Haley Shipman 3rd Grade Language Arts/ScienceWeek of: Dec. 4th, 2017

Language Arts / Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective: (what I am teaching today) Statements shared with students verbally/written
Lesson Procedure: / Morning Work
Spelling Review
Lesson
Daily Language Review Wk 13Day 1
Complete and run-on sentences
Spelling – Saxon Word List 11
Rooted in Reading
Transition Words - This week students will practice using transition words correctly while sequencing events. Discuss transition words with your students. Students will use the transition words to write the
steps to decorating a
Christmas tree. Students draw a picture for each step.
Students can then use their steps to decorate their tree.
Daily Deep Dive
List the nouns, verbs, and pronouns in the given sentences. / Morning Work
Spelling Review
Lesson
Daily Language Review Wk 13 Day 2
Complete and run-on sentences
Spelling – Saxon Word List 11
Rooted in Reading
Transition Words - How to Draw a Flower:
Students will continue
practicing how to use
transition words while
Sequencing. Students will use the picture clues to write the steps to drawing a flower. If time allows, have students follow their steps to draw their own flower on scrap paper.
Daily Deep Dive
What did Henry mean when he said he has been given so much? Explain. / Morning Work
Spelling Review
Lesson
Daily Language Review Wk 13 Day 3
Complete and run-on sentences
Spelling – Saxon Word List 11
Rooted in Reading
Transition Words - How to Send a Letter: use the picture cards and sentences to discuss ordering the writing a letter events. Put these on chart paper or in a pocket chart to model sequencing events and using transition words. Students will then use their recording sheet to put the events in order while also using transition words.
Daily Deep Dive
This sentence has dialogue in it. Write
a new sentence using quotation marks. / Morning Work
Spelling Review
Lesson
Daily Language ReviewWk 13 Day 4
Complete and run-on sentences
Spelling – Partner Practice Test
Rooted in Reading
How to Give a Dog a
Bath: use the picture cards and sentences to discuss ordering the giving a dog a bath events. Put these on chart paper or in a pocket chart to model sequencing events and using transition words.
Students will then use their recording sheet to put the events in order while also using transition words.
Daily Deep Dive
What is a way that you could give back to help those in need? / Morning Work
Spelling Review
Lesson
Daily Language Review Week 13 Quiz
Spelling – Partner Test
TEKS Standard(s): / 3.22C, 3.23
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 / 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 / Saxon Phonics, Daily Language Review, & Rooted in Reading / Saxon Phonics, Daily Language Review, & Rooted in Reading / Saxon Phonics, Daily Language Review, & Rooted in Reading / Saxon Phonics, Daily Language Review, & Rooted in Reading
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 / The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life. / The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life. / The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life. / The student is expected to explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life.
Lesson Procedure: / Lesson
Starters – My Favorite Energy
Power outage Problems
Vocabulary
Science Rock
Reading in Science / Lesson
Vocabulary
Science Rock
Where Can We Find Energy stations
Station 1 – Mechanical Energy
Station 2 – Sound Energy
Station 3 – Light Energy
Station 4 – Heat/Thermal Energy / Lesson
Vocabulary
Science Rock
Where Can We Find Energy stations
Station 1 – Mechanical Energy
Station 2 – Sound Energy
Station 3 – Light Energy
Station 4 – Heat/Thermal Energy / Lesson
Wrap up
TEKS Standard(s): / 3.6A / 3.6A / 3.6A / 3.6A
Instructional Strategies: How will I teach it
Include grouping:
(Small group, pairs, individual, whole group) / Whole group
Small group / Small groups / Small groups / Small groups
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 journal responses / Formative – student journal responses / Formative – discussion
Higher Order Thinking/Questioning: / How would you develop ____? / How would you determine ____? / How would you demonstrate ____? / Predict the outcome if ___?
Academic Vocabulary:
Resources: / STEMscopes / STEMscopes / STEMscopes / STEMscopes
Technology Integration: / ELMO
STEMscopes / ELMO
STEMscopes / ELMO
STEMscopes / ELMO
STEMscopes
Differentiation/Scaffolding: / Stations / Stations / Stations