Day 5 · Friday

Objective: I can show what I know about rights and responsibilities on the Week 21 check.

Standards: D2.Civ.2.3-5, D2.Civ.3.3-5, D2.Civ.7.3-5, D2.Civ.4.3-5

Materials: Stored Week 21 Social Studies Check and its answer key, T-chart from Day 1, Five freedom cards from Day 2, Pledge card and jar from Day 4, A sheet of paper for a family pledge, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 20. Ask: "How many justices sit on the Supreme Court?" (Nine.) Then your child takes the pledge card from the jar and reports. Ask: "Did you do it? What happened?" (Answers vary. Look for the action and one result.)

2. Mini-Lesson · 10–15 min

   Say: "Today you show what you know about rights and responsibilities. First we warm up." Turn the T-chart face down. Play Right or Responsibility. You say a phrase, and your child says which it is and why. "Gather peacefully." (Right.) "Stay informed." (Responsibility.) "Be treated fairly in court." (Right.) "Tell the truth." (Responsibility.) "Help a neighbor." (Responsibility.) Then ask about voting. (Both.) Next, lay out the five freedom cards. Read three stories, and your child holds up a card for each. "A choir sings at a place of worship." (Religion.) "A girl gives a speech about saving a pond." (Speech.) "A hundred people walk quietly together for peace." (Assembly.) Ask: "Which two cards have we not used?" (Press and petition.) "Make up your own example for each one." (Answers vary.) If stuck, say: "Does the law protect it for you, or do you do it for others?"

3. Activity / Source Work · 15–20 min

   Give the stored Week 21 Social Studies Check now. It has 7 items and takes about 15 minutes. 1) Put the T-chart, the cards and the notebook away. 2) Do not time the check. You may read any item aloud. 3) Score it with the answer key and choose a route. 6 or more right: your child is ready for Week 22. With an adult, find a news story and tell which First Amendment freedom it shows. 4 or 5 right: redo the Day 2 page. Then your child makes up a new example for each of the five freedoms. 3 or fewer right: reteach Day 1 with the T-chart. Then act out each freedom with the picture cards from Day 2. 4) Go over each missed item together. Your child fixes it in a different color.

4. Notebook Entry · 10 min

   Write a family pledge together on the sheet of paper. It has three lines. Sample: "We will listen to each other. We will follow fair rules. We will help our community." For each line ask: "What responsibility does this give each person? What freedom or fairness does it protect?" (Sample: listening means waiting your turn. It protects everyone's chance to speak.) Say: "Groups make rules together. Rules give each person a job and protect each person's freedom." Then your child writes in the notebook: "One responsibility I did this week was ___."

5. Exit Ticket · 5 min

   After the check, read the three questions aloud. Praise answers that link a right with a responsibility.

Homework: Your child reads the family pledge aloud at dinner. Each person adds one line. Look for lines that are fair to everyone.

Objective: I can show what I know about equivalent fractions and whole numbers as fractions.

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

Materials: Stored Week 21 check and its answer key, Fraction wall from Week 21 Day 1 (six marked strips, each 24 cm long), 0 to 2 number line from Day 4, 12 index cards. Before the lesson, write one fraction on each: 1/2, 2/4, 1/4, 2/8, 2/2, 6/6, 2/1, 4/2, 4/1, 8/2, 3/2, 6/4., Grid paper, Centimeter ruler, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 19 Day 4. Ask: "Is 7/6 less than 1, equal to 1 or greater than 1?" (Greater. 6/6 makes 1 whole.) Then practice ×7 and ×9 facts with no clock. Ask 7 × 8, 9 × 3 and 9 × 9 (56, 27, 81). Ask: "How does 10 × 9 help with 9 × 9?" (One group of 9 fewer. 90 − 9 = 81.)

2. Mini-Lesson · 10–15 min

   Play Equivalence Match for 10 minutes. Lay the 12 cards face down in rows. They make 6 pairs. Say: "Flip two cards. If they name the same number, prove it and keep them." Model one turn. Flip 1/2 and 2/4. Say: "On the wall, both end at 12 cm. So 1/2 = 2/4. I keep them." Flip 1/4 and 2/2. Say: "1/4 ends at 6 cm. 2/2 is the whole strip. They are not equal, so I turn them back." Now your child takes turns with you. Your child proves every match with the ruler on the wall, or on the Day 4 line. Use these proofs. 1/4 and 2/8 both end at 6 cm. 2/2 and 6/6 are both 1 whole. 2/1 and 4/2 both sit at 2 on the Day 4 line. 4/1 and 8/2 are both 4 wholes. 3/2 and 6/4 both sit at 18 cm on the Day 4 line. Ask each turn: "How do you know?"

3. Guided Practice · 10–15 min

   Do four check-style problems together. Your child may use the wall and grid paper. 1) 1/2 = ?/8 (4; both end at 12 cm) 2) Write = or ≠: 3/8 ___ 1/4 (≠; 9 cm and 6 cm) 3) Draw an area model that shows 1/4 = 2/8. (A rectangle with 4 equal columns and 1 shaded. A line across makes 8 parts with 2 shaded.) 4) 10/2 = ? (5; 10 halves make 5 wholes) If stuck, say: "Which tool proves it: the wall, a drawing or the number line?"

4. Independent Practice · 15–20 min

   Give the stored Week 21 check now. It has 8 items. Allow about 15 minutes, with no clock running. Put the wall away. Your child may draw. Score it with the answer key. Then choose a route by the result. 6 or more right: move on to Week 22. 4 or 5 right: find the kind of item missed. Items 1 and 2, missing numbers: redo Day 1 Independent Practice, problems 1 to 5, with the wall. Items 3 and 4, = or ≠: redo Day 3 Guided Practice. Item 5, the area model: redo Day 2 Guided Practice. Items 6, 7 and 8, whole numbers as fractions: redo Day 4 Guided Practice. 3 or fewer right: reteach the Day 1 and Day 2 Mini-Lessons before starting Week 22.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions; then go over any missed check items together.

Fact fluency: ×7 and ×9 facts

Homework: Play Equivalence Match with a family member for 10 minutes. Your child proves each match on the wall. Sample: 1/4 = 2/8, because both end at 6 cm.

Objective: I can show what I know about linking words and conclusions on the weekly check.

Standards: W.3.1.C, W.3.1.D, W.3.5, SL.3.2

Materials: Stored Week 21 weekly check (8 items) and its answer key, Final essay, Writer's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word, then use it in a sentence: rainy, salty, cried, carried, happier, funniest. Challenge word: prettiest. Your child writes all seven in the notebook. Correct them together. Ask: "Which words changed y to i?" (cried, carried, happier, funniest, prettiest) Spaced review from Week 19. Ask: "Which ending compares three or more things, -er or -est?" (-est)

2. Mini-Lesson · 10–15 min

   Play Polish the Paragraph. Read aloud "A Feeder for the Birds." Our family should hang a bird feeder. Birds are fun to watch. A feeder helps birds in winter. Seeds are hard to find under snow. A feeder teaches us bird names. Think aloud: "The reasons sound like a list. I will add a transition: First, birds are fun to watch." Then your child polishes the rest aloud. 1) "Add a transition to the next reason." (Sample: In addition, a feeder helps birds in winter.) 2) "Join that reason to the snow sentence with a linking word." (A feeder helps birds in winter because seeds are hard to find under snow.) 3) "Add a transition to the last reason." (Most importantly, a feeder teaches us bird names.) 4) "Say an ending with a call to action." (Sample: For these reasons, a feeder belongs in our yard. Fill one with seeds this weekend!)

3. Guided Practice · 10–15 min

   Your child reads the final essay aloud to a family audience of one or more listeners. 1) Each listener retells one reason they heard. (Look for a reason from the essay, in the listener's own words.) 2) Your child checks each retelling and says, "Yes, that is what I wrote," or "Not quite." 3) Ask a listener: "Which evidence do you remember?" (Any fact, example or story from the essay.) 4) For a reason retold wrong, talk about how to make it clearer. Your child may pencil in one small fix. If stuck, say: "Read the topic sentence of that paragraph again, slowly."

4. Independent Practice · 15–20 min

   Give the stored Week 21 weekly check now. It has 8 items. Your child works alone for about 15 minutes. Score it with the answer key. Choose a route by the result. 6 or more right: move on to Week 22. For a stretch, your child mails the essay with a short letter. Check the commas in the address and the date. 4 or 5 right: redo the Day 2 practice page. Then your child joins five new pairs of sentences with different linking words. 3 or fewer right: reteach Day 2 and Day 3. Build sentences from word cards and put a conjunction card between them. For the rest of the block, your child reads their own book.

5. Exit Ticket · 5 min

   After the check, your child answers the three questions aloud. Then go over any missed check items together.

Homework: Read for 15 to 20 minutes. Find one sentence with a linking word and copy it. Circle the linking word. Look for: words such as because, so, also or for example.

Objective: I can name the severe weather most likely where I live and explain the safety plan for it.

Standards: 3-ESS3-1

Materials: Week 21 Science Check (8 items) and its answer key, Thunderstorm Safety Card, floor plan and kit list from this week, Large paper or poster board, Markers, Science notebook and pencil

1. Day 105 — Week 21 Review and Family Safety Plan — Wonder Warm-Up · 5 min

   Spaced review from Week 5. Ask: "What is evidence?" (Something you observe or measure that helps show whether an idea is right.) Then play Design Match. Say a design and your child names its hazard. Storm shelter: tornado. Roof straps: hurricane wind. Cleared space around a house: wildfire. Now the wonder. Ask: "People cannot stop a storm. So how do they reduce the damage?"

2. Mini-Lesson · 10–15 min

   Say: "Engineers design solutions that reduce harm from weather hazards. We judge a design with a claim, evidence and reasoning." List the week's designs: lightning rod, storm shelter, storm shutters, roof straps, houses on posts, levee. Model a claim. "A storm shelter is a good design for a tornado town. It is underground and very strong, so wind and flying things cannot reach people." Now compare two designs for one problem. Say: "A house by a river floods every few years. Design A stacks sandbags at the doors. Design B raises the house on tall posts." Ask: "What is a benefit of each?" (A is cheap and quick. B keeps the whole house above the water.) Ask: "What is a cost of each?" (A can leak and must be rebuilt each time. B costs a lot and needs stairs.) Ask: "Which would you choose, and why?" (Answers vary. Look for a claim with a reason.) Say: "No design is perfect. A good claim also names a limit." If stuck, say: "Finish this: I think ___ is better because ___."

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

   Family Safety Plan Poster. 1) Your child picks the severe weather most likely where you live. 2) They plan it in the notebook as a table with four rows. The rows are Hazard, Warning signs, Where to go, What to bring. 3) They copy it onto the large paper with markers, using the safety card, floor plan and kit list. 4) They add one design that reduces damage from this hazard and a claim about it. 5) They present the poster to you in about one minute. Expect a real safe place in your home, at least two kit items and a claim with a reason.

4. Science Notebook Entry · 10 min

   Your child finishes these frames. "The most useful safety rule I learned is ___ because ___. One design that reduces damage is ___." Sample: "The most useful safety rule I learned is to go indoors when thunder roars because lightning is close. One design that reduces damage is a lightning rod."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud and praise calm, clear plans. Then give the Week 21 Science Check: 8 items, about 10 minutes, worked alone. Give it later today if time is short. Score it with the answer key. 6 or more right: interview a family member about a storm they remember. 4 or 5 right: redo the Day 2 watch-and-warning page and practice the walk to your safe place. 3 or fewer right: reteach Day 1 with Flash and Clap and Day 4 with the flood tray.

Homework: Lead your family through the poster and show everyone the safe place. Look for: your child explains where to go and what to bring.