Haley Shipman 3rd Grade Language Arts/ScienceWeek of: Oct. 30th, 2017

Language Arts / Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective: (what I am teaching today) Statements shared with students verbally/written / Students will recognize and use commas in series and dates.
Students will spell words with abstract vowels. / Students will recognize and use commas in series and dates.
Students will spell words with abstract vowels. / Students will recognize and use commas in series and dates.
Students will spell words with abstract vowels. / Students will recognize and use commas in series and dates.
Students will spell words with abstract vowels. / Students will recognize and use commas in series and dates.
Students will spell words with abstract vowels.
Lesson Procedure: / Morning Work
Saxon Phonics - Week 8
Lesson
Daily Language Review Week 9Day 1
Spelling – Saxon Word List 8
Library
Rooted in Reading
Commas
Daily Deep Dive / Morning Work
Saxon Phonics – Week 8
Lesson
Daily Language Review Week 9 Day 2
Spelling – Saxon Word List 8
Rooted in Reading –Commas
Daily Deep Dive / Morning Work
Saxon Phonics – Week 8
Lesson
Daily Language Review Week 7 Day 3
Spelling – Saxon Word List 6
Rooted in Reading –
Commas
Daily Deep Dive / Morning Work
Saxon Phonics – Week 8
Lesson
Daily Language Review Week 7 Day 4
Spelling – Partner Practice Test
Rooted in Reading – Commas
Daily Deep Dive / Morning Work
Saxon Phonics Assessment
Lesson
Daily Language Review Week 7 Quiz
Spelling – Partner Test
Rooted in Reading – Comma Assessment
Daily Deep Dive
TEKS Standard(s): / 3.23Cii, 3.24Bvi / 3.23Cii, 3.24Bvi / 3.23Cii, 3.24Bvi / 3.23Cii, 3.24Bvi / 3.23Cii, 3.24Bvi
Instructional Strategies: How will I teach it
Include grouping:
(Small group, pairs, individual, whole group) / Whole group / Whole group
Groups / 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 / Students will use safe practices while in science.
Students will construct maps and graphs.
Students will learn how to use science tools.
Students will learn to use safety equipment. / Students will use safe practices while in science.
Students will construct maps and graphs.
Students will learn how to use science tools.
Students will learn to use safety equipment.
The student is expected to predict, observe, and record changes in the state of matter caused by heating or cooling. / Students will use safe practices while in science.
Students will construct maps and graphs.
Students will learn how to use science tools.
Students will learn to use safety equipment.
The student is expected to predict, observe, and record changes in the state of matter caused by heating or cooling. / Students will use safe practices while in science.
Students will construct maps and graphs.
Students will learn how to use science tools.
Students will learn to use safety equipment.
The student is expected to predict, observe, and record changes in the state of matter caused by heating or cooling. / Students will use safe practices while in science.
Students will construct maps and graphs.
Students will learn how to use science tools.
Students will learn to use safety equipment.
The student is expected to predict, observe, and record changes in the state of matter caused by heating or cooling.
Lesson Procedure: / Lesson
Lone Star Learning - Seeing Science Structures / Lesson
Lone Star Learning - Seeing Science Structures
Candy Corn Experiment / Lesson
Lone Star Learning - Seeing Science Structures
Candy Corn Experiment
Motivation Science Guided Practice - Play in teams as a game / Lesson
Lone Star Learning - Seeing Science Structures
Candy Corn Experiment
Motivation Science Guided Practice – Play in teams as a game / Lesson
Lone Star Learning - Seeing Science Structures
Motivation Science Guided Practice – Play in teams as a game
TEKS Standard(s): / 3.1A, 3.2C, 3.4A, 3.4B, / 3.1A, 3.2C, 3.4A, 3.4B, 3.5ABC / 3.1A, 3.2C, 3.4A, 3.4B, 3.5ABCC / 3.1A, 3.2C, 3.4A, 3.4B, 3.5ABC / 3.1A, 3.2C, 3.4A, 3.4B, 3.5ABC
Instructional Strategies: How will I teach it
Include grouping:
(Small group, pairs, individual, whole group) / Whole group / Whole group
Small groups
Individual / Whole group
Individual / Whole group
Individual / Whole group
Small group
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: (before Starter activity) I predict that the ice will melt faster/slower if we add ___ (heat object).
(after) My prediction was ___ and it was ____. / Formative – Student responses during discussion / Formative – student responses during discussion / Engage Activity
Higher Order Thinking/Questioning: / Why does heat do? List examples / (before Starter activity) I predict that the ice will melt faster/slower if we add ___ (heat object) because ____.
(after) My prediction was ___ and it was ____. You can also add heat by ___, which is another way to make my prediction true.
Academic Vocabulary: / organ, brain, skin, data, observe/observing / Solid, liquid, gas, matter, mass, heating, cooling, temperature / Solid, liquid, gas, matter, mass, heating, cooling, temperature / Solid, liquid, gas, matter, mass, heating, cooling, temperature / Solid, liquid, gas, matter, mass, heating, cooling, temperature
Resources: / Lone Star Learning Science / Lone Star Learning Science, STEMscopes / Lone Star Learning Science, STEMscopes / Lone Star Learning Science, STEMscopes / Lone Star Learning Science, STEMscopes
Technology Integration: / ELMO
STEMscopes / ELMO
STEMscopes / ELMO
STEMscopes / ELMO
STEMscopes
Differentiation/Scaffolding: / Lone Start Learning / Lone Start Learning
Starter activity / Lone Start Learning / Lone Start Learning / Lone Start Learning