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October...  · Web viewWr. *students will share/edit using editing checklist before writing final draft; sp. * students will complete Writer's NB pg 124 - others as indep Lang. *students

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Page 1: October...  · Web viewWr. *students will share/edit using editing checklist before writing final draft; sp. * students will complete Writer's NB pg 124 - others as indep Lang. *students

Teacher: Abbott Subject: Language Arts pgs 1&2; Science pgs 3&4 Unit: 2Dates: October 16-20, 2017 Monday Tuesday Wednesday Thursday Friday

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

Obj Writing Using the writing process and effective written conventions, write a one-page personal narrative about a time when something surprising happened or about a time when you learned something new; Spelling Lesson "Irregular plural nouns"

Obj Language skill convention "Regular/irregular plural nouns"

Obj Writing Using the writing process and effective written conventions, write a one-page personal narrative about a time when something surprising happened or about a time when you learned something new

Obj Language skill convention "Regular/irregular plural nouns"

Obj. Writing Complete a Venn diagram to compare and contrast the events to those actual events and experiences in an author’s biography or autobiography as an example of details and a non-example of details

TEKS standard(s): TEKS 4.15A, 4.15B, 4.15C, 4.15D, 4.15E; 4.17A) ELPS 5C, 5D, 5E, 5F, 5G; 4.20.A.2.ii;4.22.A.1

TEKS 4.22.A.2 TEKS 4.15A, 4.15B, 4.15C, 4.15D, 4.15E; 4.17A) ELPS 5C, 5D, 5E, 5F, 5G

TEKS 4.22.A.2; 4.20.A.2.ii;4.22.A.1

TEKS 4.15B;C (4.Fig19D, 4.Fig19F; 4.7A)

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

*students will continue to write/revise drafts using revising techniques while teacher conferences with individual students; sp. *students will complete Writer's NB pg 124 #1,5,10,15,20 as guided practice

*students will use and understand regular and irregular plural nouns completing Writer's NB pg 123/134 after creating a "T-chart" to use to note differences between regular/irregular plural nouns

*teacher will continue to conference with other students while students publish drafts

*students will review nouns using Shurley “Noun Jingle”; then review identifying regular and irregular nouns using Tchart created on Tuesday

*students will read examples and complete venn diagram compare/contrast example with detail and non-example of detail to model how to write a biography with details about person's life to use in lesson on Monday to interview classmate

Page 2: October...  · Web viewWr. *students will share/edit using editing checklist before writing final draft; sp. * students will complete Writer's NB pg 124 - others as indep Lang. *students

Teacher: Abbott Subject: Language Arts pgs 1&2; Science pgs 3&4 Unit: 2Dates: October 16-20, 2017 Monday Tuesday Wednesday Thursday Friday

Assessment: How will I know my students learned it?

Formative: (daily)

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

Wr. *students will share/edit using editing checklist before writing final draft; sp. * students will complete Writer's NB pg 124 - others as indep

Lang. *students will practice using plural nouns from WNB pgs 123/134 in journal writing about a favorite hobby or activity

*students will continue to share/edit and write final draft

*students will use and understand regular and irregular plural nouns assessing skill by completing Writer's NB pg 141: Spelling Test #8 "Irregular plural nouns"

write a biography with details about person's life to use in lesson on Monday to interview classmate

Higher order thinking/questioning:

How do revising techniques improve our writing?

How are irregular plural nouns different from regular plural nouns?

How do students share during peer conferences?

How do we use regular and irregular nouns in writing compositions?

What is writer’s purpose of a biography?

Academic Vocabulary: Revision, editing, irregular plural nouns

irregular plural nouns Revision, editing, irregular plural nouns

irregular plural nouns Biography; interviews

Resources: Writer’s NB; Reading Street (TE pg 199c;211c)

Writer’s NB; Shurley Jingles; Reading Street (TE pg 199d;211c)

Writer’s NB Writer’s NB; Shurley Jingles; Reading Street (TE pg 199c;211c)

Writer’s NB

Technology Integration: Spelling City ISTATION WRITING

Differentiation/scaffolding: Enrichment extra editing practice while proofreading spelling- Writer's NB pgs 129 and 130/Spelling City on computer "Unscramble word"

Intervention *complete Motivation NB pgs 52-55; ISTATION WRITING “Paragraph building-organization”

Teacher conferencing Teacher created accommodated sp. tests

Teacher conferencing: Spelling/Editing and Revising "Motivation Writing" TEKS 4.20-4.22 (pg 56-57)

Page 3: October...  · Web viewWr. *students will share/edit using editing checklist before writing final draft; sp. * students will complete Writer's NB pg 124 - others as indep Lang. *students

Teacher: Abbott Subject: Language Arts pgs 1&2; Science pgs 3&4 Unit: 2Dates: October 16-20, 2017 Monday Tuesday Wednesday Thursday Friday

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

Force, motion and energy. The student knows that energy exists in many forms and can be observed in cycles,patterns and systems

Analyze data and interpret patterns to construct reasonable explanations from data that can be observed; that energy exists in many forms and can be observed in cycles,patterns and systems

Analyze data and interpret patterns to construct reasonable explanations from data that can be observed; that energy exists in many forms and can be observed in cycles,patterns and systems

Analyze data and interpret patterns to construct reasonable explanations from data that can be observed; that energy exists in many forms and can be observed in cycles,patterns and systems

Analyze data and interpret patterns to construct reasonable explanations from data that can be observed; that energy exists in many forms and can be observed in cycles,patterns and systems

TEKS standard(s): TEKS 4.6A TEKS 4.1.4.2.4.5, 4.5C;4.6

TEKS 4.1.4.2.4.5, 4.5C;4.6

TEKS 4.1.4.2.4.5, 4.5C;4.6

TEKS 4.1.4.2.4.5, 4.5C;4.6

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

*students will use a concept map to differentiate among forms of energy, including mechanical, sound, electrical, light and heat/thermal

*students will view power point presentation about different forms of energy

*students will conduct activity "Forms of Energy"

*students will finish activity "Forms of Energy" (see Wednesday's activity) STEMSCOPE Journal pgs 1-4

*students will complete note-taking guide as video from Edusmart reviews forms of energy

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 connect different forms of energy and choose forms from Science Motivation pg 32 as whole class discussion to engage students' understanding of forms

*students will take notes and draw examples in notebook

*students will record information while completing activity "Forms of Energy" in student Journal pgs 1-4

*students will record information while completing activity "Forms of Energy" in student Journal pgs 1-4

**EARLY DISMISSAL 2:30 HOMECOMING PARADE

Higher order thinking/questioning:

How do we use the different forms of energy in everyday life?

How do we identify forms of energy?

Why are forms of energy important?

How can we develop alternative forms of energy to conserve the use of other sources of

What sources of energy are currently used in our classroom?

Page 4: October...  · Web viewWr. *students will share/edit using editing checklist before writing final draft; sp. * students will complete Writer's NB pg 124 - others as indep Lang. *students

Teacher: Abbott Subject: Language Arts pgs 1&2; Science pgs 3&4 Unit: 2Dates: October 16-20, 2017 Monday Tuesday Wednesday Thursday Friday

energy?

Academic Vocabulary: Forms of energy-thermal, electrical, mechanical, sound, and light

Forms of energy-thermal, electrical, mechanical, sound, and light

Forms of energy-thermal, electrical, mechanical, sound, and light; hypothesis, prediction

Forms of energy-thermal, electrical, mechanical, sound, and light; analyze, draw a conclusion

Forms of energy-thermal, electrical, mechanical, sound, and light

Resources: STEMSCOPE; Edusmart; Motivation Sc. WB

STEMSCOPE; Edusmart; Motivation Sc. WB

STEMSCOPE; Edusmart; Motivation Sc. WB

STEMSCOPE; Edusmart; Motivation Sc. WB

STEMSCOPE; Edusmart; Motivation Sc. WB

Technology Integration:

Differentiation/scaffolding: Use of concept map to build vocabulary

Cooperative group activity

Cooperative group activity

Critical thinking questions to evaluate student understandin