what has happened so far

2. Chorally read chapter 8 and discuss

3. Assign chapter 7-8 questions with a partner

Activity 3: Choice Round

1. Students go to their choice round.

2. Group 1 students will work on their assignments.

3. I will meet with another group at this time.

Group 2: Aubrey, Kennedy, Laynie, Kaleal, Kai, Garrett (Five True Dog Stories: Level M)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Discuss the Balto comprehension questions together

4. Discuss how to complete a summary page

5. Send them back to their seats to complete the summary page independently

Activity 4: Choice Round

1. Students go to their choice round.

2. Group 2 students will work on their assignments. Group 1 students may continue as well.

3. I will meet with another group at this time.

Group 3: Ty, Carson, Jackson, Emma, Trenton, Devin (The Mystery of the Big Paw Print: Level K)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Discuss answers to comprehension questions for chapter 4

4. Chorally read chapter 5 and discuss

5. Assign rereading of chapter 5 at home

Friday, September 25

Benchmarks: RL.3.1, RL.3.2, IA.1, RL.3.10, RI.3.7, RF.3.4, W.3.3, SL.3.1, SL.3.3, SL.3.5, SL.3.6

Lesson Sequence:

Activity 1: Fluency

1. Have students take out their poem folders

2. Chorally read some of the poems together

Activity 2: Read to Self

1. All students will go to read to self.

2. I will meet with a group at this time.

Group 1: Abe, Regan, Kenna, Violet, Taylor, Ben, Claire (Footprints of a Thief: Level R)

1. Discuss 7-8 questions and collect

2. Chorally read chapter 9 and discuss

3. No assignment

Activity 3: Choice Round

1. Students go to their choice round.

2. Group 1 students will work on their assignments.

3. I will meet with another group at this time.

Group 2: Aubrey, Kennedy, Laynie, Kaleal, Kai, Garrett (Five True Dog Stories: Level M)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Share summary pages with the group; collect and assess

Activity 4: Choice Round

1. Students go to their choice round.

2. Group 2 students will work on their assignments. Group 1 students may continue as well.

3. I will meet with another group at this time.

Group 3: Ty, Carson, Jackson, Emma, Trenton, Devin (The Mystery of the Big Paw Print: Level K)

1. Work on sight words with students one at a time.

2. Students read from book box while they wait.

3. Think, pair, share about what has happened so far

4. Chorally read chapter 6 and discuss

5. Assign rereading of chapter 6 with a parent

Spelling

Monday, September 21

Benchmarks: L.3.2

Lesson Sequence:

1. Give spelling pretest

2. Discuss challenge list and color-coding

3. Collect, check, return list and list to study

Tuesday, September 22 - Thursday, September 24

Benchmarks: L.3.2

Lesson Sequence:

1. No spelling

Friday, September 25

Benchmarks: L.3.2

Lesson Sequence:

1. Give spelling final test

2. Collect, check, and return

Math

Monday, September 21

Benchmarks: 3.NBT.A.1

Lesson Sequence:

1. DOM

2. Real Life 3D shape smartboard

3. Quickly review the icharts and rules for Math Stations.

4. Continue to teach the activities for partner games station.

5. Run 2 rounds of math stations.

6. I will call in group 4 to meet during 1st recess to discuss information needed.

7. When we begin, Abe will complete a shortened assignment to be sure he grasps the 3rd grade math concepts. Then, he and Ben will work on Lesson 2-4 in the hall. I will remind them ahead of time that the rule might include subtracting, adding, multiplication, and division.

8. I will meet with 2 groups:

Group 1:

1. Brainstorm a list of 10’s numbers through 100. Write it on their board.

2. Discuss rounding 10’s numbers to the nearest 10.

-I will do 1 and remind them of how to do it.

-We will do 1 altogether as a group on boards.

-They will do 1 with a partner using boards.

-They will do 1 independently using boards.

3. We will discuss rounding 100 numbers to the nearest 10.

-I will do 1 and remind them of the process.

-We will do 1 altogether using boards.

-We will do 2 with partners using boards

-We will do 2 independently.

4. Give assignment modified (all rounding to 10’s) Homework 2.3

Group 2:

1. Discuss rounding 10’s numbers to the nearest 10.

-I will do 1 and remind them of how to do it.

-We will do 1 altogether as a group on boards.

-They will do 1 independently using boards.

2. We will discuss rounding 100 numbers to the nearest 10.

-I will do 1 and remind them of the process.

-We will do 1 altogether using boards.

-We will do 1 with partners using boards

-We will do 1 independently.

3. We will discuss rounding 100’s number to the nearest 100

-We will do 1 chorally

-They will do 1 with a partner

-They will do 1 on their own

4. Discuss rounding to the underlined digit

-Talk through 2 together using boards

5. Give assignment Practice 2.3

Tuesday, September 22

Benchmarks: 3.NBT.A.1

Lesson Sequence:

1. DOM using the overhead

3. Quickly review the icharts and rules for Math Stations.

4. Discuss that we have already run rounds 1 and 2 yesterday. Today we will run rounds 3 and 4.

5. Run last 2 rounds of math stations. Ben and Abe will go with their group at this time. I will work on Ben with naming a pattern during this time as well.

6. I will meet with the last 2 groups:

Group 3:

1. Brainstorm a list of 10’s numbers through 100. Write it on their board.

2. Discuss rounding 10’s numbers to the nearest 10.

-I will do 1 and remind them of how to do it.

-They will do 1 with a partner using boards.

-They will do 1 independently using boards.

3. We will discuss rounding 100 numbers to the nearest 10.

-I will do 1 and remind them of the process.

-We will do 1 with partners using boards

-We will do 2 independently.

3. We will discuss rounding 100’s number to the nearest 100

-We will do 1 chorally

-They will do 1 on their own

4. Discuss rounding to the underlined digit

-Talk through 2 together using boards

5. Give assignment Practice 2.3

Group 4:

1. This group has already done their assignment (Homework 2.4)

2. Discuss rounding a 1,000 number to the nearest 1,000

-I will show them an example

-Have them do 2 with a partner

-Have them do 1 on their own

3. Discuss rounding a 1,000 number to the underlined digit

-Demonstrate 2 of them

-Have them do 2 with a partner

-Have them do 2 on their own

Wednesday, September 23

Benchmarks: 3.NBT.A.1

Lesson Sequence:

1. DOM

2. Geometry short – geometry matching game

3. Use the I-charts to review rules and routines of math workshop. Complete math workshops. Try to get through all 4 groups.

4. Abe and Ben will work on geometric patterns in the hall. There assignment will be Reteach 2.5.

Group 1:

1. Brainstorm a list of 10’s numbers through 100. Write it on their board.

2. Discuss rounding 10’s numbers to the nearest 10.

-We will do 1 altogether as a group on boards.

-They will do 1 with a partner using boards.

-They will do 1 independently using boards.

3. We will discuss rounding 100 numbers to the nearest 10.

-I will do 1 and remind them of the process.

-We will do 1 with partners using boards

-We will do 2 independently.

4. We will discuss rounding 100 numbers to the nearest 100.

5. Brainstorm 100 numbers and write on their board.

-I will talk them through 1.

-We will chorally try 1.

-They will do 1 with a partner.

-They will do 1 independently.

6. Discuss rounding to the underlined digit.

-Try 2-3 altogether.

4. Give assignment modified Practice 2.3

Group 2-3:

1. Discuss rounding to the nearest 10

-Try 1 10’s number to the nearest 10 independently

-Try 1 100’s number to the nearest 10 independently

2. Discuss rounding 100 number to the nearest 100

-Try 1 100’s number to the nearest 100 independently

3. Discuss rounding a 1,000 number to the nearest 1,000

-I will show them an example

-Have them do 2 with a partner

-Have them do 1 on their own

3. Discuss rounding a 1,000 number to the underlined digit

-Demonstrate 2 of them

-Have them do 2 with a partner

-Have them do 2 on their own

4. Give assignment Homework 2.4

Group 4:

1. This group has already had assignment Practice 2.4

2. Discuss rounding to nearest 1,000

-Try 1 independently

3. Discuss rounding to the underlined digit

-Try several of these with a partner

Thursday, September 24

Benchmarks: 3.NBT.A.1

Lesson Sequence:

1. DOM Math

2. Geometry short-introduce and discuss nets (get from Laurie)

3. Use the I-charts to review rules and routines of math workshop. Complete math workshops. Try to get through all 4 groups.

4. Abe and Ben will work on problem solving. They will need counters. There assignment will be Reteach 2.6 modified. They will only complete 2 problems for practice.

Group 1:

1. Brainstorm a list of 10’s numbers through 100 and 100 numbers through 100. Write it on their board.

2. Discuss rounding 10’s numbers to the nearest 10.

-We will do 1 altogether as a group on boards.

3. We will discuss rounding 100 numbers to the nearest 10.

-I will do 1 and remind them of the process.

4. We will discuss rounding 100 numbers to the nearest 100.

5. We will discuss rounding 1,000 numbers to the nearest 10 and 100 using the underlined digit way to round.

-I will do one to explain how to do it.

-We will do 2 altogether on our boards.

-They will do 3 with a partner.

-They will do 1-2 on their own.

6. Give assignment modified Homework 2.4

Group 2-3:

1. Discuss rounding to the nearest 10

-Try 1 10’s number to the nearest 10 independently

-Try 1 100’s number to the nearest 10 independently

-Try 1 100’s number to the nearest 100 independently

-Try 1 1,000 number to the nearest 1,000

2. Discuss rounding a 1,000 number to the underlined digit

-Do several with a partner

-Do several on their own

4. Give assignment Practice 2.4

Group 4:

1. This group has already had assignment Homework 2.5

2. Work on reading a graph

Friday, September 25

Benchmarks: 3.NBT.A.1

Lesson Sequence:

1. DOM Math

2. Geometry short: Review nets using nets from Laurie. Watch following video to further understand



3. Complete Practice 2.5 together using the overhead

4. No assignment

*Math: 9-15-14

Science

**Mrs. Petersen will teach all sections of science

Social Studies

Monday, September 21

Benchmarks: SS.3-6.G.1

Lesson Sequence

Mrs. Petersen’s Class

1. Discuss globe project

2. Begin to cut glove pieces

3. Students can also help me tear blue paper for the ocean

Mrs. Hoogestraat’s Class

1. Have a large globe labeled with numbers

2. Ask about a certain feature (north pole, south pole, equator, northern hemisphere, southern hemisphere)

3. Students use wipeboards to identify

4. Watch the move Map Skills for Beginners: Globes

-Downloaded and saved on my computer in the August file

Tuesday, September 22

Benchmarks: SS.3-6.G.1

Lesson Sequence

Mrs. Petersen’s Class

1. No switching today

Mrs. Hoogestraat’s Class

1. Discuss globe project

2. Begin to cut globe pieces

3. Students can also help me tear blue paper for the ocean

Wednesday, September 23

Benchmarks: SS.3-6.G.1

Lesson Sequence:

Mrs. Petersen’s Class

1. Finish cutting globe pieces if needed

2. Discuss rules for globe project

3. Scholastic News

Mrs. Hoogestraat’s Class

1. Finish cutting globe pieces if needed

2. Discuss rules for globe project

3. Scholastic News

Thursday, September 24

Benchmarks: SS.3-6.G.1

Lesson Sequence:

Mrs. Petersen’s Class

1. Begin globes

Mrs. Hoogestraat’s Class

1. Begin globes

Friday, September 25

Benchmarks: SS.3-6.G.1

Lesson Sequence:

Mrs. Petersen’s Class

1. Finish Scholastic News since the art room is not open

Mrs. Hoogestraat’s Class

1. No s.s.

Writing

Monday, September 21

Benchmarks: W.3.2, SL.3.1, L.3.1

Lesson Sequence:

1. Use smartboard from Laurie called Kinds of Sentences to introduce kinds of sentences

2. Do the movement activity with the 3 kinds of sentences and introduce with movement posters

3. Use movements to identify kinds of sentences at the end of the smartboard

4. Watch the you tube about the kinds of sentences



5. Orally review personal narratives

6. Continue to work

7. I will edit the kids who are already done

Tuesday, September 22

Benchmarks: W.3.2, SL.3.1, L.3.1

Lesson Sequence:

1. Use a soft ball to review what a sentence needs to have to be complete.

2. Put up an example sentence. Have students put up 1 finger for complete and 2 fingers for not complete

3. Try this with 4-5 sentences.

4. Use the soft ball to review the kinds of sentences and punctuation

5. Watch move/song about kinds of sentences



6. Continue work on personal narratives

7. I will edit the kids who are already done writing

*8-25-14

Wednesday, September 23

Benchmarks: W.3.2, SL.3.1, L.3.1

Lesson Sequence:

1. Orally review the 4 kinds of sentences using a large chart

2. Have partners draw out a kind of sentence and wrote one of those types on a sticky note

3. Stick the sentences on the chart and share

4. Continue to work on narratives

5. Edit if students are ready

Thursday, September 24 – Friday, September 25

Benchmarks:

Lesson Sequence:

1. No writing

*Next Week:

nouns

Handwriting

Monday, September 21 – Tuesday, September 22

Benchmarks:

Lesson Sequence:

1. No cursive handwriting

Wednesday, September 23

Benchmarks: W.3.2

Lesson Sequence:

1. Review how to sit and slant

2. Go to the next page and introduce the next letter

3. Practice words

4. Complete both workbook pages, collect, and asses

Thursday, September 24 – Friday, September 25

Benchmarks:

Lesson Sequence:

1. No handwriting

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