Haley Shipman 3rd Grade Language Arts/ScienceWeek of: Nov. 27th, 2017

Language Arts / Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective: (what I am teaching today) Statements shared with students verbally/written / Students will identify and apply playful uses of language.
Students will use and understand the function s of adverbs (time).
Students will use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell. / Students will identify and apply playful uses of language.
Students will use and understand the function s of adverbs (time).
Students will use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell. / Students will identify and apply playful uses of language.
Students will use and understand the function s of adverbs (time).
Students will use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell. / Students will identify and apply playful uses of language.
Students will use and understand the function s of adverbs (time).
Students will use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell. / Students will identify and apply playful uses of language.
Students will use and understand the function s of adverbs (time).
Students will use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell.
Lesson Procedure: / Morning Work
Spelling Review
Vowel Digraphs & VCCV Words
Lesson
Daily Language Review Wk 12Day 1
idioms
Spelling – Saxon Word List 10
Library
Rooted in Reading
Adverbs – Time
This week we will focus on adverbs that answer the question of when and how frequently. Introduce adverbs to the class. Give some examples from sentences in the story. (There are a lot of great sentences to reference from the book!)
Discuss the difference between an adverb and adjective.
Students will sort words into two categories: adjectives and adverbs.
Daily Deep Dive
But when hunters next saw the wild horses there galloped beside the mighty stallion a beautiful mare with a name and tail floating like wispy clouds about her.
List the nouns, verbs, and adjectives in the sentence. / Morning Work
Spelling Review
Vowel Digraphs & VCCV Words
Lesson
Daily Language Review Wk 12 Day 2
idioms
Spelling – Saxon Word List 8 Part 2
Rooted in Reading –Adverbs – Time
Students cut out the rectangle and cut in between the flaps.
Students will glue underneath the title.
Students will lift up each flap and write a sentence using that adverb.
Daily Deep Dive
This sentence has the vocabulary word, wispy, in it. What does the word wispy mean? Use it in a new sentence. / Morning Work
Spelling Review
Vowel Digraphs & VCCV Words
Lesson
Daily Language Review Wk 12 Day 3
idioms
Spelling – Saxon Word List 8 Part 2
Rooted in Reading –
Adverbs – Time
Adverb Scoot: Post the horse cards around the room or give a set to each table group.
Students will read the sentence and identify the adverb.
Students write the adverb on their recording sheet.
Daily Deep Dive
What do the hunters see in the sentence? Explain / Morning Work
Spelling Review
Vowel Digraphs & VCCV Words
Lesson
Daily Language ReviewWk 12 Day 4
idioms
Spelling – Partner Practice Test
Rooted in Reading –
Adverbs – Time
Adverb Storm:
Students will choose three adverbs and write them into sentences on the lightning bolts.
Daily Deep Dive
Draw a picture to show what the hunters see in the sentence. / Morning Work
Spelling Review
Vowel Digraphs & VCCV Words
Lesson
Daily Language Review Week 12 Quiz
Adverb Assessment:
Students identify the adverbs in the sentence and either highlight, underline, or circle.
Spelling – Partner Test
TEKS Standard(s): / 3.4D, 3.22Aiv, 3.24A / 3.4D, 3.22Aiv, 3.24A / 3.4D, 3.22Aiv, 3.24A / 3.4D, 3.22Aiv, 3.24A / 3.4D, 3.22Aiv, 3.24A
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