minutes subject grade 3 week at glance...8 in. 8 in. 15 cm 36 ft 35 in. d. 12 mm e. 4 km f. 6 ft 3...

3rd Grade: Learning Packet for the Week of May 18-22

Minutes Subject Grade 3 Week At Glance

60 min Monday Math: Perimeter: Watch Video Link Perimeter of a Polygon and/or refer to the reference sheet. Complete practice sheets Reading: Review figurative language, read “The Lion and the Mouse.” Writing: Watch video lesson 7 and read over the directions page and example essay. Specials: Music/PE Bingo Board (see end of packet)

60 min Tuesday Math: Perimeter/Area:Watch Video Link Area,and/or refer to the Reference sheet. Complete story problems. Reading: Reread “The Lion and the Mouse” plus skill questions. Writing: Find your introduction paragraph. Draw a line underneath this first paragraph. Specials: Music/PE Bingo Board (see end of packet)

60 min Wednesday Math: Perimeter/Area: Complete ‘Design a Carnival’ activity sheet Reading: Read “Since Hanna Moved Away” and answer question. Writing: Find your conclusion. Draw a line above this section. Specials: Music/PE Bingo Board (see end of packet)

60 min Thursday Math:Spiral Review: Expanded/Standard form, rounding numbers: Complete Practice Sheets Reading: Figurative Language Art: pick an idiom/make a literal drawing. Writing: Find your 3 reasons and their examples. Draw lines to separate them from each other, making 3 paragraphs. Specials: Music/PE Bingo Board (see end of packet)

60 min Friday Math: Fact Practice/ Feedback Friday! Complete the ‘Number search’. Provide your teacher feedback about your favorite math activity Reading: Share your Thursday art with your family and teacher. Reflect: can you recognize figurative language in your independent reading? Your teacher would love to see what you’ve found. Writing:Share your draft with your teacher for feedback. SEL: Social Emotional Learning (see end of packet) ELL: English Language Learnings (see end of packet)

What can you do to help your family today?

*If you need the full URLs for the links above, visit the 3rd

grade learning resources page on the Ferndale school district website.

1

https://www.youtube.com/watch?v=k6UFutxXcpw

https://www.youtube.com/watch?v=mwbj_HM7vIk&feature=youtu.be

https://www.bing.com/videos/search?q=perimeter+and+area+video+for+kids&&view=detail&mid=CD7DF3D4316240135032CD7DF3D4316240135032&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dperimeter%2Band%2Barea%2Bvideo%2Bfor%2Bkids%26%26FORM%3DVDVVXX


Monday

Subject Materials Learning Activity

Math

Video link, reference sheet,

practice sheets

Learning Goal: I can find the perimeter of a polygon.

Activity Instructions:Watch the video link, and/or use the reference sheet Understand Perimeter to learn about perimeter. Complete the practice sheets.

Reading

Link reference sheet, review sheet, “The Lion and the Mouse”

Learning Goal: I can identify figurative and literal language. I can identify and learn words I don’t know.

Activity Instructions: Review figurative language, do the vocabulary word work and read “The Lion and the Mouse.”

Writing

- Video lesson 7, example essay

Learning Goal: I can watch the video and/or read the directions and example essay to learn about the task for this week.

Activity Instructions: Watch video lesson 7 and read over the directions page and example essay.

Special:

-BINGO board

Learning Goal: Music & P.E.

Activity Instructions: Read the BINGO Board boxes and try activities each day to get BINGO!

2

- -

Understand Perimeter OBJECTIVE UoderS'tlnd perimeter as the measure ~ound the outside of ashape; find perimeters of shapes in llnear IJ'llts.

-

Perimeter is t he measure around a shape. It is measured in linear units, or units that are used to measure the distance between two points. You can count t he number of units on each side of a shape to find its perimeter.

Write the perimeter of the shape in linear units.

ASTEP 1 Trace t he perimeter of the shape.

F IB

'--'--o

C

STEP 2 E

Count t he units on each side. Record the number of units Side A = units for each side.

Side B = units Think: The shape has many sides. Check that you

counted all of the sides. Side C = units

STEP 3 Side D = units Add the side lengt hs of t he shape.

Side E = units Write the perimeter.

Side F= units

Perimeter = units

Model Perimeter CC.JMDJI

OIEIM ~tu:wuta :J.p,;lifitn. !y ~UG.ili .1111,:c: g,: :..:a.

Perimeter Is the dtstance around a shape.

Fl nd the perimeter of the sh ape.

step 1 Choose a unit to begin step 2 count each unit around the cooot tng and label It 1. shape to f ind the perimeter.

16 units ~

I I JI 2 3 4 s I 16 6

-ls I

I 14 "' 9 8

- - ._Jura: 12 · 11- 13-so, the per1 meter of the shape Is 16 unIts.

3

Name:

Perimeter of a Polygon Find the perimeter of each shape by adding the lengths of each side. Be sure to include the units in your answer.

5 in.4 cma. b. c.9 ft 9 ft

7 in. 7 in.

6 cm 5 cm 9 ft 9 ft

8 in. 8 in.

4 km12 mm 6 ft 3 ftd. e. f.

2 km10 mm 3 km 4 ft 4 ft

10 mm 8 ft4 km

12 mm

g. h. 11 in. i. 2m

2m 2m7 cm

15 cm 9 in. 9 in.

2m 2m

2m11 in.10 cm

Super Teacher Worksheets - www.superteacherworksheets.com 4

www.superteacherworksheets.com

D □

0

Name:

Perimeter Find the perimeter of each polygon.

a. b. c. 8 m 9 mm

4 m 4 m 7 cm 7 cm 9 mm 9 mm

8 m 9 mm

5 cm

Perimeter = ______________ Perimeter = ______________ Perimeter = ______________

d. e. f. 4 cm 8 km 3 m

3 m 3 m

4 km 4 km 6 cm 6 cm

3 m 3 m

3 km 3 m 4 cm


g. h. i. 5 m 7 cm

1 cm 1 cm4 km 4 km

8 m 3 cm 3 cm8 m

4 km 4 km 1 cm 1 cm

5 m 7 cm


Bonus Box: Write the names of the polygons pictured above.



D □

0

ANSWER KEY

Perimeter Find the perimeter of each polygon.

a. b. c. 8 m 9 mm

4 m 4 m 7 cm 7 cm 9 mm 9 mm

8 m 9 mm

5 cm

24 m 19 cm 36 mmPerimeter = ______________ Perimeter = ______________ Perimeter = ______________

d. e. f. 4 cm 8 km 3 m

3 m 3 m

4 km 4 km 6 cm 6 cm

3 m 3 m

3 km 3 m 4 cm

19 km 18 m 20 cmPerimeter = ______________ Perimeter = ______________ Perimeter = ______________

g. h. i. 5 m 7 cm

1 cm 1 cm4 km 4 km

8 m 3 cm 3 cm8 m

4 km 4 km 1 cm 1 cm

5 m 7 cm

26 m 16 km 24 cmPerimeter = ______________ Perimeter = ______________ Perimeter = ______________

Bonus Box: Write the names of the polygons pictured above.

rectangle triangle square trapezoid hexagon rectangle parallelogram diamond or square octagon

Super Teacher Worksheets - www.superteacherworksheets.com 6 MB


ANSWER KEY

Perimeter of a Polygon Find the perimeter of each shape by adding the lengths of each side. Be sure to include the units in your answer.

5 in.4 cma. b. c.9 ft 9 ft

7 in. 7 in.

6 cm 5 cm 9 ft 9 ft

8 in. 8 in.

15 cm 36 ft 35 in.

4 km12 mm 6 ft 3 ftd. e. f.

2 km10 mm 3 km 4 ft 4 ft

10 mm

4 km 8 ft 12 mm

44 mm 13 km 25 ft

g. h. 11 in. i. 2m

2m 2m7 cm

15 cm 9 in. 9 in.

2m 2m

2m11 in.10 cm

32 cm 40 in. 12 m



Monday additional and optional online resources:

Great quick review:

https://www.youtube.com/watch?v=D3xnQ4hzkUA

Literal vs. non-literal language by eSpark.com:

https://www.youtube.com/watch?v=ApdOw2JA3GI

Figurative language in poetry by learnzillion.com:

https://learnzillion.com/lesson_plans/4633-notice-figurative-language-in-a-poem/

8

https://learnzillion.com/lesson_plans/4633-notice-figurative-language-in-a

https://learnzillion.com

https://www.youtube.com/watch?v=ApdOw2JA3GI

https://eSpark.com

https://www.youtube.com/watch?v=D3xnQ4hzkUA

Monday: Review Figurative Language. Purpose: to review, find, and interpret figurative

language.

A literal sentence means exactly what it says.

A figurative sentence shows the reader rather than telling them. The reader has to infer (guess with evidence) the meaning.

The brothers were fighting. The brothers were fighting like cats and dogs.

(Sometimes people think that cats and dogs fight because they are two very

different types of animals).

Monday Activity

All writing can contain figurative language. After the vocabulary, there is a fable from a

collection of fables known as Aesop’s Fables. Use it to answer the questions that follow.

timid (adjective – a describing word for a noun)

shy or afraid

Example sentence:

The timid mouse ran when he heard the loud noise.

haste (noun – person, place or thing)

to work in a hurry or with quick action

Example sentence:

I had to work with great haste to get my school project done on time.

amuse (verb – an action word)

to make someone find something funny

Example sentence:

She was amused to watch the kitten try and catch the fly.

9

Monday (con’t) Now read the passage below, “The Lion and the Mouse.” Write down any other words if you were not sure of the meaning. Next, write down what you think the meaning is. Check in with your teacher, family member, or children’s dictionary to be sure of the meaning. Try to use your new vocabulary in your own sentence. Have some fun - show off and check your new learning out with your teacher or family. :)

Words in the passage I wasn’t sure of:

Word What I think it means Was I right?

The Lion and the Mouse

Aesop was a Greek fable writer who wrote a collection of stories known as Aesop's

Fables. Fables are short stories that often have animal characters. Fables include an

important "life lesson" or theme (what we should learn) that can be described in a clever

final sentence. For example, “Slow and steady wins the race” (The Tortoise and the Hare).

The last sentence is left off the fable below so that you can determine the theme

on your own.

10

Monday (con’t): Read story after vocabulary work.

The Lion And The

Mouse (adapted from

https://americanliterature.com/author/aesop)

A Lion lay asleep in the forest, his great

head resting on his paws. A timid little

Mouse came upon him unexpectedly,

and in her fright and haste to get away, ran across the Lion's nose. Roaring

like an angry wind, the Lion laid his huge paw angrily on the tiny creature to

kill her.

"Don’t kill me!" begged the poor Mouse, shaking like a leaf. "Please let me go

and someday I will surely repay you."

The Lion was amused to think that a Mouse could ever help him. But the Lion

was generous and finally let the Mouse go.

Some days later, while hunting in the forest, the Lion was caught in a hunter's

net. Unable to free himself, the forest filled to overflowing with his angry

roaring. The Mouse knew the voice and quickly found the Lion struggling in

the net like a fly in a spider’s web. Running to one of the great ropes that tied

him, she chewed it until it broke, and soon the Lion was free.

"You laughed when I said I would repay you," said the Mouse. "Now you see

that even a Mouse can help a Lion."

11

https://americanliterature.com/author/aesop

Opinion Writing Lesson 7 Monday 5/18

Organize Information Into Paragraphs

Learning Target: I can watch the video and/or read the directions and example essay to learn about the task for this week.

Directions: This week you will be separating your essay into 5 paragraphs, if it does not look like that already. To learn how to do this, watch this video: https://youtu.be/mwbj_HM7vIk

If you are not able to watch the video, here is what it says:

Step 1: Get out your draft from last week.

Step 2: Re-read your essay. Pay special attention to the strong opinion statement and reasons. Do you have three different reasons? Do you have examples to support each reason? Do you have an introduction? Do you have a conclusion? Don’t worry if your conclusion is not finished…yet.

Step 3: Time to draw a line where the paragraphs will be in your draft. Look for your introduction. Does it start with a hook and end with an opinion statement? Draw a line underneath this section.

Look for your 1st reason and examples. Draw a line underneath this section.

Look for your 2nd reason and examples. Draw a line underneath this section.

Look for your 3rd reason and examples. Draw a line underneath this section.

Finally, do you have your conclusion?

(Keep in mind, you are not actually DOING these things today-just reading about them or watching the video to learn what your job is this week.)

12

https://youtu.be/mwbj_HM7vIk

Example Opinion Essay Notice the 5 separate paragraphs.

Intro-duction

Reason 1 with

examples

Reason 2 with

examples

Reason 3 with

examples

Conclusion

Hi third graders! If

you have been typing your

draft, you can easily go back

and add in spaces

between paragraphs.

If you’ve been writing out

your draft on paper- no

need to re-write it yet! You can just draw lines to separate each

of the 5 sections, like

in the example here.

13


Tuesday


Math

Video Link

Reference sheet

Area and Perimeter Problems

Learning Goal: I can solve perimeter and area story problems by drawing a model.

Activity Instructions: Watch video link and/or use the reference sheets to review area and perimeter. Solve the problems on the practice sheet. Don’t forget to answer all parts of the problem. An answer sheet is provided

Reading

“The Lion and the Mouse” (Monday),3 skill questions + key

Learning Goal: I can identify figurative language and infer (guess) it’s meaning.

Activity Instructions: Reread “The Lion and the Mouse.” Answer the 3 skill questions and check against the key.

Writing

- Your essay draft

Learning Goal: I can locate my introduction and separate it from the rest of my essay.

Activity Instructions: Find your introduction paragraph in your draft. Draw a line underneath this first paragraph, or section, of your essay.

Special:

-BINGO board



14

Und rs.t nd Ar

Da n is rra nin th __ at in . reaof- n rt mu __ um. There re · __ ct ions. Each of th ~ct ions is ·, sq u re unit ora,.,, to sho- ., different 'i."• _· oa n ca n i;lrr i;I n .. e the se i;lti n . . ·'Vhi;it is the _re_ of' the Shi;ipe the se i;lti n., m i;I ke s?

0 D~w SF!r,1 pe m i;ide from . uni squi;lres. Coun the unit squ res to fnd the _r~ .

..

.. EE ..

..

Arei;i = 4 squi;l re units

0 Dra'l;•, - d itt-ere nt sha~ m i;I de from 4 uni t squi;lre s.

8=o .. ..

Dud le ·_ d ... in . pl ns fo r _ rden. His dra •,in is 4 un it ~ u_ r~ -3 uni squi;l res. 'Vh t 1s the rei;I of- Dudl •s ~ i;i rden?

0 Mi;ik e i;I ~ del. Count~ unit sq uares to fl nd the ar'e:I.

l 2 ] 4

5 l!i 1

'i1 11;1 11 u

fh Ink: E.loch u nlt:i,qu,u~ haun r 011 sq.gr urtt.

Are = 1 2 sq u re u n rts

0 Use repei;ited i;idd it ion to find the -re .

"

fh Ink: 1h • 3 ra,,,, of '4 I.lit Wlti. 4 4 4 12

Ar'e3 = ·12 sq u re uni

So the rei;I of the , rde n is __ squi;I re uni ts.

(j Dr'a'l;•, third s1; -~ ma:le from · unit squi;lres.

.. .. .. .. ..

..

~ .. ..

"' "' .. +.

Are~ = 4 squ~ re units

(i Use multip li~ t bn to fhd th e rea .

fh Ink : Mu tip If t ngth bf In khh. 3 o-: 4 12

Are = ·12 sq u re uni

The diagram below shows three different ways to find the area of a rectangle:

1) Make a model and count the squares,

2) Make a model and use repeated addition,

3) Make a model and multiply the length by the width.

Remember that the label for area is “square units” (square cm, square in. etc).

15

■-----------------------~~-,..

kl

-~~------------------------■

Perimeter: the distance around the

outsideofashape(thinkofbuilding a

fence all the way around)

P = l + w + l + w

o Add all of the sides together

Measured in units (like cm, in, ft)

Area:theamountofspaceashapecovers

A = b*h or A = l*w

o Multiply the base times height (also called length times width)

Measured in units2 or sq. units (like cm2, in2, ft2)

14 * 8 =

112 cm2

8 cm

5 * 2 =

10 cm2

Sometimes several rectangles are put together to make a unique shape. To find the area, you will need to split the shape back up into rectangular pieces, calculate the area of each, and add the areas together.

Example:

10 cm

5 cm

112 + 10 = 122 cm2

14

cm

16

Area and Perimeter Problems

1. Circle the important information

2. Draw a model.

3. Answers all questions

1. I have 24 feet of fencing material. What are all the different rectangular pens (fenced

in area) that I can create for my bunny? Which pen would have the greatest area for my

bunny?

Show your work:

2. The area of my bunny pen is 36 square feet. What possible rectangular pens could I make

that have an area of 36 square feet? Which of the pens has the greatest perimeter?

Show your work:

17

A - Are~ ANSWER KEY

'P =- Pu, l""'\e.-+e..r Area and Perimeter Problems

1. I have @ of fencing material. What are all the different rectan ular:: pens (fenced in area) that I can create for my bunny? Which pen would have th greatest area or my bunny?

A: UII=@ ,txlo= @) 3d43) *8 @ 6i1•@ L<>""',@ 2.. 3 5

1\0 \I>

\\ \\ 7

(p 5

~ ( p-+ LD) -r ltot to)31 ~-tg)+(4-\~) 11--+1'2.. = 2.'l'~ (Jo+1 o) t(;l +.2) l JHo -t ~ ::-2~

~C> t y ~-1~r: (\\ ;-H)'t{\-\-\) G,yeo..~tl1 +1)+Cs--ts) .?,.;2.. ..... ~ ;;; 2.~ {9-t-9 )+(3-t 3) f\..-ett\4 + 10::: 2.'I

1<iS +lo-::- ~4

2. The@)>f my bunny pen isQ6 square fee.!)What possible{~ctan9ufa1'pens could I make that have an area of 36 square feet? Which of the pens has th~ eatest perim~

'A: \ll -ato7: a'°

\

12.ll..\

'-I 3

~-rCJ)+ ( '!+4) \ g + 48 = 2.~ ll @

c, ~ +3)~ 1.+3) 15 + \S:. ao

® 18

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Tuesday: Lion and the Mouse Skill Questions

Reread “The Lion and the Mouse” from Monday. Then answer the questions

below.

1. Why did the lion let the mouse live?

2. Pick a phrase of figurative language and write it below. What was the author expecting the reader to understand?

Figurative language_______________________________________

I think this means______________________________________________

3. Aesop was known for the “life lessons” his stories were meant to teach. What do you think the “life lesson” or theme is of this story? Be sure to use text evidence to explain your thinking.

19

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Tuesday (con’t): Lion and the Mouse Skill Questions space for #3

Tuesday: KEY Lion and the Mouse Skill Questions. After you write in your

own answers, check your work here. Compare your answers with the ones

below.

Families: Student answers will vary. However, question one is a basic

comprehension question. Student answers should be similar to the

example on #1.

1. Why did the lion let the mouse live?

Example: The lion let the mouse live because he thought it was funny, or amusing, that

such a small animal thought it would be able to help him one day.

2. Pick a phrase of figurative language and write it below. What was the author expecting the reader to understand?

Example figurative language: In paragraph one, the lion is “roaring like an angry wind.” I think this means that the lion is loud and howling, because that is how the wind sounds in a storm. Plus many times when someone is angry, they make a loud noise.

Example figurative language: In paragraph 4: “the forest filled to overflowing with his angry roaring.” I think this means he must have been so loud you could hear it throughout the whole forest, with some maybe even leaking outside the forest. This is just like how you can fill a glass with water so it can’t hold another drop, and some spills over the sides.

Example figurative language: In paragraph 4: “found the Lion struggling in the

net like a fly in a spider’s web.” I think this means that the lion is really stuck, like

20

Tuesday (con’t): Lion and the Mouse Skill Questions Key

a bug can get stuck in a spider web. Just like a bug, the lion can’t move, and he is stuck

waiting until the hunter comes to get him.

3. Aesop was known for the “life lessons” his stories were meant to teach. What do you think the “life lesson” or theme is of this story? Be sure to use text evidence to explain your thinking.

Example: I think a life lesson is that even the smallest of any of us can help someone else. The mouse was so small, the lion didn’t think he could ever help him. But the mouse ended up saving the hunter’s life.

Example: I think a life lesson is that no kindness ever goes unpaid. When the lion let the mouse go, he didn’t think that his kindness to the mouse would ever get paid back to him. But it did when the mouse chewed apart the net.

Example: Even the smallest of creatures or people can do mighty things. The mouse is so small, you would never expect that he could free a lion. But he did.

Example: It’s important to take care and remember your friends. The mouse did not forget how the lion took care of him. And in the end, the mouse took care of the lion.

21

Opinion Writing Lesson 7 Tuesday 5/19


Learning Target: I can locate my introduction and separate it from the rest of my essay.

Directions: Find your introduction paragraph in your draft. Remember, this first paragraph should have

- An interesting and catchy hook

- A strong opinion statement

Draw a line underneath this first paragraph, or section, of your essay.

22


Wednesday


Math

Area/

Perimeter reference sheets, Carnival Activity

Learning Goal: I can solve real-world problems using perimeter and area.

Activity Instructions:Today you are going to design your own carnival, using what you know about area/perimeter. Follow the directions on the activity sheet! Have fun! See the example if you need help.

Reading

“Since Hanna Moved Away” poem and 1 long answer question.

Learning Goal: I can find figurative language in a poem and use text evidence to infer/write about the author’s meaning.

Activity Instructions: Read the poem “Since Hanna Moved Away,” identify figurative language and answer the skill question in a well-written paragraph, providing text evidence.

Writing

- Your essay draft

Learning Goal: I can locate my conclusion and separate it from the rest of my essay.

Activity Instructions: Find your conclusion. It might be a paragraph, or even just a sentence at this point. Draw a line above this section, separating it from the rest of your essay.

Special:

-BINGO board



23

Des

ign

a C

arn

ival

Gu

ide

o F

erri

s w

hee

l—ar

ea o

f 1

6 s

qu

are

(sq

) u

nit

s o

Car

ou

sel—

Are

a o

f 1

4 s

q u

nit

s o

Th

e Si

zzle

r—ar

ea o

f 1

0 s

q u

nit

s o

Th

e Fu

n H

ou

se—

pe

rim

eter

of

10

un

its

o T

ilt-o

-wh

irl—

pe

rim

eter

of

8 u

nit

s o

Arc

ade—

area

of

9 s

q u

nit

s o

Co

nce

ssio

ns

Stan

d—

area

of

9 s

q u

nit

s o

Tic

ket

Bo

oth—

pe

rim

eter

of

12

un

its

Ad

d T

wo

Mo

re It

ems;

o

__

____

___

___

___

____

___

___

___

____

___

A

rea—

____

___

____

____

___

_ P

erim

eter—

____

___

___

___

____

__

o _

___

___

___

____

___

___

___

____

___

___

__

Are

a—__

___

____

____

____

__

Per

imet

er—

____

___

___

___

____

__

Des

ign

A C

arn

ival

To

day

yo

u a

re g

oin

g to

des

ign

yo

ur

ow

n c

arn

ival

, ho

wev

er, t

her

e ar

e so

me

req

uir

emen

ts y

ou

will

nee

d t

o f

ollo

w (

see

list

on

th

e le

ft).

Be

sure

to

pay

cl

ose

att

enti

on

to

th

e ar

ea a

nd

/or

per

imet

er o

f ea

ch c

arn

ival

att

ract

ion

. Yo

u m

ay a

dd

yo

ur

ow

n d

etai

ls a

nd

dec

ora

tio

ns,

aft

er y

ou

ad

d a

ll th

e b

uild

ings

an

d t

hei

r la

bel

s.

24

~

J/Ja

kJ

Nam

e ~

)•

CM_

Des

ign

a C

arni

val G

uid

e

/4 F

erris

wh

ee

l-a

rea

of 1

6 sq

uare

(sq

) u

nits

lo

Ca

rou

se

l-A

re~

14

sq

un

its-

/o

The

Siz

zle

r-~

of 1

0 s

q u

nits

/

o T

he F

un H

ou

se

-pe

rim

ete

r o

f 10j

<(u

nit

s /o

Tilt

-a-w

hir

l-p

eri

me

ter

of 8

un

its

/ o

Arc

ad

e-a

rea

of 9

sq

un

its

/ o

Con

cess

ions

Sta

nd

-are

a o

f 9 s

q u

nits

/

o T

icke

t Bo

oth

-pe

rim

ete

r -o

f 12

un

its

Add

Tw

o M

ore

Ite

ms;

0 J

v m

£2!::L

. ,.. ~

Are

a-

l; s

1, ·-t.J

n -fs

P

eri

me

ter-

IO

12. n

i'-fs

o

Bv m

per

Ca.

..r,.s

Are

a-

Ii./

~, l

Jnrls

P

eri

me

ter-

18 y

...n

i--fs

·5 n

dvJ~

'1Cla

s,\,. ,,._

_ E

XO

....m

_fi,t

'V

Des

ign

A C

arni

val

To

da

y yo

u ar

e go

ing

to d

esig

n yo

ur

ow

n c

arni

val,

ho

we

ver,

the

re a

re s

ome

req

uir

em

en

ts y

ou w

ill n

eed

to fo

llow

(see

list

on

th

e le

ft).

Be

sure

to

pa

y cl

ose

att

en

tio

n to

the

are

a a

nd

/or

pe

rim

ete

rof e

ach

carn

ival

att

ract

ion

. Y

ou m

ay

add

you

r o

wn

de

tails

and

dec

orat

ions

, aft

er y

ou

add

all

the

b

uild

ings

and

the

ir la

bels

.

.,. _..

,.~I

.,..

l!

1(1

.-"

' -

J --

[I

L ..

/f

t ,, l ,.

~

I }

\z ~

I l?.

r-'

I ~

• ~

j

II~

i-- J

\' '-

)

fe ~

ri i"

"" ~

-,,t

,_

,_..

~

k-: K

! -

I

.._. _\

\ ....

,.,,

l ·"

.•.

•'·-"'

' I

- . .

, ,

~ rn

~C

i ...

.J.I~

. ,

I~ l,,

s f4

~

~ c:

.• ~

=' ~ '

17!

• I

~~

I

,,1 l.

;>·

-r

---..

.. ''

• 1

-1'

i '-

~ hf

· ' ,

--.:::

...

,__IA

• .\

111

~

f'l:

I "'"

. 16

, (0

~

I'

..

25

Wednesday: “Since Hanna Moved Away” with question

Read the poem “Since Hanna Moved Away” below.

Since Hanna Moved Away by Judith Viorst

1 The tires on my bike are flat.

2 The sky is grouchy gray.

3 At least it sure feels like that

4 Since Hanna moved away.

5 Chocolate ice cream tastes like prunes.

6 December's come to stay.

7 They've taken back the Mays and Junes


9 Flowers smell like halibut.

10 Velvet feels like hay.

11 Every handsome dog's a mutt


13 Nothing's fun to laugh about.

14 Nothing's fun to play.

15 They call me, but I won't come out


Now answer the question on the following page.

26

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Wednesday: “Since Hanna Moved Away” question and key

1. How did the author use figurative language to help the reader

understand how she is feeling? Write one paragraph on the following

page using evidence from the poem to explain your thinking. Make

sure you use complete sentences and edit.

Wednesday KEY After you write in your own answers, check your work here.

Compare your answers with the one below.

1. Example: The student should be able to find figurative language in the poem that

explains how sad the poet is that their friend has moved away. Things that are normally

wonderful and shared by friends aren’t wonderful and special anymore.

27

Opinion Writing Lesson 7 Wednesday 5/20


Learning Target: I can locate my conclusion and separate it from the rest of my essay.

Directions: Find your conclusion. If you don’t have one, now would be a good time to add one!

Your conclusion might be a paragraph, or even just a sentence at this point. You just need to be sure to wrap up your paper in some way. If you are totally stuck writing a conclusion, look back at the example from Monday.

Draw a line above this section, separating it from the rest of your essay.

28


Thursday


Math

Reference Sheet/ Practice sheets

Learning Goal:Spiral review! Keeping Skills sharp I can write numbers in standard form, expanded form, and in words. I can round numbers to the nearest 10,100, or 1,000.

Activity Instructions: A reference sheet is provided today that you may KEEP and refer to in the future. Complete review sheets on expanded and standard form and rounding

Reading

Thursday activity sheet

Learning Goal: I can recognize the difference between literal and figurative language, and show that difference using art.

Activity Instructions: Pick one or two idioms and draw their literal meaning. Share.

Writing

- Your essay draft

Learning Goal: I can locate my middle paragraphs and separate them from each other.

Activity Instructions: Find your 3 reasons and their examples in the middle of your draft. Draw lines to separate them from each other, making 3 paragraphs.

Special:

-BINGO board



29

~~@Ilfl@rn) 'if@~ ~~~

~® ~~ ©ro@[F'fr ~@IF[rui}~

~ir@@'ml@[ru rn3@~ W)~~

~ 0 0 0

I I I I 0 ◊ 0 ~

1r1~@<FlL~ w~ @CF~ Ill • + X D /j Ill • • • • • ~ Ill •

30

X 0 1 2 3 4 5 6 7 8 9 10 11 12 Addition

+ sum, total, plus, altogether, in all

0 0 0 0 0 0 0 0 0 0 0 0 0 0

1

2

0

0

1

2

2

4

3

6

4

8

5

10

6

12

7

14

8

16

9

18

10

20

11

22

12

24

3 0 3 6 9 12 15 18 21 24 27 30 33 36 Subtraction

-remainder, fewer, difference, minus, than, how many more

4 0 4 8 12 16 20 24 28 32 36 40 44 48

5 0 5 10 15 20 25 30 35 40 45 50 55 60

6 0 6 12 18 24 30 36 42 48 54 60 66 72 Multiplication

x product, times, twice, total, each, multiply by

7 0 7 14 21 28 35 42 49 56 63 70 77 84

8

9

0

0

8

9

16

18

24

27

32

36

40

45

48

54

56

63

64

72

72

81

80

90

88

99

96

108

10 0 10 20 30 40 50 60 70 80 90 100 110 120 Division

÷ quotient, each, goes into, split equally, equal groups

11 0 11 22 33 44 55 66 77 88 99 110 121 132

12 0 12 24 36 48 60 72 84 96 108 120 132 144

Millions Thousands Ones Decimals Perimeter of a Rectangle (2xL) + (2xW)

Hun

dred

Mill

ions

Ten

Mill

ions

Mill

ions

Hun

dred

Tho

usan

ds

Ten

Thou

sand

s

Thou

sand

s

Hun

dred

s

Tens

One

s

Tent

hs

Hun

dred

ths

Thou

sand

ths

Perimeter of a Square 4 x side

Circumference (Estimate) Diameter x 3

Area of a Square or Rectangle

Base x Height

2 5 3, 8 6 0, 4 7 3 .9 1 5 Volume L x W x H

1

Triangle Quadrilateral Pentagon Hexagon ½ ½

¼ ¼ ¼ ¼

Octagon Rhombus Trapezoid Right Triangle ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛

Line Ray Line Segment

Parallel Lines

Perpendicular Lines

Intersecting Lines Equilateral Isosceles Scalene

© Mariely Sanchez 2017

~ [M,\~@Ofl@rn) [M,\~ IQ)~ [M,\~

◊ ◊ ◊

◊o◊ ◊o◊ ◊o◊ ◊ ◊ ◊

ffi [M,\~ l; IQ)~ \Yi!/@~ [M,\~@Ofl@[ru W)[r~

! ! !

! ! !

1r1~©<i?~~ ~@~ [M,\~

V ~IF@~ [Q)®@finro@] ~®IF@~

L ■--~

■--,-, .. /. \ . ■--,-, 7:

0 ■--

Make an approximate calculation often using rounding. How do you round? Remember this rhyme:

Find your place Look next door 5 or higher Add one more

Numbers to the left Stay the same Numbers to the right Zero’s your name!

Equal-Sized Groups

2 x 3 = 6 6 ÷ 2 = 3

Inverse of Multiplication

Array

360 ÷ 60 = 6 360 – 60 – 60 – 60 – 60 – 60 – 60 = 0

Repeated Subtraction

Area Model

90 ÷ 6 = 15 (Think of 90 as 60 + 30)

60 ÷ 6 = 10 and 30 ÷ 6 = 5 Add the partial quotients 10 + 5 = 15 (answer)

Partitioning

Multiplication 4 x 3 = 12

factor factor product

Division 12 ÷ 4 = 3

dividend divisor quotient

Zero Property

Identity Property

Commutative Property

Associative Property

3 x 0 = 0

1 x 3 = 3

2 x 3 = 6 3 x 2 = 6

(4x2) x 3 = 24 4 x (2x3) = 24

45° ACUTE ANGLE

Greater than 0° Less than 90°

90° RIGHT ANGLE Exactly 90°

135° OBTUSE ANGLE

Greater than 90° Less than 180°

180° STRAIGHT ANGLE Exactly 180°

270° REFLEX ANGLE Greater than 180°

Less than 360°

360° REVOLUTION

Exactly 360° (Full Circle)

A number multiplied by another number to find a product

Factors of 10: 1, 2, 5, 10

The product between a number and any of the counting numbers

Multiples of 2: 2, 4, 6, 8, 10…

25 , 1 0.25 25%100 4

© Mariely Sanchez 2017

50 , 1 0.50 50%100 2

75 , 3 0.75 75%100 4

100 , 1 1.00 100%100 1

31

Practice Book Use anytime after Bridges, Unit 8, Session 10.

NAME DATE

Expanded Form & Rounding Review

1 Fill in the table below by writing each number in standard form, expanded form, or words.

Standard Form Expanded Form Words

example s,603 8,000 + 600 + 3 eight thousand six hundred three

a 1,427

b 3,000 + 200 + 50 + 1

C seven thousand sixty-two

d 6,845

2 Fill in the table by rounding each number to the nearest ten, hundred, or thousand.

Round this number to the nearest...

Ten (Look at the ones.)

Hundred (Look at the tens.)

Thousand (Look at the hundreds.)

example 842 il¾O iOO 1,000

a 3,425

b s,186

C 374

d 6,538

© The Math Learning Center Bridges in Mathematics 00 131 32

Name: ______________________ Date:_______________________

1. Round the numbers below to the nearest ten. Tip: when you round to the nearest ten, look at the number in the ones place. If it is 5 or higher, round up to the next highest ten. If the number is less than 5, keep the number in the tens place the same. Examples are in

first two boxes.

ex 63

25

60 ex 186

34

190 77

133

42

356

467 992 1,347 2,051

2. Round the numbers below to the nearest hundred. When you round to the nearest

hundred, look at the number in the tens place. If it is 5 or higher, round up to the next

highest hundred. If it is less than 5, keep the number in the hundreds place the same.

ex 173

357

200 ex 427

400

622

ex 72

339

100 103

57

154 761 349 951

3. Write two different numbers that round up or down to each number shown

ex 400 438 384

30 70

100 200 800

4. Solve the problems below. Remember to show your work and double check it.

A. 456 + 376 = B. 435-216 =

33

34

Practice Book

Use after Unit Seven, Session 20 (cont.) Page 129, Shopping Problems (cont.)

1 Serena spent exactly $77 more than Lisa. Students'

work will vary.

2 $18.00. Students' work will vary.

Page 130, Feet, Yards & Miles

1 a 292 yards; students' work will vary.

b (challenge) 7 full laps or 6 and a tiny bit.

(1,760 7 292 = 6.03); students' work will vary.

2 87 feet of fencing; students' work will vary.

Use after Unit Eight, Session 10 Page 131, Expanded Form & Rounding Review

1 a 1,000 + 400 + 20 + 7, one thousand four

hundred twenty-seven

b 3,251, three thousand two hundred fifty-one

C 7,062; 7,000 + 60 + 2

d 6,000 + 800 + 40 + 5, six thousand eight

hundred forty-five

2 a 3,430; 3,400; 3,000

b 8,190; 8,200; 8,000

C 370; 400; 0

d 6,540; 6,500; 7,000

Page 132, Morning Math Games & Breakfast

1 Students' work will vary slightly. Example : Title What We Uke to Eat In the Morning

15 f-----+---f----< 14 f-----+---f----< 13 f-----+---f----<

~ i~ f-----+---f----<

I ,~ f-----+---f----<

0 ~ f-----+---f----<I ~ f-------f----< 3 f-----+------,1-------< 2 f-----+------,1-------< 1 f-----+------,1-------<

Bagels M..rtf1115 Clo.Jghmts

2 Bagels

3 24 students

4 Students' answers will vary. Example:

Ms. Suarez should serve bagels, muffins, and dough

nuts. Even though most kids chose bagels, some people

like muffins and doughnuts. She should get 26 bagels,

12 muffins, and 10 doughnuts because 20 more people

are coming, and they might like the same things as

their kids.

© The Math Learning Center

Page 133, Fraction Review

1 Students' responses will vary. Examples :

example a b C

mm EE [Il] [ill] h ,:: t ¾,C ½ t .c t t .ct

c Note : 1/s < 1/ 2 is also acceptable.

2 Students' responses will vary. Examples:

a b C d

mm EE [Il] [ill] i ?½ ¾?½ f ?½ f ?½

Page 134, The Soccer Field

1 They ran 80 yards more at Jake's uncle's house.

Students' work will vary.

2 (challenge) 6 feet by 12 feet; students' work will vary.

Page 135, Basic Multiplication & Division Review

1 6, 20, 35, 12, 80, 18, 21

0, 30, 14, 15, 45, 25, 24

16, 40,024, 36, 28, 32

2 2, 9, 2

10, 6, 9

3 (challenge) Yes. Students' explanations will vary.

Example : Since the perimeter ofa rectangle is 2 x

length and 2 x width, it will be even.

Page 136, Sandwiches & Mini-Chip Cookies

1 a 4 loaves ofbread; students' work will vary.

b 4 sandwiches; students' work will vary.

2 4 cookies; students' work will vary. (4½ is also

acceptable)

Page 137, Add, Subtract & Multiply

1 519; 1,164; 1,041; 350; 135

142; 436; 538; 138; 225

Bridges in Mathematics f)O xxix

Date:----------Name: ---------

1. Round the numbers below to the nearest ten. Tip: when you round to the nearest ten,

look at the number in the ones place. If it is 5 or higher, round up to the next highest ten.

If the number is less than 5, keep the number in the tens place the same. Examples are in

first two boxes.

ex 63 ex 186 77 42

60 190 io YO 25 34 133 356 3(o0?JO 3o \'bO 467 992 1,347 2,051

L\rO qqo \, ~~o 2.oso

2. Round the numbers below to the nearest hundred. When you round to the nearest

hundred , look at the number in the tens place. If it is 5 or higher, round up to the next

highest hundred. If it is less than 5, keep the number in the hundreds place the same.

ex 173 ex427 ex 72 103 200 100 }00400

357 622 339 57 tc:/:)L\-00 (!)Ob ~00 154 349 951

761 <:?CO'2.C() 3(X) ),000

3. Write two different numbers that round up or down to each number shown

ex400 30 70 438 384 32.. 2.g 12 t..t,7

200 80010010

'f q(o 241 ):,q <g 2.. 7 7 t.o (o

4. Solve the problems below. Remember to show your work and double check it.

A. 456 + 376 = ~ ~ '2.. B. 435-216 = 2 \q L-\OO+~OO ::700 \ 5 \O \00 \00

csovio,\~0 ~ C>,c - ~~ lo+-"° - 2.1 q -i'2.O '225 '1.35 33 5 y~is

100 -+- \'2.0 =- <t 20 ~20+ \D ~2::. <go'2

35

Thursday: Art Connected to Figurative Language

Idioms show up in every language. They can be confusing because the meaning of the whole group of words together often makes no sense. But they can be quite fun to draw and understand their meaning. Of course, the literal drawing quite often has nothing to do with the real meaning.

For example, “to let the cat out of the bag” is an idiom that means to tell a secret not meant to share. Here is

the example drawing from last week:

Below there is a list of idioms and their meanings.

Have some fun - draw one or two, and then show

your family or send a picture to your teacher. Can they guess the idiom? Or

do you have an idiom in your family tradition? All cultures and languages have

them. Feel free to share with your class or your teacher!

Idiom Meaning

I’m all ears. You are ready and eager to listen.

He’s all thumbs. You are awkward and clumsy, especially when using your hands.

I’m at the end of my rope. You are at the end of your patience or ability to do something.

What’s the matter? Cat got your tongue?

You are unable to talk back, usually because you are surprised or angry.

You’re going to be in hot water when Dad finds out you borrowed the car without permission.

You are in serious trouble.

You’re in the doghouse. You’re in disgrace or are disliked, and usually facing punishment.

That was a close shave. You have a narrow escape from danger.

Your eyes are bigger than your stomach.

You ask or take a lot of food, but then you can’t eat it all.

She gave me the cold shoulder. Showing someone they are not welcome.

Don’t be a wet blanket. A wet blanket is someone who ruins the fun.

36

Opinion Writing Lesson 7 Thursday 5/21


Learning Target: I can locate my middle paragraphs and separate them from each other.

Directions: Find your 3 reasons and their examples in the middle of your draft. Draw lines to separate them from each other, making 3 paragraphs. Now your draft should have 5 sections.

37


Friday

Subject Learning Activity

Math

Reflection: Fact Practice/Feedback Friday! Complete the number search. You can share your favorite math activity from the week with your teacher.

Reading Reflection: Can you find an example of figurative language in your own independent reading? Share with your teacher and family. Think about how authors use figurative language to get ideas across to readers.

Writing Reflection: Count to check that your essay now has 5 sections, or paragraphs. Awesome job! � Your teacher would love to see, please share a picture or copy of your revised draft with them!

Social-

Emotional Learning

Please continue completing 1-2 activities from your BINGO board each week.

Did you color your STEP poster yet? Post is somewhere in your home!

38

39

q 3 27 -

q 12 3 6 q 8 72 I 6 7 3 II

6 5 I II 3 0 Lt 2 6 0 Lt 8 6 Lt8 Lt

0 7 2 0 6 7 7 8 7 5 2 0 Lt 0 6 q 10 90 2 Lt 5 5 7 3 7 3 7 7 q 63

3 Lt 7 I 7 35 6 q 5 Lt 0 5 2 I 7

5 8 II 3 5 Lt 2 6 Lt 6 7 2 5 5 0

Lt 0 3 7 8 7 56 Lt 2 8 7 Lt 3 8 3 q 2 18 5 6 3 3 7 36 6 Lt9 I I 3 0

I Lt 6 2 7 I q q 81 q 0 3 2 2Lt 5

7 7 II 7 2 5 6 6 q 7 5 6 7 Lt 28

II 6 63 6 8 0 5 8 0 0 2 2 q 6 2

2 Lt2 Lt 2 q 6 7 Lt I Lt q Lt 36 Lt Lt q 6 7 5 72 Lt 0 8 7 I 8 5 0 7 5

II 3 5 7 I 7 q 5 12 3 6 8 8 6Lt 3 qq 36 I Lt 3 5 II 3 8Lt 5 7 3 II 2 12

Name: © Annie Moffatt @ The Moffatt Girls 2016

Multiplication Search Directions: Multiply to solve the problems in the problem list. Find the same problems in the puzzle.

Circle the problem and write x and = in the correct places. The problems are hidden across and down. - -

Problem List

□ 7 X 5 =

□ 9 X 3 =

□ 8 X 6 =

□ 7 X 7 =

□ 9 X 2 =

D 7xlj=

□ 8 X 9 =

D 9x8=

□ 7xl2=

□ 8 X Q =

□ 9xll=

□ 7 x I=

D 8x8=

□ 9xl0=

□ 8 X 7 =

□ 7 X 9 =

□ 8 X 3 =

D 9xlj=

□ 7 X 6 =

□ 9 X 9 =

\_ <W ""-~ I

,J -1~ I

( ----I~ ~.......:,,_ ,-.. ~~ ~

I ~ '/

C = - c::::::::::::::

: "&~

Multipl'/e.., 1.a,q ~ ~

..L....1-~1,·- - -""""" ~ ~ I~ j - -'II I •

Opinion Writing Lesson 7 Friday 5/22


Learning Target: I can share my draft with my teacher for feedback.

Directions: Count to check that your essay now has 5 sections, or paragraphs. Awesome job! � Your teacher would love to see, please share a picture or copy of your revised draft with them!

40

Weekly Reflection

Something I did well: Something I need to work on:

Questions for a teacher and/or parent comments:

Extra work space

41

Reading Log

Goal: Read 20 minutes each day!

Book Title Time Spent

Reading

42

~

43

Name ____________________________ Classroom Teacher _____________________

K-5 Music & PE Bingo Week of: May 18-22

Here are some music and PE activities you can do with your family.

Try to get a Bingo (5 in a row) or even a Black Out (all squares)!

Have fun being active and creative together!

Freeze Dance: Turn Create a concert

Workout 60 or more

minutes a day for all

5 days this week.

Create new lyrics to

go with the song "Itsy

Bitsy Spider".

on some music &

dance. Have

someone else control

when you stop and

start.

Challenge someone

at home to see who

can hold the wall sit

the longest.

about spring that

includes at least 3

different songs.

Create artwork to

match your concert.

Listen to a song

without words. Use

playdough, paint, or

crayons to create art

that matches the

mood of the music.

Do the 100 push-ups

in 1 minute

challenge.

Tell someone how

composers are

different from

conductors.

See if you can

improve your V sit

throughout the day

(sit on bottom, torso

and legs create a V).

Do 5 sets of tuck

jumps throughout

the day.

Play "Hot Cross Buns"

on any instrument,

including homemade

instruments.

Drink only milk or

water today. FREE SPACE

Watch a musical (a

movie that uses

singing to tell the

story).

Dance to your

favorite song.

Take a family

member (this

includes your dog!)

on a walk or bike ride

for 30 or more

minutes.

Explain how music

can change the mood

of a scene in a movie

or video game.

Make a hop scotch

grid using sidewalk

chalk, tape, or string.

Call a friend or

relative. Ask them to

tell you about the

first concert they

attended.

Eat 4 different fruits

and/or veggies today.

Create a list of 3

songs that make you

feel calm. Write a

sentence about why

they make you feel

calm.

Do a 30 second

stretch each on legs,

arms, and core

followed by a bridge

for 30 seconds.

Tally your families'

glasses of water for

the day.

Play leap frog with as

many family

members as you can.

Use clapping, patting,

stomping, &

snapping in an 8 beat

or 16 beat pattern.

3rd-5th Grade Social Emotional Learning Challenge

We challenge you students to complete 1-2 activities per week during our closure!

Parent/Guardian, I challenge you with the task of coming up with a feasible reward for

completing this entire page

(ex: free chore day, a treat, pick a movie to watch, etc.).

Thanks for ALL that you do!!!!

Call someone you love who doesn’t live with you and

have a conversation using

kind words.

After washing your hands, create a friendly card to

send to an elderly person you live near. Deliver to

their mailbox with a trusted adult.

Work with your family to think of all the things you can do and say to make your home a

happier place!

Practice when it’s appropriate to be

silly versus serious while

playing Freeze Dance!

Surprise a family member by

making them a snack or meal!

Think of a time you made a

mistake with how you handled your

feelings. How could you have

handled that differently?

Create a piece of art to give a friend once we are back

at school.

Call a friend and tell them how you are feeling about

school being closed. Make sure

to listen AND share.

While you watch a TV show notice

how the characters feel.

How many emotions can you

find?

Practice being mindful. Sit quietly outside and notice all that is going on

around you. Journal or draw what you see.

Practice having a growth mindset. Try something

new and don’t give up!

It’s okay to be mad but it’s not

okay to be mean. Make a list of ways to calm

down when you are angry without hurting anyone.

Create a children’s book about

kindness and anti-bullying. Include

your own characters and ideas on how to

stop bullying!

Invite everyone you live with to

play a game with you! Make sure to be a good sport.

Ask a loved one to tell you about a

time they felt a big emotion. Make

sure to ask them questions!

Write or draw about what you

hope for this time at home, and for

when we are back at school.

Tell a loved one about a time you felt a big emotion. How did you deal

with it?

Go outside and write an

encouraging message for

people either in chalk or on paper.

Go for a walk outside and think of all the things you are grateful

for. How many can you think of?

Practice deep breathing for 3

minutes.(In through your nose, out through your

mouth slowly)

Color your Calm Down poster and post in the room you’re spending the most time.

Complete 1 Home link with a parent or older sibling.

Remind a family member

(respectfully) to choose a calm

down strategy – practice it with

them!

Choose 1 problem causing conflict in

your home and discuss 2

solutions during a meal.

Color the Problem Solving STEP

poster and post in a common space

in your home.

44

I I

committee_f{) 'children-

Problem-Solving Steps

Say the problem

Think of

solutions

Explore consequences

what could happen if...

Pick the best

solution

make your

safe andwithout planrespectfulblame

45

ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

46

Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.

~~-·. •: f._ ::: w·. ·= .. . . . • . .

• • ..... '

• .

• •

• . . '

•

. . . • • . . . . • • •

0

ov

V

. . . •••• ·--~· . . .

. ·•

·::•.-·~-~ ·.:\."I

• ...

.. .. •

. . • .. • •

•

•

•

• •

•

•

~: ·•. IL~v~----0-_9-~ :·~ ~-- ·:: . •. r-~"-i:~:~.-------- . . .•... . · .. ~ -~

•

II·_.. . . . ... • • . . . . . . .• .- .... . . . . . . . .

___________________________________________________

47

Opinion Writing Picture Graphic Organizer

In my opinion, (What I think or feel )

_____________________________________ for may reasons.

1, __________________________, (Reason #1) 5 Examples…

2. _______________________, (Reason #2) 5 Examples…

3. _______________________, (Reason #3) 5 Examples…

_________________________, I think ________________________________________

_________________________________________________________________________.

Choose:

In conclusion, Using different words, repeat what you think To sum up, or feel about your topic, using reasons 1, 2, and 3. All in all,

. . •

• • •• I

. •.

• . •

• . . '

•

• •1 •

• . • . •• ..

•

• •• . - . . . • • . .

..

..

..

.. ., ~I--.--~ ,, ..... .. ~ , .. ·-• "/ .. • • • .. . • • • •••

• • .. ••• ••• ... • •

• • • . .. . . . • • • ···1/' . . .

. ·•

"-·:~ . .. . .•

.. ..

• • •

• •

• • .

• • • .

. • .

• • • • ••

•• • L---------_____.•r}

. ;/~ ·. _.y..,. . · . . .. · •

• • • • • • ••

. . . . • .x~ ... •.~

Turning 1 Paragraph into a 5 Paragraph Essay Checklist

1 Paragraph 5 Paragraphs

1 Topic Sentence

Reason #1-

1 Sentence

Reason #2 -

1 sentence

Reason #3-

1 Sentence

1 Closing Sentence

1 Topic Sentence

1 Sentence about Reason #1



1 (Restate in different words)

Topic Sentence

Reason #1-

5 sentences

Reason #2

5 Sentences

Reason #3

5 sentences

1 Closing Sentence




1 (Restate in different words)

Closing Sentence

48

•

• • •• I

. •.

• . •

• . . '

•

• •1

• . • . •• ..

• • .4 •••

• •• . - • • • • . .

...

...

...

... ._ ____________________ __.

.. •

. .

"/ .. • • • .. . • • • ••• • •

.. ••• ••• ... • •

•

. .. ·

• • . . .

• • • •

. . . • • • ···1/' . . .

. ·•

"-·:~ . .. . .•

• • • ••

• • •

• •

• • .

• • • .

. • .

• • • • ••

Convertir 1 párrafo en un ensayo de 5 párrafos Lista de Verificación

1 párrafo 5 párrafos

1 Oración temática

Razón # 1-

1 Oración

Razón # 2 -

1 Oración

Razón # 3-

1 Oración

1 Oración de clausura

1 Oración temática

1 Oración sobre la razón # 1



1 (Reafirmar en diferentes

palabras) Oración temática

Razón # 1-

5 Oraciones

Razón # 2-

5 Oraciones

Razón # 3-

5 Oraciones

1 Oración de clausura




1 (Reafirmar en diferentes

palabras) Oración de clausara

49

•.

• •

• . .

•

• • •

• . .

• ••• • • • . . • •

•

• •

•

• • • •

• • ......

... . . • • . • •

• •

• •

• • •

•

• • • • • •

Now Let’s Write our Middle Paragraphs We will write 5 sentences about Reason #1- It is easy to care for a cat.

Reason #1 Cats are easy to take care of because they clean themselves.

Reason #1 They do not even need soap!

Reason #1 Their tongues have a built in brush!

Reason #1 When they need to go to the bathroom, they use their litter box.

Reason #1 When it comes to walks, they walk themselves!

We will write 5 sentences about Reason #2-They help us socially and emotionally.

Reason #2 These felines are playful and entertaining!

Reason #2 They are such good company when we need a friend.

Reason #2 The sound of their purring helps calm us down.

Reason #2 Talking to your cat will help you work out your feelings.

Reason #2 Cats can help us fall asleep.

We will write 5 sentences about Reason #3- Cats teach us empathy and responsibility.

Reason #3 Cats help us learn how to take care of other living things.

Reason #3 They teach us how to feel empathy.

Reason #3 Being a cat owner helps us learn how to show responsibility.

Reason #3 Did you know that cats help keep mice out of your house?

Reason #3 Also, they protect us from spiders by chasing them away.

50

• •• . -A ... •:

.. .-'/·

• • • • . . • • • . . . . . .

• • • ···1/' . . . . ·•

• ------------------------------------------------- "-·:~ • . • • . • •• •• ..

I

. •.

• . •

• . . '

•

•

. .. . .• • • •

• •

• • .

• • • .

. • .

•• • • •• •1 I

• • •• • ., ••• ._ _____________ ...,j._ ____________________________________________ --1 •

-:; .. •

. .

"/ .. • • • .. . • • • ••• • •

.. ••• ••• ... • • . .. · •

• • •

. ;/~ · . _.y..,. . · . • •

• •• . . . . • .x~ ... •.~

Now It is Your Turn To Write the Middle Paragraphs We will write 5 sentences about Reason #1-___________________________

Reason #1

Reason #1

Reason #1

Reason #1

Reason #1

We will write 5 sentences about Reason #2-_________________________________

Reason #2

Reason #2

Reason #2

Reason #2

Reason #2

We will write 5 sentences about Reason #3- _______________________________________

Reason #3

Reason #3

Reason #3

Reason #3

Reason #3

51

••

Your Turn to Write the O

pening and Closing Paragraphs O

pening Paragraph

Topic Sentence

Sentence for R

eason #1

Sentence for R

eason #2

Sentence for R

eason #3

R

estate Topic Sentence using

different word choices

Closing Paragraph N

ow rew

rite the opening paragraph above, just use different word choices. Start the sentences w

ithout repeating the same w

ords.

T

opic Sentence

Sentence for R

eason #1

Sentence for R

eason #2

Sentence for R

eason #3

R



52

-t!!

. -•·

---. --

•• Ill

Let’s Write the O

pening and Closing Paragraphs Together O

pening Paragraph I

n my opinion, cats m

ake the best pet.

Topic Sentence

They are easy to take care of because they clean them

selves!

Sentence for Reason #1

Their purring love gives us em

otional support.

Sentence for Reason #2

Cats teach us empathy and the im

portance of being kind to others.

Sentence for R

eason #3

After reading this essay, you too w

ill want to get your ow

n pet cat!

Restate T

opic Sentence using different w

ord choices

Closing Paragraph N

ow rew

rite the opening paragraph above, just use different word choices. Start the sentences w

ithout repeating the same w

ords.

T

opic Sentence T

here is no doubt in my m

ind that cats definitely are the best pets.

Sentence for R

eason #1 Cats even have their ow

n brushes on their tongue to brush themselves!

Sentence for R

eason #2

If you need som

eone to be a good listener, just talk to your cat!

Sentence for R

eason #3

We learn responsibility by taking care of our cat.

R



You can make your dream

of cat ownership a reality by visiting the

Whatcom

Anim

al Shelter and adopting a loving cat today!

53

I I I I I I I I

I I I I I I I I

Hit the

books

StudyHit the

road

Leave

Lose your head

Act crazy Let the

cat out of

the bag

Share

someone’s

secret

On the

fence Unsure Pulling my

leg

Tricking

someone

or playing

a trick

Tie the

knot

Get married

Under the

weather

Feeling

sick

Literal and Non-literal Memory Match Game: Cut out each sandwich piece and cut apart the two sides. Lay the pieces face down. Players take turns turning over two cards at a time to try to find a match. When a player finds a match they take the matching pair. The player with the most matches at the end of the game wins!

Answer Key: Bite your tongue = Try not to talk; A

piece of cake = An easy task; You crack me up = You m

ake me laugh; PIG

OU

T = Eat a lot

You drive me up the w

all = You annoy me; Hold your horses = Be patient; G

o the extra mile = M

ake an extra effort; Lend me your ear = Listen

54

minutes subject grade 3 week at glance...8 in. 8 in. 15 cm 36 ft 35 in. d. 12 mm e. 4 km f. 6 ft 3...

Documents