Minutes Subject Grade 3 Week At Glance...8 in. 8 in. 15 cm 36 ft 35 in. d. 12 mm e. 4 km f. 6 ft 3...
Transcript of Minutes Subject Grade 3 Week At Glance...8 in. 8 in. 15 cm 36 ft 35 in. d. 12 mm e. 4 km f. 6 ft 3...
3rd Grade: Learning Packet for the Week of May 18-22
Minutes Subject Grade 3 Week At Glance
60 min Monday Math: Perimeter: Watch Video Link Perimeter of a Polygon and/or refer to the reference sheet. Complete practice sheets Reading: Review figurative language, read “The Lion and the Mouse.” Writing: Watch video lesson 7 and read over the directions page and example essay. Specials: Music/PE Bingo Board (see end of packet)
60 min Tuesday Math: Perimeter/Area:Watch Video Link Area,and/or refer to the Reference sheet. Complete story problems. Reading: Reread “The Lion and the Mouse” plus skill questions. Writing: Find your introduction paragraph. Draw a line underneath this first paragraph. Specials: Music/PE Bingo Board (see end of packet)
60 min Wednesday Math: Perimeter/Area: Complete ‘Design a Carnival’ activity sheet Reading: Read “Since Hanna Moved Away” and answer question. Writing: Find your conclusion. Draw a line above this section. Specials: Music/PE Bingo Board (see end of packet)
60 min Thursday Math:Spiral Review: Expanded/Standard form, rounding numbers: Complete Practice Sheets Reading: Figurative Language Art: pick an idiom/make a literal drawing. Writing: Find your 3 reasons and their examples. Draw lines to separate them from each other, making 3 paragraphs. Specials: Music/PE Bingo Board (see end of packet)
60 min Friday Math: Fact Practice/ Feedback Friday! Complete the ‘Number search’. Provide your teacher feedback about your favorite math activity Reading: Share your Thursday art with your family and teacher. Reflect: can you recognize figurative language in your independent reading? Your teacher would love to see what you’ve found. Writing:Share your draft with your teacher for feedback. SEL: Social Emotional Learning (see end of packet) ELL: English Language Learnings (see end of packet)
What can you do to help your family today?
*If you need the full URLs for the links above, visit the 3rd
grade learning resources page on the Ferndale school district website.
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3rd Grade: Learning Packet for the Week of May 18-22
Monday
Subject Materials Learning Activity
Math
Video link, reference sheet,
practice sheets
Learning Goal: I can find the perimeter of a polygon.
Activity Instructions:Watch the video link, and/or use the reference sheet Understand Perimeter to learn about perimeter. Complete the practice sheets.
Reading
Link reference sheet, review sheet, “The Lion and the Mouse”
Learning Goal: I can identify figurative and literal language. I can identify and learn words I don’t know.
Activity Instructions: Review figurative language, do the vocabulary word work and read “The Lion and the Mouse.”
Writing
- Video lesson 7, example essay
Learning Goal: I can watch the video and/or read the directions and example essay to learn about the task for this week.
Activity Instructions: Watch video lesson 7 and read over the directions page and example essay.
Special:
-BINGO board
Learning Goal: Music & P.E.
Activity Instructions: Read the BINGO Board boxes and try activities each day to get BINGO!
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- -
Understand Perimeter OBJECTIVE UoderS'tlnd perimeter as the measure ~ound the outside of ashape; find perimeters of shapes in llnear IJ'llts.
-
Perimeter is t he measure around a shape. It is measured in linear units, or units that are used to measure the distance between two points. You can count t he number of units on each side of a shape to find its perimeter.
Write the perimeter of the shape in linear units.
ASTEP 1 Trace t he perimeter of the shape.
F IB
'--'--o
C
STEP 2 E
Count t he units on each side. Record the number of units Side A = units for each side.
Side B = units Think: The shape has many sides. Check that you
counted all of the sides. Side C = units
STEP 3 Side D = units Add the side lengt hs of t he shape.
Side E = units Write the perimeter.
Side F= units
Perimeter = units
Model Perimeter CC.JMDJI
OIEIM ~tu:wuta :J.p,;lifitn. !y ~UG.ili .1111,:c: g,: :..:a.
Perimeter Is the dtstance around a shape.
Fl nd the perimeter of the sh ape.
step 1 Choose a unit to begin step 2 count each unit around the cooot tng and label It 1. shape to f ind the perimeter.
16 units ~
I I JI 2 3 4 s I 16 6
-ls I
I 14 "' 9 8
- - ._Jura: 12 · 11- 13-so, the per1 meter of the shape Is 16 unIts.
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Name:
Perimeter of a Polygon Find the perimeter of each shape by adding the lengths of each side. Be sure to include the units in your answer.
5 in.4 cma. b. c.9 ft 9 ft
7 in. 7 in.
6 cm 5 cm 9 ft 9 ft
8 in. 8 in.
4 km12 mm 6 ft 3 ftd. e. f.
2 km10 mm 3 km 4 ft 4 ft
10 mm 8 ft4 km
12 mm
g. h. 11 in. i. 2m
2m 2m7 cm
15 cm 9 in. 9 in.
2m 2m
2m11 in.10 cm
Super Teacher Worksheets - www.superteacherworksheets.com 4
D □
0
Name:
Perimeter Find the perimeter of each polygon.
a. b. c. 8 m 9 mm
4 m 4 m 7 cm 7 cm 9 mm 9 mm
8 m 9 mm
5 cm
Perimeter = ______________ Perimeter = ______________ Perimeter = ______________
d. e. f. 4 cm 8 km 3 m
3 m 3 m
4 km 4 km 6 cm 6 cm
3 m 3 m
3 km 3 m 4 cm
Perimeter = ______________ Perimeter = ______________ Perimeter = ______________
g. h. i. 5 m 7 cm
1 cm 1 cm4 km 4 km
8 m 3 cm 3 cm8 m
4 km 4 km 1 cm 1 cm
5 m 7 cm
Perimeter = ______________ Perimeter = ______________ Perimeter = ______________
Bonus Box: Write the names of the polygons pictured above.
Super Teacher Worksheets - www.superteacherworksheets.com 5
D □
0
ANSWER KEY
Perimeter Find the perimeter of each polygon.
a. b. c. 8 m 9 mm
4 m 4 m 7 cm 7 cm 9 mm 9 mm
8 m 9 mm
5 cm
24 m 19 cm 36 mmPerimeter = ______________ Perimeter = ______________ Perimeter = ______________
d. e. f. 4 cm 8 km 3 m
3 m 3 m
4 km 4 km 6 cm 6 cm
3 m 3 m
3 km 3 m 4 cm
19 km 18 m 20 cmPerimeter = ______________ Perimeter = ______________ Perimeter = ______________
g. h. i. 5 m 7 cm
1 cm 1 cm4 km 4 km
8 m 3 cm 3 cm8 m
4 km 4 km 1 cm 1 cm
5 m 7 cm
26 m 16 km 24 cmPerimeter = ______________ Perimeter = ______________ Perimeter = ______________
Bonus Box: Write the names of the polygons pictured above.
rectangle triangle square trapezoid hexagon rectangle parallelogram diamond or square octagon
Super Teacher Worksheets - www.superteacherworksheets.com 6 MB
ANSWER KEY
Perimeter of a Polygon Find the perimeter of each shape by adding the lengths of each side. Be sure to include the units in your answer.
5 in.4 cma. b. c.9 ft 9 ft
7 in. 7 in.
6 cm 5 cm 9 ft 9 ft
8 in. 8 in.
15 cm 36 ft 35 in.
4 km12 mm 6 ft 3 ftd. e. f.
2 km10 mm 3 km 4 ft 4 ft
10 mm
4 km 8 ft 12 mm
44 mm 13 km 25 ft
g. h. 11 in. i. 2m
2m 2m7 cm
15 cm 9 in. 9 in.
2m 2m
2m11 in.10 cm
32 cm 40 in. 12 m
Super Teacher Worksheets - www.superteacherworksheets.com 7
Monday additional and optional online resources:
Great quick review:
https://www.youtube.com/watch?v=D3xnQ4hzkUA
Literal vs. non-literal language by eSpark.com:
https://www.youtube.com/watch?v=ApdOw2JA3GI
Figurative language in poetry by learnzillion.com:
https://learnzillion.com/lesson_plans/4633-notice-figurative-language-in-a-poem/
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Monday: Review Figurative Language. Purpose: to review, find, and interpret figurative
language.
A literal sentence means exactly what it says.
A figurative sentence shows the reader rather than telling them. The reader has to infer (guess with evidence) the meaning.
The brothers were fighting. The brothers were fighting like cats and dogs.
(Sometimes people think that cats and dogs fight because they are two very
different types of animals).
Monday Activity
All writing can contain figurative language. After the vocabulary, there is a fable from a
collection of fables known as Aesop’s Fables. Use it to answer the questions that follow.
timid (adjective – a describing word for a noun)
shy or afraid
Example sentence:
The timid mouse ran when he heard the loud noise.
haste (noun – person, place or thing)
to work in a hurry or with quick action
Example sentence:
I had to work with great haste to get my school project done on time.
amuse (verb – an action word)
to make someone find something funny
Example sentence:
She was amused to watch the kitten try and catch the fly.
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Monday (con’t) Now read the passage below, “The Lion and the Mouse.” Write down any other words if you were not sure of the meaning. Next, write down what you think the meaning is. Check in with your teacher, family member, or children’s dictionary to be sure of the meaning. Try to use your new vocabulary in your own sentence. Have some fun - show off and check your new learning out with your teacher or family. :)
Words in the passage I wasn’t sure of:
Word What I think it means Was I right?
The Lion and the Mouse
Aesop was a Greek fable writer who wrote a collection of stories known as Aesop's
Fables. Fables are short stories that often have animal characters. Fables include an
important "life lesson" or theme (what we should learn) that can be described in a clever
final sentence. For example, “Slow and steady wins the race” (The Tortoise and the Hare).
The last sentence is left off the fable below so that you can determine the theme
on your own.
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Monday (con’t): Read story after vocabulary work.
The Lion And The
Mouse (adapted from
https://americanliterature.com/author/aesop)
A Lion lay asleep in the forest, his great
head resting on his paws. A timid little
Mouse came upon him unexpectedly,
and in her fright and haste to get away, ran across the Lion's nose. Roaring
like an angry wind, the Lion laid his huge paw angrily on the tiny creature to
kill her.
"Don’t kill me!" begged the poor Mouse, shaking like a leaf. "Please let me go
and someday I will surely repay you."
The Lion was amused to think that a Mouse could ever help him. But the Lion
was generous and finally let the Mouse go.
Some days later, while hunting in the forest, the Lion was caught in a hunter's
net. Unable to free himself, the forest filled to overflowing with his angry
roaring. The Mouse knew the voice and quickly found the Lion struggling in
the net like a fly in a spider’s web. Running to one of the great ropes that tied
him, she chewed it until it broke, and soon the Lion was free.
"You laughed when I said I would repay you," said the Mouse. "Now you see
that even a Mouse can help a Lion."
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Opinion Writing Lesson 7 Monday 5/18
Organize Information Into Paragraphs
Learning Target: I can watch the video and/or read the directions and example essay to learn about the task for this week.
Directions: This week you will be separating your essay into 5 paragraphs, if it does not look like that already. To learn how to do this, watch this video: https://youtu.be/mwbj_HM7vIk
If you are not able to watch the video, here is what it says:
Step 1: Get out your draft from last week.
Step 2: Re-read your essay. Pay special attention to the strong opinion statement and reasons. Do you have three different reasons? Do you have examples to support each reason? Do you have an introduction? Do you have a conclusion? Don’t worry if your conclusion is not finished…yet.
Step 3: Time to draw a line where the paragraphs will be in your draft. Look for your introduction. Does it start with a hook and end with an opinion statement? Draw a line underneath this section.
Look for your 1st reason and examples. Draw a line underneath this section.
Look for your 2nd reason and examples. Draw a line underneath this section.
Look for your 3rd reason and examples. Draw a line underneath this section.
Finally, do you have your conclusion?
(Keep in mind, you are not actually DOING these things today-just reading about them or watching the video to learn what your job is this week.)
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Example Opinion Essay Notice the 5 separate paragraphs.
Intro-duction
Reason 1 with
examples
Reason 2 with
examples
Reason 3 with
examples
Conclusion
Hi third graders! If
you have been typing your
draft, you can easily go back
and add in spaces
between paragraphs.
If you’ve been writing out
your draft on paper- no
need to re-write it yet! You can just draw lines to separate each
of the 5 sections, like
in the example here.
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3rd Grade: Learning Packet for the Week of May 18-22
Tuesday
Subject Materials Learning Activity
Math
Video Link
Reference sheet
Area and Perimeter Problems
Learning Goal: I can solve perimeter and area story problems by drawing a model.
Activity Instructions: Watch video link and/or use the reference sheets to review area and perimeter. Solve the problems on the practice sheet. Don’t forget to answer all parts of the problem. An answer sheet is provided
Reading
“The Lion and the Mouse” (Monday),3 skill questions + key
Learning Goal: I can identify figurative language and infer (guess) it’s meaning.
Activity Instructions: Reread “The Lion and the Mouse.” Answer the 3 skill questions and check against the key.
Writing
- Your essay draft
Learning Goal: I can locate my introduction and separate it from the rest of my essay.
Activity Instructions: Find your introduction paragraph in your draft. Draw a line underneath this first paragraph, or section, of your essay.
Special:
-BINGO board
Learning Goal: Music & P.E.
Activity Instructions: Read the BINGO Board boxes and try activities each day to get BINGO!
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Und rs.t nd Ar
Da n is rra nin th __ at in . reaof- n rt mu __ um. There re · __ ct ions. Each of th ~ct ions is ·, sq u re unit ora,.,, to sho- ., different 'i."• _· oa n ca n i;lrr i;I n .. e the se i;lti n . . ·'Vhi;it is the _re_ of' the Shi;ipe the se i;lti n., m i;I ke s?
0 D~w SF!r,1 pe m i;ide from . uni squi;lres. Coun the unit squ res to fnd the _r~ .
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Arei;i = 4 squi;l re units
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Dud le ·_ d ... in . pl ns fo r _ rden. His dra •,in is 4 un it ~ u_ r~ -3 uni squi;l res. 'Vh t 1s the rei;I of- Dudl •s ~ i;i rden?
0 Mi;ik e i;I ~ del. Count~ unit sq uares to fl nd the ar'e:I.
l 2 ] 4
5 l!i 1
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fh Ink: E.loch u nlt:i,qu,u~ haun r 011 sq.gr urtt.
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fh Ink: 1h • 3 ra,,,, of '4 I.lit Wlti. 4 4 4 12
Ar'e3 = ·12 sq u re uni
So the rei;I of the , rde n is __ squi;I re uni ts.
(j Dr'a'l;•, third s1; -~ ma:le from · unit squi;lres.
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Are~ = 4 squ~ re units
(i Use multip li~ t bn to fhd th e rea .
fh Ink : Mu tip If t ngth bf In khh. 3 o-: 4 12
Are = ·12 sq u re uni
The diagram below shows three different ways to find the area of a rectangle:
1) Make a model and count the squares,
2) Make a model and use repeated addition,
3) Make a model and multiply the length by the width.
Remember that the label for area is “square units” (square cm, square in. etc).
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■-----------------------~~-,..
kl
-~~------------------------■
Perimeter: the distance around the
outsideofashape(thinkofbuilding a
fence all the way around)
P = l + w + l + w
o Add all of the sides together
Measured in units (like cm, in, ft)
Area:theamountofspaceashapecovers
A = b*h or A = l*w
o Multiply the base times height (also called length times width)
Measured in units2 or sq. units (like cm2, in2, ft2)
14 * 8 =
112 cm2
8 cm
5 * 2 =
10 cm2
Sometimes several rectangles are put together to make a unique shape. To find the area, you will need to split the shape back up into rectangular pieces, calculate the area of each, and add the areas together.
Example:
10 cm
5 cm
112 + 10 = 122 cm2
14
cm
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Area and Perimeter Problems
1. Circle the important information
2. Draw a model.
3. Answers all questions
1. I have 24 feet of fencing material. What are all the different rectangular pens (fenced
in area) that I can create for my bunny? Which pen would have the greatest area for my
bunny?
Show your work:
2. The area of my bunny pen is 36 square feet. What possible rectangular pens could I make
that have an area of 36 square feet? Which of the pens has the greatest perimeter?
Show your work:
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A - Are~ ANSWER KEY
'P =- Pu, l""'\e.-+e..r Area and Perimeter Problems
1. I have @ of fencing material. What are all the different rectan ular:: pens (fenced in area) that I can create for my bunny? Which pen would have th greatest area or my bunny?
A: UII=@ ,txlo= @) 3d43) *8 @ 6i1•@ L<>""',@ 2.. 3 5
1\0 \I>
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(p 5
~ ( p-+ LD) -r ltot to)31 ~-tg)+(4-\~) 11--+1'2.. = 2.'l'~ (Jo+1 o) t(;l +.2) l JHo -t ~ ::-2~
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2. The@)>f my bunny pen isQ6 square fee.!)What possible{~ctan9ufa1'pens could I make that have an area of 36 square feet? Which of the pens has th~ eatest perim~
'A: \ll -ato7: a'°
\
12.ll..\
'-I 3
~-rCJ)+ ( '!+4) \ g + 48 = 2.~ ll @
c, ~ +3)~ 1.+3) 15 + \S:. ao
® 18
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Tuesday: Lion and the Mouse Skill Questions
Reread “The Lion and the Mouse” from Monday. Then answer the questions
below.
1. Why did the lion let the mouse live?
2. Pick a phrase of figurative language and write it below. What was the author expecting the reader to understand?
Figurative language_______________________________________
I think this means______________________________________________
3. Aesop was known for the “life lessons” his stories were meant to teach. What do you think the “life lesson” or theme is of this story? Be sure to use text evidence to explain your thinking.
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____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Tuesday (con’t): Lion and the Mouse Skill Questions space for #3
Tuesday: KEY Lion and the Mouse Skill Questions. After you write in your
own answers, check your work here. Compare your answers with the ones
below.
Families: Student answers will vary. However, question one is a basic
comprehension question. Student answers should be similar to the
example on #1.
1. Why did the lion let the mouse live?
Example: The lion let the mouse live because he thought it was funny, or amusing, that
such a small animal thought it would be able to help him one day.
2. Pick a phrase of figurative language and write it below. What was the author expecting the reader to understand?
Example figurative language: In paragraph one, the lion is “roaring like an angry wind.” I think this means that the lion is loud and howling, because that is how the wind sounds in a storm. Plus many times when someone is angry, they make a loud noise.
Example figurative language: In paragraph 4: “the forest filled to overflowing with his angry roaring.” I think this means he must have been so loud you could hear it throughout the whole forest, with some maybe even leaking outside the forest. This is just like how you can fill a glass with water so it can’t hold another drop, and some spills over the sides.
Example figurative language: In paragraph 4: “found the Lion struggling in the
net like a fly in a spider’s web.” I think this means that the lion is really stuck, like
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Tuesday (con’t): Lion and the Mouse Skill Questions Key
a bug can get stuck in a spider web. Just like a bug, the lion can’t move, and he is stuck
waiting until the hunter comes to get him.
3. Aesop was known for the “life lessons” his stories were meant to teach. What do you think the “life lesson” or theme is of this story? Be sure to use text evidence to explain your thinking.
Example: I think a life lesson is that even the smallest of any of us can help someone else. The mouse was so small, the lion didn’t think he could ever help him. But the mouse ended up saving the hunter’s life.
Example: I think a life lesson is that no kindness ever goes unpaid. When the lion let the mouse go, he didn’t think that his kindness to the mouse would ever get paid back to him. But it did when the mouse chewed apart the net.
Example: Even the smallest of creatures or people can do mighty things. The mouse is so small, you would never expect that he could free a lion. But he did.
Example: It’s important to take care and remember your friends. The mouse did not forget how the lion took care of him. And in the end, the mouse took care of the lion.
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Opinion Writing Lesson 7 Tuesday 5/19
Organize Information Into Paragraphs
Learning Target: I can locate my introduction and separate it from the rest of my essay.
Directions: Find your introduction paragraph in your draft. Remember, this first paragraph should have
- An interesting and catchy hook
- A strong opinion statement
Draw a line underneath this first paragraph, or section, of your essay.
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3rd Grade: Learning Packet for the Week of May 18-22
Wednesday
Subject Materials Learning Activity
Math
Area/
Perimeter reference sheets, Carnival Activity
Learning Goal: I can solve real-world problems using perimeter and area.
Activity Instructions:Today you are going to design your own carnival, using what you know about area/perimeter. Follow the directions on the activity sheet! Have fun! See the example if you need help.
Reading
“Since Hanna Moved Away” poem and 1 long answer question.
Learning Goal: I can find figurative language in a poem and use text evidence to infer/write about the author’s meaning.
Activity Instructions: Read the poem “Since Hanna Moved Away,” identify figurative language and answer the skill question in a well-written paragraph, providing text evidence.
Writing
- Your essay draft
Learning Goal: I can locate my conclusion and separate it from the rest of my essay.
Activity Instructions: Find your conclusion. It might be a paragraph, or even just a sentence at this point. Draw a line above this section, separating it from the rest of your essay.
Special:
-BINGO board
Learning Goal: Music & P.E.
Activity Instructions: Read the BINGO Board boxes and try activities each day to get BINGO!
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25
Wednesday: “Since Hanna Moved Away” with question
Read the poem “Since Hanna Moved Away” below.
Since Hanna Moved Away by Judith Viorst
1 The tires on my bike are flat.
2 The sky is grouchy gray.
3 At least it sure feels like that
4 Since Hanna moved away.
5 Chocolate ice cream tastes like prunes.
6 December's come to stay.
7 They've taken back the Mays and Junes
8 Since Hanna moved away.
9 Flowers smell like halibut.
10 Velvet feels like hay.
11 Every handsome dog's a mutt
12 Since Hanna moved away.
13 Nothing's fun to laugh about.
14 Nothing's fun to play.
15 They call me, but I won't come out
16 Since Hanna moved away.
Now answer the question on the following page.
26
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Wednesday: “Since Hanna Moved Away” question and key
1. How did the author use figurative language to help the reader
understand how she is feeling? Write one paragraph on the following
page using evidence from the poem to explain your thinking. Make
sure you use complete sentences and edit.
Wednesday KEY After you write in your own answers, check your work here.
Compare your answers with the one below.
1. Example: The student should be able to find figurative language in the poem that
explains how sad the poet is that their friend has moved away. Things that are normally
wonderful and shared by friends aren’t wonderful and special anymore.
27
Opinion Writing Lesson 7 Wednesday 5/20
Organize Information Into Paragraphs
Learning Target: I can locate my conclusion and separate it from the rest of my essay.
Directions: Find your conclusion. If you don’t have one, now would be a good time to add one!
Your conclusion might be a paragraph, or even just a sentence at this point. You just need to be sure to wrap up your paper in some way. If you are totally stuck writing a conclusion, look back at the example from Monday.
Draw a line above this section, separating it from the rest of your essay.
28
3rd Grade: Learning Packet for the Week of May 18-22
Thursday
Subject Materials Learning Activity
Math
Reference Sheet/ Practice sheets
Learning Goal:Spiral review! Keeping Skills sharp I can write numbers in standard form, expanded form, and in words. I can round numbers to the nearest 10,100, or 1,000.
Activity Instructions: A reference sheet is provided today that you may KEEP and refer to in the future. Complete review sheets on expanded and standard form and rounding
Reading
Thursday activity sheet
Learning Goal: I can recognize the difference between literal and figurative language, and show that difference using art.
Activity Instructions: Pick one or two idioms and draw their literal meaning. Share.
Writing
- Your essay draft
Learning Goal: I can locate my middle paragraphs and separate them from each other.
Activity Instructions: Find your 3 reasons and their examples in the middle of your draft. Draw lines to separate them from each other, making 3 paragraphs.
Special:
-BINGO board
Learning Goal: Music & P.E.
Activity Instructions: Read the BINGO Board boxes and try activities each day to get BINGO!
29
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30
X 0 1 2 3 4 5 6 7 8 9 10 11 12 Addition
+ sum, total, plus, altogether, in all
0 0 0 0 0 0 0 0 0 0 0 0 0 0
1
2
0
0
1
2
2
4
3
6
4
8
5
10
6
12
7
14
8
16
9
18
10
20
11
22
12
24
3 0 3 6 9 12 15 18 21 24 27 30 33 36 Subtraction
-remainder, fewer, difference, minus, than, how many more
4 0 4 8 12 16 20 24 28 32 36 40 44 48
5 0 5 10 15 20 25 30 35 40 45 50 55 60
6 0 6 12 18 24 30 36 42 48 54 60 66 72 Multiplication
x product, times, twice, total, each, multiply by
7 0 7 14 21 28 35 42 49 56 63 70 77 84
8
9
0
0
8
9
16
18
24
27
32
36
40
45
48
54
56
63
64
72
72
81
80
90
88
99
96
108
10 0 10 20 30 40 50 60 70 80 90 100 110 120 Division
÷ quotient, each, goes into, split equally, equal groups
11 0 11 22 33 44 55 66 77 88 99 110 121 132
12 0 12 24 36 48 60 72 84 96 108 120 132 144
Millions Thousands Ones Decimals Perimeter of a Rectangle (2xL) + (2xW)
Hun
dred
Mill
ions
Ten
Mill
ions
Mill
ions
Hun
dred
Tho
usan
ds
Ten
Thou
sand
s
Thou
sand
s
Hun
dred
s
Tens
One
s
Tent
hs
Hun
dred
ths
Thou
sand
ths
Perimeter of a Square 4 x side
Circumference (Estimate) Diameter x 3
Area of a Square or Rectangle
Base x Height
2 5 3, 8 6 0, 4 7 3 .9 1 5 Volume L x W x H
1
Triangle Quadrilateral Pentagon Hexagon ½ ½
¼ ¼ ¼ ¼
Octagon Rhombus Trapezoid Right Triangle ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛
Line Ray Line Segment
Parallel Lines
Perpendicular Lines
Intersecting Lines Equilateral Isosceles Scalene
© Mariely Sanchez 2017
~ [M,\~@Ofl@rn) [M,\~ IQ)~ [M,\~
◊ ◊ ◊
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Make an approximate calculation often using rounding. How do you round? Remember this rhyme:
Find your place Look next door 5 or higher Add one more
Numbers to the left Stay the same Numbers to the right Zero’s your name!
Equal-Sized Groups
2 x 3 = 6 6 ÷ 2 = 3
Inverse of Multiplication
Array
360 ÷ 60 = 6 360 – 60 – 60 – 60 – 60 – 60 – 60 = 0
Repeated Subtraction
Area Model
90 ÷ 6 = 15 (Think of 90 as 60 + 30)
60 ÷ 6 = 10 and 30 ÷ 6 = 5 Add the partial quotients 10 + 5 = 15 (answer)
Partitioning
Multiplication 4 x 3 = 12
factor factor product
Division 12 ÷ 4 = 3
dividend divisor quotient
Zero Property
Identity Property
Commutative Property
Associative Property
3 x 0 = 0
1 x 3 = 3
2 x 3 = 6 3 x 2 = 6
(4x2) x 3 = 24 4 x (2x3) = 24
45° ACUTE ANGLE
Greater than 0° Less than 90°
90° RIGHT ANGLE Exactly 90°
135° OBTUSE ANGLE
Greater than 90° Less than 180°
180° STRAIGHT ANGLE Exactly 180°
270° REFLEX ANGLE Greater than 180°
Less than 360°
360° REVOLUTION
Exactly 360° (Full Circle)
A number multiplied by another number to find a product
Factors of 10: 1, 2, 5, 10
The product between a number and any of the counting numbers
Multiples of 2: 2, 4, 6, 8, 10…
25 , 1 0.25 25%100 4
© Mariely Sanchez 2017
50 , 1 0.50 50%100 2
75 , 3 0.75 75%100 4
100 , 1 1.00 100%100 1
31
Practice Book Use anytime after Bridges, Unit 8, Session 10.
NAME DATE
Expanded Form & Rounding Review
1 Fill in the table below by writing each number in standard form, expanded form, or words.
Standard Form Expanded Form Words
example s,603 8,000 + 600 + 3 eight thousand six hundred three
a 1,427
b 3,000 + 200 + 50 + 1
C seven thousand sixty-two
d 6,845
2 Fill in the table by rounding each number to the nearest ten, hundred, or thousand.
Round this number to the nearest...
Ten (Look at the ones.)
Hundred (Look at the tens.)
Thousand (Look at the hundreds.)
example 842 il¾O iOO 1,000
a 3,425
b s,186
C 374
d 6,538
© The Math Learning Center Bridges in Mathematics 00 131 32
Name: ______________________ Date:_______________________
1. Round the numbers below to the nearest ten. Tip: when you round to the nearest ten, look at the number in the ones place. If it is 5 or higher, round up to the next highest ten. If the number is less than 5, keep the number in the tens place the same. Examples are in
first two boxes.
ex 63
25
60 ex 186
34
190 77
133
42
356
467 992 1,347 2,051
2. Round the numbers below to the nearest hundred. When you round to the nearest
hundred, look at the number in the tens place. If it is 5 or higher, round up to the next
highest hundred. If it is less than 5, keep the number in the hundreds place the same.
ex 173
357
200 ex 427
400
622
ex 72
339
100 103
57
154 761 349 951
3. Write two different numbers that round up or down to each number shown
ex 400 438 384
30 70
100 200 800
4. Solve the problems below. Remember to show your work and double check it.
A. 456 + 376 = B. 435-216 =
33
34
Practice Book
Use after Unit Seven, Session 20 (cont.) Page 129, Shopping Problems (cont.)
1 Serena spent exactly $77 more than Lisa. Students'
work will vary.
2 $18.00. Students' work will vary.
Page 130, Feet, Yards & Miles
1 a 292 yards; students' work will vary.
b (challenge) 7 full laps or 6 and a tiny bit.
(1,760 7 292 = 6.03); students' work will vary.
2 87 feet of fencing; students' work will vary.
Use after Unit Eight, Session 10 Page 131, Expanded Form & Rounding Review
1 a 1,000 + 400 + 20 + 7, one thousand four
hundred twenty-seven
b 3,251, three thousand two hundred fifty-one
C 7,062; 7,000 + 60 + 2
d 6,000 + 800 + 40 + 5, six thousand eight
hundred forty-five
2 a 3,430; 3,400; 3,000
b 8,190; 8,200; 8,000
C 370; 400; 0
d 6,540; 6,500; 7,000
Page 132, Morning Math Games & Breakfast
1 Students' work will vary slightly. Example : Title What We Uke to Eat In the Morning
15 f-----+---f----< 14 f-----+---f----< 13 f-----+---f----<
~ i~ f-----+---f----<
I ,~ f-----+---f----<
0 ~ f-----+---f----<I ~ f-------f----< 3 f-----+------,1-------< 2 f-----+------,1-------< 1 f-----+------,1-------<
Bagels M..rtf1115 Clo.Jghmts
2 Bagels
3 24 students
4 Students' answers will vary. Example:
Ms. Suarez should serve bagels, muffins, and dough
nuts. Even though most kids chose bagels, some people
like muffins and doughnuts. She should get 26 bagels,
12 muffins, and 10 doughnuts because 20 more people
are coming, and they might like the same things as
their kids.
© The Math Learning Center
Page 133, Fraction Review
1 Students' responses will vary. Examples :
example a b C
mm EE [Il] [ill] h ,:: t ¾,C ½ t .c t t .ct
c Note : 1/s < 1/ 2 is also acceptable.
2 Students' responses will vary. Examples:
a b C d
mm EE [Il] [ill] i ?½ ¾?½ f ?½ f ?½
Page 134, The Soccer Field
1 They ran 80 yards more at Jake's uncle's house.
Students' work will vary.
2 (challenge) 6 feet by 12 feet; students' work will vary.
Page 135, Basic Multiplication & Division Review
1 6, 20, 35, 12, 80, 18, 21
0, 30, 14, 15, 45, 25, 24
16, 40,024, 36, 28, 32
2 2, 9, 2
10, 6, 9
3 (challenge) Yes. Students' explanations will vary.
Example : Since the perimeter ofa rectangle is 2 x
length and 2 x width, it will be even.
Page 136, Sandwiches & Mini-Chip Cookies
1 a 4 loaves ofbread; students' work will vary.
b 4 sandwiches; students' work will vary.
2 4 cookies; students' work will vary. (4½ is also
acceptable)
Page 137, Add, Subtract & Multiply
1 519; 1,164; 1,041; 350; 135
142; 436; 538; 138; 225
Bridges in Mathematics f)O xxix
Date:----------Name: ---------
1. Round the numbers below to the nearest ten. Tip: when you round to the nearest ten,
look at the number in the ones place. If it is 5 or higher, round up to the next highest ten.
If the number is less than 5, keep the number in the tens place the same. Examples are in
first two boxes.
ex 63 ex 186 77 42
60 190 io YO 25 34 133 356 3(o0?JO 3o \'bO 467 992 1,347 2,051
L\rO qqo \, ~~o 2.oso
2. Round the numbers below to the nearest hundred. When you round to the nearest
hundred , look at the number in the tens place. If it is 5 or higher, round up to the next
highest hundred. If it is less than 5, keep the number in the hundreds place the same.
ex 173 ex427 ex 72 103 200 100 }00400
357 622 339 57 tc:/:)L\-00 (!)Ob ~00 154 349 951
761 <:?CO'2.C() 3(X) ),000
3. Write two different numbers that round up or down to each number shown
ex400 30 70 438 384 32.. 2.g 12 t..t,7
200 80010010
'f q(o 241 ):,q <g 2.. 7 7 t.o (o
4. Solve the problems below. Remember to show your work and double check it.
A. 456 + 376 = ~ ~ '2.. B. 435-216 = 2 \q L-\OO+~OO ::700 \ 5 \O \00 \00
csovio,\~0 ~ C>,c - ~~ lo+-"° - 2.1 q -i'2.O '225 '1.35 33 5 y~is
100 -+- \'2.0 =- <t 20 ~20+ \D ~2::. <go'2
35
Thursday: Art Connected to Figurative Language
Idioms show up in every language. They can be confusing because the meaning of the whole group of words together often makes no sense. But they can be quite fun to draw and understand their meaning. Of course, the literal drawing quite often has nothing to do with the real meaning.
For example, “to let the cat out of the bag” is an idiom that means to tell a secret not meant to share. Here is
the example drawing from last week:
Below there is a list of idioms and their meanings.
Have some fun - draw one or two, and then show
your family or send a picture to your teacher. Can they guess the idiom? Or
do you have an idiom in your family tradition? All cultures and languages have
them. Feel free to share with your class or your teacher!
Idiom Meaning
I’m all ears. You are ready and eager to listen.
He’s all thumbs. You are awkward and clumsy, especially when using your hands.
I’m at the end of my rope. You are at the end of your patience or ability to do something.
What’s the matter? Cat got your tongue?
You are unable to talk back, usually because you are surprised or angry.
You’re going to be in hot water when Dad finds out you borrowed the car without permission.
You are in serious trouble.
You’re in the doghouse. You’re in disgrace or are disliked, and usually facing punishment.
That was a close shave. You have a narrow escape from danger.
Your eyes are bigger than your stomach.
You ask or take a lot of food, but then you can’t eat it all.
She gave me the cold shoulder. Showing someone they are not welcome.
Don’t be a wet blanket. A wet blanket is someone who ruins the fun.
36
Opinion Writing Lesson 7 Thursday 5/21
Organize Information Into Paragraphs
Learning Target: I can locate my middle paragraphs and separate them from each other.
Directions: Find your 3 reasons and their examples in the middle of your draft. Draw lines to separate them from each other, making 3 paragraphs. Now your draft should have 5 sections.
37
3rd Grade: Learning Packet for the Week of May 18-22
Friday
Subject Learning Activity
Math
Reflection: Fact Practice/Feedback Friday! Complete the number search. You can share your favorite math activity from the week with your teacher.
Reading Reflection: Can you find an example of figurative language in your own independent reading? Share with your teacher and family. Think about how authors use figurative language to get ideas across to readers.
Writing Reflection: Count to check that your essay now has 5 sections, or paragraphs. Awesome job! � Your teacher would love to see, please share a picture or copy of your revised draft with them!
Social-
Emotional Learning
Please continue completing 1-2 activities from your BINGO board each week.
Did you color your STEP poster yet? Post is somewhere in your home!
38
39
q 3 27 -
q 12 3 6 q 8 72 I 6 7 3 II
6 5 I II 3 0 Lt 2 6 0 Lt 8 6 Lt8 Lt
0 7 2 0 6 7 7 8 7 5 2 0 Lt 0 6 q 10 90 2 Lt 5 5 7 3 7 3 7 7 q 63
3 Lt 7 I 7 35 6 q 5 Lt 0 5 2 I 7
5 8 II 3 5 Lt 2 6 Lt 6 7 2 5 5 0
Lt 0 3 7 8 7 56 Lt 2 8 7 Lt 3 8 3 q 2 18 5 6 3 3 7 36 6 Lt9 I I 3 0
I Lt 6 2 7 I q q 81 q 0 3 2 2Lt 5
7 7 II 7 2 5 6 6 q 7 5 6 7 Lt 28
II 6 63 6 8 0 5 8 0 0 2 2 q 6 2
2 Lt2 Lt 2 q 6 7 Lt I Lt q Lt 36 Lt Lt q 6 7 5 72 Lt 0 8 7 I 8 5 0 7 5
II 3 5 7 I 7 q 5 12 3 6 8 8 6Lt 3 qq 36 I Lt 3 5 II 3 8Lt 5 7 3 II 2 12
Name: © Annie Moffatt @ The Moffatt Girls 2016
Multiplication Search Directions: Multiply to solve the problems in the problem list. Find the same problems in the puzzle.
Circle the problem and write x and = in the correct places. The problems are hidden across and down. - -
Problem List
□ 7 X 5 =
□ 9 X 3 =
□ 8 X 6 =
□ 7 X 7 =
□ 9 X 2 =
D 7xlj=
□ 8 X 9 =
D 9x8=
□ 7xl2=
□ 8 X Q =
□ 9xll=
□ 7 x I=
D 8x8=
□ 9xl0=
□ 8 X 7 =
□ 7 X 9 =
□ 8 X 3 =
D 9xlj=
□ 7 X 6 =
□ 9 X 9 =
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Opinion Writing Lesson 7 Friday 5/22
Organize Information Into Paragraphs
Learning Target: I can share my draft with my teacher for feedback.
Directions: Count to check that your essay now has 5 sections, or paragraphs. Awesome job! � Your teacher would love to see, please share a picture or copy of your revised draft with them!
40
Weekly Reflection
Something I did well: Something I need to work on:
Questions for a teacher and/or parent comments:
Extra work space
41
Reading Log
Goal: Read 20 minutes each day!
Book Title Time Spent
Reading
42
~
43
Name ____________________________ Classroom Teacher _____________________
K-5 Music & PE Bingo Week of: May 18-22
Here are some music and PE activities you can do with your family.
Try to get a Bingo (5 in a row) or even a Black Out (all squares)!
Have fun being active and creative together!
Freeze Dance: Turn Create a concert
Workout 60 or more
minutes a day for all
5 days this week.
Create new lyrics to
go with the song "Itsy
Bitsy Spider".
on some music &
dance. Have
someone else control
when you stop and
start.
Challenge someone
at home to see who
can hold the wall sit
the longest.
about spring that
includes at least 3
different songs.
Create artwork to
match your concert.
Listen to a song
without words. Use
playdough, paint, or
crayons to create art
that matches the
mood of the music.
Do the 100 push-ups
in 1 minute
challenge.
Tell someone how
composers are
different from
conductors.
See if you can
improve your V sit
throughout the day
(sit on bottom, torso
and legs create a V).
Do 5 sets of tuck
jumps throughout
the day.
Play "Hot Cross Buns"
on any instrument,
including homemade
instruments.
Drink only milk or
water today. FREE SPACE
Watch a musical (a
movie that uses
singing to tell the
story).
Dance to your
favorite song.
Take a family
member (this
includes your dog!)
on a walk or bike ride
for 30 or more
minutes.
Explain how music
can change the mood
of a scene in a movie
or video game.
Make a hop scotch
grid using sidewalk
chalk, tape, or string.
Call a friend or
relative. Ask them to
tell you about the
first concert they
attended.
Eat 4 different fruits
and/or veggies today.
Create a list of 3
songs that make you
feel calm. Write a
sentence about why
they make you feel
calm.
Do a 30 second
stretch each on legs,
arms, and core
followed by a bridge
for 30 seconds.
Tally your families'
glasses of water for
the day.
Play leap frog with as
many family
members as you can.
Use clapping, patting,
stomping, &
snapping in an 8 beat
or 16 beat pattern.
3rd-5th Grade Social Emotional Learning Challenge
We challenge you students to complete 1-2 activities per week during our closure!
Parent/Guardian, I challenge you with the task of coming up with a feasible reward for
completing this entire page
(ex: free chore day, a treat, pick a movie to watch, etc.).
Thanks for ALL that you do!!!!
Call someone you love who doesn’t live with you and
have a conversation using
kind words.
After washing your hands, create a friendly card to
send to an elderly person you live near. Deliver to
their mailbox with a trusted adult.
Work with your family to think of all the things you can do and say to make your home a
happier place!
Practice when it’s appropriate to be
silly versus serious while
playing Freeze Dance!
Surprise a family member by
making them a snack or meal!
Think of a time you made a
mistake with how you handled your
feelings. How could you have
handled that differently?
Create a piece of art to give a friend once we are back
at school.
Call a friend and tell them how you are feeling about
school being closed. Make sure
to listen AND share.
While you watch a TV show notice
how the characters feel.
How many emotions can you
find?
Practice being mindful. Sit quietly outside and notice all that is going on
around you. Journal or draw what you see.
Practice having a growth mindset. Try something
new and don’t give up!
It’s okay to be mad but it’s not
okay to be mean. Make a list of ways to calm
down when you are angry without hurting anyone.
Create a children’s book about
kindness and anti-bullying. Include
your own characters and ideas on how to
stop bullying!
Invite everyone you live with to
play a game with you! Make sure to be a good sport.
Ask a loved one to tell you about a
time they felt a big emotion. Make
sure to ask them questions!
Write or draw about what you
hope for this time at home, and for
when we are back at school.
Tell a loved one about a time you felt a big emotion. How did you deal
with it?
Go outside and write an
encouraging message for
people either in chalk or on paper.
Go for a walk outside and think of all the things you are grateful
for. How many can you think of?
Practice deep breathing for 3
minutes.(In through your nose, out through your
mouth slowly)
Color your Calm Down poster and post in the room you’re spending the most time.
Complete 1 Home link with a parent or older sibling.
Remind a family member
(respectfully) to choose a calm
down strategy – practice it with
them!
Choose 1 problem causing conflict in
your home and discuss 2
solutions during a meal.
Color the Problem Solving STEP
poster and post in a common space
in your home.
44
I I
committee_f{) 'children-
Problem-Solving Steps
Say the problem
Think of
solutions
Explore consequences
what could happen if...
Pick the best
solution
make your
safe andwithout planrespectfulblame
45
ELL Resources
The pages that follow are activities,
supportive resources, or translated materials
designed to support students who are
learning English. All these materials align
with the activities provided by the grade level
teachers in this week’s learning packet.
Although these items are designed with ELL
students in mind, all students are welcome to
use them.
46
Las páginas que siguen son actividades, recursos de apoyo o
materiales traducidos diseñados para apoyar a los estudiantes
que están aprendiendo inglés. Todos estos materiales se
alinean con las actividades proporcionadas por los maestros de
nivel de grado en el paquete de aprendizaje de esta semana.
Aunque estos artículos están diseñados para apoyar a los
estudiantes ELL, cualquier estudiante puede usarlos.
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___________________________________________________
47
Opinion Writing Picture Graphic Organizer
In my opinion, (What I think or feel )
_____________________________________ for may reasons.
1, __________________________, (Reason #1) 5 Examples…
2. _______________________, (Reason #2) 5 Examples…
3. _______________________, (Reason #3) 5 Examples…
_________________________, I think ________________________________________
_________________________________________________________________________.
Choose:
In conclusion, Using different words, repeat what you think To sum up, or feel about your topic, using reasons 1, 2, and 3. All in all,
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Turning 1 Paragraph into a 5 Paragraph Essay Checklist
1 Paragraph 5 Paragraphs
1 Topic Sentence
Reason #1-
1 Sentence
Reason #2 -
1 sentence
Reason #3-
1 Sentence
1 Closing Sentence
1 Topic Sentence
1 Sentence about Reason #1
1 Sentence about Reason #2
1 Sentence about Reason #3
1 (Restate in different words)
Topic Sentence
Reason #1-
5 sentences
Reason #2
5 Sentences
Reason #3
5 sentences
1 Closing Sentence
1 Sentence about Reason #1
1 Sentence about Reason #2
1 Sentence about Reason #3
1 (Restate in different words)
Closing Sentence
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Convertir 1 párrafo en un ensayo de 5 párrafos Lista de Verificación
1 párrafo 5 párrafos
1 Oración temática
Razón # 1-
1 Oración
Razón # 2 -
1 Oración
Razón # 3-
1 Oración
1 Oración de clausura
1 Oración temática
1 Oración sobre la razón # 1
1 Oración sobre la razón # 2
1 Oración sobre la razón # 3
1 (Reafirmar en diferentes
palabras) Oración temática
Razón # 1-
5 Oraciones
Razón # 2-
5 Oraciones
Razón # 3-
5 Oraciones
1 Oración de clausura
1 Oración sobre la razón # 1
1 Oración sobre la razón # 2
1 Oración sobre la razón # 3
1 (Reafirmar en diferentes
palabras) Oración de clausara
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Now Let’s Write our Middle Paragraphs We will write 5 sentences about Reason #1- It is easy to care for a cat.
Reason #1 Cats are easy to take care of because they clean themselves.
Reason #1 They do not even need soap!
Reason #1 Their tongues have a built in brush!
Reason #1 When they need to go to the bathroom, they use their litter box.
Reason #1 When it comes to walks, they walk themselves!
We will write 5 sentences about Reason #2-They help us socially and emotionally.
Reason #2 These felines are playful and entertaining!
Reason #2 They are such good company when we need a friend.
Reason #2 The sound of their purring helps calm us down.
Reason #2 Talking to your cat will help you work out your feelings.
Reason #2 Cats can help us fall asleep.
We will write 5 sentences about Reason #3- Cats teach us empathy and responsibility.
Reason #3 Cats help us learn how to take care of other living things.
Reason #3 They teach us how to feel empathy.
Reason #3 Being a cat owner helps us learn how to show responsibility.
Reason #3 Did you know that cats help keep mice out of your house?
Reason #3 Also, they protect us from spiders by chasing them away.
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Now It is Your Turn To Write the Middle Paragraphs We will write 5 sentences about Reason #1-___________________________
Reason #1
Reason #1
Reason #1
Reason #1
Reason #1
We will write 5 sentences about Reason #2-_________________________________
Reason #2
Reason #2
Reason #2
Reason #2
Reason #2
We will write 5 sentences about Reason #3- _______________________________________
Reason #3
Reason #3
Reason #3
Reason #3
Reason #3
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••
Your Turn to Write the O
pening and Closing Paragraphs O
pening Paragraph
Topic Sentence
Sentence for R
eason #1
Sentence for R
eason #2
Sentence for R
eason #3
R
estate Topic Sentence using
different word choices
Closing Paragraph N
ow rew
rite the opening paragraph above, just use different word choices. Start the sentences w
ithout repeating the same w
ords.
T
opic Sentence
Sentence for R
eason #1
Sentence for R
eason #2
Sentence for R
eason #3
R
estate Topic Sentence using
different word choices
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-t!!
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•• Ill
Let’s Write the O
pening and Closing Paragraphs Together O
pening Paragraph I
n my opinion, cats m
ake the best pet.
Topic Sentence
They are easy to take care of because they clean them
selves!
Sentence for Reason #1
Their purring love gives us em
otional support.
Sentence for Reason #2
Cats teach us empathy and the im
portance of being kind to others.
Sentence for R
eason #3
After reading this essay, you too w
ill want to get your ow
n pet cat!
Restate T
opic Sentence using different w
ord choices
Closing Paragraph N
ow rew
rite the opening paragraph above, just use different word choices. Start the sentences w
ithout repeating the same w
ords.
T
opic Sentence T
here is no doubt in my m
ind that cats definitely are the best pets.
Sentence for R
eason #1 Cats even have their ow
n brushes on their tongue to brush themselves!
Sentence for R
eason #2
If you need som
eone to be a good listener, just talk to your cat!
Sentence for R
eason #3
We learn responsibility by taking care of our cat.
R
estate Topic Sentence using
different word choices
You can make your dream
of cat ownership a reality by visiting the
Whatcom
Anim
al Shelter and adopting a loving cat today!
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I I I I I I I I
I I I I I I I I
Hit the
books
StudyHit the
road
Leave
Lose your head
Act crazy Let the
cat out of
the bag
Share
someone’s
secret
On the
fence Unsure Pulling my
leg
Tricking
someone
or playing
a trick
Tie the
knot
Get married
Under the
weather
Feeling
sick
Literal and Non-literal Memory Match Game: Cut out each sandwich piece and cut apart the two sides. Lay the pieces face down. Players take turns turning over two cards at a time to try to find a match. When a player finds a match they take the matching pair. The player with the most matches at the end of the game wins!
Answer Key: Bite your tongue = Try not to talk; A
piece of cake = An easy task; You crack me up = You m
ake me laugh; PIG
OU
T = Eat a lot
You drive me up the w
all = You annoy me; Hold your horses = Be patient; G
o the extra mile = M
ake an extra effort; Lend me your ear = Listen
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