Day 2 · Tuesday

Objective: I can name rights protected by the Bill of Rights and give an example of each.

Standards: D2.Civ.3.3-5, D2.Civ.8.3-5

Materials: Notebook, Pencil, 5 index cards, Markers

1. Warm-Up · 5 min

   Spaced review from Week 20. Ask: "Which written plan sets up our national government?" (The Constitution.) Then ask: "What may people here do that the law protects?"

2. Mini-Lesson · 10–15 min

   Say: "An amendment is a change or addition to the Constitution. The first ten amendments are called the Bill of Rights. They were added in 1791 to protect people's rights." Say: "The First Amendment protects five freedoms." Count on five fingers. "Religion: you may practice any religion or none. Speech: you may say what you think. Press: reporters may share news without government control. Assembly: people may gather peacefully. Petition: people may ask the government to fix a problem." Say: "Another amendment protects the right to a fair trial. A trial is a meeting in court that decides whether someone broke a law." Say: "Rights have limits. Freedom of speech does not cover threats or lies that harm a person." Ask: "Which freedom lets people choose their own beliefs?" (Religion.) "Does freedom of speech cover a threat?" (No.) If stuck, say: "Count on your fingers: religion, speech, press, assembly, petition."

3. Activity / Source Work · 15–20 min

   Read the source. 1) Say: "Here is the First Amendment in plain words." Read this card slowly. "Congress may not make a law that sets up an official religion. It may not stop people from practicing their own religion. It may not cut back what people may say or what the press may print. It may not take away the people's right to gather peaceably. It may not take away their right to petition the government to fix a complaint." 2) Ask for evidence: "Which word says gatherings must be peaceful?" (Peaceably.) "Who is told not to make such laws?" (Congress.) Say: "Today these limits apply to state and local governments too." 3) Your child makes five picture cards with markers, one for each freedom. Offer examples. Religion: a family at a mosque, church or temple. Speech: a girl tells a crowd what she thinks of a new rule. Press: a news site reports a mayor's mistake. Assembly: neighbors hold a peaceful march for a park. Petition: families sign a request for a bike rack. 4) Read four short stories. Your child holds up the matching card. "A boy wears a shirt that says Save the Bees." (Speech.) "People meet in a square for a quiet candle walk." (Assembly.) "A magazine prints a story that criticizes a new law." (Press.) "A family attends no place of worship." (Religion, which includes none.) Keep the cards for Day 5.

4. Notebook Entry · 10 min

   In the notebook, your child writes the heading "The Five First Amendment Freedoms" and lists each with an example. Then finish: "Rights have limits. One example is ___." Sample: "Speech: I can say what I think about a rule. One example is that I may not threaten anyone."

5. Exit Ticket · 5 min

   Read the three questions aloud. Praise examples your child made up.

Homework: Your child asks a family member which freedom matters most to them and why, then writes one sentence. Look for a named freedom and a reason.

Objective: I can find equivalent fractions with fraction strips and area models.

Standards: 3.NF.A.3.A, 3.NF.A.3.B

Materials: Grid paper, Ruler, Crayons, Fraction wall from Day 1, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 20 Day 2. Ask: "On a number line in eighths, how many jumps is it from 0 to 5/8?" (5) Then practice ×7 facts with no clock. Ask 7 × 4, 7 × 5 and 7 × 10 (28, 35, 70).

2. Mini-Lesson · 10–15 min

   Say: "An area model shows a fraction as shaded parts of a shape." On grid paper, outline a square 4 squares long and 4 squares tall. Draw a line down the middle. Shade the left part. Ask: "What fraction is shaded?" (1/2) Now draw a line across the middle, from edge to edge. Ask: "How many equal parts now?" (4) "How many are shaded?" (2) Say: "The shaded amount did not change. The whole just has more, smaller parts. So 1/2 = 2/4." Check on the wall: both end at 12 cm. Now your child does more. Your child outlines a rectangle 6 squares long and 4 squares tall. Your child draws a line down after every 2 squares and shades the first column. Ask: "What fraction is shaded?" (1/3) Your child draws one line across the middle. Ask: "What fraction is shaded now?" (2/6. So 1/3 = 2/6.)

3. Guided Practice · 10–15 min

   Your child draws each model on grid paper with the ruler. 1) Outline a rectangle 4 squares long and 2 squares tall. Draw a line down after every square. Shade 1 column. Then draw a line across the middle. (1/4 = 2/8) 2) Outline a rectangle 6 squares long and 2 squares tall. Draw a line across the middle and shade the top row. Then draw a line down after every 2 squares. (1/2 = 3/6) 3) You shade 1 of 4 columns and cut only that column in half. Ask: "Are all the parts equal?" (No. Every part must be cut.) If stuck, say: "Count all the equal parts first. That is the denominator. Now count the shaded parts."

4. Independent Practice · 15–20 min

   Your child draws a model and writes each missing number. 1) Shade 1/2 of a rectangle. Cut it into fourths. 1/2 = ?/4 (2) 2) Shade 1/4 of a rectangle. Cut every part in half. 1/4 = ?/8 (2) 3) Shade 2/2 of a square. Cut every part in half. 2/2 = ?/4 (4) 4) Shade 3 of 6 equal parts. 3/6 = ?/2 (1) 5) Shade 1/2 of a square. Cut it into 8 parts. 1/2 = ?/8 (4) 6) You draw two same-size squares. One has 1 of 2 parts shaded. The other has 2 of 4. Ask: "Is the same amount shaded?" (Yes. 1/2 = 2/4.) 7) A pan of brownies has 4 equal pieces. Dad takes 1. Mom cuts every piece in half. Name the share Dad took in eighths. (2/8) 8) Beans grow in 1/2 of a garden bed. The bed is split into 8 equal plots. How many plots have beans? (4; 1/2 = 4/8)

5. Exit Ticket · 5 min

   Read each question aloud; your child draws on grid paper and answers.

Fact fluency: ×7 facts

Homework: Your child draws two area models on grid paper and writes each equation. Sample: 1/2 = 2/4 and 1/4 = 2/8.

Objective: I can use different linking words inside my paragraphs to connect reasons and evidence.

Standards: W.3.1.C, L.3.6, L.3.1.H, L.3.1.I

Materials: Essay draft, Writer's notebook, One colored pencil, Pencil

1. Warm-Up · 5 min

   Word study: build words. Your child writes salt + y, dust + y and rock + y. (salty, dusty, rocky) Then write carry, try and busy. Your child crosses out each y, writes i and adds the ending: carried, tried, busier. Ask: "Why does play keep its y in played?" (A vowel comes before the y.) Spaced review from Week 14. Ask: "Where do quotation marks go in dialogue?" (Around the speaker's exact words.)

2. Mini-Lesson · 10–15 min

   Say: "Linking words connect ideas inside a paragraph." Write the list: because, since, so, also, such as, for example, for instance, in addition. Read this choppy paragraph, "Morning Walks." Families should take morning walks. Walks wake you up. I feel ready for math after a walk. We leave at seven. We are home before breakfast. Think aloud: "The second sentence gives the reason for the first. I will join them with because." Write: "Families should take morning walks because walks wake you up." Now name three kinds of sentences. A simple sentence is one complete thought. "Walks wake you up." In a compound sentence, a comma plus and, but, or or so joins two sentences. "We leave at seven, so we are home before breakfast." A complex sentence adds a part that cannot stand by itself. "Walks wake you up because your whole body gets moving." Say: "And, but, or and so are coordinating conjunctions. Because, since, when, if and although are subordinating conjunctions." Show the comma when that part comes first: "When I walk before school, I feel ready for math."

3. Guided Practice · 10–15 min

   Your child joins each pair with a different linking word. Then they name the kind of sentence. 1) "The trail is long. The view is worth it." (The trail is long, but the view is worth it. Compound.) 2) "We wear boots. The path is muddy." (We wear boots because the path is muddy. Complex. Since also works.) 3) "Dad forgot the map. We asked a ranger for help." (Dad forgot the map, so we asked a ranger for help. Compound.) 4) "Many birds visit our yard. Robins and wrens visit." (Many birds visit our yard, such as robins and wrens. Simple.) If stuck, say: "Which part is the reason? The reason comes after because. The result comes after so."

4. Independent Practice · 15–20 min

   Your child works in the essay draft. 1) Circle every linking word with the colored pencil. 2) Count them. Each body paragraph needs at least two different linking words. 3) Where one word repeats, swap it or join two short sentences. Rewrite those sentences in the notebook. 4) Make sure the essay has one compound sentence and one complex sentence. Write C or X beside them. Model: "Cats are tidy. They clean their fur." becomes "Cats are tidy because they clean their fur." Look for: a comma before and, but, or or so between two sentences, and no comma before because.

5. Exit Ticket · 5 min

   Your child writes the answer to question 1 and says the other two aloud.

Homework: Read for 15 to 20 minutes. Then write three sentences about your day, each with a different linking word. Look for: one compound sentence with a comma before the joining word.

Objective: I can explain what a tornado is, tell a watch from a warning, and find the safest place in a building.

Standards: 3-ESS3-1

Materials: Clear plastic bottle with a tight cap, Water and one drop of dish soap, Paper for a floor plan, A pillow or cushion, Science notebook and pencil

1. Day 102 — Tornadoes and Safe Places — Wonder Warm-Up · 5 min

   Spaced review from Week 17. Ask: "Every model has limits. What is a limit?" (Something a model cannot show or do the way the real thing does.) Then the wonder. Ask: "Have you ever heard a weather alert? What do you think it was for?"

2. Mini-Lesson · 10–15 min

   Say: "A tornado is a spinning column of air. It reaches from a thunderstorm cloud down to the ground." Say: "In the United States, tornadoes are most common in the central states in spring." Teach two alert words. Say: "A tornado watch means tornadoes could form. Stay alert and know your plan." Say: "A tornado warning means one has been seen or shown on radar nearby. Go to your safe place now." Describe the safe place. It is on the lowest floor of a sturdy building. It is a small inside room with no windows, such as a basement, closet, bathroom or hall. There you crouch low and cover your head. Say: "Wind can break glass and throw things. Walls between you and the outside protect you." Now a design. Say: "A storm shelter is a small, very strong room, often underground." Ask: "The radio says tornadoes are possible until 8 p.m. Watch or warning?" (Watch.) Ask: "A siren sounds because a tornado was spotted near town. Watch or warning?" (Warning.) If stuck, say: "Could happen, or happening now?"

3. Investigation / Hands-On · 15–20 min

   Tornado Model and Safe-Place Hunt. Safety: screw the cap on tightly and swirl over a sink or towel. 1) Fill the bottle three quarters full of water. Add the drop of dish soap and cap it. 2) Your child holds the bottle upside down and swirls it fast in small circles, then stops. 3) Look for a spinning funnel in the water. It may take a few tries. 4) Ask: "How is this like a tornado? What is a limit of the model?" (It spins in a funnel. A real tornado is spinning air and is far bigger.) 5) Walk through your home. Your child checks each room in a table with three columns: Room, Lowest floor, No windows. 6) Your child sketches a floor plan and stars the room with the most ticks. 7) Practice once. Say "tornado warning". Your child walks to the safe place, crouches and covers their head with the pillow. Expect a starred inside room on the lowest floor you can reach.

4. Science Notebook Entry · 10 min

   Your child writes the two meanings in the notebook. "Watch = be ready. Warning = take cover now." They glue or copy the floor plan with its star and finish this frame. "Our safe place is ___ because ___." Sample: "Our safe place is the hall closet because it is on the lowest floor and has no windows."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise going to the safe place without looking outside.

Homework: Show your family the starred floor plan. Practice walking to the safe place together once. Look for: everyone crouches low with head covered.