instructional continuity new learning plan days 41-49 ...€¦ · evidence for your point of view...

Instructional Continuity NEW Learning Plan Days 41-49 Third Grade

MATH READING - Modules bit.ly/3rdDays41-49

Reading - ALL Block bit.ly/3rdDays41-49 SCIENCE & SOCIAL STUDIES

May 28

(Day 41)

Complete the Day 41 Memory Jogger on pg. 5. (NC.3.MD.8, NC.3.G.1, NC.3.NF.2) Review Benchmark Fractions: Understanding how fractions relate to the important benchmarks of 0, ½, and 1 helps us understand the relative size of fractions. Complete the Benchmark Fraction Practice on pg. 5 to sharpen your skills! Then, complete the Comparing Fractions Practice using <, >, or = to compare on pg. 5. (NC.3.NF.2, NC.3.NF.4)

Optional: Watch the module video for Day 41. https://bit.ly/3rdModules Note for Days 41-49: You get to take a stand! You will create a Public Service Announcement about the importance of a water issue that you have been learning about and that you feel passionate about. Once you decide which water issue you want to take a stand for, give evidence for your point of view based on any of the articles you have read in this unit about water issues . A speech about an important issue is sometimes called a Public Service Announcement, or PSA for short. A PSA is also an advertisement. You need to sell your idea with information and a viewing experience that changes the way people feel. With a family member, caregiver, or friend, decide which article you will use to support planning your PSA. You can choose from pg. 17 of your packet, or any of the previous articles on water issues you have read. ● Choose and read or listen to the second article you

chose from the readings in this module. Answer the questions about the article you read or listened to on the lesson Workbook. See pg. 13. (RI3.1)

Optional Video - bit.ly/3rdALLBlockVideos Fluency - Watch the Day 41 video to practice your fluency using appropriate tone. Independent Activity: ● Additional Work with Complex Text- Finish

reading the last paragraph of “Water Pollution” and add any new solutions to your chart from Day 40. Decide which solution could be used in your PSA. Decide which of your solutions is most doable and tell why. See pg. 15 and 17. (RI. 3.3)

● Independent Reading Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10/RI.3.10)

Social Studies Topic: Incentives Influence Us Incentives are used to encourage people to make good choices. Incentives are things offered to help people in making decisions. They are used to motivate or encourage people to act in a certain way. An example of an incentive is getting an allowance if you do your chores. Activity: Make a chart and list 5 incentives that your parents offer you at home and 5 incentives that are used at school. (3.E.1.1) Optional Enrichment Resource: Cha-Ching: Spend Your Money Wisely My Friend [3:00] https://bit.ly/35Ealch

May 29

(Day 42)

Complete the Day 42 Memory Jogger on pg 6. (NC.3.MD.8, NC.3.G.1, NC.3.NF.2) Review Fractions on a Numberline: Now that you have reviewed how to use benchmark fractions to compare, practice finding the distance between two fractions on a number line using the activity on pg. 6. (NC.3.NF.3)

Optional: Watch the module video for Day 42. https://bit.ly/3rdModules ● Now it's time to begin planning for your very own

Public Service Announcement (PSA). Choose an article that you want to focus on for your PSA. It can be any article that you have read so far about water issues. The water issue should be something that you feel passionate about wanting to help solve.

● Read your chosen text. Using the handout for Day 42, determine your audience and draft your key points for the issue and action for your PSA. Share your work with someone and tell why you chose to write what you did. See pg. 13. (RI3.6)

Optional Video - bit.ly/3rdALLBlockVideos Additional Work with Complex Text (U3W1D4) - Watch the Day 42 video to describe what water solutions look and sound like and to use linking words, conjunctions, and complex English language structures. Independent Activity: ● Fluency/GUM -Read your favorite part of

the VIral Videos of “Cute’ Animals Can Have Negative Effects article fluently.. Use the self-assessment checklist on the All Block Handout for Day 42. See pg. 15 & 20. (RF.3.5)

● Independent Reading - Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10/ RI.3.10)

Social Studies Topic: Incentives and Actions Positive economic incentives reward people with benefits like a better price, a free item, or an upgraded purchase. Fines, fees, and tickets are all considered negative economic incentives and are given for making certain choices or behaving in a certain way. Activity: Think about positive incentives that restaurants or stores offer to get customers to come and spend money. Add several to the chart. Negative incentives are one way the government tries to get people to behave responsibly (think libraries, police officers, and park rangers). Add several examples to your chart. (3.E.1.1) Optional Enrichment Resource: A Bad Case of Stripes by David Shannon [11:24] https://bit.ly/2WwyEFa

1Charlotte-Mecklenburg Schools - May 2020

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June 1

(Day 43)

Complete the Day 43 Memory Jogger on pg 7. (NC.3.MD.8, NC.3.G.1, NC.3.NF.2) Writing About Fractions: Think about each of the “Think and Write” questions on pg. 7 in the packet. Choose 3 of the questions to answer thoroughly on a separate sheet of paper. (NC.3.NF.1, NC.3.NF.2)

Optional: Watch the module video for Day 43. https://bit.ly/3rdModules ● Today you will be writing a script for your PSA. The

script is a written version of what you want to say. Use your planning from Day 42 in your Workbook to help you decide what to include in your script. Write your script using the organizer in Day 43 of your Workbook. See pg. 13. (RI.3.6, W.3.1a-c,e)

Optional Video - bit.ly/3rdALLBlockVideos Flex Day - Watch a lesson video you haven’t seen already or rewatch something you need more practice with. Independent Activity: ● Independent Reading - Read your

independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10/RI.3.10)

Social Studies Topic: Convincing Consumers Businesses advertise to try to convince consumers to buy what they are selling. They do this by pointing out how consumers will benefit by purchasing a product or service. The benefits are called incentives. Activity: Ask an adult if you can watch ½ hour of television or look through a magazine. As you watch/look, write about 5 ads that you see on a chart like this. Record what was advertised then add the incentive used and if they influenced your choice to buy. (3.E.1.1) Optional Enrichment Resource: Persuasive texts - Advertising [2:08] https://bit.ly/2xDJRuW

June 2

(Day 44)

Complete the Day 44 Memory Jogger on pg 7. (NC.3.MD.8, NC.3.G.1, NC.3.NF.2)

Review Addition and Subtraction: Review what you know about addition, subtraction, and rounding by completing the Practice Addition and Subtraction questions on pg. 7. (NC.3.NBT.2)

Optional: Watch the module video for Day 44. https://bit.ly/3rdModules ● Continue drafting your script for your PSA from Day 43.

Read your script to a family member and revise based on your feedback. Practice reading your PSA script with a family member, caregiver, or friend one more time. Remember to speak clearly and fluently! See pg. 13. (Ri.3.6, W.3.1f)

Optional Video - https://bit.ly/3rdExtraVideos Writing (U3W2D1) -Watch the Day 44 video to plan a letter about your PSA.

Independent Activity: ● Word Study and Vocabulary - Create word

cards and play Who Has…? on Day 44 of your ALL Block Handout. See pg. 15. (L.3.4)

● Independent Reading - Read your independent text and complete a graphic organizer. See pg. 21-22. (RL.3.10/RI.3.10)

Science Topic: States of Matter Activity: Make a sailboat using various types of materials from your house. Test its buoyancy in a container of water. Think about how a sailboat moves. List the properties of each state of matter you used in the experiment. (3.P.2.2) Optional Enrichment Resources: https://bit.ly/cmssciencematter

June 3

(Day 45)

Complete the Day 45 Memory Jogger on pg. 8. (NC.3.MD.8, NC.3.G.1, NC.3.NF.2) Review Subtraction: Play 3-Digit Subtraction Action (directions on pg. 8) with a family member. Make digit cards by folding and tearing pieces of paper, or use a deck of playing cards by removing K, Q, J and 10. (NC.3.NBT.2)

Optional: Watch the module video for Day 45. https://bit.ly/3rdModules ● People often include a visual (picture or drawing) to

accompany their PSA’s. Think about an idea for a visual that will help your audience better understand your issue and action. Using a blank sheet of paper, create a visual to go with your PSA. Practice your PSA one last time before presenting it to a family member, friend, or caregiver. Remember to speak clearly and fluently! See pg. 14. (RI.3.7, SL.3.4)

Optional Video - https://bit.ly/3rdExtraVideos Word Study and Vocabulary (U3W2D2) - Watch the video for Day 45 to analyze words using a vocabulary tree.

Independent Activity: ● Writing - Write a letter to summarize your

video PSA using a graphic organizer on Day 45 of your ALL Block Handout. See pg. 15 (W.3.2)


Science Topic: Energy Transfer Activity: Heat is transferred through conduction, convection, and radiation. Using pieces of ice and at least two methods of energy transfer, predict which method will melt the ice the fastest. Test your theory and write an explanation using important vocabulary words. (3.P.3.2) Optional Enrichment Resource: https://bit.ly/cmsscienceenergy

SPECIALS - Choose at least one activity to complete each day. Your well-being is important to us. Please do not participate in physical activity if you are not feeling well.

❏Draw your own man in the moon while you sing “Aiken Drum”

❏Write a list of all the places you hear music in one day. Did anything surprise you?

❏Put on your favorite song or turn on the radio. Dance however you like during the entire song.

❏Read and learn (research) about an animal or plant in a book or ONE Access. Create a puppet show that teaches five or more things about your animal/plant.

❏For 60 seconds, clear your mind and only focus on your breathing. IF your mind starts to wander, bring your attention back to your breathing.

❏Yikes! Something is in the back of your house. Draw a picture of it.

❏Read two books about the same topic or subject, like football or cats. Write three ways that the information or stories are the same and different.

❏Using any type of line or shape to create a picture with only the three primary colors (red, blue, yellow)

I certify that my child, _________________________________________________, did complete all of the required activities in days 31-35 of this learning plan. Parent/Guardian Signature _____________________________________________________________________ Date _____________________________________________




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MATH READING - Modules bit.ly/3rdDays31-40

Reading - ALL Block bit.ly/3rdDays31-40 SCIENCE & SOCIAL STUDIES

June 4 (Day 46)

Fixed Factors: Play “Fixed Factors” with a family member. See pg. 9 in the packet for directions. ( NC.3.OA.1, NC.3.OA.7) Review Graphing: Analyze the graph on pg. 9 and then use the graph to answer the questions. (NC.3.MD.3)

Optional: Watch the module video for Day 46. https://bit.ly/3rdModules ● Find a family member, friend, or caregiver.

Tell them you would like to present what you have learned about over the past several weeks. Present your PSA and visual. (SL.3.4)

● Write in your journal about your experience creating and presenting your PSA. What were your successes? What were your challenges? See pg. 14. (W.3.2)

Optional Video - https://bit.ly/3rdExtraVideos Writing (U3W2D3) - Watch the Day 46 video to write a final copy of the letter about your video PSA. Independent Activity: ● Word Study and Vocabulary - Deconstruct

words into the root and any affixes using Day 46 of your ALL Block Handout. See pg. 16. (L.3.4)


Social Studies Topic: What Will It Cost Me? Every decision has trade-offs. When people make a financial choice, the next-best thing that is given up is called the opportunity cost. When spending for things or services, people give up purchasing other things or services now and postpone what they can purchase in the future. When people choose to save their money their opportunity cost is the ability to buy things today Activity: Write a short paragraph about a decision you have made about how to spend your TIME. What was your opportunity cost when you made this choice? Write a second paragraph about a time you spent your MONEY. What did you purchase and what was your opportunity cost? Share and discuss your work with an adult. (3.E.1.1) Optional Enrichment Resource: Alexander, Who used to be rich last Sunday [7:27] https://bit.ly/2A6K62E

June 5 (Day 47)

Fixed Factors: Play “Fixed Factors” with a family member. See pg. 9 in the packet for directions. ( NC.3.OA.1, NC.3.OA.7) Review Elapsed Time: Complete the elapsed time tasks “Edna’s Busy Day” and “Billy’s Math Test” on pg. 9. (NC.3.MD.1)

Optional: Watch the module video for Day 47. https://bit.ly/3rdModules ● Present your PSA again and have someone

record it. If you have a cell phone, ask a family member, caregiver, or friend to record a video of you giving your speech so others in the community can hear your message. You have the power to convince people to make choices that will help keep their family and friends, the community and environment healthy and safe! Be proud of what you have accomplished! (SL.3.4)

● After viewing your recorded PSA video, in your Workbook Day 47, write about what you liked about your performance. Tell who else you would want to see your video and why. See pg. 14. (W.3.2)

Optional Video - https://bit.ly/3rdExtraVideos Word Study and Vocabulary (U3W2D4) - Watch the video for Day 47 to analyze words using a vocabulary tree. Independent Activity: ● Writing- Finish writing your letter about your

letter summarizing your video PSA. Discuss how you would change your letter for a different audience with a family. Describe how you would change your letter on notebook paper. See pg. 16. (W. 3.2)

● Independent Reading - Read your independent text and complete a graphic organizer. See pg. 21-22. (RL3.10/RI.3.10)

Social Studies Topic: This OR That! People have a problem with scarcity anytime they buy things. They have lots of different goods or services to choose from, but limited money to purchase the goods or services. When they purchase one good or service, they give up the chance to purchase another. The ONE best alternative not chosen is the opportunity cost. Scarcity means understanding that we have to choose ‘this OR that’ rather than ‘this AND that’. Activity: Think about and write down five different choices you made today. For each choice explain the opportunity cost that goes with each choice. (3.E.1.1) Optional Enrichment Resource: Something Special for Me [15:00] https://bit.ly/35C5Peq

June 8 (Day 48)

Multiplication Pathways: Play “Multiplication Pathways” with a family member. See pg. 10 in the packet for directions. ( NC.3.OA.1, NC.3.OA.6, NC.3.OA.7) Review Area and Perimeter: Review the concepts of area and perimeter by completing the two-part task on pg. 10. (NC.3.MD.7, NC.3.MD.8)

Optional: Watch the module video for Day 48. https://bit.ly/3rdModules Note for Days 48-49: The learning for the next two days will use poetry. ● With a family member, caregiver, or friend,

read the poems from Day 48 Poem Excerpts. See pg. 18. (RL.3.5)

Optional Video -bit.ly/poetryvideos Watch the video that introduces poetry. Share with a family member what you learned about poetry. Write on a blank sheet of paper 3-5 things you are excited to learn about poetry. Independent Activity: ● Writing-Write a poem about a water issue using

one of the types of poems on pg. 21 from your Module lesson. See pg. 16. (W.3.2)

Science Topic: Shadows Activity: Using your knowledge of shadows, create a shadow puppet show by using sunlight from a window or another light source. Observe changes in the shodow’s length and direction as well as the position of the light source. Write an explanation about your observations. Your Changing Shadow Your shadow changes shape. In the morning and evening when the sun is low, your shadow is






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● Write what you notice and wonder in your Workbook for Day 48, and include what you think the topic of this module will be. See pg. 14. (W.3.6)


longer because your body blocks a lot of the sunlight. When the sun is higher, your shadow is shorter, blocking less sunlight. (3.E.1.2) Optional Enrichment Resources: https://bit.ly/cmssciencesun

June 9 (Day 49)

Review Area and Perimeter: Review the concepts of area and perimeter by playing “Cut a Rug” with a family member. Then, play “Raging Rectangles” with a family member. See pgs. 11 and 12 in the packet for directions and game boards. (NC.3.OA.1, NC.3.MD.7, NC.3.MD.8)

Optional: Watch the module video for Day 49. https://bit.ly/3rdModules Types of Poems ● With a family member, caregiver, or friend,

read the article “Writer Shows Kids How Cool and Funny Poetry Can Be!” See pg. 19. (RI.3.8)

● In your Workbook for Day 49, write what you notice about the different types of poems described in the article, and the characteristics of those types of poetry. Write the gist of the article, and describe what inspires writers to write poetry, according to the author. See pg. 14. (RL.3.2)

Optional Video -bit.ly/poetryvideos Watch the video about poetry. Decide which poem you liked the most and write your own version. Independent Activity: ● Writing-Write a poem about a water issue using

one of the types of poems on your handout for Days 48-49. See pg. 16 & 18. (W.3.2)


Science Topic: Skeletal and Muscular Systems Activity: Develop a new dance routine that uses your skeletal and muscular systems. Try to include movement of as many bones and muscles as you can. Draw yourself dancing and highlight the bones and muscles that you think are being used. (3.L..1.1) Optional Enrichment Resource: https://bit.ly/cmssciencebody

SPECIALS - Choose at least one activity to complete each day. Your well-being is important to us. Please do not participate in physical activity if you are not feeling well.

❏Keep the beat with your family member’s favorite song.

❏Read a book and add sound effects to it (every

time you talk about a certain character, stomp your feet).

❏Draw a picture of a family member working

❏Draw a picture of your favorite item. Now, draw it again from a different perspective.

❏A regular game of tag, but if someone touches

your arm/leg you can no longer use that body part. If both legs are tagged start a new round.

❏Tidy up while walking like a crab. Carry items on your belly across the room to put them away.

❏Read a fiction (story) and nonfiction (true) book

about pollinators. Write to explain which book taught you the most about pollinators and why? Draw two things you learned about pollinators.

❏Learn about how to do something from the World Book Encyclopedia or a book. Write the steps to doing what you learned and teach someone how to do it.

I certify that my child, _________________________________________________, did complete all of the required activities in days 36-40 of this learning plan. Parent/Guardian Signature _____________________________________________________________________ Date _____________________________________________



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Benchmark Frac ons Prac ce

Comparing Frac ons Prac ce

Use <, >, or = to compare the following sets of frac ons.

Math Day 41


Finding Frac ons on a Number Line

Direc ons: Prac ce nding the distance

between two points on a number line. First, label each number line. Then nd the distance between the given points. Make sure your answer is in frac on form.

Math Day 42


Day 43: Think and Write If someone showed you a shape and said they cut it into fourths, how would you know that they had truly cut it into fourths?

Explain why a frac on with the same numerator and denominator are equal to 1 whole.

When is a frac on larger than 1 whole? How do you recognize these frac ons?

When comparing two frac ons, why do they have to be from the same size whole?

What are some examples of where you would use frac ons outside of school?

Explain the steps to draw a model for the frac on three eighths.

When frac ons have the same denominator, how does the numerator help you compare the frac ons?

If you had to choose between ea ng one sixth of a cake or one eighth of a cake, which size piece would you choose? Explain your reasoning.

Math Day 43

Math Day 44

Day 44: Prac cing Addi on and Subtrac on Using the table to the right, answer the following ques ons.

1. How much do the polar bear and the gorilla weigh altogether?

2. How much more does the polar bear weigh than the gorilla?

3. How much more does the ger weigh than the zebra?

4. Es mate the combined weight of the gorilla and the zebra to the nearest 10 and the nearest 100. Which es mate is closer to the actual combined weight?

5. To the nearest 10, what is the di erence between the weight of the gorilla and polar bear combined and the ger?


Math Day 45


Graphing Review Panthers Elementary School Student Absences for the

Month of February

Fixed Factors Before You Begin:

Create a set of digit cards by folding a sheet of paper into eighths (eight equal pieces). Label each rectangle with a number 2-9. Cut the 8 pieces apart. Repeat to create a second set of digit cards.

How to Play: 1. Iden fy a factor for a set of mul plica on

facts you are working on and place a card with that number face up in the middle of the playing area.

2. Deal the rest of the cards equally, face down.

3. At the same me, partners turn over their top card and say the product of the iden fied factor and the number on the card turned over.

4. Each partner takes turns saying their full mul plica on equa on, and both decide if the products are correct.

5. The player with the larger (correct) product gets the cards.

6. If there is a e, partners repeat steps 3-5.

Math Day 46

Use the graph to answer the ques ons below.

1. How many more second grade students were absent than third grade students?

2. How many kindergarten through second graders were absent in February?

3. How many fewer third grade students were absent than kindergarten students?

4. What was the total number of absences for February?

Elapsed Time Review Edna’s Busy Day! Edna was invited to two par es on the same day!

Billy’s Math Test Billy took a math test during school. When he started his test, the clock on the wall showed the me on

the le . When he got to the last page, the wall clock showed the me on the right.

1. It takes Edna 23 minutes to drive from Jake’s party to Dora’s party. Will Edna arrive at Dora’s party in me for the magic show? Explain your solu on using a number line, chart, or words.

2. Guests at Dora’s party leave as soon as they finish ea ng cake. If the guests spend 15 minutes ea ng cake, how long does Dora’s party last? Explain your solu on using a number line, chart, or words.

Math Day 47

1. How long has Billy been working on his test? Write an equa on to represent the problem. Use a number line to show your work.

2. If Billy is supposed to be finished with his test by 1:00, how much me does he have to finish the final page? Use a number line to show your work.


Mul plica on Pathways Materials: two game markers (such as paper clips or coins)

Direc ons:

1. To begin, place each game marker on a different number from the list at the bo om of the game board. Mul ply the two numbers together, and place a small checkmark near the product of the numbers on the game board.

2. Decide which game marker (only one!) to move in order to get a product that is to the right of your square (horizontally or diagonally).

3. Con nue across to the finish! If you get stuck, return to start and try again!

Area and Perimeter Review Part 1: Crystal wanted a rug for her living room. She asked a rug maker to make a rug with an area of 36 square feet. The rug maker realized there is more than one way that he could make the rug, so he decided to make rugs using all of the possible dimensions and then let her choose.

What are all of the dimensions of the rug that he made? Use pictures, equa ons, or words to model your thinking.

Part 2: Crystal decided that she wants fringe put all the way around her rug. If the rug maker put fringe around each of the rugs, how much fringe would he need for each rug? Use pictures, equa ons, or words to model your thinking.

Math Day 48


Cut a Rug Before You Begin:

Create a set of digit cards by folding a sheet of paper into sixths (six equal pieces). Label each rectangle with a number 1-6. Cut the 6 pieces apart. Repeat to create a second set of digit cards.* Draw a 5 column chart for each player. Label the columns Round, Length, Width, Perimeter, and Area. (See the example to the right.)

Direc ons: 1. Shuffle the digit cards. Place them in a stack, upside down, in the center of the playing area.* 2. Player 1: Draw two digit cards, find the sum, and put the total in the length box. Then, draw one more card to find the

width.* 3. Using the length and width, create a rectangle on the grid paper and record the perimeter and area on the recording sheet.

Then Player 2 completes steps 2 and 3. 4. A er each round, the players look at their numbers together. Which player has the greater area? What player has the

greater perimeter? Is the perimeter always bigger? Always smaller/ Can they be the same? 5. A er 4 rounds, players total their perimeters and their areas. The winner has the highest total area. *Please Note: Dice can be used in place of digit cards.

Math Day 49


Raging Rectangles Before You Begin:

Create a set of digit cards by folding a sheet of paper into sixths (six equal pieces). Label each rectangle with a number 1-6. Cut the 6 pieces apart. Repeat to create a second set of digit cards.*

Materials: Grid Paper 2 Crayons (different color per player)

Direc ons: 1. Shuffle the digit cards. Place them in a stack, upside down, in the center of the playing area.* 2. Each player draws two cards to get two factors.* 3. The player outlines and colors a rectangle on the game board to match the pair of factors. Example: A roll of 6 and 3 is

colored as a 6 x 3 rectangle or a 3 x 6 rectangle. 4. The player writes the equa on (area ) inside the rectangle. 5. A player loses a turn when the rectangle cannot be drawn on the game board. 6. The winner is the player with the most area colored. *Please Note: Dice can be used in place of digit cards.

Math Day 49


Module Workbook Days 41-49 Third Grade DAY 41 - UNIT 3, LESSON 7 Directions: Answer the questions using the article you read today. Use the chart below to answer questions about the article you read. Begin by creating the chart below in your journal or on a blank sheet of paper.

Article Title:

What is the issue?

Why is it important?

What is an action to help solve the issue?

Why should people take the action you chose?

DAY 42 - UNIT 3, LESSON 8 - Planning a Public Service Announcement (PSA) Directions: Determine your audience and draft your key points for the issue and action for your PSA. Use the chart below to support you as you plan for your PSA. You will need to create the chart in your journal or on a blank sheet of paper.

Issue:

Choose Your Target Audience: Children, Young Adults, or Adults

Key Points: Issues 1. 2. 3.

Key Points: Actions 1. 2. 3.

DAY 43 - UNIT 3, LESSON 9 - Write a Script: Public Service Announcement (PSA) Directions: Draft a script for your PSA. Once complete, share it with a family member, caregiver, or friend for feedback and then revise your script. Create the chart below in your journal or on a blank sheet of paper to assist you with writing your PSA script.

Introduction to the issue (what it is and why it is important):

Action for your audience to follow:

Conclusion (give your audience an additional reason to take action):

DAY 44 - UNIT 3, LESSON 10 - Continue drafting your script for your PSA. Review your note catcher from Day 43 as you write your draft of your script. Once complete, share it with a family member, caregiver, or friend for feedback and then revise your script. Practice reading your PSA script with a family member, caregiver, or friend one more time. Remember to speak clearly and fluently!


Module Workbook Days 41-49 Third Grade DAY 45 - UNIT 3, LESSON 11 - Create a visual: Public Service Announcement (PSA) Directions: Create a visual to go with your PSA. Practice your PSA one last time before presenting it to a family member, friend, or caregiver. Remember to speak clearly and fluently! You can create your visual on a blank sheet of paper.

DAY 46 - UNIT 3, LESSON 12 - Present Your PSA Find a family member, friend, or caregiver. Tell them you would like to present what you have learned about over the past several weeks. Be sure to share your visual as part of your presentation. Write about your experience creating and presenting your PSA on notebook paper. What were your successes? What were your challenges?

DAY 47 - UNIT 3, LESSON 13 - Final PSA Presentation and Recording Present your PSA again and have someone record it. If you have a cell phone, ask a family member, caregiver, or friend to record a video of you giving your speech so others in the community can hear your message. You have the power to convince people to make choices that will help keep their family and friends, the community and environment healthy and safe! Be proud of what you have accomplished! After viewing your recorded PSA video, write about what you liked while viewing your PSA on notebook paper. Explain who else you would want to see your video and why.

DAY 48 - UNIT 4, LESSON 1 - Notice and Wonder Chart Directions: Read the text poem excerpts on page 18. What do you think you will be learning about? Create a chart like the one you see below in your on a blank piece of paper. Use the information from the texts.

What do you notice? (Things I See) What do I wonder? (Things I Wonder)

What do you think you will be learning about?

DAY 49 - UNIT 4, LESSON 2 - What Makes a Poem a Poem? What Inspires a Writer? Directions: Read the article “Writer Shows Kids How Cool and Funny Poetry Can Be!” on pg. 19. As you read, make notes about what you learn about characteristics of poems. Then, write the gist of the article. According to the article, what inspires writers to write poetry? Use the chart below or copy the chart on a blank sheet of paper.

Type of Poetry What do you notice? Characteristics of that type of poem:

Haiku

Concrete Poem

One Word Poem

What is the gist of the article? What inspires writers?


ALL Block Resource Page Days 41-49 Third Grade

Day 41 - Additional Work with Complex Text - Read the last paragraph of “Water Pollution” on pg. 17 and add any other solutions to your blank paper from Day 40. After you have added any new solutions about the last paragraph on acid rain, decide which one of your solutions could possibly be used in your Public Service Announcement (PSA). Discuss with a family member how you would complete the sentence frame below. Then answer the question below on a blank sheet of paper. ( RI. 3.2)

● “The solution I can use in my PSA is _______________. I will write something like:__________.” ● Which one of the solutions from your chart do you think is the most doable? Why?

Day 42 - Fluency -Go back to the VIral Videos of “Cute’ Animals Can Have Negative Effects article on pg. 20. Whisper read your favorite section working on being a fluent reader. Read the same section out loud being a fluent reader. Rate how you did on reading fluently by referencing this table: (RF.3.5)

Fluency Self-Assessment Checklist (RF.3.5) ⭐⭐⭐⭐ ⭐⭐⭐ ⭐⭐ ⭐

★ I can correct myself and reread when what I read was wrong and doesn’t make sense.

★ I can read at a speed that is appropriate for the piece

★ I can notice and read punctuation.

★ I can read groups of related words and phrases together.

Day 43 - Flex Day - Finish any of your incomplete work.

Day 44 - Word Study and Vocabulary - Play Who Has…? Create word cards. Pass out the cards to each person. The person with the word unhappy goes first. Read your card and place it face down when you are done. See if you can read all the cards in less than 3 minutes. (L.3.4.)

I have unhappy. Unhappy means __________. For example, _________. Who has the word that means not able to be drunk?

I have unlovable. Unlovable means _____________. For example, ____________. Who has the word that means not trusting something?

I have distrust. DIstrust means _____________. For example, ___________. Who has the word that means not believable?

I have impossible. Impossible means ____________. For example, ______________. Who has the word that means not lovable?

I have unbelievable. Unbelievable means _________.. For example, ______________. TIme is up. What is our time?

I have impolite. Impolite means _____________. For example, ____________. Who has the word that means not possible?

I have invisible. Invisible means ____________. For example, ____________. Who has the word that means not polite?

I have undrinkable. Undrinkable means __________. For example, ___________. Who has the word that means not visible?

Day 45 - Writing -Write a letter that summarizes your video PSA using the chart below. There are sentence frames provided in the chart to support you in writing your letter. Don’t forget to put your address and date at the top. (W.3.2)

Conversation Prompt Sentence frames

First, I will make sure I format the letter correctly. I will... Dear _______,

Then I will introduce the topic. I will write something like... In our class we have been studying____. I know you can’t come to the PSA video launch, so I wanted to ______. It is with _____ and ___ that I ______.

Then I will explain the issue. I will write something like... ___________. Is a real problem. Did you know _______? For example, ___________. Incredibly, _______, and, as a result, ____. I found the fact that ____ very interesting. Imagine what would happen if ______. Something simple, like ____, can make a difference. Does anyone know how we can _____the ______ way?

Then I will give some solutions. I will write something like...

Finally, I will close my letter by saying something like... Yours truly, With warm regards, Your nephew/niece (or grandson/granddaughter) See you soon, Take care, Thank you,


ALL Block Resource Page Days 41-49 Third Grade

Day 46 - Word Study and Vocabulary -Deconstruct or take apart the following words into the root and any affixes using the chart below: unplug, unbelievable, undrinkable, unveil. Practice saying the word aloud to a family member. DIscuss how the roots and affixes help you to understand the meaning of the word. (L.3.4.)

Prefix Root Suffix Definition of Affix

Day 47 - Writing - Finish writing your letter. Double-check the address at the top of the page. Discuss with a family member the question below. -What if you were writing this letter to someone your age? Think about how your letter might change if you were writing it to a friend. Describe on a blank sheet of paper how you would write it differently. Optional: Write another letter to someone who is your age. (W. 3.2)

Day 48 - Writing -Write a poem about a water issue using one of the types of poems on pg. 18 from today's Module lesson. Write your poem on a blank sheet of paper. Share your poem with a family member. (W.32)

Day 49 -Writing - Write another poem about a water issue using one of the other types of poems on pg. 19 from today’s Module lesson. Write your poem on a blank sheet of paper. Share your poem with a family member. (W.3.2)


Module Texts: Days 48-49 Day 48 Poem Excerpts

So much depends upon a blue car splattered with mud speeding down the road. Creech, S. Love That Dog. New York: Harper Collins, 2001. Print. ______________________________________________________________________________________________________________ I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; And I see him jump before me, when I jump into my bed. Stevenson, Robert Louis. “My Shadow.” Poems Every Child Should Know. Ed. Mary E. Burt. New York: Doubleday, Page & Company, 1904. Project Gutenberg. Web. ______________________________________________________________________________________________________________ Slowly she grew—till she filled the night, And shone On her throne In the sky alone, A matchless, wonderful silvery light, Radiant and lovely, the queen of the night.

Macdonald, George. “The Wind and the Moon.” Poems Every Child Should Know. Ed. Mary E. Burt. New York: Doubleday, Page & Company, 1904. Project

Gutenberg. Web.

______________________________________________________________________________________________________________

Maybe you could copy it too and hang it on the wall in our class Where we can see it When we are sitting at our desks doing our stuff. Creech, S. Love That Dog. New York: Harper Collins, 2001. Print. ______________________________________________________________________________________________________________ Up from the meadows rich with corn, Clear in the cool September morn, The clustered spires of Frederick stand Green-walled by the hills of Maryland. Roundabout them orchards sweep, Apple and peach tree fruited deep, Whittier, John G. “Barbara Frietchie.” Poems Every Child Should Know. Ed. Mary E. Burt. New York: Doubleday, Page & Company, 1904. Project Gutenberg. Web.


Module Texts: Days 48-49 Day 49 Poem Article

Writer Shows Kids How Cool and Funny Poems Can Be! By Washington Post, adapted by Newsela staff on 04.26.17

Word Count 521; Level 540L

Bob Raczka learned to love poetry when he realized that poems can be silly and fun. Photo courtesy of Bob Raczka.

When Bob Raczka was a kid, he did not like poems. Like many students, he studied poems at school. Most of these poems were very old. They were written hundreds of years ago. They had strange, old-fashioned words in them.

Raczka (sounds like RASS-kuh) grew up in the state of Illinois. He loved climbing trees and playing outdoors. Those activities were more fun than reading old poems, he thought. Poems were just fancy words about pretty flowers or sad people. Raczka thought those subjects

were boring. Now, Raczka feels differently about poetry. As he learned more about poetry his opinion changed. Raczka realized that poems do not have to be serious. They can be about anything at all. They can even be silly. Today, Raczka is a poet himself!

Showing Kids That Poems Can Be Cool

Raczka writes books of poems for kids. He wrote his first one in 2010. It was called "Guyuku." Raczka wrote it to show boys and girls that poems can be cool.

Japanese Style Of Poetry He wrote the book in a Japanese style of poetry. It is called haiku. A haiku poem has three lines. The first and third lines have five syllables each. The middle line has seven syllables. These poems are short. They can still be very descriptive, though. One of Raczka's haikus is:

"The wind and I play tug-of-war with my new kite. The wind is winning." Some of Raczka's poems are funny, too, like this one: "If this puddle could talk, I think it would tell me to splash my sister." Raczka says that one of the best parts of reading poems is getting to slow down. When you read a book, you read quickly, he says. You want to find out what happens next. Poems are different. Reading a poem gives you an opportunity to take a break. You can stop and think at every line.

Concrete Poetry Makes A Shape On The Page Raczka has written poems in many different styles. He wrote one book in a style called concrete poetry. In these poems, words create a shape on the page.

One example of concrete style is Raczka's poem "Hopscotch." It is written in the shape of a hopscotch game. The poem has to be read from the bottom of the page to the top. The reader moves up from line to line. This is the same way a hopscotch player would jump up hopscotch squares.

Poems That Use The Letters Of Just One Word The poems in Raczka's book "Lemonade" are also very playful. For this book, Raczka set a rule for himself: Each poem would be made up of the letters of just one word. For example, one poem is called "Friends." So the only letters Raczka used in the poem were F, R, I, E, N, D and S. Here is what he came up with: "Fred Finds Ed."


Viral videos of "cute" animals can have negative effects By Mongabay.com, adapted by Newsela staff on 02.07.19 Word Count 418 Level 580L

A viral video of a ring-tailed lemur released in 2016 had a surprising result: hundreds of people tweeted about “wanting to own pet lemurs,” a new study has found. Photo by: Mathias Appel/Flickr

In April 2016, a video of a ring-tailed lemur was posted on

Facebook. Lemurs are related to monkeys. Lemurs only live in Madagascar. This country is an island off the coast of Africa.

The video shows two boys sitting beside a lemur. They are rubbing its back. Whenever they stop, the lemur taps its back. It is asking to be scratched again.

The short video was a huge hit. It went viral. It was viewed around 20 million times. The video was also shared widely on YouTube and Twitter.

People React To Viral Video Of Lemur

A group of scientists was curious about the effect of the video. They decided to study how people reacted to it on Twitter. It turned out hundreds of people reacted the same way. They all tweeted about "wanting to own pet lemurs.

Tara Clarke led the new study. She says that not too many people tweet about lemurs. After the video went up, many people started tweeting about them. They said they wanted the animals as pets. After two weeks, things went back to normal. There were fewer tweets about lemurs.

Viral videos of wild animals can be educational. They also can cause problems, though. The videos can make people want to have wild animals as pets. Many species, or types, of wild animals are endangered. This means there are not many left in the wild. Wild animals usually do not make good pets. They are hard to care for properly.

Trapping Wild Lemurs Is Against The Law

The ring-tailed lemur is now an endangered species. There may be fewer than 2,500 left in the wild. If lemurs become popular pets, more hunters will try to catch them. There are laws against catching wild lemurs. Still, some hunters do it anyway. They make money by taking lemurs from the wild.

Lemurs live in rainforests. In Madagascar, rainforests are disappearing quickly. This is the main reason ring-tailed lemurs are endangered. It is not the only reason. Thousands of wild lemurs have been trapped by hunters. They are now kept in restaurants and hotels. Guests take selfies with the lemurs. Taking selfies with lemurs is very popular in Madagascar. People like to post these selfies on Facebook. The 2016 lemur video may have helped create this craze.

Lemurs In Danger

Scientist Kim Reuter worked on the new study. She is a lemur expert. Reuter believes viral videos can be a real problem. They can put wild lemurs in danger, she said.


AIR (Accountable Independent Reading) Graphic Organizers Select which graphic organizer matches the genre of your book. Copy the graphic organizer onto notebook paper or print a full-size copy using this link: bit.ly/CMSBookLibrary.


https://bit.ly/CMSBookLibrary

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