This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Presley has 18 markers. Her teacher gives her three boxes and asks her to put an equal number of markers in each box. Anthony has 18 markers. His teach...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Mrs. Moore’s third grade class wants to go on a field trip to the science museum. * The cost of the trip is \$245. * The class can earn money by runnin...

In this lesson, students expand their understanding of solid waste management to include the idea of 3RC (reduce, reuse, recycle and compost). They will look at the effects of packaging decisions (reducing) and learn about engineering advancements in packaging materials and solid waste management. Also, they will observe biodegradation in a model landfill (composting).

Overview: Students will review how to use Google Docs and type their final draft. Students will also learn how to insert a picture into a Google Document to support their opinion. In addition, students will share their writing using an author’s chair. Student writing will then be hung in the hallway.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. I can write an opinion piece and support my opinion with reasons.

Overview: Students will begin to explore opinion pieces by reviewing the difference between a fact and opinion.Building Into W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.Building Into: I can write opinion pieces and support my opinion with reasons.

Overview: Students will brainstorm and then choose a topic for their opinion paper. Students will then brainstorm a list of reasons that support their topic.Building Into W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (I can write opinion pieces and support my opinion with reasons.)W.3.1b: Provide reasons that support the opinion. (I can provide reasons that support the opinion.)

Overview: Students will craft a strong opinion using the topic they chose on Day 2, the list of reasons they brainstormed on Day 2, and the stoplight model.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (I can write an opinion piece and support my opinion with reasons.)W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (I can introduce a topic by stating an opinion and using an organizational structure to list reasons.)

Overview: Students will use the OREO strategy to outline their opinion paper. Outlines will include the students opinion statement, 3 reasons, and an example or detail for each reason.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (I can write an opinion and support my opinion with reasons.)W.3.1b: Provide reasons that support the opinion. (I can provide reasons tht support my opinion.)

Overview: Students will write the introduction to their opinion paper. Students will choose a strategy to hook their reader and then rewrite their opinion statement as their introduction statement.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (I can write an opinion piece and support my opinion with reasons.)W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (I can introduce a topic by stating an opinion and suing and organizational structure to list reasons.)

Overview: Students will write the body of their rough draft following their OREO prewriting page and transition words and phrases.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. I can write opinion pieces and support my opinion with reasons.W.3.1b: Provide reasons that support the opinion. I can provide reasons that support the opinion.W.3.1c: Use linking words and phrases (eg. because, therefore, since, for example) to connect opinion and reason. I can use linking words and phrases to connect opinions and reasons.

Overview: Students will finish drafting their rough drafts by adding a concluding statement.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. I can write opinion pieces and support my opinion with reasons.W.3.1d: Provide a concluding statement or section. I can provide a concluding statement

Overview: Students will use COPS and the focused edit strategy to practice editing and then edit their opinion paper.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. I can write opinion pieces and support my opinion with reasons.W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) I can develop and strenghten my writing by planning, revising, and editing with the help of my peers and an adult. 

Overview: Students will use a focused revising choice board to guide peer writing conferences. The teacher and students will use a focused revising choice board to guide teacher writing conferences.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. I can write an opinion piece and support my opinion with reasons.W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) I can develop and strengthen my writing by planning, revising, and editing with the help of my peers and an adult.

This is the outline for a third grade writing unit on writing opinion (persuasive) papers. The lessons and materials are linked to the outline, but they also uploaded in a PDF format as sperate lessons in WISELearn. 

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Which of the polygons are right triangles? Choose a measuring tool to help you determine this. These are right trianglesThese are not right triangles F...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Look at each figure. Read each of the descriptions. Place an X in the box if it appears to describe the figure pictured. A. B. C. D. 4 vertices Four si...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Each shape below has a line of symmetry. Draw a line of symmetry for each shape. Not every shape has an line of symmetry. Which of the four shapes belo...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Letters can be thought of as geometric figures. How many line segments are needed to make the letter A? How many angles are there? Are they acute, obtu...