Haley Shipman
Language Arts
Learning Objective:
(what I am teaching
today) Statements
shared with students
verbally/written
Lesson Procedure:
Week of: February 27th, 2017
3rd Grade Language Arts/Science
Monday
Tuesday
Wednesday
Thursday
Friday
Students will decode
multisyllabic words in
context and
independent of
context by applying
common spelling
patterns using
knowledge of
common prefixes
and suffixes.
Students will decode
multisyllabic words in
context and
independent of
context by applying
common spelling
patterns using
knowledge of
common prefixes
and suffixes.
Students will decode
multisyllabic words in
context and
independent of
context by applying
common spelling
patterns using
knowledge of
common prefixes
and suffixes.
Students will decode
multisyllabic words in
context and
independent of
context by applying
common spelling
patterns using
knowledge of
common prefixes
and suffixes.
Students will decode
multisyllabic words in
context and
independent of
context by applying
common spelling
patterns using
knowledge of
common prefixes
and suffixes.
Students will use and
understand the
function of the
following parts of
speech in the
context of reading,
writing, and speaking
with prepositions and
prepositional
phrases; and timeorder transition words
and transitions that
indicate a
conclusion.
Students will use and
understand the
function of the
following parts of
speech in the context
of reading, writing,
and speaking with
prepositions and
prepositional phrases;
and time-order
transition words and
transitions that
indicate a
conclusion.
Students will use and
understand the
function of the
following parts of
speech in the context
of reading, writing,
and speaking with
prepositions and
prepositional phrases;
and time-order
transition words and
transitions that
indicate a
conclusion.
Students will use and
understand the
function of the
following parts of
speech in the context
of reading, writing,
and speaking with
prepositions and
prepositional phrases;
and time-order
transition words and
transitions that
indicate a
conclusion.
Students will use and
understand the
function of the
following parts of
speech in the context
of reading, writing,
and speaking with
prepositions and
prepositional phrases;
and time-order
transition words and
transitions that
indicate a
conclusion.
Students will write
responses to
expository texts that
demonstrate
understanding of the
text.
Students will write
responses to
expository texts that
demonstrate
understanding of the
text.
Students will write
responses to
expository texts that
demonstrate
understanding of the
text.
Students will write
responses to
expository texts that
demonstrate
understanding of the
text.
Students will write
responses to
expository texts that
demonstrate
understanding of the
text.
Lone Star Learning –
Writing prompt and
Elaboration Week 23
Lone Star Learning –
Writing prompt and
Elaboration Week 23
Lone Star Learning –
Writing prompt and
Elaboration Week 23
Lone Star Learning –
Writing prompt and
Elaboration Week 23
Lone Star Learning –
Writing prompt and
Elaboration Week 23
Haley Shipman
Week of: February 27th, 2017
3rd Grade Language Arts/Science
5-Minute Language
Review –Day 1
5-Minute Language
Review – Day 2
5-Minute Language
Review –Day 3
5-Minute Language
Review –Day4
5-Minute Language
Review Quiz
Spelling – Mini LessonAdd either –r or –st to
words that end in
silent –e.
Spelling – Review and
independent
practice
Spelling –
independent
practice
Spelling – Partner
Practice Spelling Test
Spelling – Partner
Spelling Test
Prepositions &
Prepositional Phrases
Prepositions &
Prepositional Phrases
Prepositions &
Prepositional Phrases
Prepositions &
Prepositional Phrases
Library
Library
TEKS Standard(s):
3.1Aiv,3.22Av,3.20C,
3.22Aviii,
3.1Aiv,3.22Av,3.20C,
3.22Aviii,
3.1Aiv,3.22Av,3.20C,
3.22Aviii,
3.1Aiv,3.22Av,3.20C,
3.22Aviii,
3.1Aiv,3.22Av,3.20C,
3.22Aviii,
Instructional Strategies:
How will I teach it
Whole group
Whole group
Whole group
Pairs
Individual
Individual
Individual
Pairs
Individual
Pairs
Daily Language
Review Quiz
Include grouping:
Individual
(Small group, pairs,
individual, whole group)
Assessment: How will I
know my students
learned it?
Background
knowledge
Class discussion
Class discussion
Practice quiz
Independent
practice
Independent
practice
Independent
practice
Elaborate on…
How would you
differentiate
between __ &__?
What would happen
if___?
*Formative: (daily)
*Summative: (how will
objectives be assessed,
either now or in the
future?)
Higher Order
Thinking/Questioning:
Spelling Test
Week of: February 27th, 2017
Haley Shipman
3rd Grade Language Arts/Science
Academic Vocabulary:
syllable, transition
words, preposition,
prepositional phrases
syllable, transition
words, preposition,
prepositional phrases
syllable, transition
words, preposition,
prepositional phrases
syllable, transition
words, preposition,
prepositional phrases
syllable, transition
words, preposition,
prepositional phrases
Resources:
Lone Star Learning,
Jen Bengel Spelling,
Reading Street
Lone Star Learning,
Jen Bengel Spelling,
Reading Street
Lone Star Learning,
Jen Bengel Spelling,
Reading Street
Lone Star Learning,
Jen Bengel Spelling,
Reading Street
Lone Star Learning,
Jen Bengel Spelling,
Reading Street
Technology Integration:
ELMO,
ELMO,
www.morewords.com
www.morewords.com
ELMO, online
thesaurus
ELMO, online
Thesaurus
Spelling lists
Spelling lists
Spelling lists
Spelling lists
Spelling lists
Lone Star Learning
Lone Star Learning
Lone Star Learning
Lone Star Learning
Lone Star Learning
Daily Language
Review
Daily Language
Review
Daily Language
Review
Daily Language
Review
Daily Language
Review
Differentiation/Scaffoldi
ng:
Activate Prior
Knowledge
Haley Shipman
Science
Week of: February 27th, 2017
3rd Grade Language Arts/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
and record how soils
are formed by
weathering of rock
and the
decomposition of
plant and animal
remains.
The student is
expected to explore
and record how soils
are formed by
weathering of rock
and the
decomposition of
plant and animal
remains.
The student is
expected to explore
and record how soils
are formed by
weathering of rock
and the
decomposition of
plant and animal
remains.
Students will explore
how some structures
and functions of
plants and animals
allow them to survive
in a particular
environment.
Lesson Procedure:
Vocabulary
Vocabulary
Motivation Science
STEMscopes Engage
Activity
Science Rock
Unit 8 – Check for
Understanding
Learn, Grow, Eat &
Go Week 5 Lesson
STEMscopedia
EduSmart – Properties
of Soil
TEKS Standard(s):
3.7A
3.7A
3.7A
3.9A
Instructional Strategies:
How will I teach it
Whole group
Whole group
Whole group
Whole Group
Independent
Small group
Independent
Independent
Formative – student
discussions and
responses in their
Explore Journals
Formative – student
responses in
STEMscopedia &
EduSmart
Formative – Check
for Understanding
Formative – Garden
journal
Include grouping:
(Small group, pairs,
individual, whole group)
Assessment: How will I
know my students
learned it?
*Formative: (daily)
*Summative: (how will
objectives be assessed,
Haley Shipman
Week of: February 27th, 2017
3rd Grade Language Arts/Science
either now or in the
future?)
Higher Order
Thinking/Questioning:
Based on what you
know, what can you
predict about….?
What is important
about what you are
learning?
What is important
about what you are
learning?
How could you
predict will happen?
Academic Vocabulary:
Sand, silt, clay, loam,
weathering, erosion,
decompose, humus
Sand, silt, clay, loam,
weathering, erosion,
decompose, humus
Sand, silt, clay, loam,
weathering, erosion,
decompose, humus
watering, weeding,
feeding
Resources:
STEMscopes
EduSmart Video and
questions
STEMscopes
Learn, Grow, Eat, &
Go Curriculum
ELMO
ELMO
Motivation Science
will wrap up
information about soil
properties.
Building knowledge
from previous weeks.
STEMscopes
Technology Integration:
ELMO
ELMO
STEMscopes
STEMscopes
EduSmart
Differentiation/Scaffoldi
ng: