Weekly Lesson Plan - January 16-19
- What
- Weekly Lesson Plan - January 16-19
- When
- 1/19/2024
Week of: January 16-19, 2024 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks Monday NO SCHOOL MLK Tuesday Module 3 Lesson 25 Standard(s): 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. 3.PAR.3.7 Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions. LT: We are developing our understanding of multiplication and division to solve problems and to find essential information to do so. SC: I can represent the unknown with a letter. I can solve a multiplication and/or division problem. I can assess the reasonableness of my solution. I can solve multi-step, authentic, division problems. Lesson/Activity: Module 3 Lesson 25 Students determine whether they have enough information to solve a given problem. To solve the problem, they find essential information in a table, in other text associated with the problem, or in the solution to another problem. Standard(s): SS3H3 Explain the factors that shaped British Colonial America. b. Compare and contrast colonial life in the Southern colonies (education, economy, and religion). LT: I am learning to explain how the location of the Southern colonies shaped their development. SC: I will know I’m successful when … I can explain how the climate and soil led to the development of plantations. I can list the crops grown on plantations in the Southern colonies. I can explain that the backbone of the economy was based on slave and Indentured servant labor. I can explain how religion influenced the development of the Southern colonies. I can describe education in the Southern colonies. I can describe how the population of the Southern colonies influenced the power of governments in the Southern colonies. Lesson/Activity: Students will share a booklet with a partner. They will read as partners/whole group. Complete the Plantation Society, Indentured Servants, Enslaved People, & Southern Women sections of the Life in the Southern Colonies WS (Slide 6 & 7 Life in the Southern Colonies). Wednesday Module 3 Review Standard(s): 3.PAR.3.1 Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns. 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. LT: We are learning to use a variety of strategies to represent single digit multiplication and division. SC: I can apply a variety of strategies to multiply and divide. I can explain the relationship between multiplication and division. Lesson/Activity: Module 3 REVIEW Students will complete the End of Module Review. Standard(s): SS3H3 Explain the factors that shaped British Colonial America. b. Compare and contrast colonial life in the Southern colonies (education, economy, and religion). LT: I am learning to explain how the location of the Southern colonies shaped their development. SC: I will know I’m successful when … I can explain how the climate and soil led to the development of plantations. I can list the crops grown on plantations in the Southern colonies. I can explain that the backbone of the economy was based on slave and Indentured servant labor. I can explain how religion influenced the development of the Southern colonies. I can describe education in the Southern colonies. I can describe how the population of the Southern colonies influenced the power of governments in the Southern colonies. Lesson/Activity: The Southern Colonies Pamphlet Thursday Module 3 Review Standard(s): 3.PAR.3.1 Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns. 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. LT: We are learning to use a variety of strategies to represent single digit multiplication and division. SC: I can apply a variety of strategies to multiply and divide. I can explain the relationship between multiplication and division. Lesson/Activity: Module 3 REVIEW Students will complete the End of Module Review. Standard(s): SS3H3 Explain the factors that shaped British Colonial America. a. Identify key reasons why the New England colonies were founded (religious freedom and profit) LT: I am learning about why settlers came to North America and settled the New England colonies. SC: I will know I’m successful when … I can locate and label the New England colonies on a map of Colonial America. I can explain the reasons for settlement in the New England colonies. I can name two of the religious groups that settled in the New England colonies. I can explain why the founding of New Hampshire was different from the other New England colonies. Lesson/Activity: Start New England Colonies Look over the Facts About the New England Colonies page. Together with your class, read through the article: The Mayflower, Pilgrims, and Plymouth Colony (Sides A and B). Friday Module 3 End of Module Assessment Standard(s): 3.PAR.3.1 Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns. 3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division. LT: We are learning to use a variety of strategies to represent single digit multiplication and division. SC: I can apply a variety of strategies to multiply and divide. I can explain the relationship between multiplication and division. Lesson/Activity: Module 3 EOM Students will complete the End of Module Assessment. Standard(s): SS3H3 Explain the factors that shaped British Colonial America. a. Identify key reasons why the New England colonies were founded (religious freedom and profit) LT: I am learning about why settlers came to North America and settled the New England colonies. SC: I will know I’m successful when … I can locate and label the New England colonies on a map of Colonial America. I can explain the reasons for settlement in the New England colonies. I can name two of the religious groups that settled in the New England colonies. I can explain why the founding of New Hampshire was different from the other New England colonies. Lesson/Activity: Read through the Mayflower and Plymouth Colony Timeline. Label each event as positive, negative, or neutral. Optional: As a class, complete the Plymouth Colony Reflection. Name the 5 New England Colonies.