Verbal Group: Junior great books - Relationships
The Junior Great Books program brings high-quality literature and student-centered discussion to the classroom while providing a superb framework for practicing reading comprehension, critical thinking, and writing.
This Week's lesson: "The Scarebird"
,Objective: Students will activate and build background knowledge for a story. Students will begin to build a deeper understanding of the story by asking questions.
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Vocabulary: shrieking, replaced, concentration, resumed, grateful
Activity: Students will read along as the story is read aloud and share their questions about it.
Standards:
RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5. Refer to parts of stories, drama, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.3.1. 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.
SL.3.2. 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. SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
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Vocabulary: shrieking, replaced, concentration, resumed, grateful
Activity: Students will read along as the story is read aloud and share their questions about it.
Standards:
RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5. Refer to parts of stories, drama, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.3.1. 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.
SL.3.2. 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. SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Quantitative Group: Mystery of the Moli Stone
In this unit, students explore our numeration system in depth and discover a stone with unusual markings. By the end of the unit, students uncover the mysteries found on this stone, by applying and extending their new knowledge of place value and other numeration systems.
This week's Lesson: land of Treble Subtraction
Objective:
-Students will explore subtraction and regrouping in base three.
Vocabulary:
base
digit
regroup
Standards:
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value,
properties of operations, and/or the relationship between addition and subtraction.
-Students will explore subtraction and regrouping in base three.
Vocabulary:
base
digit
regroup
Standards:
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value,
properties of operations, and/or the relationship between addition and subtraction.
Spatial Group: drawing stars and building polyhedra
Students will be developing a definition of star and find a procedure for drawing stars with seven, eight, nine, or more points. They will also use stars to illustrate multiplication and discern mathematical properties of stars. Students will distinguish continuous stars from stars that consist of overlapping copies of simpler stars. They will formulate a conjecture that uses the greatest common factor to predict whether a particular star will be continuous or overlapping.
This Week's Lesson: Lesson 3 and 4
Objective:
Students will draw all of the 8-pointed stars, and make a conjecture that predicts which "over numbers" produce the same star.
Students will draw all the 9-pointed stars, distinguish continuous stars from overlapping stars, and describe the structure of a star with a multiplication fact.
Vocabulary: factor, product, asterisk, point, line segment, polygons
Standards:
5.MP.1 Make sense of problems and persevere in solving them.
5.MP.2 Reason abstractly and quantitatively.
5.MP.3 Construct viable arguments and critique the reasoning of others.
5.MP.4 Model with mathematics.
5.MP.5 Use appropriate tools strategically.
5.MP.6 Attend to precision.
5.MP.7 Look for and make use of structure.
5.MP.8 Look for and express regularity in repeated reasoning.
Students will draw all of the 8-pointed stars, and make a conjecture that predicts which "over numbers" produce the same star.
Students will draw all the 9-pointed stars, distinguish continuous stars from overlapping stars, and describe the structure of a star with a multiplication fact.
Vocabulary: factor, product, asterisk, point, line segment, polygons
Standards:
5.MP.1 Make sense of problems and persevere in solving them.
5.MP.2 Reason abstractly and quantitatively.
5.MP.3 Construct viable arguments and critique the reasoning of others.
5.MP.4 Model with mathematics.
5.MP.5 Use appropriate tools strategically.
5.MP.6 Attend to precision.
5.MP.7 Look for and make use of structure.
5.MP.8 Look for and express regularity in repeated reasoning.