Teacher: Abbott
Subject: Language Arts pgs 1&2; Science pgs 3&4
Dates: January 16-20, 2017
Monday
Learning Objective: (what I
am teaching today)
Statements shared with
students verbally/written
NO SCHOOL HOLIDAY
Unit: 4
Tuesday
Wednesday
Thursday
Friday
Obj Language use and
understand adjectives;
Spelling Lesson
"Final Syllable
Patterns"
Obj. Writing-Define
and evaluate the
relevance, validity,
and reliability of
source for the
research about how a
nonrenewable
resource is obtained
and how or if it can be
replenished after
identifying them in
Science class
Obj Language use and
understand adjectives;
Spelling Test #20
"Final Syllable
Patterns"
Obj. Writing using the
writing/research
process for gathering
relevant information
about the research
question about how a
nonrenewable
resource is obtained
TEKS standard(s):
TEKS
4.20.A.3.1.i.ii.iii;
4.20.A.6
TEKS 4.25.A.B
TEKS
4.20.A.3.1.i.ii.iii;
4.20.A.6
TEKS
4.23.A.1.B.1;4.15.A.1
Instructional Strategies:
How will I teach it
Include grouping:
Sm gp, pairs, individual,
whole group
*Lang. students will
understand and use
adjectives using
definition via Shurley
jingle; students will
then complete/label
parts of speech on
WNB pg 319; Sp.
Lesson *students will
complete WNB pg
262 #1,5,10,15,20 as
guided practice
*students will
complete WNB pg
450 “W-L” chart (see
Wed.) recording what
I would like to know
with teacher guided
questions; then begin
recording what I learn
from first source of
information (library
book)
*Lang. students will
understand and use
adjectives using
definition via Shurley
jingle; students will
make a list of vivid
adjectives in journal
*students will use
media (websites on
computer chosen by
teacher) to research
information to
paraphrase and add as
a second source while
adding to outline on
WNB pg 216;
continue to gather
from book source, as
well
Teacher: Abbott
Dates: January 16-20, 2017
Subject: Language Arts pgs 1&2; Science pgs 3&4
Tuesday
Wednesday
Thursday
Friday
Lang. *students will
complete handout
"Using Vivid
Adjectives" to use in
research report to add
details to explain what
kind of resources and
how many; Sp.
Lesson *students will
complete WNB pg
262 as independent
practice
*students will clarify
research questions and
evaluate collected
information using an
outline form on WNB
pg 216 to
understand/write
information gathered
from sources and
begin to read/gather
information; Sp
Lesson review editing
practice WNB pg 267
Lang. *students will
practice editing on
WNB pg 326
“Wildfire”; Sp. Test
#20 “Final Syllables”
*students will develop
topic sentences,
summarize findings,
and use evidence to
support how a
nonrenewable
resource is obtained
Higher order
thinking/questioning:
How do vivid
adjectives add detail
to the writing
composition?
How do writers
determine what is
important information
gathered while
researching?
How can students use
these to describe
resources they are
researching?
How are
nonrenewable
resources obtained?
Academic Vocabulary:
Vivid adjectives; final Paraphrasing and
syllable
plagiarism; research
process; clarify and
evaluate
Assessment: How will I
know my students learned it?
Formative: (daily)
Summative: (how will
objectives be assessed,
either now or in the future?)
Resources:
Monday
Unit: 4
Writer’s NB; Reading Writer’s NB; Shurley
Street
Jingles; Reading
Street TE pg 55c;67c
Vivid adjectives; final Paraphrasing and
syllable
plagiarism; research
process; clarify and
evaluate; obtained
Writer’s NB 450; 216 Writer’s NB; Shurley
Jingles; Reading
Street
Technology Integration:
ISTATION
WRITING
Spelling City
“Unscramble words”
Differentiation/scaffolding:
Intervention
*complete Motivation
NB pgs 206-209;
handout “Editing
Irregular Verbs”
Teacher conferencing; Teacher created
Sp. Enrichment extra (accommodated)
editing practice while spelling test
proofreading spelling
Writer’s NB pg 216
Teacher conferencing
Teacher: Abbott
Subject: Language Arts pgs 1&2; Science pgs 3&4
Dates: January 16-20, 2017
Monday
Learning Objective: (what I
am teaching today)
Statements shared with
students verbally/written
NO SCHOOL HOLIDAY
Tuesday
Wednesday
Unit: 4
Thursday
Friday
Analyze data and
interpret patterns to
construct reasonable
explanations from
data that can be
observed Earth and
space. The students
know that Earth
consists of useful
resources and its
surface is constantly
changing.
Analyze data and
interpret patterns to
construct reasonable
explanations from
data that can be
observed Earth and
space. The students
know that Earth
consists of useful
resources and its
surface is constantly
changing.
Analyze data and
interpret patterns to
construct reasonable
explanations from
data that can be
observed Earth and
space. The students
know that Earth
consists of useful
resources and its
surface is constantly
changing.
Analyze data and
interpret patterns to
construct reasonable
explanations from
data that can be
observed Earth and
space. The students
know that Earth
consists of useful
resources and its
surface is constantly
changing.
TEKS standard(s):
TEKS 4.1.4.2.4.5,
4.5C; 4.7
TEKS 4.1.4.2.4.5,
4.5C; 4.7
TEKS 4.1.4.2.4.5,
4.5C; 4.7
TEKS 4.1.4.2.4.5,
4.5C; 4.7
Instructional Strategies:
How will I teach it
Include grouping:
Sm gp, pairs, individual,
whole group
*Using EduSmart
video, students will
complete note-taking
sheet using word
banks to understand
terms related to
weathering, erosion,
deposition, cave
formation
*Using EduSmart
video, students will
complete note-taking
sheet using word
banks to understand
change to earth's
surface using fossils
drawing layers of
soil/rock with fossils
*students will
complete chart
"Changes to Land" on
pg 48 in
STEMSCOPEDIA
WB to determine
which natural process
is causing change and
the force that caused it
*review students’
understanding using
STEMSCOPE review
of vocab terms and
concepts whole group
using Mimio
Assessment: How will I
know my students learned it?
*students complete
“Cloze-ing in on
Science” to review
key concepts
*Using EduSmart
quiz review, students
will demonstrate
understanding of
knowledge of earth's
changing surface
using test taking
strategies, graphs, and
diagrams
*students will
complete vocabulary
handout “Concept
Attainment”
*students will
complete review to
check understanding
in Motivation Science
NB pgs 105-109
Formative: (daily)
Summative: (how will
objectives be assessed,
either now or in the future?)
Teacher: Abbott
Dates: January 16-20, 2017
Subject: Language Arts pgs 1&2; Science pgs 3&4
Monday
Tuesday
Wednesday
Unit: 4
Thursday
Higher order
thinking/questioning:
How are natural
resources found?
What is the order of
changes in land
formation/changes to
Earth’s surface?
Which natural process
is causing change?
Academic Vocabulary:
weathering, erosion,
deposition, and cave
formation
weathering, erosion,
deposition, and cave
formation; fossils
weathering, erosion,
deposition, and cave
formation
Resources:
Friday
weathering, erosion,
deposition, and cave
formation; natural
resources (renewable)
STEMSCOPE;
STEMSCOPE;
STEMSCOPE;
STEMSCOPE;
STEMSCOPE;
Edusmart; Motivation Edusmart; Motivation Edusmart; Motivation Edusmart; Motivation Edusmart; Motivation
Sc. WB
Sc. WB
Sc. WB
Sc. WB
Sc. WB
Technology Integration:
Edusmart
Differentiation/scaffolding:
Drawings/acronyms
to remember
differences between
changes
STEMSCOPE
STEMSCOPE