Day 3 · Wednesday

Objective: I can explain how foods, music and festivals show where a culture comes from.

Standards: D2.Geo.4.3-5, D2.Geo.7.3-5

Materials: World map, 9 index cards, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 13. Ask: "Name one push reason and one pull reason people move." (Sample: a flood is a push, and a new job is a pull.) Then ask the big question: "What does our family cook on a special day? Where did that recipe come from?"

2. Mini-Lesson · 10–15 min

   Say: "When people move, their foods, music and festivals travel with them." "In the new home, these often change and mix." Example 1. Find Italy on the map and slide a finger to the United States. Say: "Italian families brought pizza from Italy. Cooks here made new kinds, like thick deep-dish pizza in Chicago." Example 2. Find West Africa, France and Louisiana. Say: "Gumbo is a stew from Louisiana. It mixes three cultures." "Okra came with enslaved West Africans, who were brought here by force. The thick base is a French way of cooking." "Filé powder, made from sassafras leaves, comes from the Choctaw." Example 3. Say: "Jazz began in New Orleans over 100 years ago, mainly among African American musicians." Ask: "Did pizza stay the same in its new home?" (No. Cooks made new kinds.) Ask: "Which three cultures meet in a pot of gumbo?" (West African, French and Choctaw.) If stuck, say: "Ask two things. Where did it start? What changed here?"

3. Activity / Source Work · 15–20 min

   Culture map. Your child writes one name on each of nine cards. Read each fact aloud. Your child writes the starting place on the card. Foods. Tacos: Mexico. Sushi: Japan. Bagels: Jewish families brought them from Poland and Eastern Europe. Music. Mariachi: Mexico. Blues: began among African Americans in the South. Country: grew in the Appalachians and the South from British and Irish folk songs and the blues. Festivals. Mardi Gras: French settlers brought it, and New Orleans is famous for it. Lunar New Year parades: China and other parts of Asia. St. Patrick's Day parades: Irish families brought the day, and parades grew big in U.S. cities. Next, your child lays each card on its starting place on the map. Then slide it to the United States. Ask: "Which cards started inside the United States? What is your evidence?" (Blues and country. The facts name the South.) Ask: "Sushi cooks in North America added avocado. What does that show?" (Foods change in a new home.) Check that every card names a starting place.

4. Notebook Entry · 10 min

   Your child makes a chart with three columns: Food, Music, Festival. Write each name and where it began. Then finish the frame: "___ came from ___ and changed by ___." Sample: "Pizza came from Italy and changed by getting a thick crust in Chicago."

5. Exit Ticket · 5 min

   Read the questions aloud. Your child answers in the notebook. Praise answers that name a place.

Homework: Your child tells a family member one new fact about where a food or song came from. Look for a place name.

Objective: I can multiply or divide before I add or subtract when solving an expression.

Standards: 3.OA.D.8

Materials: Red and blue crayons, 20 counters (dried beans, coins or buttons), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 2. Your child solves 7 × n = 56 (n = 8). Then try ×3 facts with no clock. Ask 3 × 6, 3 × 8, 3 × 9 and 3 × 7 (18, 24, 27, 21). Listen for: a double plus one more group. Then ask: "What does a multiplication sign tell you to make?" (Equal groups.)

2. Mini-Lesson · 10–15 min

   Read: "Mia has 3 toy cars. She gets 4 packs of 2 cars. How many cars now?" Your child builds it with beans: 3 beans, then 4 groups of 2. Ask: "How many are in the packs?" (8) "How many in all?" (11) Write 3 + 4 × 2. Say: "This expression tells Mia's story. The packs must be found first." Say: "Everyone agrees on this order. Multiply and divide before you add and subtract." Your child circles 4 × 2 in red and underlines the + in blue. Write 3 + 8 beneath it, then 11. Say: "So 3 + 4 × 2 = 11." Ask: "What if we added first?" (We would get 7 packs of 2. That is not Mia's story.) Say: "Parentheses mean do this part first." Write (3 + 4) × 2. Say: "Here we add first. 7 × 2 = 14. That would be 7 packs of 2 cars." Say: "Division follows the same rule." Write 10 + 12 ÷ 4. Ask: "Which part comes first?" (12 ÷ 4 = 3; 10 + 3 = 13) Now your child does more. Write 20 − 6 × 2. Ask: "Which part comes first? What is the value?" (6 × 2 = 12; 20 − 12 = 8)

3. Guided Practice · 10–15 min

   Your child circles the × or ÷ part in red and writes its value beneath. Then your child underlines the + or − sign in blue and finishes. 1) 4 + 6 × 3 (6 × 3 = 18; 4 + 18 = 22). 2) (4 + 6) × 3 (4 + 6 = 10; 10 × 3 = 30). Ask: "Why are the two answers different?" (The parentheses changed what comes first.) 3) 12 + 18 ÷ 3 (18 ÷ 3 = 6; 12 + 6 = 18). 4) 5 × 3 + 2 (5 × 3 = 15; 15 + 2 = 17). Say: "The × part is not always second. Look for the sign, not the place." If stuck, say: "Find the × or ÷ sign. Circle that part in red and solve it first."

4. Independent Practice · 15–20 min

   Your child circles the first part in red and writes that step on its own line. Remind your child that parentheses come first. 1) 6 + 3 × 4 (18). 2) (6 + 3) × 4 (36). 3) 30 − 4 × 5 (10). 4) 6 × 2 + 9 (21). 5) 4 + 20 ÷ 5 (8). 6) (10 − 4) × 3 (18). 7) Draw 5 dots, then 2 rows of 6 dots. Write the expression and its value (5 + 2 × 6 = 17). 8) Write an expression for each story and solve. Leo has 9 pens and buys 3 packs of 4. How many pens? (9 + 3 × 4 = 21) Ana has 25 beads and fills 2 strings with 7 each. How many are left? (25 − 2 × 7 = 11)

5. Exit Ticket · 5 min

   Put the beans and crayons away. Read each question aloud; your child writes each step on paper.

Fact fluency: ×3 facts

Homework: Solve 6 + 2 × 5, (6 + 2) × 5 and 18 − 3 × 4. Answers: 16, 40, 6. Your child circles the first part of each one before solving.

Objective: I can hear and tap the rhythm of a poem and read it aloud with expression.

Standards: RL.3.5, RF.3.4.B, SL.3.2

Materials: The paper copy of 'The Wind' from Day 2, Notebook, A pencil to tap with

1. Warm-Up · 5 min

   Word study, about 3 minutes. Dictate this sentence: "The preschool class sang a nonsense song." Your child writes it in the notebook. Check it together. Ask: "Which two words have a prefix?" (Preschool and nonsense.) Your child underlines each prefix and fixes any misspelled word. Spaced review from Week 13. Ask: "The buses stop or stops here?" (Stop.)

2. Mini-Lesson · 10–15 min

   Say: "Rhythm is the beat of a poem. Some beats are strong and some are weak, and they make a pattern, as in music." Lay out the copy of "The Wind". Read line 1 with the strong beats loud: "The WIND went RAC-ing DOWN the LANE." Tap the table with the pencil on each strong beat. Say: "I tapped 4 strong beats." Read line 2 the same way: "It TUGGED at EV-ery TREE." Say: "That line has 3." Now your child taps lines 3 and 4 while you read. (It RAT-tled ON the WIN-dow PANE: 4. And WHIS-tled LOUD at ME: 3.) Say: "The pattern is 4, 3, 4, 3. A steady pattern makes the poem bounce along."

3. Guided Practice · 10–15 min

   Do not copy this poem. Your child works by ear. "Pony in the Rain": The pony trots across the hill, / With clip and clop, she's never still. / She shakes her mane, she flicks her tail, / Then drinks the rain that fills her pail. 1) Read it aloud twice while your child listens with eyes closed. Say: "Tell me in two sentences what happens in the poem." (A pony trots over a hill in the rain. She shakes herself and drinks rainwater from her pail.) 2) Ask: "Which picture stays in your mind?" (Any one: the clip-clop steps, the flicking tail, the pail of rain.) 3) Say line 1 together and tap. (The PO-ny TROTS a-CROSS the HILL: 4.) 4) Say lines 2 to 4 one at a time. Your child taps each line and writes its count in the notebook. (4, 4, 4.) Ask: "How is this pattern different from 'The Wind'?" (Every line has 4 beats.) If stuck, say: "Listen: da-DUM, da-DUM. Tap only on the DUM."

4. Independent Practice · 15–20 min

   1) Your child writes the number of strong beats beside every line of "The Wind". 2) They read "The Wind" aloud three times. The first time is slow, with taps. The second time is smooth, at a steady pace. The third time has expression, so the wind sounds fast and wild. 3) They stand and perform it for you once more. Look for three things. The beat is steady. The voice does not sound like a robot. The words get louder or quicker where the poem gets wild.

5. Exit Ticket · 5 min

   Say each line in the first two questions twice in a normal voice. Your child taps and counts.

Homework: Read a poem aloud to a family member with expression. Tap the beat on the first stanza. Look for: a steady beat and a lively voice.

Practice page · Week 15, Day 3

English Language Arts

I can tap the beats in a poem and read it with expression.

Show answers

Look: Rhythm

1. Rhythm is the pattern of strong and weak beats in a poem.
2. Say the line and tap on each strong beat: the DOG ran DOWN the HILL (3 beats).
3. Read three times: slowly with taps, then smoothly, then with expression.

The Drum Parade

The drums go boom along the street, The horns go toot-a-too, We march along on dancing feet, And wave our flags of blue.

Tap and count the strong beats in each line.

1. 1.

   Line 1
2. 2.

   Line 2
3. 3.

   Line 3
4. 4.

   Line 4
5. 5.

   What pattern do the beats make?
6. 6.

   Read the poem aloud three times. On your last read, did you keep a steady beat and use expression?

Draw a line between the prefix and the base word.

1. 7.

   misbehave

2. 8.

   preschool

Objective: I can describe the stages of a frog's life cycle and how a frog's body changes.

Standards: 3-LS1-1

Materials: 4 index cards, Crayons, Butterfly plate from Day 2, Bean cup and Bean Log, Science notebook and pencil, Library book with frog life cycle pictures (optional)

1. Day 73 — Frog Life Cycle — Wonder Warm-Up · 5 min

   Spaced review from Week 11. Ask: "Name a habitat where a frog survives well. Why?" (A pond edge. It has water for eggs and insects to eat.) Check the bean cup and add a Bean Log line. Then the wonder. Say: "A tadpole looks like a tiny fish. How does it become a frog that hops on land?"

2. Mini-Lesson · 10–15 min

   Say: "Frogs go through metamorphosis too. Listen for how the frog breathes and moves at each stage." Say: "One, eggs. The mother lays them in water in a clump of jelly. Two, tadpole. It lives in water, breathes with gills and swims with a tail. It eats mostly algae. Three, froglet. Back legs grow first, then front legs. Lungs grow. The tail shrinks as the body absorbs it. A froglet is a young frog with legs, lungs and a little tail. Four, adult frog. It breathes with lungs and through its moist skin. It eats insects and lays eggs in water." Draw a tadpole. Add back legs, then front legs, then shorten the tail. Your child names each change. Say: "Frogs are amphibians. Amphibians have moist skin. Most live in water when young and can live on land as adults." Ask: "How does a tadpole breathe?" (With gills.) "Which legs grow first?" (The back legs.) "Does a frog have a pupa stage?" (No.) If stuck, say: "Look at the drawing. What changed from the last picture?" If you have the library book, compare its pictures.

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

   Frog Flip Cards. 1) Your child draws one stage on each card with crayons: eggs, tadpole, froglet, adult frog. 2) On the back they write how it breathes and moves. (Eggs: rest in jelly. Tadpole: gills, tail. Froglet: lungs, legs and a short tail. Adult: lungs and skin, legs.) 3) Shuffle the cards. Your child puts them in order and tells the life story aloud. 4) Mix-up test. Swap two cards while your child looks away. They find and fix the order. 5) Compare with the butterfly plate. Table: Animal | Starts as | Number of stages | Pupa? Your child fills one row for each animal. (Butterfly: egg, 4, yes. Frog: egg, 4, no.) Ask: "What is the same?" (Both start as eggs and change form.) "Which one rests in a hard case while it changes?" (The butterfly, as a pupa.)

4. Science Notebook Entry · 10 min

   In the notebook, your child draws the frog cycle as a circle with arrows. They label two key changes: gills to lungs, and tail to legs. Then they finish: "An amphibian is ___." Sample: "An amphibian is an animal with moist skin that starts life in water."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three questions aloud, and let your child use the flip cards. Praise answers that tell how the body changes.

Homework: Visit a pond with an adult, or look at a pond picture. List 3 things a tadpole needs there. Look for water, algae and hiding places. Keep the bean damp.