Day 3 · Wednesday

Objective: I can reflect on the results of my civic action using my log and data.

Standards: D4.7.3-5, D4.2.3-5

Materials: Action log and bar graph, Civic Action Project planner, reflection page, Notebook, Pencil, 1 sheet of plain paper or a blank card for a thank-you note

1. Warm-Up · 5 min

   Spaced review from Week 8. Ask: "Is this a fact or an opinion: Our park is the worst park in town?" (An opinion. It cannot be proved.) Your child reads the total from the log. Ask: "Is it higher, lower or about what you predicted last week?" (Answers vary. Compare it with the prediction in the planner.) Then ask the big question: "If we miss our goal, did we fail?"

2. Mini-Lesson · 10–15 min

   Say: "To reflect is to look back honestly so we can learn." Write five reflection questions in the notebook. What did I do? What was the result? What worked? What did not work? What comes next? Model with the made-up sock drive. Write its four daily counts: 13, 8, 10 and 6. Add aloud: "13 + 8 = 21. 21 + 10 = 31. 31 + 6 = 37 pairs." Say: "The goal was 40. 40 - 37 = 3. The drive was 3 short." Ask: "Did the drive still help?" (Yes. 37 pairs of socks will keep people's feet warm.) Say: "A result that misses the goal is still real help and real learning." Ask: "Which of the five questions asks about the future?" (What comes next?) "Which number is the evidence for the result?" (37 pairs, from the log.) If stuck, say: "Put your finger on the log. Read me the number that answers it."

3. Activity / Source Work · 15–20 min

   Write the reflection. 1) Your child adds the last log row and writes the final total. 2) Your child finishes the bar graph and labels the last bar with the total. 3) Check: does the total on the graph match the log? If not, add again. 4) On the reflection page, your child answers the five questions in full sentences. At least one answer must use a number from the log. 5) Draw a small chart to help: Question | My answer | Evidence from the log. 6) Ask for evidence: "Which log row shows that?" 7) Family talk: what should happen next? Choose one: keep going, hand the project to another group, or start a new step. Each person gives a reason, then decide together. Look for answers about what really happened. Real results vary. Some projects pass the goal and some fall short. Look for the pattern in the log: which day or change brought the most?

4. Notebook Entry · 10 min

   Your child writes a thank-you note on the plain paper to one helper or to the group that received the help. It names one specific thing that person did. Frame: "Dear ___, Thank you for ___. Because of you, ___." Sample: "Dear Grandpa, Thank you for carrying the sock box each day. Because of you, we collected 37 pairs." Save the note for Day 5.

5. Exit Ticket · 5 min

   Your child answers the exit questions with the log open. Praise honest answers about what did not work.

Homework: Your child shows the graph to a family member and asks what the next step should be. Look for your child using the total as evidence.

Objective: I can recognize trapezoids and compare them with other quadrilaterals.

Standards: 3.G.A.1

Materials: 2 large paper triangles (cut from one sheet of paper), Scissors, Ruler, The 9 quadrilateral cards from Day 2, Grid paper, Crayons, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 32 Day 1. Ask the area and the perimeter of an 8 by 10 rectangle (80 square units; 36 units). Then practice ×6 and ×9 facts with no clock. Ask 6 × 7, 6 × 8, 9 × 5 and 9 × 8 (42, 48, 45, 72).

2. Mini-Lesson · 10–15 min

   Say: "A trapezoid is a quadrilateral with at least one pair of same-direction sides." Make one. Lay the ruler on a paper triangle so its lower edge sits on the bottom side. Draw a line along the upper edge of the ruler. Say: "The two edges of a ruler run the same way. So my line runs the same way as the bottom side." Cut along the line and keep the bottom piece. Ask: "How many sides does it have?" (4) Ask: "Would the two slanted sides meet if they kept going?" (Yes) Say: "It has one pair of same-direction sides. So this shape is a trapezoid." Note for you: some books say exactly one pair. This course says at least one pair, so parallelograms are trapezoids too. Now your child does more. Your child cuts a trapezoid from the second triangle, then tests the 6 by 2 rectangle card. (The rectangle has two pairs, so it is a trapezoid too.)

3. Guided Practice · 10–15 min

   Trapezoid or not? Your child slides the ruler along each pair of opposite sides. 1) The roof card. (Yes. Its top and bottom run the same way.) 2) The slanted parallelogram card. (Yes. It has two pairs.) 3) The kite card. (No. It has no same-direction sides.) 4) The lopsided card. (No. It has none either.) If stuck, say: "Lay the ruler on one side. Slide it to the opposite side without turning. Does it line up?"

4. Independent Practice · 15–20 min

   Your child draws on grid paper and traces each pair of same-direction sides with a crayon. 1) Bottom side 6 long, top side 2 long, 3 rows higher. Join the ends. (a trapezoid; top and bottom) 2) Bottom side 3 long, top side 5 long, 4 rows higher. Join the ends. (a trapezoid, wider at the top) 3) Bottom side 5 long, left side straight up 3, top side 2 long. Join the ends. (a trapezoid with 2 square corners) 4) Is the rhombus card a trapezoid? (Yes. It has two pairs.) 5) Is a shape with no same-direction sides a trapezoid? (No) 6) You turn the roof card upside down. Is it still a trapezoid? (Yes) 7) A lampshade outline has a top edge of 6 inches and a bottom edge of 10 inches. Those edges run the same way, and the sides lean in. What is it? (a trapezoid) 8) The side of a ramp has a flat bottom, a straight-up back, a short flat top and a slanted front. Is it a trapezoid? How many square corners? (Yes; 2)

5. Exit Ticket · 5 min

   Read each question aloud; your child answers on grid paper and may use the ruler.

Fact fluency: ×6 and ×9 facts

Homework: Your child finds a trapezoid at home or outside, such as a lampshade outline, a bag or a roof. Your child sketches it and marks the same-direction sides. (Check that the marked pair runs the same way.)

Objective: I can memorize a short poem using a step-by-step strategy.

Standards: RF.3.4.B, RL.3.10, L.3.5.A

Materials: The poem in this lesson, 1 index card, A sheet of paper to cover lines, Reader's notebook, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Dictate this sentence: "The gentle giant read a page." Your child writes it. Check it together: a capital letter, a period, and an e or i after each soft g. Spaced review from Week 15. Ask: "What do we call a group of lines in a poem?" (a stanza)

2. Mini-Lesson · 10–15 min

   Read the poem aloud twice. Each slash marks the end of a line. "The Creek": The little creek is wide awake. / It chatters down to meet the lake. / It tickles stones along its way / And hums beneath the bridge all day. / (new stanza) / In winter it wears coats of ice / And sleeps as still as hiding mice. / But spring comes knocking at its door, / And off it runs to sing once more. Say: "Before we memorize a poem, we make sure we understand it." Think aloud. Say: "'It chatters down to meet the lake.' Can a creek really chatter? No. That line is nonliteral. It means the water makes a bubbly noise as it flows." Ask: "'In winter it wears coats of ice.' What is really happening?" (Ice covers the creek.) Now write the four steps on paper. 1) Read the whole poem aloud three times. 2) Read one line, cover it and say it. 3) Join on the line that follows, and always start again from line 1. 4) Practice again later in the day. Model steps 2 and 3 with the first two lines. Say each line, cover it, and say it again from line 1.

3. Guided Practice · 10–15 min

   Memorize the first stanza together with cover and say. 1) Your child reads line 1, covers it and says it. 2) Your child adds line 2 and says lines 1 and 2. Ask: "Which words rhyme at the ends of these lines?" (awake and lake) Say: "Rhymes are hooks that help you remember." 3) Your child adds line 3 with a hand motion, such as wiggling fingers for tickles. 4) Your child adds line 4. Then cover the whole stanza, and your child says all four lines. If stuck, say: "Go back to line 1. Say it with me, then alone. Now add one line."

4. Independent Practice · 15–20 min

   1) Your child copies the whole poem neatly onto the index card, with its title. 2) Your child memorizes the second stanza with the same four steps. 3) Your child tries the full poem twice without the card. They put a pencil dot beside any line that needed a peek. 4) In the notebook, your child writes what "spring comes knocking at its door" really means. Sample: "Spring arrives and the ice melts, so the creek flows again." Look for: the first stanza said smoothly, honest dots on the card, and the meaning told in your child's own words.

5. Exit Ticket · 5 min

   Ask the first two questions aloud. For the third, turn the card face down and listen.

Homework: Recite "The Creek" to a family member before bed. Practice each dotted line twice (about 10 minutes). Look for fewer dots than today.

Practice page · Week 34, Day 3

English Language Arts

I can memorize a short poem and explain a nonliteral line.

Show answers

The Moon at Night

The moon climbs up the evening sky, A silver coin held way up high. It peeks inside my window pane, Then hides behind the clouds again. It does not walk, it does not run, It waits all day to chase the sun. And when I wake, it slips away, To let the morning have its day.

Use the poem above.

1. 1.

   'A silver coin held way up high.' Is the moon really a coin?

   ○ Yes○ No
2. 2.

   What does that line really mean?
3. 3.

   'It peeks inside my window pane.' What is really happening?
4. 4.

   Write the memorizing steps in order: cover a line and say it; read it aloud three times; add the next line.

Sort: does the word have soft c or soft g?

1. 5.

   circle
2. 6.

   orange

Challenge: Cover the poem. Try twice to say it without looking. Write how many lines you said each time.

Objective: I can make a bar graph of my trait data and describe the patterns I see.

Standards: 3-LS3-1

Materials: Completed tally chart from Day 2, Graph paper, Ruler, Crayons or colored pencils, Science notebook, pencil, and tape or glue

1. Day 168 — Graph and Find Patterns — Wonder Warm-Up · 5 min

   Spaced review from Week 8. Ask: "You graphed your Week 8 test. What went along the bottom, and what went up the side?" (The setups went along the bottom. The measured numbers went up the side.) Then the wonder. Ask: "A chart holds numbers. What can a picture of those numbers show faster?"

2. Mini-Lesson · 10–15 min

   Say: "A bar graph turns totals into bars, so the pattern is easy to see." Name the parts as you sketch them in the notebook. A title. The choices along the bottom. A scale up the side. One bar for each choice. Say: "The scale starts at 0 and goes up in even steps. Every bar is the same width." Use this sample: eye color of 12 people, with brown 7, blue 3 and green 2. Number the side from 0 to 8. Draw the brown bar up to 7. Ask: "Where does the blue bar stop?" (At 3.) "Which choice is most common? How can you tell?" (Brown. Its bar is tallest.) "How many more people had brown eyes than green?" (5, because 7 minus 2 is 5.) Say: "No choice is better. The graph just shows variation." Say: "If your largest total is above 10, count the scale by 2s." If stuck, say: "Put a finger on top of the bar. Slide it left to the number."

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

   Bar Graph. 1) Your child writes a title on the graph paper, such as "Fur Length of 12 Dogs." 2) They label the bottom with the choices. They label the side, such as "Number of dogs," and write the scale from 0. 3) With the ruler, they draw one bar for each total and color it with a crayon. 4) They write the most common and the least common choice. They subtract to find how many more. 5) They add all the bar totals. The sum should equal the number checked. 6) They compare the result with the Day 1 prediction. Keep two things the same: the width of every bar and the size of every step. Check that each bar's height matches its tally total. Expect bars of different heights. If two bars tie, your child names both. A wrong prediction is fine. Say: "Real results vary. Look for the pattern."

4. Science Notebook Entry · 10 min

   Your child tapes the graph into the notebook and writes three pattern sentences. "Most ___ had ___. Only ___ had ___. My prediction was ___." Sample: "Most dogs had short fur. Only 2 dogs had long fur. My prediction was correct."

5. Wrap-Up & Exit Ticket · 5 min

   Read the data and the three exit questions aloud; your child answers on paper. Praise answers that use numbers from a graph.

Homework: Show the graph to a family member. Explain the most common and least common choice. Look for: a number in each sentence.