Melissa Phillips/Misty Moore 4 th Grade February 22 26, 2016 Monday Ø Student Teacher Full Time Teaching Math EQ: How are geometric objects alike and different from one another? How are quadrilaterals alike and different? How are symmetrical figures created? How are triangles alike and different? How can angle and side measures help us to create and classify triangles? How can shapes be classified by their angles and sides? How can you determine the lines of symmetry? What are the mathematical conventions and symbols for the geometric objects that make up certain figures? What are the properties of quadrilaterals? What are the properties of triangles? Where is geometry found in your everyday world? What geometric objects are used to make geometric shapes? MGSE: MSGE4.G.1; MSGE4.G.2; MSGE4.G.3 Drill: practice multiplication drill. Review/Preview: DMR (place value, whole number operations, fractions, decimals, geometry, measurement) Instruction/Processing: Teacher will provide direct instruction on quadrilaterals and parallelograms. Students will take the following notes: Quadrilaterals are 2-dimensional closed shapes with straight lines Quadrilaterals have four sides, four vertices, and the angles add up to 360 degrees. Parallelograms are also quadrilaterals. o Opposite sides parallel and equal in length o Opposite angles are equal Rectangles are parallelograms and quadrilaterals o Opposite sides equal o 2 pair of parallel lines o 4 right angles A square is a rectangle o 4 equal sides o 2 pair of parallel sides o Four right angles Application: Students will complete the Quadrilateral Round Up task. Students will work on their own level in ipass. Homework: Properties of polygons activity sheet (Great Schools) ELA additional scaffolding for students based on student response. During application, students receive one-on-one or small group instruction based on needs. EQ: How do I make connections between texts? How do I identify the similarities and differences between texts? How do I citing evidence from a text to explain want the text says? How do I draw an inference when reading a text? How do I interpret a text to explain a topic? How does an author use reasons and evidence to support a topic? How I do I use two texts on the same topic to write
or speak about the topic? How do I use context clues to determine the meaning of a word? How can I use a root word to determine the meaning of a word? How do I introduce an opinion topic clearly? How do I structure opinion writing? How do I provide reasons to support facts and details? How do I link my ideas when a write an opinion essay? How do I use the writing process? How do I participate in a discussion? How do I use a relative pronoun? How do I use a relative adverb? How do I use academic language? ELAGSE: RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3; W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2; SL3; SL6 Read Aloud: Roanoke The Lost Colony Constructed response: Imagine you were one of the colonists. Write three questions you would ask the Indians you met. Grammar: Grammar Mini-Bites; Teacher will provide direct instruction on the use of relative pronouns whose and which. Students will practice writing sentences using whose and which. Modeled Writing: Teacher will give students instructions for the County-Wide Writing Assessment (Performance Assessment p. 28-34) Interactive/Shared Writing: County-Wide Writing Assessment (Performance Assessment book) Students will read three sources related to the question should plastic water bottles be banned. Students will respond to questions related to the three sources. Answers will be used to begin pre-writing. Independent/Shared Reading: AR; Students will work on their individual level in istation; Students will work in small groups to read The Stranger and identify features of the text and illustration. Students will create a t-chart that features elements of the text and the visuals. Word Study: Students will research science content-based vocabulary terms (ecosystems). Students will cut and paste definitions and words into interactive notebooks. Homework: Incomplete Classwork Science additional scaffolding for students based on student response to instruction. During independent practice, students receive one-on-one or small group instruction based on need. Guided reading topics and groups are based on an individual informal reading inventory & SRI. EQ: What are the roles of producers, consumers, and decomposers in a community? How does energy flow through a food web? How does energy flow through a food chain? How does a change an environment affect a community or ecosystem of organisms? How does scarcity effect a population? How does having too many plants or animals effect a population? How do external features of organisms affect the extinction of an organism? How do external features of organisms affect the survival of an organism? GPS: S4L1a-d; S4L2a-b
Direct Inquiry: Students will read the article Rainforest at Risk and discuss the following: how logging might affect other organisms in the rainforest how logging might affect the food web in the rainforest why producers are such an important part of the rainforest ecosystem Students will then divide up into pairs and research one of the above questions. Students will then share their discoveries in a jigsaw rotation. Differentiation: Teacher will provide additional scaffolding for students based on student response. Students will receive one-on-one or small group instruction based need. *PE: 9:20 10:00 **Planned Activity: 1:15 1:45 Tuesday Math EQ: How are geometric objects alike and different from one another? How are quadrilaterals alike and different? How are symmetrical figures created? How are triangles alike and different? How can angle and side measures help us to create and classify triangles? How can shapes be classified by their angles and sides? How can you determine the lines of symmetry? What are the mathematical conventions and symbols for the geometric objects that make up certain figures? What are the properties of quadrilaterals? What are the properties of triangles? Where is geometry found in your everyday world? What geometric objects are used to make geometric shapes? MGSE: MSGE4.G.1; MSGE4.G.2; MSGE4.G.3 Drill: practice multiplication drill. Review/Preview: DMR (place value, whole number operations, fractions, decimals, geometry, measurement) Instruction/Processing: Interpreting remainders mini-lesson. Students will review how to divide and interpret remainders in word problems. Application: Students will work in pairs to solve word problems in which remainders must be interpreted. Students will work on their own level in ipass. Homework: Sports Word Problems activity sheet (Education.com) ELA additional scaffolding for students based on student response. During application, students receive one-on-one or small group instruction based on needs. EQ: How do I make connections between texts? How do I identify the similarities and differences between texts? How do I citing evidence from a text to explain want the text says? How do I draw an inference when reading a text? How do I interpret a text to explain a topic? How does an author use reasons and evidence to support a topic? How I do I use two texts on the same topic to write or speak about the topic? How do I use context clues to determine the meaning of a word? How can I use a root word to determine the meaning of a word? How do I introduce an opinion topic clearly? How do I structure opinion writing? How do I provide reasons to support facts and
details? How do I link my ideas when a write an opinion essay? How do I use the writing process? How do I participate in a discussion? How do I use a relative pronoun? How do I use a relative adverb? How do I use academic language? ELAGSE: RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3; W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2; SL3; SL6 Read Aloud: The Indian in the Cupboard Grammar: Grammar Mini-Bites Modeled Writing: Teacher will demonstrate how to construct a geometry creature and write a short story that relates to geometry terms. Interactive/Shared Writing: Students will create their own geometry creatures and develop a short story using geometry terms. Independent/Shared Reading: AR; Students will work on their individual level in istation; Students will work in small groups to form questions about the author s purpose for including visual representations of text in picture books and novels. Students will analyze illustrations within The Wizard of Oz. Students will ask and answer questions about the connection between the text and visuals. Word Study: Students will create illustrations that represent each word. Homework: Incomplete Classwork Science additional scaffolding for students based on student response to instruction. During independent practice, students receive one-on-one or small group instruction based on need. Guided reading topics and groups are based on an individual informal reading inventory & SRI. EQ: What are the roles of producers, consumers, and decomposers in a community? How does energy flow through a food web? How does energy flow through a food chain? How does a change an environment affect a community or ecosystem of organisms? How does scarcity effect a population? How does having too many plants or animals effect a population? How do external features of organisms affect the extinction of an organism? How do external features of organisms affect the survival of an organism? GPS: S4L1a-d; S4L2a-b Application: Students will play games to review previously learned science & social studies content; Study Island ecosystems game Differentiation: Teacher will provide additional scaffolding for students based on student response. Students will receive one-on-one or small group instruction based need. *Technology: 9:20 10:00 **Planned Activity: 1:15 1:45
Math Wednesday EQ: How are geometric objects alike and different from one another? How are quadrilaterals alike and different? How are symmetrical figures created? How are triangles alike and different? How can angle and side measures help us to create and classify triangles? How can shapes be classified by their angles and sides? How can you determine the lines of symmetry? What are the mathematical conventions and symbols for the geometric objects that make up certain figures? What are the properties of quadrilaterals? What are the properties of triangles? Where is geometry found in your everyday world? What geometric objects are used to make geometric shapes? MGSE: MSGE4.G.1; MSGE4.G.2; MSGE4.G.3 Drill: Reflex math; partner flash cards Review/Preview: DMR (place value, whole number operations, fractions, decimals, geometry, measurement) Instruction/Processing: Teacher will provide direct instruction on classifying triangles as equilateral, isosceles, and scalene. Khan Academy video will be used to supplement instruction (https://www.khanacademy.org/math/cc-fourthgrade-math/cc-4th-geometry-topic/cc-4th-classifying-triangles/v/recog-trianglesexample) Application: Students will practice measuring the length of sides and measure of angles (right, obtuse, acute) on IXL website (https://www.ixl.com/math/grade-4/classify-triangles) ELA additional scaffolding for students based on student response. During application, students receive one-on-one or small group instruction based on needs. EQ: How do I make connections between texts? How do I identify the similarities and differences between texts? How do I citing evidence from a text to explain want the text says? How do I draw an inference when reading a text? How do I interpret a text to explain a topic? How does an author use reasons and evidence to support a topic? How I do I use two texts on the same topic to write or speak about the topic? How do I use context clues to determine the meaning of a word? How can I use a root word to determine the meaning of a word? How do I introduce an opinion topic clearly? How do I structure opinion writing? How do I provide reasons to support facts and details? How do I link my ideas when a write an opinion essay? How do I use the writing process? How do I participate in a discussion? How do I use a relative pronoun? How do I use a relative adverb? How do I use academic language? ELAGSE: RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3; W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2; SL3; SL6 Read Aloud: Roanoke The Lost Colony Written response: Every ship has a ship s log. That is a record the captain keeps of everything that happens. Put yourself in John White s place. Write one of his log entries during the trip when some of the sailors decided to become pirates. Provide details of what he might have written.
Grammar: Grammar Mini-Bites; Relative pronouns review and scoot. Students will practice using relative pronouns in sentences. Modeled Writing: Teacher will give students instructions for the County-Wide Writing Assessment (Performance Assessment p. 28-34) Interactive/Shared Writing: County-Wide Writing Assessment (Performance Assessment book) Students will read three sources related to the question should plastic water bottles be banned. Students will decide which prompts agree with the ban or do not agree with the ban and provide supportive evidence for each source. Independent/Shared Reading: AR; Students will work on their individual level in istation; Teacher will provide direct instruction on comparing and contrasting written and visual presentations of text. Students will create a Venn diagram comparing the text and illustrations in the story Where the Wild Things Are; Reading Test comparing texts, inferencing, text evidence, describing characters. Word Study: Teacher will lead students in a a picture Prezi game with their vocabulary words. Science additional scaffolding for students based on student response to instruction. During independent practice, students receive one-on-one or small group instruction based on need. EQ: What are the roles of producers, consumers, and decomposers in a community? How does energy flow through a food web? How does energy flow through a food chain? How does a change an environment affect a community or ecosystem of organisms? How does scarcity effect a population? How does having too many plants or animals effect a population? How do external features of organisms affect the extinction of an organism? How do external features of organisms affect the survival of an organism? GPS: S4L1a-d; S4L2a-b Direct Instruction: Teacher will provide direct instruction on overpopulation and scarcity in ecosystems (prezi). Students will take notes in interactive notebook. Application: Students will read scenarios (task cards) and make predictions about the effects of overpopulation or scarcity within an ecosystem. Differentiation: Teacher will provide additional scaffolding for students based on student response. Students will receive one-on-one or small group instruction based need. *PE: 9:20 10:00 **Planned Activity: 1:15 1:45 Math Thursday EQ: How are geometric objects alike and different from one another? How are quadrilaterals alike and different? How are symmetrical figures created? How are
triangles alike and different? How can angle and side measures help us to create and classify triangles? How can shapes be classified by their angles and sides? How can you determine the lines of symmetry? What are the mathematical conventions and symbols for the geometric objects that make up certain figures? What are the properties of quadrilaterals? What are the properties of triangles? Where is geometry found in your everyday world? What geometric objects are used to make geometric shapes? MGSE: MSGE4.G.1; MSGE4.G.2; MSGE4.G.3 Drill: practice multiplication drill. Review/Preview: DMR (place value, whole number operations, fractions, decimals, geometry, measurement) Instruction/Processing: Teacher will review how to classify triangles by angles measurement and length of sides. Students will draw triangles using whiteboards. Application: Students will complete the My Many Triangles task; Students will work on their own level in ipass. Homework: Students will complete the Identifying Right Triangles activity sheet (Common Core Sheets) ELA additional scaffolding for students based on student response. During application, students receive one-on-one or small group instruction based on needs. EQ: How do I make connections between texts? How do I identify the similarities and differences between texts? How do I citing evidence from a text to explain want the text says? How do I draw an inference when reading a text? How do I interpret a text to explain a topic? How does an author use reasons and evidence to support a topic? How I do I use two texts on the same topic to write or speak about the topic? How do I use context clues to determine the meaning of a word? How can I use a root word to determine the meaning of a word? How do I introduce an opinion topic clearly? How do I structure opinion writing? How do I provide reasons to support facts and details? How do I link my ideas when a write an opinion essay? How do I use the writing process? How do I participate in a discussion? How do I use a relative pronoun? How do I use a relative adverb? How do I use academic language? ELAGSE: RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3; W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2; SL3; SL6 Read Aloud: Roanoke The Lost Colony Written response: Choose one of the five theories that explain what happened to the Roanoke colony. Make a case for it. Tell why you think it is the best theory by giving details from the book. Grammar: Grammar Mini-Bites; The teacher will provide an introduction to relative adverbs. Students will learn how to identify the three relative adverbs: where, when, why. Students will practice identifying relative adverbs in sentences.
Modeled Writing: Teacher will give students instructions for the County-Wide Writing Assessment (Performance Assessment p. 28-34) Interactive/Shared Writing: County-Wide Writing Assessment (Performance Assessment book) Students will read three sources related to the question should plastic water bottles be banned. Students will develop a prose-constructed response for the question: what information in Source 3 can support the writer s opinion on plastic water bottles in Source 1? Independent/Shared Reading: AR; Students will read the story Me and Uncle Romie and develop a constructed response for the question: what is the connection between the visual and written presentation of the story Me and Uncle Romie? Word Study: Students will complete cloze sentences with their word study words Science additional scaffolding for students based on student response during instruction. During independent practice, students receive one-on-one or small group instruction based need. EQ: What are the roles of producers, consumers, and decomposers in a community? How does energy flow through a food web? How does energy flow through a food chain? How does a change an environment affect a community or ecosystem of organisms? How does scarcity effect a population? How does having too many plants or animals effect a population? How do external features of organisms affect the extinction of an organism? How do external features of organisms affect the survival of an organism? GPS: S4L1a-d; S4L2a-b Direct Instruction: Students will watch the Study Jams Adaptation video (http://studyjams.scholastic.com/studyjams/jams/science/animals/animaladaptations.htm); Students will take notes in interactive notebooks. Direct Inquiry: Students will research one animal adaptation in pairs; Students will create a Google Slides (3 slides) that includes: at least one picture; a description of the adaptation; and how the adaptation helps the organism survive. Differentiation: Teacher will provide additional scaffolding for students based on student response. Students will receive one-on-one or small group instruction based need. *Art 9:20 10:00 **Planned Activity: 1:15 1:45 Math Friday EQ: How are geometric objects alike and different from one another? How are quadrilaterals alike and different? How are symmetrical figures created? How are triangles alike and different? How can angle and side measures help us to create and classify triangles? How can shapes be classified by their angles and sides? How can you determine the lines of symmetry? What are the mathematical conventions and symbols for the geometric objects that make up certain figures? What are the properties of quadrilaterals? What are the properties of triangles? Where is geometry
found in your everyday world? What geometric objects are used to make geometric shapes? MGSE: MSGE4.G.1; MSGE4.G.2; MSGE4.G.3 Drill: Reflex math; partner flash cards Review/Preview: DMR (place value, whole number operations, fractions, decimals, geometry, measurement) Instruction/Processing: Teacher will introduce symmetry and lines of symmetry. Students will use yarn as a line of symmetry to explore symmetry of items in the classroom. Application: Students will work in pairs to create symmetrical dance moves and share with the class (https://www.teachingchannel.org/videos/teachingsymmetry-with-dance); Students will work on their own level in ipass. ELA additional scaffolding for students based on student response. During application, students receive one-on-one or small group instruction based on needs. EQ: How do I make connections between texts? How do I identify the similarities and differences between texts? How do I citing evidence from a text to explain want the text says? How do I draw an inference when reading a text? How do I interpret a text to explain a topic? How does an author use reasons and evidence to support a topic? How I do I use two texts on the same topic to write or speak about the topic? How do I use context clues to determine the meaning of a word? How can I use a root word to determine the meaning of a word? How do I introduce an opinion topic clearly? How do I structure opinion writing? How do I provide reasons to support facts and details? How do I link my ideas when a write an opinion essay? How do I use the writing process? How do I participate in a discussion? How do I use a relative pronoun? How do I use a relative adverb? How do I use academic language? ELAGSE: RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3; W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2; SL3; SL6 Grammar: Grammar Mini-Bites; Teacher will introduce how to correctly use the relative adverbs in sentences (prezi). Students will practice using relative adverbs in their own sentences. Modeled Writing: Teacher will give students instructions for the County-Wide Writing Assessment (Performance Assessment p. 28-34) Interactive/Shared Writing: County-Wide Writing Assessment (Performance Assessment book) Students will write an opinion essay explaining why he or she agrees or disagrees with the ban on plastic water bottles. Independent/Shared Reading: AR; Students will research a topic related to the book Shiloh. Word Study: Vocabulary Quiz
Science additional scaffolding for students based on student response during instruction. During independent practice, students receive one-on-one or small group instruction based need. EQ: What are the roles of producers, consumers, and decomposers in a community? How does energy flow through a food web? How does energy flow through a food chain? How does a change an environment affect a community or ecosystem of organisms? How does scarcity effect a population? How does having too many plants or animals effect a population? How do external features of organisms affect the extinction of an organism? How do external features of organisms affect the survival of an organism? GPS: S4L1a-d; S4L2a-b Guided Instruction: Students will share their Adaptations presentations; students will take notes in interactive notebooks. Differentiation: Teacher will provide additional scaffolding for students based on student response. Students will receive one-on-one or small group instruction based need. *Music: 9:20 10:00 **Planned Activity: 1:15 1:45