Trousdale County Schools Weekly Lesson Plan
Teacher: Third Grade / Pacing Guide Week #11Dates: 10-13-14 to 10-17-14
Subject: ELA
Common Core Standard(s) to be taught: (Write the entire standard)
Spelling: L.3.2e Use conventional spelling for high-frequency and other words and for adding suffixes to base words. L.3.2f Use spelling patterns and generalizations in writing words
English:L.3.1b Form and use regular and irregular plural
nouns. L.3.6. Acquire and use accurately grade-appropriate
conversational, general academic, and domain specific
words and phrases, including those that
signal spatial and temporal relationships (e.g.,
After dinner that night we went looking for them).
Reading: RI.3.1. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the
text as the basis for the answers. RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text, using
language that pertains to time, sequence, and
cause/effect.RI.3. 8. Describe the logical connection between particular sentences and paragraphs in a text
(e.g., comparison, cause/effect, first/second/third in a sequence). RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b. Decode words with common Latin suffixes.
Writing: W.3.2. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
a. Introduce a topic and group related
information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and
details.
c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.
d. Provide a concluding statement or section.
W.3.4 With guidance and support from adults,
produce writing in which the development
and organization are appropriate to task and
purpose. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
SPIs
Spelling: SPI 0301.1.12 Choose correctly (or incorrectly) spelled words in context. SPI 0301.1.18 Distinguish individual sounds, including consonant blends, within words.
English: SPI 0301.1.1 Identify the correct use of nouns (i.e., as subjects, singular and plural) within
context.
Reading: SPI 0301.6.1 Select questions used to focus and clarify thinking before, during, and after
reading text. SPI 0301.5.4 Determine sequence of events in text.
Writing: SPI 0301.5.3 Identify stated cause/effect relationships in text.
Daily practice activity for citing text based evidence in conversation and/or writing:
· Questioning during read aloud
· Journal writing in response to text.
· Writing in response to science and social studies text.
I Can Statements :
· I can identify individual sounds and apply them to reading and writing.
· I can determine the meaning of new words using graphic organizers and dictionary skills.
· I can determine the sequence of events.
· I can identify and use plural nouns. / Student Agenda:
· Posted daily but NOT included in Lesson Plan
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.
·
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.
Instruction: In outline form, describe each day of instruction. / Formative Assessment:
Day 1
· Spelling sort workbook page 162
· Oi and oy words workbook page 159
· Introduce vocabulary words using teacher story page T-14 to T-15
· Students vocabulary words page 398-399 T-18 to T-19
· Talk about informational text page 402 T-22
· Listen to story Technology Wins The Game page 403-412 T-23 to T-413
· Answer questions over story.
· Review sequencing events.
· Change y to I workbook page 160 / Advancing and assessing questions
Writing
Workbook pages
Teacher observation
Thumbs up/thumbs down
Word sort
Nonfiction text
Day 2
· Write definitions using index cards for vocabulary words.
· Cross word puzzle workbook page 168.
· Read Technology Wins The Game
· Answer questions about the story.
· Sequence the story.
· Irregular plural nouns workbook page 161 / Writing
Workbook pages
Oral questioning
Teacher observation
Think pair share
Group/partner work
Thumbs up/thumbs down
Graphic Organizer-connect to nonfiction text
Text dependent questions
Day 3
· Proofreading spelling workbook page 171
· Review vocabulary words using readers Sports safety
· Read The Paralympics Games/ sequence story
· Listen to Technology Wins the Game
· Fill out POWTIDE chart as we listen to the story / Oral questioning
Oral reading
Teacher observation
Workbook pages
Writing
Thumbs up/thumbs down
Think pair share
Writing to nonfiction text-justify opinion
Nonfiction text
Day 4
· Spelling test
· Reading and Vocabulary test
· Do sequence cards for reading
· Finish essential question
· Kinds of verbs workbook page 170
· Grammar test / Oral questioning
Teacher observation
Workbook
Writing
Turn and talk
Nonfiction text
Day 5
No School / Oral Questioning
Writing
Turn and talk
Nonfiction text
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
· Small groups, individualized tutoring, peer tutoring, and alternate assessments will be used as needed.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
· The Elmo will be used during instruction to keep students on task.
· The computer will be used to supplement learning where applicable.
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