WEEK:

9:30am

March 7 March 11, 2016

Teacher: E. Keyton

Subject: Mathematics

Time: 8:20am -

Unit Title: Unit 4: Geometry

Unit Big Idea: Measurement and Data
In this unit students will:

Further develop understandings of geometric figures by focusing on identification and descriptions of plane
figures based on geometric properties.

Identifies examples and non-examples of plane figures based on geometric properties.

Identify differences among quadrilaterals.

Understand that shapes in different categories may share attributes and those attributes can define a larger
category (example: rhombuses, rectangles, and others have four sides and are all called quadrilaterals).

Expand the ability to see geometry in the real world.

Can draw plane figure shapes based on attributes.

Further develop understanding of partitioning shapes into parts with equal areas.

Partitions shapes in several different ways into equal parts of halves, thirds, fourths, sixths, and eighths and
recognizes the partitioned parts have the same area.

Use data collected to make bar and picture graphs.

Interpret line plots.

Find the perimeter of polygons; use addition to find perimeters; solve for an unknown length and recognize
the patterns that exist when finding the sum of the lengths and widths of rectangles.
Standards to Address in Unit:
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four
sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition
a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Represent and Interpret Data
MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step
how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which
each square in the bar graph might represent 5 pets.
MGSE3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by
making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
MGSE3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by
multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical
problems, and represent whole-number products as rectangular areas in mathematical reasoning.

c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a
c. Use area models to represent the distributive property in mathematical reasoning.
MGSE3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side
lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and
different perimeters.

ASSESSMENTS
Diagnostic Unit 4 Pe Test
Assessment, Georgia Milestone
Diagnostic Assessment

Formative: Essential Questions,

Think-Pair-Share, Exit ticket, My Math
Workbook, and Summative
Assessments/ Task

Major Unit concepts and vocabulary

2-dimensional
2-dimensional
3-dimensional
3-dimensional
acute angle
acute angle
attributes
attributes
closed figure
closed figure
congruent
congruent
cubes, cones,
cubes, cones,
cylinders and
rectangular prisms
cylinders and
(as subcategories of
rectangular
3-dimensional
prisms (as
figures)
subcategories of
3-dimensional
polygon
figures)
line plot
polygon
obtuse angle
line plot
open figure
obtuse angle
parallel
open figure
parallelogram
parallel
partition
parallelogram
polygon
partition
properties
polygon
quadrilateral
properties
rectangle
quadrilateral
rhombi, rectangles,
rectangle
and squares (as
rhombi,
subcategories of
quadrilaterals)
rectangles, and
squares (as
rhombus/rhombi

2-dimensional
3-dimensional
acute angle
attributes
closed figure
congruent
cubes, cones,
cylinders and
rectangular
prisms (as
subcategories of
3-dimensional
figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi,
rectangles, and
squares (as
subcategories of

Summative: Solving word problems,

Star Math Assessment, think pair
share

2-dimensional
3-dimensional
acute angle
attributes
closed figure
congruent
cubes, cones,
cylinders and
rectangular
prisms (as
subcategories of
3-dimensional
figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi,
rectangles, and
squares (as
subcategories of

2-dimensional
3-dimensional
acute angle
attributes
closed figure
congruent
cubes, cones,
cylinders and
rectangular
prisms (as
subcategories of
3-dimensional
figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi,
rectangles, and
squares (as

Mini-lesson-

RotationsGuided(15-20
Math min.)Whole
Whole
GroupNumber TalksGroup

right angle
square
three-sided
unit fraction
area

MONDAY
Strategy:
Solve

839-32=

subcategories of
quadrilaterals)
rhombus/rhombi
right angle
square
three-sided
unit fraction
area

quadrilaterals)
rhombus/rhombi
right angle
square
three-sided
unit fraction
area

quadrilaterals)
rhombus/rhombi
right angle
square
three-sided
unit fraction
area

TUESDAY
Focus Strategy:

WEDNESDAY
Focus Strategy:
Solve

THURSDAY
Focus Strategy:
Solve

Solve

721-98=

321-55=

E.Q:
E.Q:
E.Q:
Howaretheperimeterandareaof Howaretheperimeterandareaof Howaretheperimeterandareaofa
ashaperelated?
ashaperelated?
shaperelated?
Howcanrectangleshavethe
Howcanrectangleshavethe
Howcanrectangleshavethesame
sameperimeterbuthave
sameperimeterbuthave
perimeterbuthavedifferent
differentareas?
differentareas?
areas?
WhatmethodscanIuseto

WhatmethodscanIuseto

Mondays will be
used for Guided
Practice in a whole
group format (30
min.).
Instructional
Strategies:

409+67=

NO
SCHOOL

subcategories of
quadrilaterals)
rhombus/rhombi
right angle
square
three-sided
unit fraction
area
FRIDAY
Focus Strategy:
Solve

98+12=

NO
SCHOOL

WhatmethodscanIuseto

Standard:

Standard:

Standard:

Standard:

MGSE3.G.1 Understand that

shapes in different categories
(e.g., rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a larger
category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and
squares as examples of

MGSE3.G.1 Understand that

shapes in different categories
(e.g., rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a larger
category (e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and squares as
examples of quadrilaterals,

MGSE3.G.1 Understand
that shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles,

MGSE3.G.1 Understand
that shapes in different
categories (e.g.,
rhombuses, rectangles, and
others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and

Group 4RotationsGuided
Group
Math3Guided Math RotationsRotationsGuided Math

In this lesson students

Howaretheperimeterandareaof
ashaperelated?
Howcanrectangleshavethe
sameperimeterbuthave
differentareas?
WhatmethodscanIuseto
determinetheareaofanobject?
HowcanIdemonstratemy
understandingofthe

Teacher facilitates &

monitors Daily 5
Station Rotations (30
min.).
Discuss the Daily 5
stations with
students. Explain the
activities in each
center and start
rotations.
Math by Myself
Math with a Partner
Math Reading
Math Technology
Math Writing
Guided Math

Standard:

Standard:

Standard:

Standard:

MGSE3.G.1 Understand that

shapes in different categories
(e.g., rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a larger
category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and
squares
as examples of
Standard:

MGSE3.G.1 Understand that

shapes in different categories
(e.g., rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a larger
category (e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and squares as
examples
Standard: of quadrilaterals,

MGSE3.G.1 Understand
that shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses,
Standard: rectangles,

MGSE3.G.1 Understand
that shapes in different
categories (e.g.,
rhombuses, rectangles, and
others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses,
Standard: rectangles, and

MGSE3.G.1 Understand that

shapes in different categories
(e.g., rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a larger
category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and
squares as examples of
Standard:

MGSE3.G.1 Understand that

shapes in different categories
(e.g., rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a larger
category (e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and squares as
examples of quadrilaterals,
Standard:

MGSE3.G.1 Understand
that shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles,
Standard:

MGSE3.G.1 Understand
that shapes in different
categories (e.g.,
rhombuses, rectangles, and
others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and
Standard:

MGSE3.G.1 Understand that

shapes in different categories
(e.g., rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a larger
category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and
squares as examples of

MGSE3.G.1 Understand that

shapes in different categories
(e.g., rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a larger
category (e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and squares as
examples of quadrilaterals,

MGSE3.G.1 Understand
that shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles,

MGSE3.G.1 Understand
that shapes in different
categories (e.g.,
rhombuses, rectangles, and
others) may share
attributes (e.g., having four
sides), and that the shared
attributes can define a
larger category (e.g.,
quadrilaterals). Recognize
rhombuses, rectangles, and

Students that need academic support

Students on-/ above grade level

(conducted while Guided Math occurs)Daily 5 Math Stations

Math by Myself:
Students will work
individually on

Math by Myself:
Students will work individually
on

Math by Myself:
Students will work individually
on

Math by Myself:
Students will work
individually on

Math by Myself:
Students will work
individually on

GaDOE tasks:

GaDOE tasks:

GaDOE tasks:

GaDOE tasks:

GaDOE tasks:

What do you see?

Or
Picture Pie?

What do you see?

Or
Picture Pie?

What do you see?

Or
Picture Pie?

Students will practice

measuring the length of
objects to the nearest
inch, inch, and inch
using manipulatives and a
variety of strategies.
Math with a Partner:

Students will practice

measuring the length of
objects to the nearest inch,
inch, and inch using
manipulatives and a variety
of strategies.
Math with a Partner:

Students will practice

measuring the length of objects
to the nearest inch, inch, and
inch using manipulatives and
a variety of strategies.

Students will work with a

partner on GaDOE tasks:

Students will work with a

partner on GaDOE tasks:

Shape Sorter
Or
How Many Different
Ways?
Math Technology:
Geometry
https://www.tenmarks.com/log
in
http://www.sheppardsoftware.
com/

Shape Sorter
Or
How Many Different Ways?

https://www.ixl.com/math/gra
de-3

https://fcs.redbirdschools.c
om/
Math Activity

Identifying different
quadrilaterals

Shapes and their

attributes

Math with a Partner:

Students will work with a
partner on GaDOE tasks:

Students will work with a

partner on GaDOE tasks:

Students will work with a

partner on GaDOE tasks:

Shape Sorter
Or
How Many Different Ways?

Shape Sorter
Or
How Many
Different Ways?

Shape Sorter
Or
How Many Different
Ways?

Math Technology:
Geometry
https://www.tenmarks.com/lo
gin

Math Technology:
Geometry
https://www.tenmarks.com/logi
n

http://mrnussbaum.com

http://www.sheppardsoftware
.com/

http://www.sheppardsoftware.c
om/

https://www.ixl.com/math/grade-3

http://mrnussbaum.com

http://mrnussbaum.com

https://fcs.redbirdschools.com/

https://www.ixl.com/math/gra
de-3

https://www.ixl.com/math/grad
e-3

https://fcs.redbirdschools.
com/

https://fcs.redbirdschools.c
om/

http://www.sheppardsoftware.co
m/

http://www.sheppardsoftware.com/

https://www.ixl.com/math/grade-3

https://fcs.redbirdschools.com
/
Math Activity

Identifying different
quadrilaterals

Shapes and their

attributes

Picture Pie?
Students will practice
measuring the length of
objects to the nearest inch,
inch, and inch using
manipulatives and a
variety of strategies.
Math with a Partner:

Math Technology:
Geometry
https://www.tenmarks.com/login

http://mrnussbaum.com

Picture Pie?

What do you see?

Or

Students will practice

measuring the length of
objects to the nearest
inch, inch, and inch
using manipulatives and a
variety of strategies.
Math with a Partner:

Math Technology:
Geometry
https://www.tenmarks.com/login

http://mrnussbaum.com

What do you see?

Or

Math Activity

Identifying different
quadrilaterals

Shapes and their attributes

Math Activity

Identifying different
quadrilaterals

Shapes and their

attributes

Math Activity

Identifying different
quadrilaterals

Shapes and their

attributes

Math Reading:

Math Reading:

Math Reading:

Math Reading:

Math Reading:

SW annotate a passage
of text related to a math
topic using the following
steps:

SW annotate a passage of
text related to a math
topic using the following
steps:

SW annotate a passage of
text related to a math topic
using the following steps:

SW annotate a passage
of text related to a
math topic using the
following steps:

SW annotate a passage
of text related to a math
topic using the following
steps:

1.
Read each
question and
underline key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3, etc
above the answer
4.
Circle key words
and underline the
main idea (write MI
above main idea)
5.
Write a ? above
words you do not
know.

1.
Read each question
and underline key words.
2.
Write P1, P2, P3,
etc. at the start or at the
indention of each
paragraph
3.
Underline the
answer to each question
as you read writing Q1,
Q2, Q3, etc above the
answer
4.
Circle key words
and underline the main
idea (write MI above
main idea)
5.
Write a ? above
words you do not know.

1.
Read each
question and
underline key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3,
etc above the answer
4.
Circle key words
and underline the
main idea (write MI
above main idea)
5.
Write a ? above
words you do not
know.

1.
Read each
question and underline
key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3, etc
above the answer
4.
Circle key words
and underline the main
idea (write MI above
main idea)
5.
Write a ? above
words you do not
know.

1.
Read each question
and underline key words.
2.
Write P1, P2, P3, etc.
at the start or at the
indention of each
paragraph
3.
Underline the answer
to each question as you
read writing Q1, Q2, Q3,
etc above the answer
4.
Circle key words and
underline the main idea
(write MI above main idea)
5.
Write a ? above
words you do not know.

Fractions

Fractions

Fractions

Fractions

Fractions

Geometric shapes
Geometric
shapes
shapes

Geometric

Geometric
shapes

Geometric
shapes

SummarizingClosing &

Math Writing:

Math Writing:

Math Writing:

Math Writing:

Math Writing:

Students will respond

in writing and create
visual representations
to complete/ solve
word problem
prompts
Exit Tickets--SelfCheck Quiz (see chp.
10 lesson 2)

Students will respond in

writing and create visual
representations to
complete/ solve word
problem prompts

Students will respond in writing and

create visual representations to
complete/ solve word problem
prompts

Students will respond in

writing and create visual
representations to complete/
solve word problem prompts

Students will respond in

writing and create visual
representations to complete/
solve word problem prompts

Exit Ticketsrecord in
math journals

Exit Tickets
record in math
journals

Reteach Standards

Math Groups_wk_2-1
thur 2-5.docx

Exit Tickets--SelfCheck Quiz (see chp.

10 lesson 4)
(T) will have (S) write
their answers to SelfCheck Quiz problems on

When someone asks me

what I learned in math
today, I can say

When someone asks

me what I learned in
math today, I can

Think Pair share

What strategies can
you use to
understand
fractions on a
number line?

WEEK: March 7-11

Teacher: E. Keyton
Unit Title: Enduring Hope, American Visionaries

Subject: Reading/ELA

Unit Big Idea: Responses to Literature

Standards to Address in Unit: Primary Focus: Informational Text
ELAGSE3SL1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others ideas and expressing their own clearly.
ELAGSE3SL1.a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
ELAGSE3SL1.d - Explain their own ideas and understanding in light of the discussion.
ELAGSE3SL2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
ELAGSE3SL6 - Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
ELAGSE3RF4.c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELAGSE3RF3 - Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSE3RF3.b - Decode words with common Latin suffixes.
ELAGSE3RF4 - Read with sufficient accuracy and fluency to support comprehension.
ELAGSE3RI1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ELAW2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Lucy
Calkins
ELACC3W1 Opinion
Task:
Respond to assessment prompt
Characterization/personality study
Vocabulary study
Visualizing a story map

Essential Questions

How does what we already know help us with what we read?

Why is it important to distinguish fact from opinion?
What makes the best support for an argument?
Why is organization important?
How can compare and contrast help us learn character traits?
What are the best kinds of questions to ask when we begin research?
How does poetry deliver a message differently from a story?
What makes a person a hero?
What are the best ways to convince people in my writing?
How can we make sense out of text with new words in them?
In what important ways are similar words the same and different?
Why is word choice important?
Why is it important to organize your ideas into some kind of order? What are some ways to organize information?
Why is punctuation so important?
When is it appropriate to use a dictionary and how best to use it?

ASSESSMENTS

Diagnostic: Pretest, Progress Monitoring

Weekly, Dibels, Running Records

Formative: On-going Assessments;

Common Assessments

Summative: Posttest

Major Unit concepts and vocabulary

Guided
Guides
Guided
Shared or Modeled
Whole
(10-15 min.)
Phonics-22 min.) Reading
Group 2
Group 1
Reading Group
Reading
Reading
Group 3/4

review, recall. problem, highlight, silent, reading, self-monitoring, fluency, comprehension, prompts, decoding, expression,
chunk, vocabulary, read, respond, determine, questions, understanding
MONDAY
Standard:
ELAGSEL1.
Demonstrate
command of the
Standard:

ELAGSE3RF4
ELAGSE3RI1
Teacher will choose
their own selected
reading piece.
Students will write a
response to
literature.
Standard:

ELAGSE3SL1,
ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard:
ELAGSE3RF3,
ELAGSE3RF4

TUESDAY
Standard: ELAGSEL1.
Demonstrate command
of the conventions of
standard English
Standard: ELAGSE3RF4
ELAGSE3RI1
Teacher will choose their
own selected reading
piece. Students will write
a response to literature.

WEDNESDAY
Standard: ELAGSEL1
Demonstrate
command of the
conventions of
Standard: ELAGSE3RF4
ELAGSE3RI1
Teacher will choose
their own selected
reading piece.
Students will write a
response to literature.

Standard: ELAGSE3SL1,

Standard: ELAGSE3SL1,

ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard: ELAGSE3RF3,
ELAGSE3RF4

ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard:
ELAGSE3RF3,
ELAGSE3RF4

THURSDAY
Standard: ELAGSEL1
Demonstrate command
of the conventions of
standard English

FRIDAY
Standard: ELAGSEL1
Demonstrate
command of the
conventions of

Teacher Workday

Text: Teacher
Selected leveled
reader
Standard: ELAGSE3R16

Text: Teacher Selected

leveled reader
BR: TW introduce the
book title,ELAGSE3R16
give short
Standard:

Text: Teacher Selected

leveled reader
BR: TW introduce
the
Standard:
ELAGSE3R16

Text: Teacher Selected

leveled reader

Text: Teacher Selected

leveled reader

Text: Teacher Selected

leveled reader

Standard: ELAGSE3R16
Text: Teacher Selected
leveled reader

Standard: ELAGSE3R16
Text: Teacher Selected
leveled reader

BR: Remind students

that events have
causes, or reasons why

BR: Remind students that

events have causes, or
reasons why they happen.

BR: Remind students

that events have causes,
or reasons why they

BR: Remind students that

events have causes, or
reasons why they happen.

BR: Remind students

that events have
causes, or reasons why

(conducted while Guided Reading occurs) DAILY 5 STATIONS

Read to Self: Task Cards

Students should:
Read the whole time.
Stay in one place.
Read quietly.
Work on stamina.
Get started right away.
Self-selected texts with a goal to
build reading stamina. Students
will record their progress on a
stamina chart.

Students will pull their

folder from the box
with their stamina
chart in it. Using the
IPICK strategy they will
select a book to read.
They will go to the
station and read the
selected book. They
may choose from the
teachers selection of
books or they may
read their own library
book. Rules are posted
for students to
understand what they
should be doing in the
station.

Students will pull their

folder from the box
with their stamina
chart in it. Using the
IPICK strategy they will
select a book to read.
They will go to the
station and read the
selected book. They
may choose from the
teachers selection of
books or they may
read their own library
book. Rules are posted
for students to
understand what they
should be doing in the
station.

Students will pull their

folder from the box
with their stamina
chart in it. Using the
IPICK strategy they will
select a book to read.
They will go to the
station and read the
selected book. They
may choose from the
teachers selection of
books or they may
read their own library
book. Rules are posted
for students to
understand what they
should be doing in the
station.

Students will pull their

folder from the box
with their stamina
chart in it. Using the
IPICK strategy they will
select a book to read.
They will go to the
station and read the
selected book. They
may choose from the
teachers selection of
books or they may read
their own library book.
Rules are posted for
students to understand
what they should be
doing in the station.

Read with a Buddy:

Elbow to Elbow-Knee to Knee
I Read, You Read-One student
reads a page as the other
listens. The student listening
can summarize what they just
heard.
Choral Read-Partners read the
same section of the book at the
same time. (helps struggling
readers)
Reading One Book-One book
is shared between partners with
both students holding a corner
of the book.

Student will use the I

Read, You Read method
in this station. Each
student will read one
page at a time to each
other. After reading the
story they both will be
able to ask and answer
questions: (who, where
,why did, explain why,
how did, what are, give
an example of,
describe how, what are
several ways that,
what was the main
idea of, what was the
purpose of, in your own
words, tell, why do you
think the author.)
Read with a buddy
about Heat, Eleanor
Roosevelt

Student will use the I

Read, You Read method
in this station. Each
student will read one
page at a time to each
other. After reading the
story they both will be
able to ask and answer
questions: (who, where
,why did, explain why,
how did, what are, give
an example of,
describe how, what are
several ways that,
what was the main
idea of, what was the
purpose of, in your own
words, tell, why do you
think the author.)
Read with a buddy
about Heat, Eleanor
Roosevelt

Student will use the I

Read, You Read method
in this station. Each
student will read one
page at a time to each
other. After reading the
story they both will be
able to ask and answer
questions: (who, where
,why did, explain why,
how did, what are, give
an example of,
describe how, what are
several ways that,
what was the main
idea of, what was the
purpose of, in your own
words, tell, why do you
think the author.)
Read with a buddy
about Heat, Eleanor
Roosevelt

Student will use the I

Read, You Read method
in this station. Each
student will read one
page at a time to each
other. After reading the
story they both will be
able to ask and answer
questions: (who, where
,why did, explain why,
how did, what are, give
an example of,
describe how, what are
several ways that,
what was the main
idea of, what was the
purpose of, in your own
words, tell, why do you
think the author.)
Read with a buddy
about Heat, Eleanor
Roosevelt

Work on Writing:
Students should:
Write the whole time
Stay in one spot
Work quietly
Choice of what to write
Get started quickly
Underline words they are
not sure how to spell and
move on...
Ex. Students will work on
informational writing.
Genres will change as the
lessons modeled and shared
change during direct writing
instruction. Students can use
prompts or free choice. Anchor
charts should be posted to
assist students with
incorporating skills/strategies
from previously taught
standards.

Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,Assig
ned IXL Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).

Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,Assig
ned IXL Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).

Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,Assig
ned IXL Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).

Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,Assig
ned IXL Language Arts
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).

Listen to Reading:
Tumblebooks.com

Listen to Reading:
Tumblebooks.com

Listen to Reading:
Tumblebooks.com

Listen to Reading:
Tumblebooks.com

Students can choose

one of the stories from
the listening station
library and write a
summary about the
story. Students can
also choose one of the
task from the task card
to complete.
Words Their Way Sort
The page will based on
the childs need and
what skill they need to
focus on.

Students can choose

one of the stories from
the listening station
library and write a
summary about the
story. Students can
also choose one of the
task from the task card
to complete.
Words Their Way Sort
The page will based on
the childs need and
what skill they need to
focus on.

Students can choose

one of the stories from
the listening station
library and write a
summary about the
story. Students can
also choose one of the
task from the task card
to complete.
Words Their Way Sort
The page will based on
the childs need and
what skill they need to
focus on.

Students can choose

one of the stories from
the listening station
library and write a
summary about the
story. Students can
also choose one of the
task from the task card
to complete.
Words Their Way Sort
The page will based on
the childs need and
what skill they need to
focus on.

Sight WordsRead the

words with a partner.

Sight Words- Read the

words with a partner.

Sight Words- Read the

words with a partner.

Sight Words- Read the

words with a partner.

Session 18/Mini lesson

Session 19/Mini lesson

Session 20/ Mini lesson

Session 21/ Mini lesson

Session 22/ Mini lesson

The Art of
Informational Writing

The Art of
Informational Writing

The Art of
Informational Writing

The Art of
Informational Writing

The Art of
Informational Writing

Writing an
informative piece
after the mini lesson
is complete. Teacher
will conference and
work in small groups.

Writing an
informative piece
after the mini lesson
is complete. Teacher
will conference and
work in small groups.

Writing an
informative piece
after the mini lesson
is complete. Teacher
will conference and
work in small groups.

Writing an
informative piece
after the mini lesson
is complete. Teacher
will conference and
work in small groups.

Writing an
informative piece
after the mini lesson
is complete. Teacher
will conference and
work in small groups

Listen to Reading:
Students should:
Get out materials
Listen to the whole story
Follow along with pictures
and/or words
Stay in one spot
Listen quietly
Get started quickly
Put materials away neatly
(listening station or at the
computer)
Suggestions:
Tumble Books, Pebble Go, iPads,
stories online)
Work on Words: Words Their
Way and Sight Words
Students will:
Experiment with words for
learning and practice spelling
patterns
Memorize high frequency
words
Generalize spelling patterns

Guided &
Modeled or Shared
(20-30 min.)Independent
(7-10 min.)
Writing
Writing

Add to the knowledge and

curiosity of unique and
interesting words.
(*see note at the bottom)

CLOSING and
SHARING
(5 min.)

Students write open

ended questions on
index cards. Two
students are selected
to come forward. The
first student draws a
question card and

Students in groups of
up to five are
numbered sequentially.
As a group they create
a list of 3-5 things
learned in the lesson
and then the teacher

Students quickly and

verbally share one
thing they learned in
the class today. 3
things they learned, 2
things they have a
question about, 1 thing

Tell the person next to

you 2 (3, 4, 5,) things
you have learned
today, then the
groups report out.
Variation is to have
students

Students discuss or
write
What did we learn
today?
So What ?
(relevancy,
importance,

WEEK: March 7, 2016

Unit Title: American Heroes

Teacher: E. Keyton
Subject: Social Studies
Geographic Understanding

Time: 9:30-10:30

The focus of this unit is Thurgood Marshall and her contributions to expanding our rights and freedoms.

Standards to Address in Unit:

SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D.
Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great
Society and voting rights), and Csar Chvez (workers rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.
a. Identify on a political map specific locations significant to the life and times of these historical figures.
b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures.
c. Describe how each of these historical figures adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historical figures and their ideas across time.
e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification.
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience
and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
E.Q. How did Thurgood Marshall expand the rights and freedoms of people in our country? How did Thurgood

Marshall show positive character traits? How did geography influence actions taken by Thurgood Marshall? How
did Thurgood Marshall use productive resources in his occupation? How did the actions of government impact
Thurgood Marshall? How were Thurgood Marshalls actions related to the actions of others?
Characters Traits: diligence, cooperation, tolerance, and respect for acceptance of authority

ASSESSMENTS
Diagnostic:
Pre-assessment

Major Unit concepts and vocabulary

Formative:

Summative: Post Assessment

TUESDAY

4.

5.

Debate
Freedom of conscience
and expression
Segregation
Justice
Civil Rights
Citizen
Authority
Boycott
NAACP
Separate but Equal

Debate
Freedom of
conscience and
expression
Segregation
Justice
Civil Rights
Citizen
Authority
Boycott
NAACP
Separate but Equal

WEDNESDAY

THURSDAY

FRIDAY

Standard: SS3H2, SS3G2,

SS3CG2
E.Q:

Standard: SS3H2, SS3G2,

SS3CG2
E.Q.:

Activating Strategy:

Activating Strategy:

Differentiated Teaching

Differentiated Teaching

Closing &
Summarizing

Instructional
Strategies

Resources &
Materials

MONDAY

3.

WEEK: March 7, 2016

t Title (Science): Heat (Chapter 4)

Teacher: Mrs. Small

Subject: Science/Health

Time: 9:30-10:30

t Big Idea (Science): The purpose of this unit is to investigate how heat is produced and the effects of heating and cooling.

dents will also understand that a change in temperature indicates a change in heat. The duration of this unit is 17
tructional days, including the days for the performance assessment.

ndards to Address in Unit (Science):

P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature
icates a change in heat.
a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.
b. Investigate how insulation affects heating and cooling.
c. Investigate the transfer of heat energy from the sun to various materials.
d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.

ential Questions:
does heat move? How can you generate heat? How is a change in heat measured? How do you conserve heat?

ESSMENTS (Science)
gnostic:
Assessment

Formative:

Summative:
Post Assessment

or Unit concepts and vocabulary (Science)

ar heat, chemical reaction,

iation, convection, water
por, evaporation,
ndensation, friction,
mperature

solar heat, chemical

reaction, radiation,
convection, water vapor,
evaporation, condensation,
friction, temperature

3.

4.

5.

t Title (Health): Personal Health and Wellness (Until March 16, 2016)

t Big Idea (Health): Diseases keeps the body from working normally.

ndards to Address in Unit (Health):

3.5: Students will demonstrate the ability to use decision-making skills to enhance health.
iscuss situations when support is needed when making a health-related decision.
mples:
uss how adults can help an individual avoid tobacco.

mine when it is appropriate to tell a teacher about a problem with another student.

w is sleep and rest important for growth and good health?

ESSMENTS (Health)
gnostic:
Assessment

or Unit concepts and vocabulary (Health)

Formative:

Summative:
Post Assessment

2.

3.

4.

5.

Symptom
Disease
Infectious Disease
Pathogens
Bacteria
Virus
Fever
Immune
Vaccine
Medicine
Noninfectious Disease
Allergy
Asthma
Diabetes

MONDAY
Heat and Its Transfer reading
passage
Construction paper
Scissors
pencil

TUESDAY
Thurgood Marshall reading
comprehension passage
Pencil
Paper

WEDNESDAY
Map Skills Quiz
Science Textbook
Social Studies Textbook
Paper
Pencil
American Hero Series book

THURSDAY-Health

FRIDAY-Health

E.Q: How does heat move?

E.Q: How does heat move? How

E.Q: How does heat move? How

How can you generate heat?

can you generate heat?

can you generate heat?

Activating Strategy: T/SW

review & discuss information
learned about Georgia
Habitats

Activating Strategy: T/SW

review and discuss information
learned about Ancient Greece
and Its influence on the United
States today

Teaching Strategies:

Differentiated Teaching
Strategies:
Heat and Its Transfer
reading passage- whole group
close read. SW work in
groups- Each group will write
one sentence to state the main
idea of the passage and also
include 5 supporting sentence.
Each group will share their
paragraph with the class.
SW create a foldable GO. SW

categorize ways to
produce heat energy such
as burning, rubbing
(friction), and mixing one
thing with another. SW
use words and illustrations
when completing their
GO.

Differentiated Teaching
Strategies:
Thurgood Marshall reading
comprehension passage and
questions- SW complete this
activity independently. T/SW will
discuss the passage and answers
after all of the students have
completed the activity.
SW work with a partner and
create a Thurgood Marshall
timeline making sure they include
dates and special events.

T/SW review and discuss

information learned about Map
Skills Quiz
(Science) T/SW read and discuss
chapter 4 lesson 2. The students
will work in groups to complete
the lesson review. T/SW discuss
the answers to clear up any
misconceptions. Each group will
say if they agree or disagree with
the other groups responses to the
questions.
(Social Studies) SW work in
groups and research information
(using SS textbook, American
Hero Series book, and the
internet) about Thurgood
Marshall. Foldable GO- character
traits, accomplishments, and
significant places

SW write 3 things they

learned about heat on a sticky
note.

SW write 3 things they learned

about Thurgood Marshall on a
sticky note.

Think-Pair-Share