Teacher: Abbott Subject: Language Arts pgs 1&2; Science pgs 3&4 Unit: 3Dates: December 11-15, 2017

Monday Tuesday Wednesday Thursday Friday

Learning Objective: (what I am teaching today) Statements shared with students verbally/written

STAAR MATH BENCHMARK TEST

STAAR READING BENCHMARK TEST

Obj. Writing Using writing process students will write a formal letter to a school board member thanking the member for their service on the board

Obj Language skill review-verb jingle and helping verbs jingle; use complete simple sentences to understand how to write with correct subject-verb agreement

Obj. Writing Using writing process students will prewrite (plan) writing instructions to instruct how to complete a project or task

TEKS standard(s): TEKS 4.15 A.B; 4.20.A.2.ii-iv;

TEKS 4.20.C.1; 4.21.A.1;4.22.D.2

TEKS 4.15 A.B; 4.20.A.2.ii-iv;

Instructional Strategies: How will I teach itInclude grouping:Sm gp, pairs, individual, whole group

*students will review the five parts of a letter using mnemonic devices; students will brainstorm what jobs the school board members volunteer to do

*students will use rules from Shurley Method (student ref. 28 in Lang. folder) to learn correct use of subject/verb agreement using rules after reviewing verb phrases

*students will practice how to describe steps in correct sequence using transition words to signal order in paragraph format on handout pg 43 "6+1 Traits of Writing"

Assessment: How will I know my students learned it?

Formative: (daily)

Summative: (how will objectives be assessed, either now or in the future?)

*students will write a letter to school board member using parts of a letter which will be revised and edited as the letter is written

*students will complete indep review practice WNB pg 238

*students will plan idea about completing a project or task using prewriting organizer on Writer's NB pg 274 "Steps in a Process" after completing a thinking map in MW pg 212/213

Higher order thinking/questioning:

Why is it important to include all 5 parts of a letter?

How do helping verbs determine tense of verb and determine

How do you tell someone how to complete a task?

Teacher: Abbott Subject: Language Arts pgs 1&2; Science pgs 3&4 Unit: 3Dates: December 11-15, 2017

Monday Tuesday Wednesday Thursday Friday

subject/verb agreement?

Academic Vocabulary: Heading, salutation, body, closing, signature-5 parts of letter

Subject/verb agreement

Thinking map,organization, writing plan

Resources: Writer’s NB Writer’s NB; Shurley Jingles; Reading Street

Writer’s NB NB pg 190;

Technology Integration: Example of letter on Microsoft Word

Differentiation/scaffolding: Use head, hand, and foot to model 5 parts of a letter

using maps to organize ideas/steps in a process

Teacher: Abbott Subject: Language Arts pgs 1&2; Science pgs 3&4 Unit: 3Dates: December 11-15, 2017

Monday Tuesday Wednesday Thursday Friday

Learning Objective: (what I am teaching today) Statements shared with students verbally/written

Video after benchmark test

Video after benchmark test

The students know that Earth consists of useful resources and its surface is constantly changing;Examine properties of soils, including color and texture; Analyze data and interpret patterns to construct reasonable explanations from data that can be observed

The students know that Earth consists of useful resources and its surface is constantly changing;Examine properties of soils, including color and texture; Analyze data and interpret patterns to construct reasonable explanations from data that can be observed

WINTER PROGRAM PRACTICE 12:45-2:45

TEKS standard(s): TEKS 4.1.4.2.4.5, 4.5C, 4.7A

TEKS 4.1.4.2.4.5, 4.5C, 4.7A

Instructional Strategies: How will I teach itInclude grouping:Sm gp, pairs, individual, whole group

*students will create a map in Science notebook to understand the vocabulary word "natural resource"

*after viewing STEMROCK Video about natural resources and soil, students will create a foldable that defines renewable resources

Assessment: How will I know my students learned it?

Formative: (daily)

Summative: (how will objectives be assessed, either now or in the future?)

*students will draw and label the layers of soil

Teacher: Abbott Subject: Language Arts pgs 1&2; Science pgs 3&4 Unit: 3Dates: December 11-15, 2017

Monday Tuesday Wednesday Thursday Friday

Higher order thinking/questioning:

Why is soil important to humans?

How are renewable resources found?

Academic Vocabulary: Properties of soil; natural resources

Renewable resources

Resources: STEMSCOPE; Edusmart; Motivation Sc. WB

STEMSCOPE; Edusmart; Motivation Sc. WB

STEMSCOPE; Edusmart; Motivation Sc. WB

STEMSCOPE; Edusmart; Motivation Sc. WB

Technology Integration:

Differentiation/scaffolding: Pictures to identify layers of soil

Foldable to define renewable resources with examples