Day 4 · Thursday

Objective: I can plan ways to be a good citizen now and listen to different points of view.

Standards: D2.Civ.7.3-5, D2.Civ.10.3-5, D4.7.3-5

Materials: Notebook, Pencil, 1 index card, Markers, A small jar or envelope

1. Warm-Up · 5 min

   Spaced review from Week 7. Ask: "Which word means working together: cooperation or conflict?" (Cooperation.) Then ask the big question: "You cannot vote yet. What can you do for your community right now?"

2. Mini-Lesson · 10–15 min

   Say: "Good citizenship is how a person acts as a member of a group. Anyone can show it, at any age." Say: "Good citizens follow fair rules. They respect people with different views, beliefs and backgrounds. They help others and learn about their community. They speak up kindly when something is unfair." Say: "One key skill is listening to another point of view." Model it. Say: "I think our break should be longer, because kids need to move. Mr. Patel thinks it should stay the same, so there is time for reading. I care about exercise. He cares about reading. Both reasons make sense." Say: "People's views come from what they have lived through and what they care about." Say: "A compromise is a plan where each side gives up a little." Ask: "What does Mr. Patel care about?" (Reading time.) "Does listening mean you must agree?" (No.) "What compromise could work for the break?" (Sample: a slightly longer break on some days.) If stuck, say: "Start with 'They think ___ because ___.'"

3. Activity / Source Work · 15–20 min

   Two views, then a plan. 1) Read this problem aloud. "Riverside Park has one soccer field. The soccer team wants it every afternoon to get ready for games. The younger children want room to play tag. They say the fast ball scares them." 2) Your child tells the team's view with the frame "They think ___ because ___." 3) Your child tells the younger children's view the same way. 4) Ask: "What does each group care about?" (The team cares about practice. The younger children care about space and safety.) 5) Your child suggests two plans and predicts what each would cause. Sample: take turns on different days, so each group gets the whole field but less often. Sample: split the field, so both play daily but the team has less room. 6) Your child picks the fairer plan and says why. Plans vary. Look for both views told fairly before any plan. 7) Your child names five things to do this week as a good citizen at home and nearby. Offer ideas: pick up litter, carry groceries, welcome a new neighbor, return library books on time. 8) Your child writes one action and a day on the index card with markers. This is a pledge. Put it in the jar.

4. Notebook Entry · 10 min

   In the notebook, your child writes the title "My Citizenship Plan" and lists the five actions. Circle the one on the pledge card and write the day. Sample: "On Saturday I will pick up litter on our block."

5. Exit Ticket · 5 min

   Read the three questions aloud. Praise your child for telling the other side's reason first.

Homework: Your child does the pledged action and tells a family member how it helped. Look for the action done and one result named.

Objective: I can write whole numbers as fractions.

Standards: 3.NF.A.3.C

Materials: 4 paper rectangles of the same size (cut one sheet of paper into 4 equal pieces), Centimeter ruler, Paper, turned sideways, Crayons, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 20 Day 3. Count by halves together: 1/2, 2/2, 3/2, 4/2, 5/2, 6/2. Your child taps the table at each whole number (2/2, 4/2, 6/2). Then practice ×9 facts with no clock. Ask 9 × 3, 9 × 5 and 9 × 8 (27, 45, 72). Ask: "How does 10 × 8 help with 9 × 8?" (One group of 8 fewer. 80 − 8 = 72.)

2. Mini-Lesson · 10–15 min

   Say: "Whole numbers can be written as fractions. Today we find out how." Lay down the 4 paper rectangles. Say: "Each rectangle is 1 whole. It is not cut, so it has 1 part." Write 4/1. Say: "The denominator 1 says each whole is 1 part. The numerator 4 counts the parts." Ask: "How many wholes are there?" (4) Say: "So 4/1 = 4." Next, fold 2 of the rectangles in half, then in half again. Open them. Your child counts every part aloud: 1/4, 2/4, 3/4, and on to 8/4. Ask: "How many fourths are in 2 wholes?" (8) Say: "So 8/4 = 2." Ask: "How many fourths are in 1 whole?" (4. So 4/4 = 1.) Now your child does more. Your child folds the other 2 rectangles in half, counts the halves and writes the fraction. (4 halves. So 4/2 = 2.)

3. Guided Practice · 10–15 min

   Use the ruler to draw a 0 to 2 number line 24 cm long, with 1 at 12 cm. Say: "Every whole on this line is 12 cm long." Your child marks halves every 6 cm and labels them above the line: 1/2, 2/2, 3/2, 4/2. 1) Which fraction sits at 1? (2/2) 2) Which fraction sits at 2? (4/2. So 4/2 = 2.) 3) Mark fourths every 3 cm below the line. Which fourths sit at 2? (8/4) 4) Write 2 as a fraction in three ways. (2/1, 4/2, 8/4) Keep this line for Day 5. If stuck, say: "How many wholes? How many parts are in each whole? Count every part."

4. Independent Practice · 15–20 min

   Your child writes each answer and draws a model for problems 4 and 6. 1) Write 6 as a fraction with a denominator of 1. (6/1) 2) 2/1 = ? (2) 3) Write 1 as a fraction in sixths. (6/6) 4) 9/3 = ? Draw wholes cut into thirds. (3) 5) Which is a whole number, 4/2 or 5/2? (4/2; it is 2) 6) You draw 2 rectangles, each cut into 3 equal parts, with every part shaded. Your child writes the fraction and the whole number. (6/3 = 2) 7) 4 pizzas are each cut into thirds. How many thirds are there? Write a fraction. (12 thirds; 12/3 = 4) 8) A loaf is cut into 8 equal slices. A family eats all 8 slices. What fraction did they eat? What whole number is that? (8/8 = 1)

5. Exit Ticket · 5 min

   Put the paper rectangles away. Read each question aloud; your child answers on paper and may draw.

Fact fluency: ×9 facts

Homework: Your child writes 1 as a fraction in four ways and 2 as a fraction in two ways. Then your child draws one of them. Sample: 2/2, 3/3, 4/4, 8/8; 2/1 and 4/2.

Objective: I can revise and edit my whole essay with a checklist and a partner.

Standards: W.3.5, SL.3.1, SL.3.1.B, SL.3.3, L.3.2, L.3.1.D, L.3.1.E, L.3.1.F, L.3.2.E, L.3.2.G

Materials: Essay draft, Writer's notebook, Two colored pens, A dictionary, Pencil

1. Warm-Up · 5 min

   Word study: use the words. Ask: "Which word fits? Pretzels taste ___." (salty) "The old attic shelf was gray and ___." (dusty) "The steep trail was ___ and full of stones." (rocky) "Of all the jokes, Ben's was the ___." (funniest) Spaced review from Week 9. Ask: "What is the plural of story? What is the plural of child?" (stories, children)

2. Mini-Lesson · 10–15 min

   Write two short checklists in the notebook. Title the first one Revise, to make it better. List: clear opinion, one reason in each body paragraph, evidence for each reason, transitions and linking words, strong conclusion. Title the second one Edit, to make it right. List: end marks, capitals, subjects and verbs that agree, verbs that stay in one tense. Add: tricky past-tense verbs, pronouns that match their nouns, spelling. Say: "Went, not goed. Taught, not teached. Check y to i words. Look up any word you doubt in the dictionary." Say: "Revise first in one color. Edit second in the other color." Copy this student paragraph, "Dog Walk," errors and all. Another reason is that a dog keep you moving. last Saturday my dog and I spyed a stick in the pond. He swimmed after it, and I laugh so hard. It was the muddyest walk ever (Leave off the last period.) Think aloud: "First I revise. No sentence ties back to the opinion. I add: That is why a dog is a great exercise buddy. Now I edit. One dog keeps, not keep."

3. Guided Practice · 10–15 min

   Your child finds the other edits in "Dog Walk" with the second color. 1) "Which word needs a capital?" (last becomes Last.) 2) "Which two words break the y to i rule?" (spyed becomes spied. muddyest becomes muddiest.) 3) "Which verbs are wrong?" (swimmed becomes swam. laugh becomes laughed, to stay in the past.) 4) "What is missing at the very end?" (a period) Next, hold a short writing conference. Your child reads Body 1 of their essay aloud. Give one glow, something that works. Ask one question, such as "How do you know?" Follow the rules: listen without interrupting, look at the speaker and ask questions that help. If stuck, say: "Read it aloud slowly and touch each word. Does it sound right?"

4. Independent Practice · 15–20 min

   Your child works on the whole essay. 1) Use the revise checklist in the first color. Initial each item when it is done. 2) Use the edit checklist in the second color. 3) Look up at least one word in the dictionary and fix it if needed. 4) Tell you about one change that made the essay better. Look for: at least two revisions that add, cut, move or change words or ideas. Look for edits to capitals, end marks, verbs and spelling. A good essay now has five paragraphs and no unfinished checklist items.

5. Exit Ticket · 5 min

   Your child writes the answer to question 2 and answers the others aloud, showing the draft.

Homework: Copy your final essay neatly, ready to read aloud tomorrow. This takes about 20 minutes and replaces reading tonight. Look for: five paragraphs, each one indented, with every edit included.

Objective: I can describe floods, blizzards and wildfires and name a safety step for each.

Standards: 3-ESS3-1

Materials: Shallow tray or baking pan, About 4 cups of sand or soil, Measuring cup and about 6 cups of water, 3 bottle caps or small blocks (two houses and one spare), Strip of aluminum foil, about 12 inches long, Ruler with inches, Paper for a kit list, Science notebook and pencil

1. Day 104 — Floods, Blizzards and Wildfires — Wonder Warm-Up · 5 min

   Spaced review from Week 7. Ask: "In engineering, what are criteria?" (The things a design must do to be a success.) Then the wonder. Ask: "Rain is usually helpful. When could rain become a hazard?" (When so much falls that water covers land, roads or homes.)

2. Mini-Lesson · 10–15 min

   Say: "A flood is water covering land that is usually dry." Say: "The rule is: turn around, don't drown. Never walk, swim or ride through floodwater." Say: "Just 6 inches of moving water can knock a person down." Show 6 inches on the ruler against your child's leg. Say: "A blizzard is a storm with strong wind and blowing snow. It is hard to see and very cold. Stay indoors and keep warm." Say: "A wildfire is an unplanned fire in grass, brush or forest. Hot, dry, windy weather makes one more likely. Follow officials and leave early if told to." Now two designs. A levee is a long, high wall of earth along a river. Cleared space around a house gives a wildfire less to burn. Ask: "Which design keeps a river inside its banks?" (A levee.) Ask: "Why is shallow moving water still dangerous?" (It pushes hard enough to knock you down.) If stuck, say: "Think of the ruler on your leg."

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

   Flood Model. Safety: work outdoors or on towels, and wash hands afterward. 1) Soak the sand first, so both tests start equally wet. Pile it at one end of the tray as a hill. Leave the other end bare as the valley. 2) Set one cap house on the hill and one in the valley. 3) Pour 2 cups of water slowly onto the hilltop. 4) Your child measures the water depth at each house to the nearest quarter inch. Too shallow to read? Pour 1 more cup in both tests. 5) They record in a table with three columns: Test, Depth at hill house, Depth at valley house. 6) Tip the tray gently to drain it. 7) Now test a design. Fold the foil into a low wall across the tray, between the hill and the valley house. Pack damp sand along it to seal it. 8) Change only the wall. Keep the same houses, spots and amount of water. Pour and measure again. Expect water to collect in the valley while the hill house stays dry. The wall usually keeps the valley water shallower, though some may leak. Say: "Real results vary. Look for the pattern."

4. Science Notebook Entry · 10 min

   In the notebook, your child makes a chart with three columns: Hazard, What happens, Safety step. They fill in flood, blizzard and wildfire. They finish this claim. "A levee is a ___ design because ___." Sample: "A levee is a good design because our wall kept the water at the house shallower." Then they start an emergency kit list on paper with six items. Sample: water, flashlight, batteries, first-aid kit, snacks, warm clothes.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise answers that use a tray measurement.

Homework: With a family member, check your home for the items on your kit list. Tick the ones you have. Look for: at least four ticks.