Day 2 · Tuesday

Objective: I can describe early meetings between Native nations and Europeans from more than one point of view.

Standards: D2.His.4.3-5, D2.His.10.3-5, D2.His.6.3-5

Materials: Notebook, U.S. map, 2 colored pencils, Pencil

1. Day 32 — First Meetings: Many Points of View — Big Question Warm-Up · 5 min

   Review from Day 1. Ask: "What is the difference between an explorer and a settler?" (An explorer travels to look. A settler stays and builds a home.) Then ask the big question: "Strangers in big ships land near your home. What might you feel? What might they feel?"

2. Mini-Lesson · 10–15 min

   Find Massachusetts on the map. Say: "In 1620 English settlers landed here and built Plymouth in the homeland of the Wampanoag people." Say: "Helping each other is cooperation. Disagreeing or fighting is conflict." Say: "A Wampanoag leader named Ousamequin made an agreement with the settlers. Each side promised to help protect the other." Say: "A Patuxet man named Tisquantum showed the settlers how to plant corn. He spoke English because an English captain had kidnapped him in 1614. When he got home, sickness had killed most of his village." Say: "Europeans carried sicknesses such as smallpox. Native people's bodies had no protection from them, and very many died." Say: "In Virginia, the Powhatan people traded food to the Jamestown settlers. Later they fought, because settlers kept taking more land." Ask: "Is planting corn together cooperation or conflict?" (cooperation) "Does taking more land lead to cooperation or conflict?" (conflict) Say: "Both peoples are here today. The Mashpee Wampanoag Tribe lives in Massachusetts. The Pamunkey Indian Tribe, part of the Powhatan people, lives in Virginia." If stuck, say: "Helping is cooperation. Fighting or taking is conflict."

3. Activity / Source Work · 15–20 min

   1) Read Account 1 aloud. William Bradford, the settlers' governor, wrote it. These are his words made simpler. "Squanto showed them how to plant their corn, where to catch fish, and how to get other things they needed. He was their guide to places they did not know." Squanto was the settlers' name for Tisquantum. 2) Read Account 2 aloud. It was written for this lesson from what Wampanoag historians teach today. It is not a paper from 1621. "Strangers built houses in our village fields. Sickness came before them and took many of our people. Our leader made an agreement to protect our nation, but we watched carefully to see if they would keep their word." 3) Read both again slowly. Your child lists helping words with one colored pencil and worry words with the other. (Sample: showed, guide, agreement; strangers, sickness, watched carefully.) 4) Ask: "Bradford was the settlers' governor. How does that explain what he wrote and what he left out?" (He wrote what helped the settlers. He left out how the Wampanoag felt.) 5) Ask: "What evidence shows the Wampanoag were unsure?" ("we watched carefully")

4. Notebook Entry · 10 min

   Your child draws a T-chart in the notebook: Settler point of view | Wampanoag point of view. Write two ideas on each side. Then finish: "The two groups saw the same events differently because ____." Sample: Settlers were glad for help and needed a guide. The Wampanoag had lost many people and were unsure about promises.

5. Wrap-Up & Exit Ticket · 5 min

   Read the exit questions aloud. Praise answers that give both sides and use the word "because."

Homework: Tell a family member the Plymouth story from both points of view. Look for: one helping detail and one worry.

Practice page · Week 7, Day 2

Social Studies

I can describe one event from two points of view.

Show answers

Two Voices on Manahatta

A Dutch letter from 1626 (real words): "They have purchased the Island Manhattes from the Indians for the value of 60 guilders." Dutch trader, written for this lesson: "We traded goods to the Lenape. Now this island is ours, and we will build a town for trade." Lenape elder, written for this lesson: "We welcomed the traders and shared our island. We thought we were agreeing to let them use the land with us. No one can own the land forever. Now their fences keep us from our fields."

Mark the reading.

1. 1.

   Underline one sign of cooperation.

2. 2.

   Circle one sign of conflict or worry.

Fill in the T-chart and answer.

Dutch point of view	Lenape point of view

1. 3.

   What did the Dutch think the deal meant?
2. 4.

   What did the Lenape think the deal meant?
3. 5.

   Why did the two groups see the same deal differently?
4. 6.

   Why did so many Native people get sick after Europeans came?

Challenge: The Lenape still live today. Name one place Lenape nations are based now.

Materials: two colors of pencil

Objective: I can double the ×2 fact (double-double) to know my ×4 facts.

Standards: 3.OA.C.7, 3.OA.B.5

Materials: Grid paper, Crayons in 2 colors, 10 index cards or paper slips, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child rounds 742 to the nearest 100 (700). Then ask 3 × 6 (18) and 3 × 8 (24). Count by 4s to 40 together.

2. Mini-Lesson · 10–15 min

   Say: "Today we build ×4 facts from ×2 facts." Write 4 × 6. Ask: "What does this tell us to draw?" (4 rows of 6.) Color the top 2 rows red and the bottom 2 rows blue. Ask: "What is the red part?" (2 rows of 6.) Write 2 × 6 = 12. Ask: "What is the blue part?" (2 rows of 6 again.) Write 12 + 12 = 24, then 4 × 6 = 24. Say: "4 groups is 2 groups and 2 more groups. So I double, then double again. Double 6 is 12. Double 12 is 24." Say: "We call this double-double." Ask: "Which fact did I use first?" (2 × 6.) Now your child does more. Your child colors 4 rows of 7 in two colors. Your child writes 2 × 7 = 14, then 14 + 14 = 28, then 4 × 7 = 28. Ask: "What were your two doubles?" (Double 7 is 14. Double 14 is 28.)

3. Guided Practice · 10–15 min

   Your child says both doubles aloud. 1) 4 × 5 (double 5 is 10; double 10 is 20). 2) 4 × 8 (double 8 is 16; double 16 is 32). 3) 4 × 9 (double 9 is 18; double 18 is 36). To double 18, add 10 + 10 = 20 and 8 + 8 = 16. Then 20 + 16 = 36. 4) Write 8 × 4. Ask: "Which fact you just solved helps?" (4 × 8 = 32. It is the same array turned.) If stuck, say: "Double the other factor and write it down. Now double what you wrote."

4. Independent Practice · 15–20 min

   Your child writes both doubles and the product. 1) 4 × 2 (double 2 is 4; double 4 is 8). 2) 4 × 3 (double 3 is 6; double 6 is 12). 3) 4 × 4 (16). 4) 4 × 10 (40). 5) 7 × 4 (28). 6) Your child colors 4 rows of 9 in two colors. Your child writes both parts (2 × 9 = 18; 18 + 18 = 36). 7) Kofi has 4 bags with 8 marbles in each bag. How many marbles? (4 × 8 = 32) 8) A car has 4 wheels. How many wheels are on 6 cars? (6 × 4 = 24) Last, your child makes fact cards for the ×4 facts. Sort them into "know it" and "still building" piles. Use no timer.

5. Exit Ticket · 5 min

   Put the grid paper and cards away. Read each question aloud; your child writes the answers.

Fact fluency: ×4 facts

Homework: Use the ×4 fact cards for 10 minutes with no timer. Then teach double-double to a family member with one fact. Sample: 4 × 7, double 7 is 14, double 14 is 28.

Objective: I can find the main idea of a whole article and figure out new words from context.

Standards: RI.3.2, RI.3.4, L.3.4.A, RF.3.4.A, RF.3.4.C

Materials: The 'Animal Builders' article (in the lesson), 4 sticky notes or small slips of paper, Reader's notebook, Pencil, Your child's own nonfiction book or magazine (homework)

1. Warm-Up · 5 min

   Word study, open syllables. Write bacon, even, music, robot and paper. Your child draws a line after the first syllable of each word and reads it. (ba|con, e|ven, mu|sic, ro|bot, pa|per) Ask: "Why is the first vowel long?" (The syllable ends with the vowel.) Spaced review from Week 6. Ask: "What does a heading tell you?" (The topic of that section.)

2. Mini-Lesson · 10–15 min

   Say: "A paragraph has a main idea. A whole article has a bigger main idea that covers every paragraph." Read aloud. Title: Animal Builders. 'Paragraph 1: Beavers gnaw through small trees with their strong front teeth. They pile branches, rocks and mud across a stream to build a dam. The dam blocks the water, so a pond forms. Then the beavers build a lodge in the pond, with a door under the water. Paragraph 2: Weaverbirds tie strips of grass into knots to weave hanging nests. The nests swing from the tips of thin branches, where snakes can hardly reach the eggs. Paragraph 3: Termites build tall mounds of soil. Thousands of termites, called a colony, live inside. Tunnels let air move through the mound, which keeps the colony from getting too hot.' Say: "Here is the strategy. Write each paragraph's main idea on a sticky note, in five words or fewer. Then ask what joins the notes." Think aloud on paragraph 1: "Every sentence is about beavers building. My note says: Beavers build dams and lodges."

3. Guided Practice · 10–15 min

   1) Reread paragraph 2. Ask: "What is it mostly about?" Your child writes a note. (Weaverbirds weave safe nests.) 2) Do the same for paragraph 3. (Termites build cool mounds.) 3) Line up the three notes. Ask: "What do all three share?" Your child writes the article's main idea on the fourth note. (Many animals build homes that protect them.) 4) Say: "In Week 6 you reread the sentence around a bold word. Nearby words that explain a new word are called context clues." Point to lodge. Ask: "Which words tell what a lodge is?" (Beavers build it in the pond, and it has a door. A lodge is a beaver's home.) If stuck, say: "Does your big idea fit the beavers, the birds and the termites?"

4. Independent Practice · 15–20 min

   1) Your child reads "Animal Builders" aloud to find what each animal builds. If a sentence sounds wrong, your child stops, rereads and fixes it. 2) In the notebook, your child writes the three paragraph main ideas, then the article's main idea. 3) Your child writes the meaning of colony and of mound, with the clue words for each. (Colony: thousands of termites living together. Clue: "thousands of termites, called a colony." Mound: a tall pile of soil. Clue: "tall mounds of soil.") 4) Your child reads the article aloud again, this time with expression, like a nature guide. Look for: an article main idea that says "animals," not only one animal.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in the notebook and may reread the article.

Homework: Read a short article or a few nonfiction pages for 15 minutes. Your child writes the main idea of two paragraphs, then of the whole. Look for: a big idea that covers both notes.

Objective: I can draw more than one magnet latch design and choose the best one to build.

Standards: 3-PS2-4, 3-5-ETS1-2

Materials: Shoebox cabinet from Day 1, 2 magnets, 2 steel washers or steel bottle caps, 2 steel paper clips, Plain paper, pencil and ruler, Science notebook

1. Day 32 — Plan and Compare Designs — Wonder Warm-Up · 5 min

   Spaced review from Week 5. Ask: "In Week 5, how did the magnet's pull change as we stacked more cardboard layers?" (It got weaker.) Then ask the wonder question: "How many different ways could a magnet hold our door shut?" Take every idea.

2. Mini-Lesson · 10–15 min

   Say: "Engineers draw more than one idea. Each idea is a possible solution. Then they compare the ideas with the criteria." Say: "Our door needs a cardboard tab that overlaps the box wall. One part goes under the tab. The other part goes on the wall." Sketch three designs while your child watches. Design A: magnet under the tab, steel washer on the wall. Design B: magnet under the tab, second magnet on the wall. Design C: magnet on the wall, two paper clips under the tab. Now hold a magnet near a washer and let them snap together. Ask: "Which designs use attraction?" (All three.) Hold two magnets so they push apart. Ask: "In Design B, what happens if like poles face each other?" (They repel. The door is pushed open.) "Why must the two parts meet when the door shuts?" (The pull is strongest up close.) Flat fridge magnets may not show clear poles, so use disc magnets for Design B. If stuck, say: "Hold the two parts. Move them apart slowly. Where is the pull strongest?"

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

   1) Your child sketches 2 or 3 designs on plain paper, using the shoebox cabinet as a guide. Each sketch has labels: magnet, steel part or second magnet, tab. 2) Quick hand test. Hold the parts for each design in place with fingers, with no tape. Keep the same door and the same spot. Change only the design. 3) Your child uses the ruler and pencil to draw a chart: Design | Holds the door shut? | Opens with one finger? | Uses only allowed materials? Write yes or no in each box. 4) Your child chooses one design and says why. Expect different results with different magnets. Two magnets often hold hardest but can be hard to open. Say: "Real results vary. Look for the pattern in your chart." Safety: keep small magnets away from little children.

4. Science Notebook Entry · 10 min

   Your child makes a plan page in the notebook. It needs a labeled sketch, a materials list with amounts, and 4 to 6 numbered build steps. Sample steps: "1. Cut a tab 1 inch wide. 2. Tape the tab to the door's loose edge. 3. Tape the magnet under the tab. 4. Shut the door and mark where the magnet lands. 5. Tape the washer on the mark." Ask: "Could someone else build it from these steps?"

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise any reason that names a criterion.

Homework: Show the plan page to a family member. Ask which design they would choose and why. Write their reason. Look for: a reason that matches a criterion.