THIRD GRADE


UNDER CONSTRUCTION
WELCOME TO THIRD GRADE

  • PENCILS
  • NOTE BOOKS
  • FOLDERS
  • CRAYONS
  • GLUE
  • SCISSORS



DAY 1        .IMG_2434
READING     
                 me-and-my-cat


1. It is curious that the author put the first page of the story before the title page
What do you think about that?
Why do you think the author did that?
discuss your thoughts with some one.

2. List the things Nicholas could do as a cat that he couldn't do as a boy.
Discuss your list with a friend.

3. Recall from the story the events and make a list of all the messes that Nicholas as a cat caused to happen.

  • Now think about a time in your life when you created a mess.
  • Tell or write about this experiences.
  • Make an illustration of your mess.
4. One of the three mean looking cats told Nicholas as a cat "NO go away" it's are wall.Nicholas as a cat tried to tell the three mean looking cats I think the wall belongs to every_ _ _ _"?

5.What do you think about that discuss this with someone.
The word "Brandished" was used more then once by the Author.

Find and write the sentences where "Brandished" is mentioned in the story.

6. Discuss why in your opinion the word was a good choice by the author to describe the action in this story.   

When Leonardo as a boy returns home from school He has some interesting experiences. Describe or write about these experiences.



All about me.

Dear Parents,
We are starting a new writing unit this week called “All About Me”! In this unit, students will
be asked to write about themselves in a variety of ways. They will be challenged to think about
how people have different perspectives of them, what they would like to accomplish in their
lifetime, and to write adjectives that describe their personality. All of their writing will be kept
in a folder which will be a great piece to read and review in the years to come to see how their
ideas have changed!
Your child will also be completing an art project in correlation with this writing project. They
will be making a self-portrait of themselves during art and adding it to their writing projects.
One of the writing projects we will be completing will require some at-home work. Students
will be asked to interview a family member. Once assigned, they will have two nights to
complete this assignment. This may require a phone call or visit with a relative.
 
You never know, you may learn something new about them!
Sincerely,
 
 

Language Arts/ English

I. Reading and Writing
  • All About Me (2006)
  • supply list
  • 1. manila folder for each student  in the folders on the left side you will tape cards 1-8 making sure it is taped on the top so students can flip it easly.On the right side you are going to tape 9-16.















to print right click scroll down to print.

 
  • Key Vocabulary
    1. autobiography-an account of a person’s life written by someone else
    2. biography-an account of a person’s life written by that person
    3. fiction-a story whose content is made up and is not necessarily based on fact
    4. nonfiction-any piece of writing that is fact and not made up
  • Procedures/Activities
    1. Ask students if they know the difference between an autobiography and a
    biography. Discuss the difference and use the definitions; write ideas on the
    board. Then ask students what the difference is between fiction and nonfiction.
    Also write their ideas on the board.
    2. Tell students they will be starting a new writing unit on the best
    topic…themselves. This unit is called “All About Me!” and they will be writing
    all about themselves. Display the folders they will be using and explain that as a
    class, you will be doing one or two cards per day over the next few weeks. Each
    card will ask them to write something about themselves. Then ask them what
    kind of writing they will be doing during this unit (autobiography, nonfiction)
    3. Tell students that everyone will have a different folder; your friend’s card may
    ask them to do something a little bit different than their own. They will need to
    listen to the directions carefully each day to know what to do. Also, tell students
    that part of their grade will be a neatness grade. They should decide now
    whether to do it all in pencil or all in pen and whether they want to print or write
    in cursive (or tell them what they should do).
    4. Pass out folders (these should be pre-assembled with student names on each
    folder). Allow students time to look through each card, make sure they have all
    16 cards, etc… Instruct students that they will need to follow directions very
    carefully, and not draw or doodle anything on the front or back of the folders.
    5. Have students look at cards #1 and 2. (all cards are the same) Go through each
    question and give sample answers (use your own completed All About Me
    project for reference). Then have students complete their own cards. Instruct
    them whether or not to use complete sentence and/or paragraph format. They
    should complete it for homework
  • This unit is called “All About Me!” and they will be writing
    all about themselves. Display the folders they will be using and explain that as a
    class, you will be doing one or two cards per day over the next few weeks. Each
    card will ask them to write something about themselves. Then ask them what
    kind of writing they will be doing during this unit (autobiography, nonfiction)
  • Lesson Two: Things I’d Like to do in My Lifetime
    A. Daily Objectives



    1. Concept Objective(s)

    a. Students write and speak for a variety of purposes and audiences.

     
    b. Students write and speak using conventional grammar, usage, sentence

    structure, punctuation, capitalization, and spelling.

    c. Students apply thinking skills to their reading, writing, speaking,

    listening, and viewing

    4)

    2. Lesson Content

    a. Third Grade Language Arts: Writing  In some writings, proceed

    with guidance through a process of gathering information, organizing

    thoughts, composing a draft, revising to clarify and refine his or her

    meaning, and proofreading with attention to spelling, mechanics, and

    presentation of a final draft.

    3. Skill Objective(s)

    a. Students recall personal accomplishments they have had.

    b. Students listen to a list of goals.

    c. Students recall information they have learned in third grade that were on

    the list.

    d. Students brainstorm lifetime goals.

    e. Students write in complete sentences.
  •  
    1. accomplishment-something completed successfully; an achievement
    D. Procedures/Activities



    1. Write the word accomplishment on the board. Ask students if they know what it

    means. Take any reasonable answers; write their ideas on the board. Then ask

    them what they have accomplished. Take any reasonable answers; write them on

    the board.

    2. Then tell them there once was a young man just like them who wrote down
    almost 500 things he wanted to accomplish before he died. Read from Chicken

    Soup for the Soul, pages 191-195. Point out that a number of the things he



    wanted to do, we’ve studied this year (see lists of Rivers, mountains, etc…). Ask

    them which one(s) sound most exciting to them.

    3. Then ask students to think of some things they would like to do in their lifetime.

    Have students look at card #3 (these cards are differentiated). Tell them today

    they will be thinking of something they would like to do in their lifetime. They

    should brainstorm their ideas before writing on the card; what they write on the
    card should be in “final copy form” (discuss your expectations, if needed). They

    should write their answers in complete sentences in a list form (Number 1, 2, 3,

    etc…). Encourage students that they have to do the minimum number their card

    says, but they should do more if they can think of more ideas.

    4. Allow time for work on the cards.
    E. Assessment/Evaluation



    1. Review the vocabulary word from today and the words from yesterday.

    2. If time allows, have students share their cards in groups or as a class
     
  • Lesson Three: Picture Me
  •  
    A. Daily Objectives



    1. Concept Objective(s)

    a. Students write and speak for a variety of purposes and audiences.

     

    b. Students write and speak using conventional grammar, usage, sentence

    structure, punctuation, capitalization, and spelling.

    c. Students apply thinking skills to their reading, writing, speaking,

    listening, and viewing 

    4)

    2. Lesson Content

    a. Third Grade Language Arts: Writing (p. 65) - Organize material in

    paragraphs and understand how to use a topic sentence, how to develop a

    paragraph with examples and details, and that each new paragraph is

    indented.

    3. Skill Objective(s)

    a. Students will recall accomplishments.

    b. Students will listen to a book on perspective.

    c. Students will discuss perspective and make personal applications of the

    concept.

    d. Students will brainstorm different perspectives people might have of

    them.

    e. Students will construct a proper paragraph.
  • Key Vocabulary
          
    1. perspective-the view someone has of something
     
    D. Procedures/Activities



    1. Review “accomplishment” from yesterday. Have students share their ideas from

    their cards if there wasn’t time yesterday.

    2. Tell students today we’re going to read a book before we start our writing. Read
     
    book, Seven Blind Mice. When finished, ask students what each mouse thought



    the elephant was. Tell them that each mouse had a different “perspective”.

    Write the word and the definition on the board. Give them another example of

    perspective. For example, let’s say there was a teacher that no one really liked.

    This teacher gave lots of homework every night and students were not allowed to

    have any fun in this teacher’s class. What was the student’s perspective of this

    teacher (the teacher was mean, not nice, etc…). But then, one day, one of this

    teacher’s students became very sick and the teacher told this student not to worry          
    about the homework, and that the student should just worry about getting better.

    On top of that, the student wouldn’t have to make up any of the work they

    missed! Ask students, what is this student’s perspective of the teacher? (the

    teacher is nice, helpful, etc…). Ask students, how can 2 people have 2 different

    perspectives of the same teacher? (They had different experiences with the

    teacher, etc…)

    3. Now tell students they are going to be thinking about other people’s perspective

    of themselves while writing today. Have students look at cards #5 and 6 (these

    cards are differentiated). Students should think about how other people view

    them and why they view them that way. Students should brainstorm their ideas

    on the front of the cards and then write a paragraph on the back. Encourage

    students that they have to do the minimum number their card says, but they

    should do more if they can think of more ideas.

    4. Review the proper format for a paragraph: indent the first sentence, write a topic

    sentence, add details, and have a conclusion.

    5. Allow time to brainstorm ideas and write their paragraph.
    E. Assessment/Evaluation



    1. At the end of the lesson, allow time for students to share their ideas with a

    partner to see if they have an accurate perspective of themselves.

    2. If time allows, review vocabulary words from day 1, 2, 3.
  • Lesson Four: As An Adult…
          
    A. Daily Objectives



    1. Concept Objective(s)

    a. Students write and speak for a variety of purposes and audiences.

    (Colorado Reading and Writing Content Standard 2)

    b. Students write and speak using conventional grammar, usage, sentence

    structure, punctuation, capitalization, and spelling. (Colorado Reading

    and Writing Content Standard 3)

    c. Students apply thinking skills to their reading, writing, speaking,

    listening, and viewing (Colorado Reading and Writing Content Standard

    4)

    2. Lesson Content

    a. Third Grade Language Arts: Writing (p. 65) - Organize material in

    paragraphs and understand how to use a topic sentence, how to develop a

    paragraph with examples and details, and that each new paragraph is

    indented.

    3. Skill Objective(s)

    a. Students will brainstorm career and/or character traits they would like to

    do when they are an adult.

    b. Students will construct a proper paragraph.

    c. Students will share their ideas with a classmate.
     
    B. Materials



    1. Student folders from Day 1

    2. Teacher copy of All About Me (optional)
     
    C. Key Vocabulary



    1. career-a chosen pursuit; a profession or occupation.

    2. character trait-a distinguishing feature or ability someone has that is good

    (responsible, caring, etc…)
  • D. Procedures/Activities
    1. Ask students what they would like to do or be like when they are an adult. This

    could be a career choice or a character trait. Discuss these words and definitions,

    if needed. If students do not have any ideas, read from your own card. For

    example, “I always knew I wanted to be a teacher and I still would like to be

    more patient and kind”.

    2. Students should look at card #7 (these cards are differentiated). They should

    brainstorm their ideas on the front and then write a paragraph on the back of what

    they would like to be and why. For the students with regular cards and advanced

    cards, they could also include what they will do to achieve their goals. Again,

    Encourage students that they have to do the minimum number their card says, but

    they should do more if they can think of more ideas.

    3. Allow time for students to work on card #7 and their paragraphs on the back

    (card #8).
     
    E. Assessment/Evaluation



    1. Allow time for students to share their ideas with a partner, in small groups, or as

    a class when they have finished the assignment.

    2. Collect student work and check progress. Allow for extra time for students to

    complete assignments if they have not done so already.

Lesson Five: Beginning Interviewing
  
A. Daily Objectives



1. Concept Objective(s)

a. Students write and speak for a variety of purposes and audiences.

 

b. Students apply thinking skills to their reading, writing, speaking,

listening, and viewing
4)

2. Lesson Content

a. Third Grade Language Arts:  In some writings, proceed

with guidance through a process of gathering information, organizing

thoughts, composing a draft, revising to clarify and refine his or her

meaning, and proofreading with attention to spelling, mechanics, and

presentation of a final draft.

3. Skill Objective(s)

a. Students will recall what they already know about interviewing.

b. Students will watch and apply the etiquette of the interview process.

c. Students will discuss the interview process.

d. Students will practice the interview process.
 
B. Materials



1. Student folders from Day 1

2. Teacher copy of All About Me (optional)

3. Copies of Appendices F and G for each student (do not copy back-to-back)
 
C. Key Vocabulary



1. interviewing-a conversation with another person in order to get information

2. etiquette-the proper or appropriate way to do something
 
D. Procedures/Activities



1. Ask students if they know what an interview is. Write their ideas on the board

and/or the definition, if necessary. Then ask who might interview people (a

reporter, a news anchor, a policeman, etc…). Ask why these people interview?

(in order to get information). Ask who they might interview? (someone who

might have the information they need).

2. Tell students that an important part of interviewing is recording what the person

says accurately. If the reporter doesn’t write down the information correctly, it

might cause problems.

3. Pass out Appendix G. Ask students if they know what the word “etiquette”

means. Discuss the definition and then go over the proper etiquette for an

interview.
 
***Appendix G-Interviewing Etiquette*********************************
 
A. Write your questions out before the interview.
B. Always ask permission before interviewing.
• Is now a good time to ask you a few questions?
• Would it be alright if I asked you a few questions about _______?
 
C. Write down the name of the person you are interviewing and the date before you
start.
D. Make sure you are sitting somewhere you can write neatly (at a table or desk).
E. Speak clearly and be polite. Be sure they understand the question.
F. Write down what they say. Ask them to repeat their answer if you can’t write it
all down the first time.
G. Be sure to thank them for their time.
• I appreciate you taking time to answer my questions.
• Thank you for answering my questions.
 
************************************************************************
 

 
**********Appendix F-Practice Interviewing Worksheet*********************
 
Name: __________________________________________________________________________________________
Person being interviewed: __________________________________________________________________________
Their relationship to you: (friend, mom, etc…) __________________________________________________________
Date: ___________________________________________________________________________________________
Questions:
1. What is your favorite color? __________________________________________________________________
2. What is one thing you would like to do this summer? _______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What is your least favorite thing to do after school? ________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Tell about your favorite thing that happened this year. ______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Who would you like to interview? List 3 options. ________________________________________________________
________________________________________________________________________________________________
Possible questions to ask: __________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
 
 
********************************************************************************
 
4. Tell students they will watch an interview between the teacher and a student.

They should watch what the teacher and the student do during the interview.

Call on a student to interview. Using Appendix F, interview the student. Be sure

to follow the proper etiquette for interviewing.

5. Discuss the interview with the class. What did they observe?

6. Tell students they will now be practicing interviewing with a friend. Pass out

Appendix F. Have student conduct interviews with a friend.

7. When students are finished, have them place both Appendix F and G in their

folders for tomorrow.
 
E. Assessment/Evaluation



1. Have students share their thoughts about interviewing as a class.

2. Ask students what they learned about their friend from the interview.


Lesson Six: Interviewing, Continued
  
A. Daily Objectives



1. Concept Objective(s)

a. Students write and speak for a variety of purposes and audiences.

 
b. Students apply thinking skills to their reading, writing, speaking,

listening, and viewing

4)

2. Lesson Content

a. Third Grade Language Arts: In some writings, proceed

with guidance through a process of gathering information, organizing

thoughts, composing a draft, revising to clarify and refine his or her

meaning, and proofreading with attention to spelling, mechanics, and

presentation of a final draft

3. Skill Objective(s)

a. Students will recall and retell interviewing etiquette.

b. Students will brainstorm interviewing questions.
 
B. Materials



1. Student folders from Day 1

2. Teacher copy of All About Me (optional)

3. Appendix F from Day 5

4. Appendix G from Day 5

5. Copies of Appendix H for each student
 
 
 
 
***************Appendix H-Interviewing Worksheet************************
Due date: ______________________________________________
 
Name: ________________________________________________________________________
Person being interviewed: ________________________________________________________
Their relationship to you: (friend, mom, etc…) ________________________________________
Date: _________________________________________________________________________
Questions:
1. __________________________________________________________________________________________
 
 
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 
2. __________________________________________________________________________________________
 
 
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 
3. __________________________________________________________________________________________
 
 
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 
4. __________________________________________________________________________________________
 
 
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 
Go on the back or a separate sheet of paper, if you need more room.  ***************************************************************************
C. Key Vocabulary



1. Not applicable
 
D. Procedures/Activities



1. Have students get out Appendices F and G. Review what they learned about

Interviewing Etiquette from yesterday.

2. Then go over the bottom half of the worksheet on Appendix F. Tell them for

their next set of cards, they will be interviewing a relative. Have them write

down 3 options for interviewing (mom, dad, aunt, grandma, etc…
3. As a class, brainstorm some questions they could ask. (Be aware that the number

of questions required on the cards range from 3-6). For example, “What was I

like as a child?” “What is your favorite memory of me as a child?” “What did I

do as a child that you didn’t like?” etc… Have students write down their samples

on the bottom of Appendix F.

4. Now have students look at cards #9 and 10 to see how many questions they will

need to do. Again, students can do more than they are asked. Pass out Appendix

H. Tell them they will have 2 nights to complete the interview and it should be

done on Appendix H, not in their folders. Have them write the due date at the top

of the page and write the questions they will be asking on Appendix H; remind

them each student is required to do a different number of questions.
 
E. Assessment/Evaluation



1. Allow time for students to share whom they would like to interview and what

questions they will be asking.

2. This is a good time to collect their folders and check student progress, as they

will have 2 days without work on their folders. 
 



Lesson Seven: Interviewing Wrap-Up
A. Daily Objectives



1. Concept Objective(s)

a. Students write and speak for a variety of purposes and audiences.

 

b. Students write and speak using conventional grammar, usage, sentence

structure, punctuation, capitalization, and spelling.

2. Lesson Content

a. Third Grade Language Arts:  In some writings, proceed

with guidance through a process of gathering information, organizing

thoughts, composing a draft, revising to clarify and refine his or her

meaning, and proofreading with attention to spelling, mechanics, and

presentation of a final draft.

3. Skill Objective(s)

a. Students will retell interviewing etiquette.

b. Students will neatly copy onto a final copy form.
B. Materials



1. Student folders from Day 1

2. Teacher copy of All About Me (optional)

3. Appendix H from Day 6
C. Key Vocabulary



1. Not applicable
D. Procedures/Activities



1. Ask students about the interviewing process. Discuss the Interviewing Etiquette

and how they used it. Ask students who they interviewed and what questions

they asked. Ask if anyone found out something especially interesting.

2. Now allow time for students to neatly copy their questions and answers from

Appendix H into their folders on cards #9 and 10.
E. Assessment/Evaluation



1. Walk around your homeschool room classroom and observe students/student progress.

2. Discuss their interview and any

other questions they might have on other cards.

Lesson Eight: Personal Choice Paragraph
  
A. Daily Objectives



1. Concept Objective(s)

a. Students write and speak for a variety of purposes and audiences.

 

b. Students write and speak using conventional grammar, usage, sentence

structure, punctuation, capitalization, and spelling.

c. Students apply thinking skills to their reading, writing, speaking,

listening, and viewing
4)

2. Lesson Content

a. Third Grade Language Arts: Organize material in

paragraphs and understand how to use a topic sentence, how to develop a

paragraph with examples and details, and that each new paragraph is

indented.

3. Skill Objective(s)

a. Students will recall the parts of a paragraph.

b. Students will complete a paragraph providing a topic sentence, details,

and a conclusion.
 
B. Materials



1. Student Folders from Day 1

2. Teacher copy of All About Me (optional)

3. Notebook paper for each student

4. Copies of Appendix I on overhead and for students (optional)

***


  *****   Appendix I-Sample Paragraph****************
 
(green) If I could choose to bring anyone to my house for dinner, I would want them to be fun and interesting.

(yellow) I would choose to bring Mae Jemison to my house for dinner! (yellow) I have always been interested in space

and I know she could tell me a lot about it. (yellow) It would be both fun and interesting to hear her stories about space

travel over dinner. (green) My choice for a dinner guest would certainly be Mae Jemison!

5. Copies of Appendix J on overhead and for students (optional)
 
 
***
 
 
Appendix J-Outline for Writing Paragraph
 
Name __________________________________________________________________________________________
Topic Sentence (Green): ___________________________________________________________________________
________________________________________________________________________________________________
Detail (who would you bring to dinner?) (yellow): _______________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Detail (why would you bring them to dinner?) (yellow): __________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Detail (why would you bring them to dinner?) (yellow): __________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Conclusion Sentence (green): _______________________________________________________________________
________________________________________________________________________________________________
 



*********************************************************************************


  
C. Key Vocabulary



1. Not applicable
 
D. Procedures/Activities



1. Using Step Up to Writing format, review the parts of a paragraph. Ask students,

if they could bring anyone to dinner, who would they bring and why? Start with

the topic sentence (green). Ask students to brainstorm some ideas. Who would

they bring to dinner? Write a sample topic sentence on the board; be sure to

indent! Then have students describe the person they would bring (this is a detail,

yellow). Then have students explain why they would bring this person to dinner

(this is also a detail, yellow). Then have students write a conclusion sentence

(green).

2. If students have been introduced to providing more explanations (reds) in their

paragraphs, this would be a great paragraph to extend.

3. If more instruction is needed, use Appendix I for further explanation.

4. Have students look at card #11. They should choose 1 question and write a

rough copy on a separate sheet of paper. When they are sure they have

completed, they should copy it onto card #12. If students are having difficulty

staying organized, hand out Appendix J.
 
E. Assessment/Evaluation



1. Walk around the room as students are working on their paragraph and provide

additional one-on-one instruction, if needed.

2. Allow students with similar folders to compare paragraphs during the editing

process.


Lesson Nine: Adjectives! Adjectives!
  
A. Daily Objectives



1. Concept Objective(s)

a. Students write and speak for a variety of purposes and audiences.

 

b. Students write and speak using conventional grammar, usage, sentence

structure, punctuation, capitalization, and spelling.

c. Students apply thinking skills to their reading, writing, speaking,

listening, and viewing
4)

2. Lesson Content

a. Third Grade Language Arts: Spelling, Grammar, and Usage

nouns and adjectives

3. Skill Objective(s)

a. Students will recall what a noun is.

b. Students will list as many nouns as they can.

c. Students will share adjectives to describe themselves.

d. Students will draw an object that represents them.
 
B. Materials



1. Student folders from Day 1

1. Teacher copy of All About Me (optional)

2. 8 ½ x 11” scrap paper for each student (computer paper works best)
 
C. Key Vocabulary



1. noun-a person, place, thing, idea, or event

3. adjective-a word that describes a noun
 
D. Procedures/Activities



1. Ask students if they remember what a noun is. Have students list as many nouns

as they can. Then ask students if they know what an adjective is. Review the

definition, if necessary. Have students come up with adjective/noun

combinations “green chair” “silly hair”, etc…

2. Then ask them to think of adjectives that describe themselves. Have them go

around the room and share one or two words. Then have them open their folders

and look at card #13 (these cards are differentiated). They will need to write as

many adjectives describing themselves as they can think of (ranging from 15-50

words). Have students work independently at first.

3. After a while, when students begin struggling to think of words, have them work

in pairs. If the ones who have 25 or 50 words are having difficulty, share some

or your words and tell them it’s OK to copy from a friend or you.

4. After everyone is pretty close to being finished, ask students to think of an object

that they identify with. For example, if they love music, it might be a musical

note, or for someone who loves sports, it might be a baseball or football. Other

examples might be a horse for an animal lover, a heart for someone who is very

kind or caring, or a flower for someone who loves to garden or be outside. This

object should be relatively easy to draw. Help students who have difficulty

thinking of something.

5. Using a pencil, have students draw that object on the piece of scrap paper. It

should fill the entire page. Then, using their 15, 25, or 50+ words, they should

write those words on the lines of their drawing. When done, they should erase

the lines, leaving just the words to outline the picture.


Their rough draft of this

picture should be completed for tomorrow.


E. Assessment/Evaluation



1. While students are working on their adjectives, call them over to your desk to

look at their words. Help them evaluate if those words actually describe

themselves.

2. If time allows, have students share their words and pictures in small groups.

3. Collect and review pictures prior to tomorrow’s lesson to ensure they are quality

drawings.
 
Lesson Ten: Adjectives Picture and Last Words
  
A. Daily Objectives



1. Concept Objective(s)

a. Students write and speak for a variety of purposes and audiences.

(Colorado Reading and Writing Content Standard 2)

b. Students write and speak using conventional grammar, usage, sentence

structure, punctuation, capitalization, and spelling. (Colorado Reading

and Writing Content Standard 3)

c. Students apply thinking skills to their reading, writing, speaking,

listening, and viewing (Colorado Reading and Writing Content Standard

4)

2. Lesson Content

a. Third Grade Language Arts: Spelling, Grammar, and Usage (p.66) –

nouns and adjectives

3. Skill Objective(s)

a. Students will recall what nouns and adjectives are.

b. Students will make a final copy of the drawing.
 
B. Materials



1. Student folders from Day 1

2. Teacher copy of All About Me (optional)

3. Colored pencils or crayons for each student

4. Rough draft drawings from Day 9
 
C. Key Vocabulary



1. Not applicable
 
D. Procedures/Activities



1. Review adjectives and nouns from yesterday’s lesson. Ask students when the last

time was that they had a great afternoon. Ask them to describe it. Then ask

students the last time they went swimming (or a similar question). What do they

remember about it? What was fun? What wasn’t? Have students take out their

folders and look at card #15 (these cards are differentiated). Ask them to look at

the first question (they are the same), Describe the last award you received…

Have a few students answer this question. Ask them to give as many details as

possible. Then have students complete the rest of card #15 and see if they can

come up with some of their own “Last Word” statements to write on the back.

2. Then have students take out the rough draft drawings from yesterday’s lesson.

3. Students will now transfer their drawings very neatly onto the cover of the folder.
 
E. Assessment/Evaluation



1. Walk around the room and observe students as they are writing and drawing.
 
Lesson Eleven: Wrap Up
  
A. Daily Objectives



1. Concept Objective(s)

 
a. Students write and speak for a variety of purposes and audiences.

(Colorado Reading and Writing Content Standard 2)

b. Students write and speak using conventional grammar, usage, sentence

structure, punctuation, capitalization, and spelling. (Colorado Reading

and Writing Content Standard 3)

c. Students apply thinking skills to their reading, writing, speaking,

listening, and viewing (Colorado Reading and Writing Content Standard

4)

2. Lesson Content

a. Third Grade Language Arts: Writing (p.65) - In some writings, proceed

with guidance through a process of gathering information, organizing

thoughts, composing a draft, revising to clarify and refine his or her

meaning, and proofreading with attention to spelling, mechanics, and

presentation of a final draft.

3, Skill Objective(s)

a. Students will evaluate and complete their project.

b. Students will glue on their self portrait.
B. Materials



1. Student folders from Day 1

2. Teacher copy of All About Me (optional)

3. Colored pencils or crayons for each student

4. Rough draft drawings from Day 9

5. Self-portraits from art class

6. Copy of Appendix K for each student
C. Key Vocabulary



1. Not applicable
D. Procedures/Activities



1. Allow time for students to complete their folders, including pasting their portraits

from art on the back of their folders.
E. Assessment/Evaluation



1. Collect folders and evaluate using Appendix K(all levels can use the same

rubric).

2. Optional: return folders to students to complete Culminating Activity.
VI. CULMINATING ACTIVITY
A. Allow students 1 or 2 days to organize their folders into a speech about themselves. They

should choose 2 or 3 of their cards they would like to highlight. (See Appendix L)
 
 
 

 
********Appendix L-Speech Outline**************************************
 
Name: ________________________________________________________________________
1. Choose 2 or 3 of your cards you would like to highlight. Write the card numbers you chose here:
___________.
2. Write the introduction to your speech here. This should be 1-2 sentences, including your name.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Write a summary of the first card you chose here. You may choose to read your entire paragraph (if you
wrote one) or if you choose your list of adjectives, you may want to just pick 3-5 words and tell why you
think they describe you.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Write a summary of the second card you chose here. You may choose to read your entire paragraph (if
you wrote one) or if you choose your list of adjectives, you may want to just pick 3-5 words and tell why
you think they describe you.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. Optional: Write a summary of the third card you chose here. You may choose to read your entire
paragraph (if you wrote one) or if you choose your list of adjectives, you may want to just pick 3-5
words and tell why you think they describe you.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6. Write one sentence to conclude your speech here. ___________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
You may write more on a separate sheet of paper, if needed.
Remember, you only have 3 minutes for your speech.
Practice, Practice!
 
 
*************************************************************************
B. Have students give 3 minute speeches in front of the class. Evaluate speeches using Appendix M.

                                         


***************** Appendix M******************************************

Name: _______________________________________________________________________

Introduction

Clearly says name and introduces speech (5 points) ______

Card #1

Gives summary of one card (10) ______

Card #2

Gives summary of one card (10) ______

Card #3 (optional)

Gives summary of one card (10) ______

Speaks clearly (4) ______

Makes eye contact with audience (4) ______

Has notes to read from (2) ______

Stays under 3 minutes (5)

Total points (40, with optional 10 point bonus) ______

Comments:

Name: _______________________________________________________________________

Introduction

Clearly says name and introduces speech (5 points) ______

Card #1

Gives summary of one card (10) ______

Card #2

Gives summary of one card (10) ______

Card #3 (optional)

Gives summary of one card (10) ______

Speaks clearly (4) ______

Makes eye contact with audience (4) ______

Has notes to read from (2) ______

Stays under 3 minutes (5)

Total points (40, with optional 10 point bonus) ______ 
  




  









II. Poetry
III. Fiction
IV. Sayings and Phrases

History and Geography

World:

I. Geography
II. Ancient Rome
III. The Vikings

American:

I. The Earliest Americans
II. Early Exploration of North America

Elementary School - early Middle School
*Animal Kid's Corner* (upper row for older kids, lower row for younger.)
*Preschool Animals* (movies and create activities)
*Math Games * (many levels and topics, many kinds of games)
*Nutrition for Kids* (food groups, information, other food games)
*Seasons for Kids* (painting activities, matching games, winter, fall, spring, summer)
*Grammar Games*(games, tutorial, verbs, adjectives, nouns, punctuation)
*Dinosaurs* (games, activities, movies)
*Geography* (8 levels of difficulty to choose from upon skill level).
*Brain* (brain teasers, puzzles and more)
*USA 4 Kids* (government, state facts, history, games and more)
*Science* (Life Cycle, Plant and animal cell, movies, games)
*Animals* (hundreds of articles and quizzes)
*Health* (Games about the systems, digestion, skeleton)


No hay comentarios.:

Publicar un comentario

Suscribirse a: Entradas (Atom)