Interactive Guide Grade 3

Book-by-book tour of the Third Grade curriculum

T H I R D G R A D E

Interactive Guide

Includes printable sample lessons!

Welcome! If you are new to CHC, or new to homeschool ing, welcome! If you aren’t sure of how this adventuresome path begins, we invite you, with this Third Grade Guide, to sample a “taste” of CHC’s gentle approach to gain confidence that, as it has for thousands of other families, the CHC approach will work for you, too. Within this guide you’ll find a virtual “tour” of those special and well-loved materials which are written by experienced homeschool parents and distributed exclusively by CHC. Did you know that we homeschool, too? Do we understand what it’s like to feel pressed for time to fit in all the tasks that go along with being wife, mother, homemaker, and home schooler? You bet! Our years of homeschooling, preschoolers to high schoolers, have led to the develop ment of academically solid materials that are time-proven to enrich the homeschooler, both academically and spiritually, without being burdensome to mom or students. In fact, it is CHC’s philosophy that homeschool ing should be a joyful, natural offshoot of parenting and family life, not a “weight” to be dragged along the path throughout childhood! CHC lifts the burden, but keeps the family on the path. During our schooldays, our family marvels at God’s loving guidance, resulting in the academic and spiritual growth that we have seen in our children over the years. Like you, we look forward to more of those aha! moments when the spark of understanding flashes in wide eyes, when the excitement

of discovery bursts into shared smiles and bubbles throughout the family. We are grateful, not only for the business interactions that we have with you, our “CHC family,” but the dear friendships and mutual support that have developed between us. It is our prayer that we can continue to serve you, as all of us, the entire “CHC Family,” work together to win Heaven, educating for eternity. Your CHC Family Contents Typical Course of Study, 3 Materials Guide, 4 Core Subjects, 5–33 Reading & Comprehension, 8–11 Spelling, 12–15 Grammar & Composition, 16–21 Mathematics, 22–23 Science & Health, 24–27 Social Studies, 28–29 Religion, 30–31 Hands-On Religion, 32–33 Lesson Plans, 34–35 Non-Core Subjects, 36–39

CHC Typical Course of Study Third Grade

LANGUAGE ARTS · Increased reading proficiency and comprehension; introduction to non-fiction reading comprehension · Spelling and vocabulary development: compounds and contractions, suffixes, homophones, synonyms, and blends · Building language skills: state of being, punctuation, sentence structure, syllables, pronouns, abbreviations, helping verbs, alphabetizing, and dictionary skills · Writing paragraphs, stories, and letters · Cursive handwriting MATHEMATICS · Reading and writing numbers to six places · Addition and subtraction of four-digit numbers · Multiplication with regrouping, multidigit factors, by powers of 10 · Division facts through 10; division with remainders · Addition and subtraction of fractions and decimals; geometry · Measurement (units of measure, perimeter, area); temperature · Telling time to the minute; calendar (days of week, months of year) · Adding, subtracting, rounding, and multiplying money · Graphing: tables, bar graphs, picture graphs · Problem solving (four-step plan); calculators SCIENCE AND HEALTH · Awe and appreciation for the wonders of God’s creation · Scientific method; purpose of science; technology; limitations of science · Matter: what is matter, properties, mass, volume, states, properties of matter in each state, changes of state

· Force and Energy: effects of force on matter, gravity, magnetism, friction, light, sound · Earth and Space: earth, moon, sun, time, Solar System, planets, stars, constellations, astronomers, space missions, satellites · Animals: classification, camouflage, hibernation, migration, estivation, relation of animals to Man · Plants: structure (parts of plants), germination, plant growth, foods from plants, seasonal changes, classification of plants by lifespan · Interdependence: habitats, food chains, food webs, ecosystems, Man’s stewardship · Human body: body parts, skeleton, muscles, heart, lungs, circulation, brain, senses · Health and nutrition : food groups, nutrients, moderation, exercise, food safety SOCIAL STUDIES · Exploring countries; appreciation of different cultures, races, and customs · Map skills; geographical terms; topography · Introduction to forms of communication, government, and transportation · Holidays, traditions, and customs at home and around the world · Citizenship and recognition of responsibility to family, neighborhood, family of God RELIGION · Deeper understanding of the Faith and the challenge to put into daily practice · Participation in the life of the Church and liturgical seasons; Marian devotion · Practical, living faith: sacrifice, unselfish love, obedience, prayer, charity, forgiveness

NON-CORE SUBJECTS

Please note: These sample pages are provided for review purposes only. Sample pages are not complete lessons. View more product details and reviews @ www.chcweb.com. All content is copyright © 2021 Catholic Heritage Curricula. • 1-800-490-7713

Click here to order Third Grade materials!

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Third Grade Materials Guide

TITLE

CONSUMABLE

NONCONSUMABLE*

CORE SUBJECTS Our Friends from Other Lands

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How to Dress a Duck

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My Catholic Speller, Level B Language of God, Level B

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MCP Mathematics, Level C: Student MCP Mathematics, Level C: Teacher

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Behold and See 3 Tour a Country

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Desktop Folding World Map Faith and Life 3 Student Text Faith and Life 3 Activity Book Faith and Life 3 Answer Key At the Feet of Mary Book At the Feet of Mary Packet

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DAILY LESSON PLANS CHC Lesson Plans for Third Grade

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NON-CORE SUBJECTS Art Masterpieces: Adventure Collection

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Art Prints: Adventure Collection

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Catholic Heritage Handwriting, Level 3 Onions in My Boots: Basic Gardening Map Skills, Level C Student Workbook Map Skills, Level C Teacher’s Guide

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Art With A Purpose: Artpac 3 Making Music Praying Twice

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Coloring with the Saints

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* Denotes a non-consumable title. May be used by more than one student, and often for more than one grade level.

Third Grade Core Subjects : : Overview

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Language Arts : : Reading and Comprehension

In Our Friends from Other Lands , your child will read intriguing tales about people from other lands, including Carmen, who lives in the Philippines in a “village on sticks”; the Japanese boy-martyr Thomas Kozaki, who knew how to put first things first; and the people of Oberammergau, Germany, who give God a different kind of thank you. The full-color worktext includes stories and country overviews for 27 countries, as well as comprehension questions, an illustrated glossary, and a removable answer key. Added benefit! Our Friends from Other Lands provides additional historical and cultural background for your student’s study of Tour a Country , even as it hones reading comprehension skills. Sample: • Excerpts from Japan, pages 8–9 How to Dress a Duck and Other Stories from Science is an engaging reader which offers glimpses into God’s design for creation through stories that combine in-depth science with gentle faith. Provides additional reinforcement of science topics being learned in Behold and See 3 . Reading comprehension questions for each story gently probe the child’s understanding. Includes a removable answer key. Sample: • Excerpts from Chapter Two, pages 10–11

Language Arts : : Spelling

My Catholic Speller, Level B follows and reviews the phonics sequence presented in Little Stories for Little Folks , thus providing valuable repetition so necessary in the early grades. This additional practice is designed not only to build spelling skills but also to reinforce reading proficiency. Samples: • Lesson One, pages 12–13 • Lesson Twenty-Six, pages 14–15

Third Grade Core Subjects : : Overview

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Language Arts : : Grammar and Composition

Language of God for Little Folks is designed to provide the Catholic child with a simple introduction to basic English and grammar skills in the context of our Holy Faith. It is also designed with the teacher in mind; no teacher’s manual is required because all necessary information, including a removable answer key, is contained within the pages of the student worktext. Three–four pages are assigned each week. Through dictation, copywork, and real-life writing projects, your child applies the grammar he has learned. Samples: • Table of Contents, pages 16–17 • Sample lessons, pages 18–21

Mathematics

MCP Mathematics Level C: This series from Modern Curriculum Press provides all core mathematics knowledge needed for each grade level and lays a solid foundation for future grades. The Teacher’s Manual is highly recommended.

Samples:

• Excerpt from Lesson 3-6, page 22 • Excerpt from Teacher’s Manual, page 23

Science and Health Behold and See 3 helps children build a conceptual framework of sci entific ideas and thinking, and to learn the specific vocabulary used to express these ideas and thoughts. Factual knowledge is presented as needed, but conceptual understanding is more important to future scientific or technical study than the mere accumulation of facts. In order to achieve these aims, information and concepts are presented clearly and simply, while using the most up-to-date information available. A hands-on approach has been employed which most children enjoy and which allows them to do science rather than simply read about it. The unique layout of the lessons interweaves experiments and worksheets which take the student step by step through each concept. In addition, this full color text is a visual delight and will engage a child’s interest! Samples: • Table of Contents, page 25 • Excerpt from Chapter Five, pages 26–27

Third Grade Core Subjects : : Overview

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Religion : : Catechism Each lesson in Faith and Life, Grade 3: Our Life with Jesus builds upon previous ones to give young children a simple and clear grasp of the basics of our Faith. The Faith and Life 3 activity book provides a multitude of activity sheets. Each week, assign those which you feel will help your child best understand and remember the lesson. Samples: • Student Book: Excerpts from Chapter 3, page 30 • Activity Book: Excerpt from Chapter 3, page 31 suggested enrichment activities if your child is eager to learn more. This course provides a fully-guided tour of different countries which have been selected for their historical, geographical, and cultural features. Your child will be “touring” a country each month and creating a travel brochure for each. By the end of the year your child will have completed eight travel brochures and have a passport full of exciting memories! Materials required: Desktop Folding World Map Samples: • Excerpts from India, pages 28–29 Hands-On Religion At the Feet of Mary: A Hands-On Religion Resource encourages children to draw near to Jesus through love and devotion to His Mother, Mary. Each lesson covers one of the 20 Mysteries of the Rosary with thought-provoking stories, hands-on activities, age-appropriate meditations and discussion starters, and inspiring, full-color illustrations that present the life of Christ and His Mother through the eyes of a child. At the end of the course your child will have his own book of Rosary meditations and illustrations. Note that the course is not intended to replace your child’s catechism lessons but to develop and enrich them. This resource consists of two parts: The non-consumable BOOK contains the inspirational short stories and lesson-by-lesson directions for completing the hands-on projects. The full-color consumable PACKET consists of templates, color artwork, and illustrated materials needed to complete the projects described in the Book. Samples: • Book: Sample lesson outline, page 32 • Packet: Sample activities, page 33 Social Studies Pack your bags and don’t forget to bring your camera! Tour a Country is a hands-on student course that provides an engaging introduction to world cultures and geography. The suggested schedule is to study one country per month, two days per week. Additional days per week can be set aside for

8 Third Grade Core Subjects : : Reading & Comprehension (Our Friends from Other Lands)

9 Our Friends from Other Lands

(Excerpts from Japan)

Click here to read more samples of Our Friends from Other Lands !

Third Grade Core Subjects : : Reading & Comprehension (How to Dress a Duck: Excerpts from Chapter Two)

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Click here to view the Table of Contents.

11 How to Dress a Duck

(Chapter Two)

12 Third Grade Core Subjects : : Spelling

(My Catholic Speller, Level B: Lesson One)

13 My Catholic Speller, Level B

(Lesson One)

14 Third Grade Core Subjects : : Spelling

(My Catholic Speller, Level B: Lesson Twenty-Six)

15 My Catholic Speller, Level B

(Lesson Twenty-Six)

16 Third Grade Core Subjects : : Grammar & Composition (Language of God, Level B)

Table of Contents

Introduction........................................................................................................................1 To Listen and Tell.............................................................................................................. 2 The Period and Telling Sentences......................................................................................3 Sentence Parts....................................................................................................................4 Complete Sentences...........................................................................................................6 Sentences Start with a Capital Letter.................................................................................8 Words that Ask.................................................................................................................. 9 Asking and Telling Sentences..........................................................................................10 Sentences that Command ............................................................................................... 12 Can and May....................................................................................................................14 Exclaiming Sentences......................................................................................................15 Review.............................................................................................................................16 Synonyms........................................................................................................................ 18 Antonyms........................................................................................................................ 21 Homophones....................................................................................................................23 Nouns...............................................................................................................................24 Proper Nouns...................................................................................................................26 Capital Letters and God’s Name......................................................................................28 God’s Name and Other Titles.......................................................................................... 29 Review.............................................................................................................................30 One and More Than One................................................................................................. 32 Consonant + y Plurals......................................................................................................34 Possessive Nouns.............................................................................................................36 Action Words...................................................................................................................39 State of Being Verbs........................................................................................................ 41 State of Being: Present Tense......................................................................................... 42 Action and State of Being................................................................................................43 State of Being: Present and Past Tense...........................................................................45 Helping Verbs.................................................................................................................. 47 Review.............................................................................................................................49 Plurals with Verbs............................................................................................................51 Have and Has...................................................................................................................53 Past Tense Verbs with -ed................................................................................................55

17 Language of God, Level B

Verbs that Change Form................................................................................................. 56 Have and Has as Helpers.................................................................................................57 Past Tense Practice.......................................................................................................... 58 More Verbs that Change Form ....................................................................................... 59 Subjects: One of Two Sentence Parts..............................................................................61 Predicates: One of Two Sentence Parts........................................................................... 63 Building Better Sentences............................................................................................... 66 Beginning, Middle, and End.............................................................................................68 Review.............................................................................................................................70 Roots and Verb Endings...................................................................................................72 6XI¿[ 5HYLHZ 3UH¿[HV Contractions.....................................................................................................................79 Syllables...........................................................................................................................81 Words that Rhyme .......................................................................................................... 82 Don’t Give Up. .................................................................................................................84 Syllable Practice.............................................................................................................. 85 Adjectives: Telling about Nouns..................................................................................... 86 Adjectives that Compare................................................................................................. 89 Review.............................................................................................................................91 Pronouns..........................................................................................................................93 Abbreviations...................................................................................................................99 Titles of Respect............................................................................................................ 102 Initials............................................................................................................................103 Abbreviation of States................................................................................................... 104 Address Practice............................................................................................................ 105 Letter Writing.................................................................................................................106 Learning about Books................................................................................................... 107 Table of Contents...........................................................................................................108 Order and the Alphabet..................................................................................................109 Alphabetizing and the Dictionary..................................................................................112 Review...........................................................................................................................114 Take My Body, Jesus ...................................................................................................... 116 Appendix: Review Exercises.........................................................................................117 Answer Key...................................................................................................................137 Language of God Level B encourages independent study and includes high quality, bright-white, erasable paper with a lay-flat spiral binding, an uncluttered layout, original line-drawn illustrations, entertaining content that gently draws children’s attention to the assignments, and removable answer keys.

Third Grade Core Subjects : : Grammar & Composition (Language of God, Level B: Sample Lesson)

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Sentences that Command Telling sentences are called statements , and end with a period. Asking sentences are called questions , and end with a question mark. Commanding sentences tell you to do something. Commanding sen tences also end with a period. When you use commanding sentences, it is often polite to begin with Please . Both are commands, but which one is more polite? How do you think the Child Jesus might have spoken to His Mother? The Holy Family’s speech was cheerful and polite. Our speech can bring cheer and happiness to our homes, too. Put a ‘C’ in the blank if the sentence is a command, a ‘T’ for telling sentences, and a ‘Q’ for questions. Then put the correct mark at the end of each sentence. A. Get my basketball. Please get my basketball.

____

0RP , FDQ KHOS FOHDQ WKH ¿VKERZO

BBBB 3OHDVH IHHG WKH JROG¿VK

____3. Where is the baby

____4. Please get the baby

____5. Wipe his hands well

BBBB 3OHDVH ¿QG WKH UHVW RI WKH JROG¿VK

____7. Did you check the baby’s pockets

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Language of God, Level B

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(Sample Lesson)

More Present and Past Tense Verbs

Underline the verb. If the verb is present tense, print ‘present’ in the blank. If the verb is past tense, print ‘past’ in the blank. 1. __________ Last year, I was eight years old. A. The verbs am , is, and are tell about the present . The verbs was and were are state of being verbs that tell about the past .

2. __________ Now I am nine years old.

3. __________Mark and Joseph are my little brothers.

4. __________ This morning, they were under the bed.

5. __________ It is dusty under the bed.

6. __________ Now the boys are in the bathtub.

7. __________ A pile of leaves was in Mrs. Garcia’s yard.

8. __________ The leaves were soggy.

9. _________ Our rake was heavy.

10. _________My boots were slippery.

11. _________My jeans were wet and dirty.

12. _________ The leaves are not there today.

13. _________Mrs. Garcia is grateful.

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Third Grade Core Subjects : : Grammar & Composition (Language of God, Level B: Sample Lesson)

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Adjectives that Compare

7KH ¿UVW FKLOG LQ WKH SDUDGH LV WDOOHVW 3ULQW WKH URRW ZRUG $GG WKH FRUUHFW VXI¿[

A.

7KH FKLOG ZLWK WKH GUXP LV >VKRUW@ BBBBBBBBBBBBWKDQ WKH ¿UVW ER\

7KH JLUO ZLWK WKH ÀDJ LV WKH >VKRUW@BBBBBBBBBBBBBBBBRI DOO

3. Is the horn [loud]______________ than the drum?

7KH ER\ ZLWK WKH KRUQ LV >FORVH@ BBBBBBBBBBBBB WR WKH ELJ ÀDJV

7KH ÀDJ KHOG E\ WKH OLWWOH JLUO LV >VPDOO@BBBBBBBBBBBBBB RI DOO

7KH 9DWLFDQ ÀDJ LV WKH >KLJK@BBBBBBBBBBBBB RI WKUHH ÀDJV

7. Have you seen a parade [long]___________ than this one?

8. Is it [safe]________to march in the yard, in the street, or on the sidewalk?

9. Which special day is [close]__________ to autumn: the Fourth of July, or the Feast of the Assumption?

2I WKH WZR ZKLFK LV WKH >¿QH@BBBBBBBBBBBBBGD\ WR FHOHEUDWH"

Turn to Appendix for writing exercises.

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Language of God, Level B

21

(Sample Lesson)

Pronouns: Me and I

Pronouns take the place of nouns. Pronouns often take the place of names. The pronouns I and me have their own special places in sen tences. I is part of the subject and comes before a verb. Me is part of the predicate and comes after a verb.

Subject

Predicate

I

walked to Grandma’s house.

Subject

Predicate

That dog

followed me .

When I share the subject with another person, I always put myself last.

Jenny and I

went to the parish bazaar.

A.

Print the correct pronoun.

1. Jenny and [ me I ]______bought red balloons.

2. Dominic held the balloon for [ me I ]_________.

3. Jenny and [ me I ]__________ like cherry snow cones.

4. Mother gave [ me I ]_______ two dollars to spend.

5. Father told [ me I ]________ that the bazaar was for the food bank.

6. Dominic and [ me I ]_________ sometimes help in the kitchen.

7. He and [ me I ]_________ wash dishes and clear the tables.

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22 Third Grade Core Subjects : : Mathematics

(MCP Math, Level C: Excerpt from Lesson 3-6)

How to order MCP Math, Level C Homeschool Kit (2005 ed.): Go to chcweb.com/Grade3 for a direct link to purchase this kit from an affordable source, or search online by ISBN: 9780765273833.

23 Modern Curriculum Press Mathematics, Level C (Teacher’s Manual: Excerpt from Lesson 3-6)

24 Third Grade Core Subjects : : Science and Health

Behold and See 3: Beginning Science

“A Gift for Third Grade Science Students” Behold and See 3 is the most beautiful text I’ve ever seen. An 8½x11, coil-bound work a-text from CHC, this book is not only gorgeous, it is a fact-filled science text for third graders. Mrs. Myjak covers the three basic “blocks” of science – Physical, Life and Human Body – from the general to the specific. Starting with “why even do science,” Myjak delves into all age appropriate topics necessary for third grade science... With “words to learn,” experiments and activities, and end-of chapter review and mastery questions, the student is gently carried through a year’s science course. Even more, the student is given science from a Catholic perspective – an understanding that science is a gift from God, and that “true science must be in harmony with God’s teaching, which comes to us through His Church.” The work-a-text allows space for the student to record his own observations, thoughts and understandings – making this a wonderful keepsake journal of third grade science...

Science Checklist • Are the materials up-to-date and relevant? Reprinted textbooks frequently fail to update the student sufficiently or correct inaccuracies— both factual and conceptual—that stem from the fact that we have learned many things since the original writing of the texts. • Is the pace enjoyable? Some texts proceed from A to Z without hitting much of the stuff in the middle. It is better to cover less ground and make sure the student understands the basics, because it isn’t difficult to acquire information later, or even to understand further science materials once he has a good grasp of the basics. • Are the materials Catholic? The idea that we can legitimately use secular or Protestant materials by simply telling our non-Catholic texts. However, one cannot teach truth by simply pointing out error. Error must not only be refuted but the truth must also be taught in its place. How much better then, rather than carving out additional time to teach the Catholic perspective on the topic and/or risking that the student will be taught doctrine that runs counter to our Catholic Faith, to simply teach one lesson that contains the Catholic doctrine all within the context of the material. children that the book is wrong seems at first glance to solve the problem of using

—Mary C. Gildersleeve

25 Behold and See 3: Beginning Science

26 Third Grade Core Subjects : : Science and Health (Behold and See 3: Beginning Science)

Click here to read an independent review of Behold and See 3 at Love2Learn.net!

27 Behold and See 3: Beginning Science

(Excerpt from Chapter Five)

Click here to view more sample pages!

28 Third Grade Core Subjects : : Social Studies (Tour a Country: Excerpts from India)

Week One: Plan

Tour a Country:

I NDIA

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‡Ž…‘‡ –‘ †‹ƒǡ ™Š‡”‡ ›‘—…ƒ Ƥ† –‹‰‡”•ǡ Ž‡‘’ƒ”†•ǡ ƒ† ‡Ž‡’Šƒ–•Ȅ–Š‡”‡ ƒ”‡ –Š‘—•ƒ†• ‘ˆ ƒ‹ƒŽ •’‡…‹‡• Ž‹˜‹‰ Š‡”‡Ǩ Š‹• ‹• –Š‡ Žƒ† ™Š‡”‡ ‘–Š‡” ‡”‡•ƒ ‘ˆ ƒŽ…—––ƒ…ƒ”‡† ˆ‘” –Š‡ ’‘‘”‡•– ‘ˆ –Š‡ ’‘‘”Ǥ Š‹” ‹Ž‡‰‡Ǩ ȋ ‡‡ ›‘— Žƒ–‡”ǨȌ Œ‘› ›‘—” •–ƒ›Ǩ

Step 1: ‘‘ ƒ– –Š‡ ‘Ž†‹‰ ‘”Ž† ƒ’ –‘ †‡…‹†‡ Š‘™ ›‘—ǯŽŽ –”ƒ˜‡Ž ˆ”‘ ƒƒ†ƒ–‘ †‹ƒǤ ‹ŽŽ›‘—–”ƒ˜‡Ž„›•Š‹’ǡ…ƒ‡Žǡ„—•ǡ‘”ƒ…‘„‹ƒ–‹‘‘ˆ–Š‡•‡ǫ Šƒ–™‘—Ž†„‡–Š‡„‡•–”‘—–‡ǫ ƒ”›‘—””‘—–‡‘–Š‡ ‘Ž†‹‰ ‘”Ž† ƒ’Ǥ —– ‘—– ƒ† ˆ‘Ž† ›‘—” –”ƒ˜‡Ž „”‘…Š—”‡ ‘ ’ƒ‰‡ ͗͛Ǥ ”‹‡ƪ› †‡•…”‹„‡ ›‘—” –”ƒ˜‡Ž ’Žƒ• —†‡” Dz ‘†‡ ‘ˆ ”ƒ˜‡ŽǤdz —– ‘—– ƒ† ƒƥš †‹ƒǯ• ƪƒ‰ ȋ•‡‡ ’ƒ‰‡ ͗͝Ȍ ‘–‘ –Š‡ ˆ”‘– ‘ˆ ›‘—” –”ƒ˜‡Ž „”‘…Š—”‡Ǥ

Week Two: Map

Step3: —–‘—–’ƒ‰‡͙͗ǡ–Š‡Dz ƒ’ ‘ˆ †‹ƒǤdz •‹‰›‘—”‡…›…Ž‘’‡†‹ƒǡ Žƒ„‡Ž–Š‡ˆ‘ŽŽ‘™‹‰ǣ †‹ƒ…‡ƒǡ ƒ› ‘ˆ ‡‰ƒŽǡ ”ƒ„‹ƒ ‡ƒǡ ”‹ ƒƒǡ ‘Žƒ–ƒȋ ƒŽ…—––ƒȌǡ —„ƒ‹ ȋ ‘„ƒ›Ȍǡ ‡™ ‡ŽŠ‹ǡ ‡’ƒŽǡ ƒ‹•–ƒǡ ƒ‰Žƒ†‡•Šǡ Š‹ƒǡ ƒ† –Š‡ ‹ƒŽƒ›ƒ•Ǥ ‘‘ ƒ– –Š‡ Dz ƒ”–Šǯ• ‘’ ‡dz ȋ•‡‡ ‘Ž†‹‰ ‘”Ž† ƒ’Ȍǡ ƒ† Žƒ„‡Ž –Š‡ †‡•‡”– Ž‹•–‡†Ǥ

Step 2: ‘’Ž‡–‡ –Š‡ Dz Žƒdz •‡…–‹‘‘ˆ›‘—”–”ƒ˜‡Ž„”‘…Š—”‡Ǥ ‹ŽŽ †‹ƒ „‡ Š‘–ǫ ‘Ž†ǫ ƒ‹›ǫ ‹•– –Š‡ ‹† ‘ˆ…Ž‘–Š‹‰ ›‘— ™‹ŽŽ ‡‡† –‘ „”‹‰Ǥ Šƒ– ‡Ž•‡ ™‹ŽŽ ›‘— ’ƒ… ˆ‘” ›‘—” ˜‹•‹– –‘ †‹ƒǫ ‹•…—••…Ž‹ƒ–‡ƒ†•–›Ž‡ ‘ˆ †”‡•• ƒ• ™‡ŽŽ ƒ•…—Ž–—”ƒŽ †‹ơ‡”‡…‡• ‹ †‹ƒǤ

(Calcutta)

(Bombay)

Indiancoupleplantingcorn Week Three: Research

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Turn to page 34 for enrichment activities!

‡™ ‡ŽŠ‹•–”‡‡–…‘”‡”

‘”†• –‘ ‘™ ‘•‘‘

Step4: ‹†‘—–‘”‡ƒ„‘—– †‹ƒǤ •‡–Š‡ ‘Ž†‹‰ ‘”Ž† ƒ’ƒ†ƒ‡…›…Ž‘’‡†‹ƒ–‘ …‘’Ž‡–‡ –Š‡ Dz ˆ‘”ƒ–‹‘dz „‘š ‘ –Š‡ „ƒ… ‘ˆ ›‘—” –”ƒ˜‡Ž „”‘…Š—”‡Ǥ Step 5: ‡ƒ” ƒ„‘—– ƒ ‹’‘”–ƒ– Š‹•–‘”‹…ƒŽ ’‡”•‘Ȁ’Žƒ…‡ ‹ †‹ƒǡ •—…Š ƒ• –Š‡ ƒŒ ƒŠƒŽǡ ƒŠƒ–ƒ ƒ†Š‹ǡ ‘” ƒ•…†ƒ ƒƒǤ Šƒ”‡ ™Šƒ– ›‘— Šƒ˜‡ Ž‡ƒ”‡† ™‹–Š ƒ‘–Š‡” ˆƒ‹Ž› ‡„‡”Ǥ ŽŽ—•–”ƒ–‡ –Š‹• ’‡”•‘Ȁ’Žƒ…‡ǡ ‘” ƒƥš ƒ ‹ƒ‰‡ ‘ˆ ‹– ‹ –Š‡ Dz ‡•‡ƒ”…Šdz „‘š ȋ•‡‡ ’ƒ‰‡ ͕͘ ˆ‘” ‹ƒ‰‡•ȌǤ š’Ž‘”‡ –Š‡ ƒ––”ƒ…–‹‘• ‘ˆ †‹ƒǤ Š‹…Š ƒ…–‹˜‹–›™‘—Ž†›‘—‡Œ‘›–Š‡‘•–ǫ Š‘‘•‡ ‘‡ˆ”‘’ƒ‰‡•͗͝Ǧ͕͘ƒ†ƒƥš–‘–Š‡ˆ”‘– ‘ˆ ›‘—” –”ƒ˜‡Ž „”‘…Š—”‡Ǥ

”ƒŒƒ

”—’‡‡

•ƒ”‹

29

Potterworkingatapotter’swheel

Week Four: Explore

33 “ Today I got the results back from a CAT 5 test I gave to my 3rd grader, who is using CHC Lesson Plans for 3rd Grade . She scored in the 93 percentile for social studies (grade level 8). We have been really enjoy ing traveling around the world, visiting various countries. Little did I know she was absorbing a lot more than I thought. She also scored well in language expression (82 percent), reading comprehen sion (88 percent), spelling (73) and science (78). Just wanted to thank you, your gentle approach makes my child 'want to learn.’ — Marilyn, CA

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Step6: ‡ƒ”ƒ„‘—–ƒ ƒ–Š‘Ž‹…•Š”‹‡Ǥ ‹†›‘—‘™ –Ǥ ”ƒ…‹• ƒ˜‹‡”™‘”‡†ƒ•ƒ‹••‹‘ƒ”›‹ †‹ƒˆ‘” •‡˜‡”ƒŽ›‡ƒ”•ǫ Š‡ ƒ•‹Ž‹…ƒ‘ˆ ‘ ‡•—•ǡDz ‘‘†dz‘” Dz ˆƒ–dz ‡•—•ǡ‹•„‡•–‘™ˆ‘”Š‘—•‹‰–Š‡–‘„ ‘ˆ –Ǥ ”ƒ…‹• ƒ˜‹‡”Ǥ ƒ˜‡›‘—Ž‡ƒ”‡†ƒ„‘—– ‘–Š‡” ‡”‡•ƒ‘ˆ ƒŽ…—––ƒ ƒ† Š‡” ”‡Ž‹‰‹‘—• ‘”†‡”…ƒŽŽ‡† –Š‡ ‹••‹‘ƒ”‹‡• ‘ˆ Šƒ”‹–›ǫ ƥš ‹ƒ‰‡• ‘ˆ ›‘—” ˆƒ˜‘”‹–‡ ƒ–Š‘Ž‹…•Š”‹‡ ƒ† •ƒ‹–• –‘ ›‘—” –”ƒ˜‡Ž „”‘…Š—”‡ ȋ•‡‡ ’ƒ‰‡• ͗͘Ǧ͙͘ȌǤ š’Ž‘”‡ –Š‡ ™‘†‡”• ‘ˆ ‹ †‹ƒǤ

Step7: ‘’Ž‡–‡–Š‡Dz š’Ž‘”‡dz•‡…–‹‘‘ˆ ›‘—”–”ƒ˜‡Ž „”‘…Š—”‡Ǥ Šƒ–‹†•‘ˆˆ‘‘†• ™‹ŽŽ ›‘— ‡ƒ–ǫ Šƒ– ƒ–‹˜‡ ƒ‹ƒŽ• ™‹ŽŽ ›‘— •‡‡ǫ ƥš ƒ ’Š‘–‘ –‘ ›‘—” –” ˜‡Ž „”‘…Š—”‡ ȋ•‡‡ ’ƒ‰‡ ͙͘ȌǤ

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Step8:

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It is illegal tomake copiesof these pages.©2012CatholicHeritageCurricula

I NDIA

B AY OF B ENGAL

I NDIAN O CEAN

29 Tour a Country: Learning about Other Lands & Peoples (India Brochure)

Choose, cut, and paste images; fill in information researched; and fold into brochure!

Attractions, continued

Saints, continued

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It is illegal tomake copiesof these pages.©2012CatholicHeritageCurricula

Elephant Festival

Snake charmer

Welcome to

Explore

Information

I NDIA

St. FrancisXavier Historical People and Places

Native Foods

Government

St.TeresaofCalcutta

Climate

Native Animals

Population

Flag

Area

TajMahal

MahatmaGandhi

Brahma Bull

Religions

Asian Elephant

NativeAnimal

Languages

Natural Resources

Indian Peacock

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GoldenTemple inAmritsar, Punjab

Vasco daGama

Attraction

BengalTiger

INDIA

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INDIA

NaturalWonder

©CatholicHeritageCurricula www.chcweb.com

Each country tour includes: • Passport • Travel brochure • Twenty or more full-color images of native animals,

historical people or places, Catholic shrines, and saints to used in travel brochure • World map showing where in the world the country is located • Two colorful maps of the country • Words to Know • Weekly plan covering a month of directed studies: labeling important places and topography, exploring native animals, climate, special attractions, natural resources, important historical events or places, Catholic missionaries, and MORE • Full page of enrichment activities including a list of historical fiction and discussion questions

30 Third Grade Core Subjects : : Religion : : Catechism (Faith and Life 3 Student Book: Excerpts from Chapter 3)

31 Faith and Life, Grade 3: Our Life with Jesus (Activity Book: Excerpt from Chapter 3)

32 Third Grade Core Subjects : : Hands-On Religion (At the Feet of Mary Book: Lesson Outline)

Click here to view the Table of Contents for the Book and Packet!

33 At the Feet of Mary: A Hands-On Religion Resource (Packet: Sample Activities)

See instructions in the Book, page 56. Mystery Match-Up

c.

a.

d.

b.

e.

1st Glorious Mystery

Photocopying of these pages is strictly illegal and a violation of copyright law.

See instructions in the Book, page 35. Mystery Phrases I

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M-P8.5by11.indd 91

“Do whatever He tells you.” (John 2:5)

“Glory to God in the highest!” (Luke 2:14)

“My soul magnifies the Lord...” (Luke 1:46)

3.

2.

1.

“Blessed are you among women.” (Luke 1:42)

“Lord, it is well that we are here.” (Matthew 17:4)

“Behold, I am the handmaid of the Lord.” (Luke 1:38)

6. Who is she that cometh forth as the morning rising, fair as the moon, bright as the sun, terrible as an army set in battle array? (Song of Solomon 6:10)

5.

4.

“And a sword will pierce through your own soul also.” (Luke 2:35)

“And preach as you go, saying, ‘The kingdom of heaven is at hand.’” (Matthew 10:7)

“This is my body which is given for you. Do this in remembrance of me.” (Luke 22:19)

9.

8.

7.

“How is it that you sought me? Did you not know that I must be house?”

“I need to be baptized nd do you

ed

Third Grade Daily Lesson Plans

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What Are CHC Lesson Plans?

Da i ly L es son Plans

CHC Lesson Plans provide an organized and flexible framework for learning and developing specific skills. The lesson plans are laid out day by-day, with weekly goals for those who prefer a simpler guide. These goals form a scope and sequence that builds from skill to skill, year to-year, providing a solid foundation for your child as he progresses in his studies through the elementary, middle, and upper grades. The lesson plans are designed around key features: flexibility, ease of use for the busy mom, and incorporation of the Faith with practical living. At a glance you can differentiate between required core subjects and optional non-core subjects. Core & Non-Core Subjects Only the boxes for required Core subjects are shaded in the lesson plans. Non-Core subjects are considered optional and have been left unshaded. They may be added to your student’s schedule as time, interest, and funds allow.

Third Grade

Catholic Heritage Curricula

CHC Daily Lesson Plans: Third Grade

The third grade lesson plans are designed for 36 weeks, four days a week.

” “ I just want to thank you for all your school services. I've tried many curriculums and I find this to be the least time consuming in preparation. Everything is straight forward and my child can start right away. Thank you! — Norma, Texas

Third Grade Daily Lesson Plans

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(Sample from Week 1)

T hird G rade

Week 1 Goals

MONDAY

TUESDAY

P

P

MATH

Complete pgs. 1 and 2.

Complete pgs. 3 and 4.

P

MCP Mathematics C Addition and subtraction, pgs. 1-8

Daily attendance may be checked off (as shown) or a cumulative number written in the box for those required to keep attendance records.

LANGUAGE ARTS READING COMPREHENSION Our Friends from Other Lands Introduction, pg. 1 How to Dress a Duck Invisible Marks, pgs. 1-3 P P GRAMMAR & COMPOSITION Language of God B Introduction and sentences, pgs. 2-5 P My Catholic Speller B Lesson 1: Short Vowels a and o , pgs. 2-3 P SPELLING

Our Friends from Other Lands : Read the Introduction, pg. 1.

Our Friends from Other Lands : Familiarize yourself with the Glossary, starting on pg. 262.

Complete pg. 3. Copy all list words from the lesson, spelling words aloud as they are written.

Read list words together. Discuss the meaning of any new words. Complete pg. 2. Optional: Discuss this week’s Scriptural Answer.

Discuss communication, pg. 2. Complete pg. 2.

Discuss sentences, pg. 3. Complete pg. 3.

RELIGION

Faith and Life Text: Read and discuss Chapter 1, “God Loves Us,” pgs. 8-12. Weekly goals are listed in the lesson plan and are easily checked off as completed. Use this alone as your lesson guide if you prefer not to utilize the day-to-day lesson plan. Introduction/Section 1 Read pgs. 4-7. Look up the “Words to Learn” using the Dictionary that starts on pg. 251.

Faith and Life Activity Book: Complete one or more pages as assigned.

CATECHISM & HANDS-ON RELIGION

P

Faith and Life 3 Text: Chapter 1, pgs. 8-12 Activity Book: pgs. 1-4 At the Feet of Mary : pgs. 1-7

P

SCIENCE & HEALTH

Sections 2-3 Read and complete pgs. 8-10.

Behold and See 3 Introduction, pgs. 4-14 A Supply List for all experiments is found in this lesson plan on pgs. 27-29. P

SOCIAL STUDIES

Tour a Country

Tour a Country: Canada Look over pg. 11 and “Words to Know.” Week One: Plan Complete Step 1, pg. 12.

Introduction, pgs. 2-3. Passport, pgs. 4-10.

P

Tour a Country, pgs. 2-10 Canada, pgs. 11-27

HANDWRITING

Complete Week 1, Lesson 1, pg. 5.

Complete Week 1, Lesson 2, pg. 6.

At a glance you can differentiate between required Core subjects (shaded) and Non-Core subjects (un-shaded).

Catholic Heritage Handwriting 3 Week 1, pgs. 5-7

P

P

Art Masterpieces:

Art Masterpieces: Adventure Collection Read “Introduction,” pgs. 2-3. Display Kittelsen’s Far, far away Soria Moria..., read the poem on pg. 6, and read “About the Artist” and “Art Story,” pg. 7.

Art Masterpieces: Adventure Collection Read “Art Theory,” pg. 8. Help student begin to memorize the poem.

Adventure Collection

P P

Making Music Praying Twice Art With A Purpose 3

P

P.E./Recess Ideas on pg. 32

Skipping races

Da ily Practice Work:

Piano lesson

P

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36 Third Grade Non-Core Subjects : : Art Appreciation & Poetry (Art Masterpieces: Adventure Collection)

Non-Core Subjects : : Art Appreciation & Poetry

Art Masterpieces: Adventure Collection is designed to develop a young child’s appreciation for art and poetry. The 18 art masterpieces in this collection feature engaging adventure scenes by artists such as Frederick Remington and N.C. Wyeth. The paintings are presented alongside short poems for the student to memorize. The detailed picture studies in the Teaching Booklet encourage close observation of the paintings and instill a recognition of beauty, composition, color, and line. The “cut and paste” Mini Masterpiece activity provides an enjoyable way to introduce the concept of artistic style. The 18 full-color prints in the Art Prints are accompanied by three sheets of decorated poems and 10 sheets of Mini Masterpieces.

rated Poems

Teaching Booklet: Sample Picture Study

Prayer of Columbus my limbs grow nerveless; eels rack’d, bewilder’d;

About the Artist: Ulpiano Checa was a Spanish artist who loved to paint horses and scenes from history. His paintings won many awards. He also made sculptures, posters, and illustrations. Art Story: What an adventure! Frightened by the train, two horses pulling a wagon gallop madly down the road. The horses are too frightened to obey the driver, who is tugging on the reins, trying to get them to stop. One of the horses reaches forward with his neck to try to run faster, and the other horse shakes his head toward us as he gallops. The wagon is loaded with several large boxes and baskets. Perhaps the man is on his way to the train station to mail the packages. His trip has certainly been i terrupted by the train and his frightened horses! What do you think will happen next in the picture? The wagon looks like it is about to crash into some rocks along the side of the road, or maybe tip over! Will some of the boxes and baskets fall off? Will the man be able to calm down his horses and not get hurt?

Be Strong

Be strong! It matters not how deep entrenched the wrong, How hard the battle goes, the day, how long; )DLQW QRW ÀJKW RQ 7RPRUURZ FRPHV WKH VRQJ Be strong, be strong, be strong! —Maltbie Davenport Babcock

d timbers part—I will not part! fast to Thee, O God, though the ɛHW PH e, at least, I know. —Walt Whitman

Unfortunate Encounter (1894) oil on canvas Ulpiano Checa (1860—1916) Academic Art

the blinkers weren’t much help because the horses were probably frightened by the whistle and noise of the train, not the sight of it. Art Theory: What are some things you can find in the painting that show how fast the horses, wagon, and train are moving? [the man’s hat falling off, the horse’s manes and tails blowing behind them, the horses galloping, the train smoke blowing behind it, little sprays/clouds of dust under the horses and wagon] Another way that the artist made sure we can tell they are moving very quickly is how he painted the wagon. We noticed earlier how the wagon looks like it might tip over, which tells us that it is probably going too fast and is out of control. Simply arranging the wagon at an angle also makes us think about movement. Have you ever noticed that when things move very quickly, they are often at an angle or tilted, instead of standing straight up-and-down? Sharp angles and diagonal lines in a picture make us think about action and movement, while vertical and horizontal lines often seem calmer.

The Whale Oh! the whale is free of the boundless sea, He lives for a thousand years; He sinks to rest in the billow’s breast, Nor the roughest tempest fears... Oh! the rare old whale, ’mid storm and gale, In his ocean home shall be, A giant in might, where might is right, And king of the boundless sea! —Joseph Edwards Carpenter

Our Fathers of Old herbs had our fathers of old— herbs to ease their pain— s and Marigold, Orris, and Elecampane, ket, Valerian, Rue, nging themselves they run)

ittany, Call-me-to-you— Melilot, Rose of the Sun.

You might have noticed the black patches over the horses’ eyes that look like square sunglasses. These are actually black pieces of leather attached to horses’ bridles called “blinkers” or “blinders.” Blinkers don’t cover

reen that grew out of the mould cellent herb to our fathers of old. —Rudyard Kipling

The Runaway A frantic clatter of horses’ feet! A runaway’s coming down the street!

—Whoa! Whoa! There they go!

horses’ eyes completely, but just keep them from se ing what’s behind them and becoming frightened. Horses are very nervous animals, so only being able to see in front of them helps them to focus and not be nervous. In this case,

Pell-mell rushing, snorting, quaking, Wagon rumbling, harness breaking, Frightened so they cannot know Everybody’s shrieking “Whoa!” O my, don’t cry! Whiz, bang, they’ve galloped by! No one hurt, but horses dashed Round a post and wagon smashed! Dear me! Dear me! When a runaway we see, Children, too, must run, oh, fast! Run and hide as it goes past! —Whoa! Whoa! There they go!

The Runaway A frantic clatter of horses’ feet! A runaway’s coming down the street!

In July ÀQG D VKDG\ ZDG\ ittle brook; have some candy handy, icture-book.

Also notice how the artist positioned the man in the wagon so he is leaning backward, in the opposite direction that the wagon is leaning. This shows us that he is being carried along with the wagon, but he is bracing himself very hard in the other direction so that he doesn’t fall. This creates even more excitement because it makes us wonder if he will be all right! 75

—Evaleen Stein No one hurt, but horses dashed Round a post and wagon smashed! Dear me! Dear me! When a runaway we see, Children, too, must run, oh, fast! Run and hide as it goes past! Pell-mell rushing, snorting, quaking, Wagon rumbling, harness breaking, Frightened so they cannot know Everybody’s shrieking “Whoa!” O my, don’t cry! Whiz, bang, they’ve galloped by!

ll day we’ll stay and play and mind the heat, he water gleaming, streaming, round our feet. ’ll gather curly pearly shells while bright ned minnows darting, parting, out of sight. —Evaleen Stein

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A colorful, decorated poem that is cut and pasted from Art Prints

—Evaleen Stein

Art Masterpieces: Adventure Collection

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(Samples from Art Prints and Teaching Booklet)

Sample 8½"×11" print: Unfortunate Encounter , Ulpiano Checa

Unfortunate Encounter Ulpiano Checa

Invite your student to cut and paste the miniature image of Unfortunate Encounter in this box.

Why teach art appreciation?

The most fundamental answer is that the experience of beauty in art helps to form the mind and heart for the pursuit of truth and goodness. As Prof. John Crosby has said, “the child who is raised to respond to the beautiful is thereby sensitized to all that is good and right and worthy.” Taking time to expose our children to great art gives them the opportunity “to contemplate the ray of beauty that strikes us to the quick, that almost ‘wounds’ us, and that invites us to rise toward God” (Benedict XVI).

5DLQ\ 'D\ LQ 3DULV Ulpiano Checa

Ask your student to cut and paste another painting by Ulpiano Checa in this box.

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