ABUNDANT LIFE CHRISTIAN SCHOOL
WEEKLY LESSON PLAN
GRADE: 3RD A CLASS: Math
TEACHER: Ms. Vásquez WEEK: Sept. 18th-22nd
EXPECTED LEARNING OUTCOMES: Encourage students to discover the gifts they have received to understand multiplication and telling the time
DAY OBJECTIVE CONTENT/TOPIC ACTIVITIES RESOURCES ASSESMENT
Intro:
SWBAT: Story problems with Review parts of multiplication Board Solving
Remind students of rules to find the product when one of the
simple multiplications
Interpret factors is one or zero Markers
multiplications 1 Development:
information to -Solve story problem, Jessy saw 1 bat each night for 7 nights, how
factor
MONDAY
solve story many bats did she see?
-For 3 nights Keny has caught 0 fireflies, write the multiplication
problems factor that shows how many fire flies she caught.
Guided Practice:
Give students a story problem
Individual activity:
Solve multiplications with one of the factors 0 and 1.
Closing/Assessment:
Check students’ progress throughout the lesson.
Intro:
SWBAT: 2 as factor Two groups of 3 spiders, equals how many spiders are there? Board Solve
(Give this as a warm up and observe students)
multiplication
Apply Development: Markers
TUESDAY
Explain multiplying by two is like doubles in addition exercises by factor
multiplication Give an example of multiplication using factor 2
two.
concepts to find Guided Practice:
Practice solving some multiplication problems by factor 2
products Individual activity:
Solve two multiplication exercises by factor 2
Closing/Assessment:
Check students’ progress throughout the lesson.
DAY OBJECTIVE CONTENT/TOPIC ACTIVITIES RESOURCES ASSESMENT
Intro: Write number 3,921 in its expanded form
SWAT: Write the expanded Draw a line that measures 3 inches Ruler Check on students
Development: Review the concepts of written expanded form of
form of the numbers comprehension of
WEDNESDAY
_Write numbers Markers
Remind students of the correct use of the ruler the topic
numbers in its Measuring lines to the Guided Practice: Solve writing the expanded form of 8,426
Draw a line on board A_______________________B measure in in Board
expanded form nearest inch
Individual activity: Write the expanded form of 7,153
_Measure lines Draw a line of 3 in and one of 5 in
using the ruler Closing/Assessment:
Check on students understanding of the topic
Intro:
SWAT: Telling the time to the Show a clock and remind students to count by fives each of the Clock Check students
numbers on the clock, to represent the minutes
nearest minute understanding of
Read and tell Development: Markers
Draw clocks on the board and represent to the exact time the topic
THURSDAY
the time to the represented on the numbers of the clock and using the small marks
to represent the exact minute different than the represented Board
nearest
Guided Practice:
minute. Draw two clocks representing times 5:56, 7:28 ask students what
time is being represented.
Individual activity:
Have students drawing two clocks 1:01 3:14
Closing/Assessment:
Make sure students have comprehended the topic.
Intro:
SWAT: Quarter after, Half past Divide a circle into halves and quarters Clock Give students that
Development: Present clock representing the on the topic
and quarter till represent more
Interpret Interpret clocks to read quarter after/quarter till/half past time Markers
Guided Practice: difficulty
clocks to Draw clocks showing the time 2:15, 7:45, 9:30, 4:45 (a quarter till
FRIDAY
Board individual attention
read/write 5) and write both ways
Individual activity:
quarter Have students drawing clocks by rows 1 and 5, 3:45; 2 and 4, 8:15;
after/quarter 3, 6:30
Closing/Assessment:
till/half past Help students that present any difficulties
time Ensure students have understood the topic
ABUNDANT LIFE CHRISTIAN SCHOOL
WEEKLY LESSON PLAN
DAY OBJECTIVE CONTENT/TOPIC ACTIVITIES RESOURCES ASSESMENT
Intro:
SWBAT: Types of sentences Briefly review types of sentences Paragraph Check on students
Development:
understanding of
Identify types of Use capitalization Write sentences –a barn owl is a nocturnal creature Board
what a white face the barn owl has activities
sentences in a and punctuation on Guided Practice:
MONDAY
what do barn owls eat Markers
paragraph the sentences
these birds can see and hear very well at night
Individual activity: Pencil
Read the small paragraph and identify the type of sentences
How many did of each did you find?
Closing/Assessment: Notebook
Give individual attention to students that present any difficulty
After giving the paragraph to students read it with them so it is
helpful for students to listen to intonation
Intro:
SWBAT: Combining sentences Orally review types of sentences Board Write exclamatory
Development:
to create preliminary and declarative
Write declarative Remind students especially of declarative and exclamatory Markers
paragraphs. sentences sentences.
and exclamatory Guided Practice:
TUESDAY
Ask one student per row to write on the board a declarative and one Pencil
sentences to
exclamatory sentence
describe their Individual activity: Notebook
favorite animal Draw a picture of their favorite animal, using declarative and
exclamatory sentences to describe the animal
Write at least four sentences Printing paper
Closing/Assessment:
Walk throughout the room to help out students who need it.
DAY OBJECTIVE CONTENT/TOPIC ACTIVITIES RESOURCES ASSESMENT
Intro: Formulate declarative sentences to respond to interrogative
SWAT:Demonstrate Formulating sentences Markers Answer to
Development:Ask the following sentences
comprehension of declarative sentences in questions in
What did you eat for breakfast today?
Board
WEDNESDAY
sentence structure by response to What is the name of your school? complete
Guided Practice: Have students understanding that in writing they
changing declarative interrogative sentences
most use complete sentences Notebook sentences
sentences into What is your favorite subject at school?
What is the hobby you enjoy the most? written and
interrogative sentences Pencil
Individual activity: Have students writing answers to the given spoken
sentences
What is your favorite book?
Where is your house?
Closing/Assessment: Help out students who may need help
Intro: Correct the run-on sentences by using proofreader’s and
SWAT: Run on sentences punctuation Markers Correct run/on
A luna moth is a nocturnal creature. Its name means moon.
Development: Explain a run on sentences is two or more sentences sentences
Analyze sentences to Board
THURSDAY
written incorrectly as one single sentence.
determine if they are Luna moth are green. They almost seem to glow.
These months are very large. They are almost as big as your hand Notebook
complete sentences Guided Practice: Correct sentences from development part
Correct run-on sentences by rewriting it correctly as two sentences
Individual activity: A luna moth caterpillar eats tree leaves it is Pencil
always hungry.
The luna moth has pretty wings they are long and green.
Closing/Assessment: Understanding the concept of run on sentences
Intro: Correct run-on sentences
SWAT: Apply Run-on sentences It is September it is independence month Markers Identifying
Development: A complete sentence is a group of words that
definition to identify complete
expresses a complete thought, it begins with a capital letter and ends
with period. Board
complete sentences sentences
Guided Practice: Write yes if the group of words is a complete
sentence Notebook
FRIDAY
Write no, if the group of sentences is not a complete sentence
You can tell the difference between a moth and a butterfly.
Because a moth wings are open. Pencil
Individual activity: Write yes or no if the group of words is a
complete sentence.
Closing/Assessment:
Help students who may need a better understanding of what a
complete sentence is.
DAY OBJECTIVE CONTENT/TOPIC ACTIVITIES RESOURCES ASSESMENT
Intro: Orally review the studied reading elements just in general
SWBAT: Reviewing reading Development: Memory game Finding the correct
Review definitions of reading elements ask students
elements cards definition of the
Reading elements Guided Practice:
Play memory game finding definitions and the story elements by story element
MONDAY
rows Board
Individual activity:
Students write the definition of the studied reading elements.
Closing/Assessment:
Remind students of reading elements
Intro: Brief review of story elements
SWBAT: Complete quiz Pencil Completing quiz
TUESDAY
Complete first reading quiz
Story elements quiz
Consider completing the quiz will take the whole class hour.
quiz
DAY OBJECTIVE CONTENT/TOPIC ACTIVITIES RESOURCES ASSESMENT
Intro:
SWAT: Story elements author Review story elements definitions Story ‘The Identify story
Development:
and theme Hungry elements
Introduction to author and theme of the story
THURSDAY
Identify the
Write definitions of the new story elements to be learned Mouse’
author and Guided Practice:
theme in story Review the new story elements terms orally Board
Individual activity:
Read the story to identify the conflict of the story on their own
Closing/Assessment: Markers
Approach students and identify the ones that need help the most
Intro:
SWAT: Story elements Review story elements Story ‘The Draw the story
Hungry
Identify the Development:
Read the story and orally tell what the elements of the story Mouse’
author and students can identify
FRIDAY
theme in story Board
Guided Practice:
Identify all story elements
Markers
Individual activity:
Draw the story
Closing/Assessment:
Approach students and identify the ones that need help the most