Haley Shipman 3rd Grade Language Arts/Science Week of: Nov. 13th, 2017

Language Arts / Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective: (what I am teaching today) Statements shared with students verbally/written / Students will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
Students will use complete simple and compound sentences with correct subject-verb agreement.
Students will spell words with common syllable constructions (finale stable syllable) / Students will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
Students will use complete simple and compound sentences with correct subject-verb agreement.
Students will spell words with common syllable constructions (finale stable syllable) / Students will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
Students will use complete simple and compound sentences with correct subject-verb agreement.
Students will spell words with common syllable constructions (finale stable syllable) / Students will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
Students will use complete simple and compound sentences with correct subject-verb agreement.
Students will spell words with common syllable constructions (finale stable syllable) / Students will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
Students will use complete simple and compound sentences with correct subject-verb agreement.
Students will spell words with common syllable constructions (finale stable syllable)
Lesson Procedure: / Morning Work
Saxon Phonics WK 9
Lesson
Lone Star Learning Week 6
Daily Language Review Wk 11 Day 1
Spelling – Saxon Word List 9
Library
Rooted in Reading
Simple & Compound Sentences
Introduce simple and compound sentences to the class using the posters. This week we will be combining two independent clauses with the conjunctions and, but, so. Use the sentence strips to show students how we can combine two independent clauses. Emphasize that independent clauses can stand alone. Use the cactus model to sow students how to form the sentence. Students can use the cactus template to create their own model and compound sentences along with teacher.
Daily Deep Dive / Morning Work
Saxon Phonics WK 9
Lesson
Lone Star Learning Week 6
Daily Language Review Wk 11 Day 2 & 3
Spelling – Saxon Word List 9
Rooted in Reading –
Creating Compound Sentences: Students have three sentences to put together. They will cut apart the different parts of the sentence and glue together. Students find two independent clauses that make sense together and a conjunction to join them.
Daily Deep Dive / Morning Work
Saxon Phonics WK 9
Lesson
Lone Star Learning Week 6
Daily Language Review Wk 11 Day 4
Spelling – Partner Practice Test
Rooted in Reading – Simple to Compound Flag-Ups: Students cut out the rectangle and in between the flaps. Students will glue only under the title. Students will lift up the flap. They will join the two simple sentences together and write the compound sentence underneath the flap.
Daily Deep Dive
A Thanksgiving Rescue Writing / Morning Work
Saxon Phonics WK 9
Lesson
Lone Star Learning Week 6
Daily Language Review Wk 11 Quiz
Spelling – Partner Test
Rooted in Reading – Simple or Compound Hunt: Post the cactus cards around the room or give each table group a set of cards Students will read the sentences and decide if they are simple or compound. Students will write what type of sentences is shown on their recording sheet.
Daily Deep Dive
Library / Early Release
Red Ribbon Program
Charlotte’s Web wrap up
A.R. party
TEKS Standard(s): / 3.21, 3.22C, 3.24D / 3.21, 3.22C, 3.24D / 3.21, 3.22C, 3.24D / 3.21, 3.22C, 3.24D / 3.21, 3.22C, 3.24D
Instructional Strategies: How will I teach it
Include grouping:
(Small group, pairs, individual, whole group) / Whole group
Individual / Whole group
Groups
Individual / Whole group
Groups
Individual / Pairs
Individual
Assessment: How will I know my students learned it?
*Formative: (daily)
*Summative: (how will objectives be assessed, either now or in the future?) / Formative – student response / Formative – student response / Formative – student response / Formative – practice spelling test / Summative – Daily Language Review Quiz, Comma Assessment, and Spelling Test
Higher Order Thinking/Questioning: / How would you use..? / How does this relate? / How is this similar to..? / How is ___ related to __?
Academic Vocabulary: / commas in a series
Resources: / Saxon Phonics, Daily Language Review, & Rooted in Reading, Lone Star Learning / Saxon Phonics, Daily Language Review, & Rooted in Reading, Lone Start Learning / Saxon Phonics, Daily Language Review, & Rooted in Reading, Lone Star Learning / Saxon Phonics, Daily Language Review, & Rooted in Reading, Lone Star Learning / Saxon Phonics, Daily Language Review, & Rooted in Reading, Lone Stqr Learning
Technology Integration: / ELMO / ELMO / ELMO / ELMO
Differentiation/Scaffolding: / Spelling list, Lone Star Learning, Daily Language Review / Spelling list, Lone Star Learning, Daily Language Review / Spelling list, Lone Star Learning, Daily Language Review / Spelling list, Lone Star Learning, Daily Language Review / Spelling list, Lone Star Learning, Daily Language Review
Science / Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective: (what I am teaching today) Statements shared with students verbally/written / Students will collect, record, and analyze information using scientific tools.
Students will use safety equipment appropriately. / Students will collect, record, and analyze information using scientific tools.
Students will use safety equipment appropriately.
Lesson Procedure: / Lesson / Lesson
Science Tool Hunt / Lesson / Lesson / Lesson
Turkey Baster Launchers STEM activity
TEKS Standard(s): / 3.1A / 3.1A
Instructional Strategies: How will I teach it
Include grouping:
(Small group, pairs, individual, whole group) / pairs / Whole group
teams
Assessment: How will I know my students learned it?
*Formative: (daily)
*Summative: (how will objectives be assessed, either now or in the future?) / Formative – Students’ grids / Formative – / Formative – / Formative –
Student recordings
Higher Order Thinking/Questioning:
Academic Vocabulary:
Resources:
Technology Integration:
Differentiation/Scaffolding: