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Lesson Plans - Q3.4
Week of January 24-28, 2011
Fourth Grade
Technology Integration W.O.W.
Math- 1. Content/Substance
Study Jams 2. Organization of Knowledge
Multiplication.com
Aaamath.com 3. Product Focus
Studyisland.com 4. Clear & Compelling Standards
Compasslearning.com 5. Novelty/Variety
6. Choice
Science-
Study Jams 7. Authenticity
Unitedstreaming.com 8. Protection from Adverse Consequences
Macmillianmh.com 9. Affiliation
10. Affirmation of Performance
Reading-
Quizlet.com
powerpoints
Important Information:
January:
26- Awards Day
27- GSD spelling bee
February:
1-3- DMPT
8- GSD connections
10- tech. training
14- Science Fair due
Reading/Spelling/Vocabulary/
Monday Tuesday Wednesday Thursday Friday
2e2 – Identify tools of persuasion 2e2 – Identify tools of persuasion 2e2 – Identify tools of persuasion 2e2 – Identify tools of persuasion
(name calling, endorsement, (name calling, endorsement, (name calling, endorsement, (name calling, endorsement,
repetition, air, and rebut the other repetition, air, and rebut the other repetition, air, and rebut the other repetition, air, and rebut the other
side’s point of view). side’s point of view). side’s point of view). side’s point of view).
www.studyisland.com www.studyisland.com www.studyisland.com www.studyisland.com
TOOLS OF PERSUASION TOOLS OF PERSUASION TOOLS OF PERSUASION TOOLS OF PERSUASION
Vocabulary 1c Develop and apply Teacher directed instruction Teacher directed instruction Teacher directed instruction The students will be evaluated of
expansive knowledge of words and Vocabulary 1c Develop and apply Vocabulary 1c Develop and apply Vocabulary 1c Develop and apply knowledge using a unit review
word meanings to communicate. expansive knowledge of words and expansive knowledge of words and expansive knowledge of words and assessment.
DOK1 word meanings to communicate. word meanings to communicate. word meanings to communicate.
Introduce vocabulary words using DOK1 DOK1 DOK1 READING ASSESSMENT
Powerpoint Review vocabulary words using Review vocabulary words using Evaluate knowledge vocabulary
Tools of persuasion will be used as Powerpoint cut/glue activity to further Powerpoint and whole class words using Powerpoint
Spelling assessment
this week’s vocabulary words. develop skill knowledge assessment
All websites are center rotation and
All websites are center rotation and fun activities for knowledge building Vocabulary assessment
fun activities for knowledge building informallydetermine student’s
informally determine student’s knowledge of tools of persuasion.
knowledge of tools of persuasion. MCT 2 REVIEW PACKET
MCT 2 REVIEW PACKET Used to review skills taught in Students will be given the
Used to review skills taught in MCT 2 REVIEW PACKET Quarter 1 and 2 – This packet is MCT 2 REVIEW PACKET opportunity to read AR books
Quarter 1 and 2 – This packet is Used to review skills taught in worked on in whole and small group Used to review skills taught in
following the assessment.
worked on in whole and small group Quarter 1 and 2 – This packet is with constant monitoring for Quarter 1 and 2 – This packet is
with constant monitoring for worked on in whole and small group comprehension and knowledge of worked on in whole and small group
comprehension and knowledge of with constant monitoring for skills. with constant monitoring for
skills. comprehension and knowledge of comprehension and knowledge of
skills. skills.
Reading Comprehension Reading Comprehension Reading Comprehension
2. Apply strategies and skills to 2. Apply strategies and skills to 2. Apply strategies and skills to Comprehension-Unfamiliar
comprehend, respond to, interpret, comprehend, respond to, interpret, comprehend, respond to, interpret, Passage Assessment to determine
or evaluate a variety of texts of or evaluate a variety of texts of or evaluate a variety of texts of student’s reading comprehension
increasing difficulty. increasing difficulty. increasing difficulty. level.
b. Analyze texts in order to b. Analyze texts in order to b. Analyze texts in order to
identify, understand, infer, or identify, understand, infer, or identify, understand, infer, or Reading Comprehension
synthesize information. (DOK 2) synthesize information. (DOK 2) synthesize information. (DOK 2) 2. Apply strategies and skills to
4. Synthesize information stated in 4. Synthesize information stated in 4. Synthesize information stated in comprehend, respond to, interpret,
the text with prior knowledge the text with prior knowledge the text with prior knowledge or evaluate a variety of texts of
experience to draw a conclusion. experience to draw a conclusion. experience to draw a conclusion. increasing difficulty.
d. Interpret increasingly complex d. Interpret increasingly complex d. Interpret increasingly complex b. Analyze texts in order to
literary text, literary nonfiction, and literary text, literary nonfiction, and literary text, literary nonfiction, and identify, understand, infer, or
informational text to compare and informational text to compare and informational text to compare and synthesize information. (DOK 2)
contrast information, citing text-based contrast information, citing text-based contrast information, citing text-based 4. Synthesize information stated in
evidence. (DOK 3) evidence. (DOK 3) evidence. (DOK 3) the text with prior knowledge
1. Story elements (setting, 1. Story elements (setting, 1. Story elements (setting, experience to draw a conclusion.
characters, character traits, events, characters, character traits, events, characters, character traits, events, d. Interpret increasingly complex
resolution,and point of view). resolution,and point of view). resolution,and point of view). literary text, literary nonfiction, and
informational text to compare and
The Family Under the bridge The Family Under the bridge The Family Under the bridge contrast information, citing text-based
Author: Natalie Savage Carlson Author: Natalie Savage Carlson Author: Natalie Savage Carlson evidence. (DOK 3)
2a4 Genres – fiction, nonfiction, 2a4 Genres – fiction, nonfiction, 2a4 Genres – fiction, nonfiction, 1. Story elements (setting,
poetry Genre Fiction poetry Genre Fiction poetry Genre Fiction characters, character traits, events,
Powerpoint- spelling, vocabulary, and Powerpoint- spelling, vocabulary, and Powerpoint- spelling, vocabulary, and resolution,and point of view).
story information. story information. story information.
Oral Reading Fluency and Oral Reading Fluency and Oral Reading Fluency and The Family Under the bridge
Comprehension Comprehension Comprehension Author: Natalie Savage Carlson
www.studyisland.com common core www.studyisland.com common core www.studyisland.com common core 2a4 Genres – fiction, nonfiction,
story elements story elements story elements poetry Genre Fiction
Promethian Planet- slideshow Promethian Planet- slideshow Promethian Planet- slideshow Powerpoint- spelling, vocabulary, and
Students will read Chapter 5 and Students will read Chapter 6-7 and Students will read Chapter 8-9 and story information.
answer story questions which include answer story questions which include answer story questions which include Oral Reading Fluency and
inference, story elements, inference, story elements, inference, story elements, Comprehension
sequencing, and cause and effect. sequencing, and cause and effect. sequencing, and cause and effect. www.studyisland.com common core
story elements
Oral Reading Fluency and Oral Reading Fluency and Oral Reading Fluency and Promethian Planet- slideshow
Comprehension Comprehension Comprehension Students will read Chapter 10 and
Listen to the story read. Teacher Listen to the story read. Teacher Listen to the story read. Teacher answerstory questions which include
directed oral comprehension- author’s directed oral comprehension- author’s directed oral comprehension- author’s inference, story elements,
purpose. purpose. purpose. sequencing, and cause and effect.
1a,1c Spelling 1a,1c Spelling 1a,1c Spelling 1a,1c Spelling
The teacher will introduce the spelling The teacher will introduce the spelling The teacher will introduce the spelling The teacher will introduce the spelling
skill for the week days of the week, skill for the week days of the week, skill for the week days of the week, skill for the week days of the week,
months of the year and their months of the year and their months of the year and their months of the year and their
abbreviations using a Powerpoint. abbreviations using a Powerpoint. abbreviations using a Powerpoint. abbreviations using a Powerpoint.
Practice spelling words using Practice spelling words using Practice spelling words using Practice spelling words using
markers, colored pencils, or crayons. markers, colored pencils, or crayons. markers, colored pencils, or crayons. markers, colored pencils, or crayons.
www.spellingcity.com can be used to www.spellingcity.com can be used to www.spellingcity.com can be used to
gain knowledge. gain knowledge. gain knowledge.
Students will pair up to practice Students will pair up to practice
Students will be given the opportunity writing of spelling words on desk and writing of spelling words on desk and
to read AR books following the dry erase boards. dry erase boards.
assessment.
Students will be given the opportunity Wintruba – spelling pretest Wintruba- vocabulary pretest
to read AR books following the
assessment. Oral Reading Fluency Students will be given the opportunity
Teacher will measure student’s to read AR books following the
fluency rate using a DIBEL one assessment.
minute timed assessment.
Students will be given the opportunity
to read AR books following the
assessment.
Language Arts/Writing
Monday Tuesday Wednesday Thursday Friday
Competences/Objectives: (weekly Writing goal-
(this week) TW administer the
Comp. 4a5,6,7 Compose and
continued) SW work on final copy of SW sing and dance to
practice and review all Language MCT2 Buckle
Edit Sentences their persuasive essay and
(Revising/Editing Stages) Jingles learned this year. Down test to assess what
Articles, Adjectives, turn it in.
Coordinating Conjunctions,
TW Discuss using figurative SW complete a Ch. 3 test. skills need to be focused on
language and specific details or reviewed. SW complete
and Prepositional Phrases when writing. Tell students Shurley English TW monitor and grade Ch.3
(DOK 1) MCT2 Buckle Down Test.
and show them how to SW sing and dance to Test.
4b,c Sentence Structure revise. Facilitate and check TW discuss answers and go
(DOK 1) practice and review all Jingles
each part of the writing over test with students.
4b8 Capitalization (DOK 1) learned this year.
process and give necessary
4c1,2,5 Compound feedback to the students. Complete a written Chapter
Sentences, Sentences SW Pick one of two 3 Checkup.
Containing Descriptive examples given that gives High support will do orally
Adjectives, Adverbs, and more descriptive details and
Prepositional Phrases with teacher and low support
has more power. Add will complete independently.
(DOK1, 2) descriptive details to
TW go over orally the
sentences given. React by
Competency 3-The Writing answers to prepare students
filling out a form and giving
Process (DOK3) Competency for Ch. 3 Test tomorrow. SW
an opinion about a
3b – Persuasive Essays classmate’s first draft. Learn
correct mistakes and study
this for test.
about revising process by
Skills: this week looking at an example and
* Composing a persuasive .
review their own essay using
essays using the writing a checklist. Then, edit using
process and incorporating different sentence
.
beginnings and use different
Write Source – Inside Writing forms of adjectives. Discuss
– Persuasive Essays and review the editing and
proofreading symbols and
check essay for style and
Writing focus this week- will correctness using a
integrate and incorporate checklist.
skills, parts of speech
especially prepositions (see
Spelling list), and othe other
parts of speech learned thus .
far in SHURLEY ENGLISH
curriculum.
High support - Intervention
with Ms. Turcotte (small group)
Gantt’s class only
(weekly Writing goal)
(Writing Stage)
TW Facilitate and check
each part of the writing .
process and give necessary
feedback to the students.
SW Write an effective
beginning. Support opinion
with strong reasons in the
middle paragraphs. Write an
effective ending . Then, put it
all together by writing the
beginning, middle, and
ending to compose the first
draft.
Science
Monday Tuesday Wednesday Thursday Friday
2 weeks 2 weeks 2 weeks 2 weeks 2 weeks
3a- describe the cause and 3a- describe the cause and 3a- describe the cause and 3a- describe the cause and 3a- describe the cause and
effect relationship that effect relationship that effect relationship that effect relationship that effect relationship that
explain the diversity and explain the diversity and explain the diversity and explain the diversity and explain the diversity and
evolution of organisms over evolution of organisms over evolution of organisms over evolution of organisms over evolution of organisms
time. time. time. time. over time.
-observe traits due to -observe traits due to -observe traits due to -observe traits due to -observe traits due to
inherited or environmental inherited or environmental inherited or environmental inherited or environmental inherited or environmental
adaptations adaptations adaptations adaptations adaptations
-variations in environment -variations in environment -variations in environment -variations in environment -variations in environment
-variations in species as -variations in species as -variations in species as -variations in species as -variations in species as
exemplified by fossils exemplified by fossils exemplified by fossils exemplified by fossils exemplified by fossils
-extinction of a species due -extinction of a species due -extinction of a species due -extinction of a species due -extinction of a species due
to insufficient adaptive to insufficient adaptive to insufficient adaptive to insufficient adaptive to insufficient adaptive
capability in the face of capability in the face of capability in the face of capability in the face of capability in the face of
changes changes changes changes changes
3e- analyze food webs to 3e- analyze food webs to 3e- analyze food webs to 3e- analyze food webs to 3e- analyze food webs to
interpret how energy flows interpret how energy flows interpret how energy flows interpret how energy flows interpret how energy flows
from the sun. from the sun.
(Guillot’s homeroom only) from the sun. from the sun. from the sun.
TTW- conduct a science experiment TTW/TSW- review what they
*Savor the Flavor to help ensure TTW/TSW- read next part of TTW/TSW- review what they TTW- administer test
understanding of the process behind a read and discussed the story What causes read and discussed the
project previous day environmental changes previous day TSW- complete a test on
TSW- conduct the experiment and concepts covered
TSW- create a three-tab TSW- discuss questions TSW- create a three-tab
write up their results in a similar format
to a completed project foldable summarizing what throughout the story foldable summarizing what
they learned about food webs they learned about the
TTW/TSW- read first part of TTW- use an interactive video changes of the environment
story What is a food web on Changes in Ecosystem
through Study Jams to ensure
understanding *Extra Credit*- research
TSW- discuss questions Hurricane Katrina, tell how it
throughout the story
changed the local environment.
Make a poster or write a report.
TTW- use an interactive video
on Food Chains through Study
Jams to ensure understanding
of how food webs connect to
food chains
Math
Monday Tuesday Wednesday Thursday Friday
Ongoing skills:1d- explain two or Ongoing skills:1d- explain two or Ongoing skills:1d- explain two or more Ongoing skills:1d- explain two or Ongoing skills:1d- explain two or
more methods of dividing four digit more methods of dividing four digit methods of dividing four digit dividends more methods of dividing four digit more methods of dividing four digit
dividends by one and two digit dividends by one and two digit by one and two digit divisors. dividends by one and two digit dividends by one and two digit
divisors. divisors. 4a- measure a given to the nearest divisors. divisors.
4a- measure a given to the nearest 4a- measure a given to the nearest eighth of an inch 4a- measure a given to the nearest 4a- measure a given to the nearest
eighth of an inch eighth of an inch 4b-covert capacity, weight/mass, and eighth of an inch eighth of an inch
4b-covert capacity, weight/mass, and 4b-covert capacity, weight/mass, and length within the English System of 4b-covert capacity, weight/mass, and 4b-covert capacity, weight/mass, and
length within the English System of length within the English System of measurement; bb- involving real-life length within the English System of length within the English System of
measurement; bb- involving real-life measurement; bb- involving real-life situations measurement; bb- involving real-life measurement; bb- involving real-life
situations situations 4d- use appropriate tools to determine, situations situations
4d- use appropriate tools to determine, 4d- use appropriate tools to determine, estimate, and compare units for 4d- use appropriate tools to 4d- use appropriate tools to
estimate, and compare units for estimate, and compare units for measurement determine, estimate, and compare determine, estimate, and compare
measurement measurement GSD 12- solve problems with units for measurement units for measurement
GSD 12- solve problems with GSD 12- solve problems with elapsed time GSD 12- solve problems GSD 12- solve problems
elapsed time elapsed time GSD 13- determine the scale with elapsed time with elapsed time
GSD 13- determine the scale GSD 13- determine the scale of various thermometers GSD 13- determine the GSD 13- determine the
of various thermometers of various thermometers GSD 14- use formulas to scale of various scale of various
GSD 14- use formulas to GSD 14- use formulas to compute the perimeter and thermometers thermometers
compute the perimeter and compute the perimeter and area of rectangles, triangles, GSD 14- use formulas to GSD 14- use formulas to
area of rectangles, triangles, area of rectangles, triangles, and parallelograms compute the perimeter and compute the perimeter and
and parallelograms and parallelograms 3c- describe the relationship area of rectangles, area of rectangles,
3c- describe the relationship 3c- describe the relationship of rectangular area to triangles, and triangles, and
of rectangular area to of rectangular area to numerical multiplication parallelograms parallelograms
numerical multiplication numerical multiplication 3c- describe the 3c- describe the
TSW-students will work on a relationship of rectangular relationship of rectangular
measurement/area project titled area to numerical
TTW- use a Study Jam video TTW- introduce the concept of area to numerical multiplication
area – teaching the formulas Simply Squares
Elapsed Time to introduce the multiplication
TTW- use Study Jams videos *see attachment
skill to discuss more about area HS/AS- basic simply squares
TSW- participate in a class TSW-students will work on a
with different shapes (Surface LS- advanced simply squares measurement/area project TTW- administer mixed
activity after learning and Area, Area of a titled Simply Squares practice test
viewing the video Parallelograms, Area of a
Triangle) TSW- work on their own *see attachment
HS- Time Flies
AS- When Time Stands Still TSW- participate in online individualized math skills using HS/AS- basic simply squares
LS- Sleepyhead activities on Study jams AMath LS- advanced simply squares
TSW- work on their own TSW- work on their own TSW- work on their own
individualized math skills using individualized math skills using individualized math skills
AMath AMath using AMath
Quarter 3 – Fourth Grade Competencies and Objectives
Reading and Language Arts
Vocabulary and Word Recognition
1. Use word recognition and vocabulary (word meaning) skills to communicate.
e. Use definitional, synonyms, or antonyms context clues to infer the meaning of unfamiliar words. (DOK 2)
f. Apply knowledge of simple figurative language (simile, metaphor, personification, hyperbole) to determine the meaning of words and to communicate. (DOK 2)
Reading Comprehension
2. Apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing difficulty.
b. Analyze texts in order to identify, understand, infer, or synthesize information. (DOK 2)
4. Synthesize information stated in the text with prior knowledge experience to draw a conclusion.
d. Interpret increasingly complex literary text, literary nonfiction, and informational text to compare and contrast information, citing text-based evidence. (DOK 3)
1. Story elements (setting, characters, character traits, events, resolution, point of view)
2. Literary devices (imagery, exaggeration, dialogue)
3. Sound devices (rhyme, rhythm, alliteration, onomatopoeia, assonance)
4. Author’s purpose (inform, entertain, persuade)
e. Identify facts, opinions, or tools of persuasion in text. (DOK 2)
2. Identify tools of persuasion (name calling, endorsement, repetition, air, and rebut the other side’s point of view).
Writing Process
3. Express, communicate, evaluate, or exchange ideas effectively.
e. Compose simple persuasive text clearly expressing a main idea with supporting details for a specific purpose and audience. (DOK 3)
1. Letters 2. Speeches 3. Advertisements
Grammar and Mechanics
4. Apply Standard English to communicate.
a. Apply Standard English grammar to compose and edit. (DOK 1)
9. Pronoun-antecedent agreement (number and gender)
11. Interjections
b. Apply Standard English mechanics to compose and edit. (DOK 1)
2. Periods in common abbreviations (titles of address, days of the week, months of the year).
3. Commas (dates, series, addresses, greetings, and closing of friendly letters, quotations, introductory prepositional phrases, nonessential appositives phrases)
4. Apostrophes (possessives, contractions)
5. Quotation Marks (quotations, titles of poems, titles of songs, titles of short stories)
6. Underlining / Italics (titles of books and movies)
7. Semicolon / Colons (time, before lists introduced by independent clauses or complex sentences.
c. Apply knowledge of sentence structure in composing and editing. (DOK 2)
1) Analyze the structure of sentences (e.g., complex including those with independent and dependent clauses.)
2) Compose complex sentences.
Mathematics
Number and Operations
1. Understand relationships among numbers, use the four basic operations,
compute fluently, and make reasonable estimates.
e. Add and subtract fractions with like denominators. (DOK 1)
GSD 1 – Add and subtract fractions with unlike denominators.
f. Model and identify equivalent fractions. (DOK 2)
g. Represent equivalence relationships between fractions and decimals using concrete materials, diagrams, or other models. (DOK 1)
k. Determine and use benchmark numbers such as 0, 0.5 (1/2), and 1 to judge the magnitude of whole numbers, decimals, and fractions. (DOK 2)
Algebra
2. Explain, analyze, and generate patterns, relationships, and functions using algebraic symbols. Demonstrate an understanding of the properties of the basic operations.
GSD 9 – Introduction Skill: Concept of prime numbers.
Measurement
4. Evaluate and justify measurable attributes of objects, units, systems, and processes. Perform measurements.
a. Measure a given object to the nearest eighth of an inch. (DOK 2)
b. Convert capacity, weight/mass, and length within the English System of measurement. (DOK 1)
bb. Convert capacity, weight/mass, and length within the metric system of measurement involving real life situations. (DOK 1)
c. Describe relationships of rectangular area to numerical multiplication. (DOK 2)
d. Use appropriate tools to determine, estimate, and compare units for measurement of weight/mass, area, size of angle, temperature, length, distance, and volume in English and metric
systems and time in real-life situations.
GSD 12- Solve problems with elapsed time using hours, minutes, days, weeks, months and years.
GSD 13- Determine the scale of various thermometers in increments of two, five, and ten degrees.
GSD 14- Use formulas to compute the perimeter and area of rectangles, triangles, and parallelograms.
Data Analysis and Probability
5. Formulate and analyze data. Evaluate inferences and predictions.
c. Compare data and interpret quantities represented on tables and graphs including line graphs, bar graphs, frequency tables, and stem-and-leaf plots to make predictions and
solve problems based on the information. (DOK 3)
Science
3a Describe the cause and effect relationships that explain the diversity and evolution of
organisms over time. (DOK 2)
Observable traits due to inherited or environmental adaptations
Variations in environment (over time and from place to place)
Variations in species as exemplified by fossils
Extinction of a species due to insufficient adaptive capability in the face of
environmental changes
3e Analyze food webs to interpret how energy flows from the sun. (DOK 2)
4c Investigate, record, analyze, and predict weather by observing, measuring with simple weather
instruments, recording weather data, sky conditions, and weather events using
precipitation (to the nearest ⅛ in. and cm)
4d Describe how human activities have decreased the capacity of the environment to support
some life forms. (DOK 2)
Reducing the amount of forest cover
Increasing the amount of chemicals released into the
atmosphere
Farming intensively
4g Summarize the process that results in deposits of fossil fuels and conclude why fossil fuels are
classified as nonrenewable resources. (DOK 2)
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