Teacher: Mrs. Boney Grade: 4th Grade
Month: Sept. / 18 / 19 / 20 / 21 / 22
Schedule / Monday / Tuesday / Wednesday / Thursday / Friday
Time / Subject / Morning Work
Math Moves 2 (1st row) / Morning Work
Math Moves 2 (2nd Row) / Morning Work
Math Moves 2 (3rd Row) / Morning Work
Math Moves 2 (Last Row) / Morning Work
Math Moves 2 (1/2 Test)
Writing / LO: Write routinely and persevere in writing tasks by adjusting the writing process for the task, increasing the length and complexity. (W.MCC.6.1.d) EQ: What is the Writing Process and how does it help writers?
Stimuli: Writing Binder; Student Handbook
Rigorous and Engaging Tasks for Students:
- Students will pick a topic to be the focus of their writing for the week
- Students will work using one of the prewriting techniques discussed last week
- While students are working, meet one-on-one with students to discuss their writing.
- Have students all gather and discuss what they have started and what they hope to accomplish this week Assessment –Closure (Formative or Summative):
Formative – teacher observations and student responses.
HW: Spelling – 5 x each / LO: Write routinely and persevere in writing tasks by adjusting the writing process for the task, increasing the length and complexity. (W.MCC.6.1.d) EQ: What is the Writing Process and how does it help writers?
Stimuli: Teaching Draft Model 1; Writing Binder
Rigorous and Engaging Tasks for Students:
- Review the writing process and what was covered yesterday
- Discuss with the students what drafting looks like and the steps that need to be completed
- Wrap up by reading the Teacher’s Draft aloud.
- Have students reread and add to their writings from yesterday.
- Have students share their topic and graphic organizer with their table
- Put writing behind “Activities” tab. Assessment –Closure (Formative or Summative):
Formative – teacher observations and student responses
HW: Spelling – Pyramid Words / LO: Write routinely and persevere in writing tasks by adjusting the writing process for the task, increasing the length and complexity. (W.MCC.6.1.d) EQ: What is the Writing Process and how does it help writers?
Stimuli: Teaching Draft Model 2; Writing Binder;
Rigorous and Engaging Tasks for Students:
- Follow prompts on pg. 446 of the teacher’s manual.
-Have students talk about word choice and why it is important to pick appropriate words in their writing
- Wrap up by reading the Teacher’s Draft 2 aloud.
- Should time allow, students can continue working on their drafts.
- Students will file this under their “Activities” tab.
Assessment –Closure (Formative or Summative):
Formative – teacher observations
HW: Spelling – ABC Order – Study for Test Tomorrow / LO: Write routinely and persevere in writing tasks by adjusting the writing process for the task, increasing the length and complexity. (W.MCC.6.1.d)
EQ: What is the Writing Process and how does it help writers?
Stimuli: Writing Binder; Student Handbook
Rigorous and Engaging Tasks for Students:
- Review the writing process and the steps taken so far
- Have student discuss what revising and editing looks like
- Discuss with students the difference between revising and editing
- Allow students to continue working on their drafts
- While students are working, meet one-on-one with students to discuss their writing
- Students will file this under their“Activities” tab.
Assessment –Closure (Formative or Summative):
Formative – teacher observations
HW: None / LO: Write routinely and persevere in writing tasks by adjusting the writing process for the task, increasing the length and complexity. (W.MCC.6.1.d)
EQ: What is the Writing Process and how does it help writers?
Stimuli: Writing Binder; Student Handbook
Rigorous and Engaging Tasks for Students:
-Review the writing process
-Review the difference between revising and editing
-Allow students to continue working on their writing
-While students are working, meet one-on-one with students to discuss their writing
-Students will file this under their “Activities” tab.
Assessment –Closure
(Formative or Summative):
Formative – teacher observations
HW: None
Shared Reading / LO: Analyze characters, settings, events, and ideas as they develop and interact within a particular context. (SCCCR RL.8)
EQ: Why do stories need a conflict and resolution?
Stimuli: Character, Setting, Conflict, and Plot Notes, PowerPoint slides 6-9, index cards
Rigorous and Engaging Tasks for Students:
- Review the 4 types of conflict
- Students will be work independently on a matching activity
-Discuss how the writer uses this to develop the story.
Assessment –Closure
(Formative or Summative):
Formative: Class discussion and teacher observations.
HW: None / LO: Analyze characters, settings, events, and ideas as they develop and interact within a particular context. (SCCCR RL.8)
EQ: Why do stories need a conflict and resolution?
Stimuli: Character, Setting, Conflict, and Plot Notes, PowerPoint slides 6-9, index cards
Rigorous and Engaging Tasks for Students:
-Using the PowerPoint and handout, discuss conflict in a story.
-Discuss the different types of conflict and examples.
-Discuss how the writer uses this to develop the story.
Assessment –Closure
(Formative or Summative):
Formative: Class discussion and teacher observations.
HW: Study notes - Quiz tomorrow / LO: Analyze characters, settings, events, and ideas as they develop and interact within a particular context. (SCCCR RL.8)
EQ: Why do stories need a conflict and resolution?
Stimuli: Quiz
Rigorous and Engaging Tasks for Students:
- Review the 4 types of conflict.
- Students will complete a brief quiz on conflict types.
Assessment –Closure
(Formative or Summative):
Formative: Quiz
HW: None / LO: Analyze characters, settings, events, and ideas as they develop and interact within a particular context. (SCCCR RL.8)
EQ: How do readers analyze the author’s plot organization in stories? Stimuli: Character, Plot, and Setting Notes; PowerPoint slides 10-11 Rigorous and Engaging Tasks for Students:
-Using the PowerPoint and handout, discuss plot and how every story has one (it is the backbone of a story).
-Discuss the different parts of plotand define each one
Assessment –Closure (Formative or Summative): Exit Slip: Have students describe the elements of the introduction from a read aloud book.HW: None / LO: Analyze characters, settings, events, and ideas as they develop and interact within a particular context. (SCCCR RL.8)
EQ: How do readers analyze the author’s plot organization in stories?
Stimuli: Character, Plot, and Setting Notes; PowerPoint slides 10-11; story map.
Rigorous and Engaging Tasks for Students:
-Using the PowerPoint and handout, review plot and its elements
-Read “Stone Soup” and discuss the various plot elements.
- Stone Soup
Assessment –Closure (Formative or Summative): Formative: Class discussion and teacher observations. HW: None
Read Aloud / LO: Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts. (C.MC.1.4)
EQ: How can I discuss various aspects of the text?
Stimuli: Read aloud book
Rigorous and Engaging Tasks for Students:
-Listen carefully to the text read aloud.
-Summarize the text verbally in a small group.
Assessment –Closure
(Formative or Summative):
Formative – teacher observations / LO: Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts. (C.MC.1.4)
EQ: How can I discuss various aspects of the text?
Stimuli: Read aloud book
Rigorous and Engaging Tasks for Students:
-Listen carefully to the text read aloud.
-Summarize the text verbally in a small group.
Assessment –Closure
(Formative or Summative):
Formative – teacher observations / LO: Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts. (C.MC.1.4)
EQ: How can I discuss various aspects of the text?
Stimuli: Read aloud book
Rigorous and Engaging Tasks for Students:
-Listen carefully to the text read aloud.
-Summarize the text verbally in a small group.
Assessment –Closure
(Formative or Summative):
Formative – teacher observations / LO: Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts. (C.MC.1.4)
EQ: How can I discuss various aspects of the text?
Stimuli: Read aloud book
Rigorous and Engaging Tasks for Students:
-Listen carefully to the text read aloud.
-Summarize the text verbally in a small group.
Assessment –Closure
(Formative or Summative):
Formative – teacher observations / LO: Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts. (C.MC.1.4)
EQ: How can I discuss various aspects of the text?
Stimuli: Read aloud book
Rigorous and Engaging Tasks for Students:
-Listen carefully to the text read aloud.
-Summarize the text verbally in a small group.
Assessment –Closure
(Formative or Summative):
Formative – teacher observations
Independent Reading / LO: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.(RL.RC.13)
EQ: How can I check my comprehension?
Stimuli: independent reading books
Rigorous and Engaging Tasks for Students:
-Read chosen text for independent reading.
-Record information on Reading Log or work on Independent Reading Project.
Assessment –Closure
(Formative or Summative):
Formative – Teacher observations and conferences. / LO: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.(RL.RC.13)
EQ: How can I check my comprehension?
Stimuli: independent reading books
Rigorous and Engaging Tasks for Students:
-Read chosen text for independent reading.
-Record information on Reading Log or work on Independent Reading Project.
Assessment –Closure
(Formative or Summative):
Formative – Teacher observations and conferences. / LO: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.(RL.RC.13)
EQ: How can I check my comprehension?
Stimuli: independent reading books
Rigorous and Engaging Tasks for Students:
-Read chosen text for independent reading.
-Record information on Reading Log or work on Independent Reading Project.
Assessment –Closure
(Formative or Summative):
Formative – Teacher observations and conferences. / LO: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.(RL.RC.13)
EQ: How can I check my comprehension?
Stimuli: independent reading books
Rigorous and Engaging Tasks for Students:
-Read chosen text for independent reading.
-Record information on Reading Log or work on Independent Reading Project.
Assessment –Closure
(Formative or Summative):
Formative – Teacher observations and conferences. / LO: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.(RL.RC.13)
EQ: How can I check my comprehension?
Stimuli: independent reading books
Rigorous and Engaging Tasks for Students:
-Read chosen text for independent reading.
-Record information on Reading Log or work on Independent Reading Project.
Assessment –Closure
(Formative or Summative):
Formative – Teacher observations and conferences.
Shared Math / Multi-Step Problems (Addition and Subtraction)
LO: Solve multi-step, real-world problems using the four operations. Represent the problem using an equation with a variable as the unknown quantity. (4.ATO.3)
EQ: What would be an effective strategy to use to solve multi-step problems?
Stimuli: MY Math resources, Chapter 2 Lesson 9, pg. 113
Rigorous and Engaging Tasks for Students:
-Explain how word problems will tell you what to do when you read the problem
-Review problem solving strategies
- Complete practice problems as a class
Assessment –Closure (Formative or Summative): Formative – teacher observations
HW: Pg.117-118 / Multi-Step Problems (Addition and Subtraction)
LO: Solve multi-step, real-world problems using the four operations. Represent the problem using an equation with a variable as the unknown quantity. (4.ATO.3)
EQ: What would be an effective strategy to use to solve multi-step problems?
Stimuli: Multi-Step problem practice sheet
Rigorous and Engaging Tasks for Students:
- Review how to solve multi-step problems
- Split into pairs to complete practice problems
- Review answers as a class Assessment –Closure (Formative or Summative): Formative – teacher observations
HW: Practice Sheet / PERIMETER
LO: Apply the area and perimeter formulas for rectangles (4.MDA.3)
EQ: What is perimeter and how is it measured?
Stimuli: chart paper, MY Math resources, pg. 825
Rigorous and Engaging Tasks for Students:
- Explain how to find the perimeter of a rectangle
- Create an anchor chart showing the process of finding perimeter Assessment –Closure (Formative or Summative):
Formative – teacher observations
HW: Pg. 829-830 / PERIMETER
LO: Apply the area and perimeter formulas for rectangles (4.MDA.3)
EQ: What is perimeter and how is it measured?
Stimuli: MY Math resources, pg. 831 Rigorous and Engaging Tasks for Students:
- Review how to find perimeter
- Students work with a partner to find the perimeter of different shapes
- Review practice problems with class Assessment –Closure (Formative or Summative):
Formative – teacher observations
HW: 837-838 / QUIZ
LO: Apply the area and perimeter formulas for rectangles (4.MDA.3)
EQ: What is perimeter and how is it measured?
Stimuli: Perimeter Quiz
Rigorous and Engaging Tasks for Students:
- Review the steps to solving perimeter problems
- Apply that knowledge to find perimeter of different rectangles
Assessment –Closure (Formative or Summative): Summative - quiz
HW: None
Social Studies / LO: Explain the political, economic, and technological factors that led to the exploration of the New World Spain, Portugal, France, the Netherlands, and England. (4-1.3)
EQ: How did the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers impact the New World?
Stimuli: Textbook pgs. 30-33, SS Notebook
Rigorous and Engaging Tasks for Students:
  • Introduce students to the new unit on exploration by discussing the word “exploration.”
  • Have students answer the myStory Spark question on pg. 30.
  • Read about Alvar Núňez Cabeza de Vaca on pages 31-33
Assessment –Closure
(Formative or Summative):
  • Class discussion and teacher observations
HW:Lesson 2 / LO: Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle..(4-1.4)
EQ: How did the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers impact the New World?
Stimuli: Video, Highlighting, and PPT
Rigorous and Engaging Tasks for Students:
  • Review HW
  • Introduce students to the first two explorers, Leif Eriksson and Christopher Columbus
  • PowerPoint Presentation
  • Show students to about Christopher Columbus Flocabulary Video:
Assessment –Closure
(Formative or Summative):
Formative-Teacher Observations
HW: Lesson 1 / LO: Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle..(4-1.4)
EQ: How did the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers impact the New World?
Stimuli: Video, Highlighting, and PPT
Rigorous and Engaging Tasks for Students:
  • Review HW
  • Discuss the next two explorers, De Soto and Magellan
  • PowerPoint Presentation
  • Magellan Video:
Assessment –Closure
(Formative or Summative):
Formative-Teacher Observations
HW: None / LO: Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle..(4-1.4)
EQ: How did the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers impact the New World?
Stimuli: Video, Highlighting, and PPT
Rigorous and Engaging Tasks for Students:
  • Review previous explorers discussed this week
  • Discuss the next two three explorers, Hudson, Cabot,
  • PowerPoint Presentation
  • Flocabulary Video:
Assessment –Closure
(Formative or Summative):
Formative-Teacher Observations
HW: None / LO: Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle..(4-1.4)
EQ: How did the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers impact the New World?
Stimuli: Video, Highlighting, and PPT
Rigorous and Engaging Tasks for Students:
  • Review explorers discussed this week
  • Students will pick two of the explorers to compare and contrast
  • Flocabulary Video:
Assessment –Closure
(Formative or Summative):
Formative-Teacher Observations
HW: None
Science / LO: Obtain and communicate information about some of the gases in the atmosphere (including oxygen, nitrogen, and water vapor) to develop models that exemplify the composition of Earth’s atmosphere where weather takes place. (4. E.2A. 1)
EQ: What makes up the earth’s atmosphere?
Stimuli: Atmosphere video on Flocabulary.com, close notes, anchor Chart
Rigorous and Engaging Tasks for Students:
- Students will watch the atmosphere video
- Teacher will use anchor chart to restate topics mentioned in the video
- Students will follow along with the PowerPoint while filling in the blanks on their close notes.
- Teacher will review key points from the PowerPoint
- Students will complete an exit ticket Assessment –Closure (Formative or Summative): Formative – Teacher observations, student responses, Students notetaking, exit ticket