Grade 3 Language Arts — Term 1, Week 9
5 day-plan(s) · WeLearn JA LA T1M3
Day 1: Phonics: Hard and Soft C and G
Grade 3 Language Arts · Term 1, Week 9 · 60 minutes
| Objectives | (1) review the rule (e, i, y); (2) decode multisyllabic words; (3) spell words correctly. |
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| Materials | Word sort cards, whiteboards. |
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| Key vocabulary | hard c, soft c, hard g, soft g, gym, center |
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| Engage (starter) | (10 min) "Why does 'giant' sound different than 'goat'?" |
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| Develop (main) | (35 min) Review the e,i,y rule. Sort complex word cards. Practice spelling dictation on whiteboards (pencil, engine, magical). |
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| Plenary (close) | (10 min) Spelling race. |
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| Assessment | Spelling accuracy. |
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| Teacher notes | Crucial for decoding larger words. |
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Day 2: Grammar: Abstract Nouns
Grade 3 Language Arts · Term 1, Week 9 · 60 minutes
| Objectives | (1) define abstract nouns; (2) differentiate from concrete nouns; (3) identify in sentences. |
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| Materials | Sorting chart (Concrete vs Abstract). |
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| Key vocabulary | abstract noun, concrete noun, idea, feeling, love, bravery |
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| Engage (starter) | (10 min) "Can you touch an apple? Yes. Can you touch 'bravery'? No!" |
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| Develop (main) | (35 min) Define abstract nouns (ideas, feelings, concepts). Sort noun cards into Concrete (5 senses) and Abstract. Complete worksheet highlighting abstract nouns. |
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| Plenary (close) | (10 min) Share worksheet answers. |
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| Assessment | Accurate categorization. |
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| Teacher notes | This is a challenging conceptual leap for Grade 3. |
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Day 3: Reading: Author's Purpose (PIE)
Grade 3 Language Arts · Term 1, Week 9 · 60 minutes
| Objectives | (1) define persuade, inform, entertain; (2) analyze texts to determine purpose; (3) provide evidence. |
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| Materials | 3 short texts (ad, article, story). |
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| Key vocabulary | author's purpose, persuade, inform, entertain, evidence |
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| Engage (starter) | (10 min) Review PIE acronym. "Why do authors write?" |
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| Develop (main) | (35 min) Read the 3 texts. Use a graphic organizer to label the purpose of each and list 2 clues from the text that prove it. |
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| Plenary (close) | (10 min) Discuss how text features give clues to the purpose. |
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| Assessment | Accurate identification of PIE with evidence. |
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| Teacher notes | Focus on distinguishing between persuade and inform. |
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Day 4: Writing: Opinion Writing (Planning)
Grade 3 Language Arts · Term 1, Week 9 · 60 minutes
| Objectives | (1) write a strong opinion statement; (2) outline 3 supporting reasons; (3) use an organizer. |
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| Materials | OREO organizers. |
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| Key vocabulary | opinion, reason, persuade, convince |
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| Engage (starter) | (10 min) "You must convince the principal to add a new rule. How will you do it?" |
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| Develop (main) | (35 min) Introduce prompt. Discuss opinion vs fact. Students fill out the OREO organizer (Opinion, Reason 1, Reason 2, Reason 3, Opinion). |
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| Plenary (close) | (10 min) Peer review organizers. |
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| Assessment | Organizer contains clear opinion and distinct reasons. |
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| Teacher notes | Ensure reasons are logical and not repetitive. |
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Day 5: Review: Soft C/G, Abstract Nouns, Author's Purpose
Grade 3 Language Arts · Term 1, Week 9 · 60 minutes
| Objectives | (1) spell soft c/g words; (2) identify abstract nouns; (3) label text purpose. |
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| Materials | Review packets. |
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| Key vocabulary | review |
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| Engage (starter) | (10 min) Abstract noun charades (act out "joy" or "confusion"). |
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| Develop (main) | (35 min) Complete review packet. Small group reading checks. |
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| Plenary (close) | (10 min) Review packet answers. |
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| Assessment | Packet score. |
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| Teacher notes | Check abstract noun comprehension. |
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