Week 4 Lesson Plans

Weekly Lesson Plans for___Reading Topic/Unit Three Little Cyberpigs
* = Required
Name: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Paramore *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:
ELA4R1b
*Listed *Listed *Listed *Listed *Listed
Subject/Time: Element(s): Element(s): Element(s): Element(s): Element(s):
Summarizing
character,
setting, and plot
*Essential *Essential *Essential *Essential *Essential
Question: Question: Question: Question: Question:
How can How can I use How can I use How can I use How can I use
summarizing text clues to text clues to text clues to text clues to
help me better determine an determine an determine an determine an
understand what author’s purpose author’s purpose author’s purpose author’s purpose
I am reading? and perspective? and perspective? and perspective? and perspective?
*Procedure: *Procedure: *Procedure: *Procedure: *Procedure:
Walk Through Introduce the story Review selection Students will Students will Students will
by having students vocabulary. complete p. 42 in review vocabulary. review the
circle map Students will buddy the Practice Book Students who vocabulary with
computers with a read p. 214-215 in to review mastered flyswatters. Racing
small group. Work reading book. vocabulary. vocabulary on PB with a partner to
together to Teacher will grade 42 will complete slap the correct
complete a circle Explain to students to determine which Challenge word to complete a
map as a class. that authors have students need Vocabulary activity sentence.
many different further review of (p. 42 in Challenge
Discuss reasons for writing. the vocabulary. book). Students Quickly review the
summarizing as a Read and discuss who have not events of the story
comprehension p. 212-213 in the Read aloud The mastered by creating a class
strategy on student book to Three Little Pigs vocabulary will story map.
Transparency R28. discuss author’s Revisited in complete Extra
Read aloud the purpose. reading book. Support p. 42 with Students will
original version of Students will work the teacher. complete test.
the Three Little Introduce genre of in small groups to
Pigs and stop a play and discuss complete a double Reread the story Read silently or AR
occasionally to how we read a bubble map using the same test.
summarize what is play. comparing and parts for fluency.
happening in the contrasting the
story. Explain to students story to The Three Author’s Purpose
that as they read Little Cyberpigs. Powerpoint
Introduce selection they will be http://edujourney.n
vocabulary on thinking about the Review Author’s et/Powerpoint
T175 by using events of the story Purpose and %20Templates/Aut
Transparency R30 and how to Perspective using hor's
to discuss the summarize these. T. 196-197. Work %20Purpose/Autho
definitions of the with students to rs
words. Assign parts to complete PB p. 44. %20Purpose.ppt#2
Divide students students. Read 57,1,Slide 1
into groups to work and discuss story. Complete
with definitions in powerpoint and
their reading Complete First, discuss the
notebooks. Then, Next author’s
L-draw a picture to worksheet. perspective as you
illustrate each read each
word with Mr. paragraph and
McCoy discuss the
M / H- write a author’s purpose.
meaningful
sentence using the
word with Mrs.
Paramore
Ticket Out the

Door: Mrs.
Paramore and Mr.
McCoy will act out
a story. Students
will write a
summary.
Higher Order
Focus Area: Thinking Skills
Materials: Materials: Materials: Materials: Materials:
Transparency Student Book Student Book p. 42 from Copies of test
R28, R30 PB 42, PB 44 Challenge Book Flyswatters
Reading p. 42 from Extra
Notebooks Support Book
Index Cards for
ticket out the
door
Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:
Teacher Teacher Teacher Teacher Test
Observation of Observation of Observation of Observation of
Discussion Discussion Discussion discussion
Vocabulary PB 42, 44 PB 42
Activity
Ticket Out the
Door
* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:
Enrichment/Rem Enrichment/Rem Enrichment/Rem Enrichment/Rem Enrichment/Rem
ediation ediation ediation ediation ediation
Vocabulary Vocabulary
Activity Activity
L-draw a picture to Students will
illustrate each review vocabulary.
word with Mr. Students who
McCoy mastered
M / H- write a vocabulary on PB
meaningful 42 will complete
sentence using the Challenge
word with Mrs. Vocabulary activity
Paramore (p. 42 in Challenge
book). Students
who have not
mastered
vocabulary will
complete Extra
Support p. 42 with
the teacher.
Technology Technology Technology Technology Technology

* (1 per week) Connection: Connection: Connection: Connection: Connection:
Author’s Purpose
Powerpoint
http://edujourney.n
et/Powerpoint
%20Templates/Aut
hor's
%20Purpose/Autho
rs
%20Purpose.ppt#2
57,1,Slide 1

Homework: Homework: Homework: Homework: Homework:
Finish WS
Weekly Lesson Plans for___August 23-27 Topic/Unit____SOCIAL STUDIES___

* = Required
Ballard *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:
SS4H1a,b SS4H1a,b SS4H2 SS4H2 SS4H2
SS4G2a SS4G2a SS4G2b SS4G2b SS4G2b
Native Native Explorer & the Explorer & the Explorer & the
Americans Americans area they area they area they
explored explored explored
Who were the Who were the Who were the Who were the Who were the
Native Native explorers of explorers of explorers of
Americans of Americans of North America? North America? North America?
North America? North America? Christopher Balboa-Spain
Columbus-Spain
**SWBAT locate *SWBAT locate *SWBAT read *SWBAT read *SWBAT review
and use and use “So you want to and discuss p. the lesson from
resources in the resources in the be a explorer?” 96-99 and act the previous day
classroom, classroom, and discuss out Columbus using the
library and library and reasons to be an asking the king Explorer Tree
internet to internet to explorer and queen for Map
produce their produce their funding
Native American Native American *SWBAT *SWBAT use the
project project complete a circle *SWBAT create a UNRAAVEL
map describing tree map for strategy to read
what explorers various countries and complete a
*SWBAT present * SWBAT may take on long that sent out Balboa reading
their Native complete a journeys explorers (Spain, comprehension
American Native American France, & sheet
projects summative *SWBAT discuss England)
assessment vocabulary on p. *SWBAT
*SWBAT play 84-91 complete
Native American reading
Jeopardy as a comprehension
review sheet for HW
Walk Through
Focus Area:
SS Books, Tree SS Books, Tree SS Books, SS Books, Tree SS Books, Tree
Map, Storybook, Map, Storybook, crowns, Map, Map,
Native American Native American storybook Chart Paper UNRAAVEL
Rubric Rubric Comprehension
Sheets
Oral Oral Teacher Teacher Teacher
Presentations Presentations, Observation Observation, Observation,
Summative Tree map Tree Map,
Assessment Reading
Comprehension
Sheets
SWBAT choose a
product to
produce with
their group
based on the
chart and rubric
SWBAT view SWBAT view
Power Points on Power Points on
various tribes. various tribes.
with the use of with the use of
an LCD projector an LCD projector
SWBAT play
Native American
Jeopardy on the
Computer
Project Reading
Comprehension
Sheet
Weekly Lesson Plans for__August 23-27________Topic/Unit________Math________
* = Required
*Standard # / Goal: *Standard # / *Standard # / *Standard # / Goal: *Standard # / Goal:
4th Grade M4N3,N1 Goal:M4N3 Goal:M4N3 M4N3 M4N3
Student will be Multiplication of Multiplication of Multiplication of Multiplication of
able to solve word 2-3 digit 2-3 digit 2-3 digit 2-3 digit
problems and numbers by 1-2 numbers by 1-2 numbers by 1-2 numbers by 1-2
demonstrate digit numbers. digit numbers. digit numbers. digit numbers.
content knowledge
All for 1st 9 Multiplication Multiplication Multiplication Multiplication
Weeks
How can I solve How can I How can I solve How can I solve How can I solve
problems using identify factors problems problems problems
UNRAAVEL and products in involving 2-3 involving 2-3 involving 2-3
math? a multiplication digit numbers by digit numbers by digit numbers by
problem? 1-2 digit 1-2 digit 1-2 digit
numbers? numbers? numbers?
Walk Through SWBAT complete Drops in the Drops in the Drops in the Drops in the
a Math Bucket Bucket Bucket Bucket
Benchmark Fact Practice Fact Practice Fact Practice Fact Practice
Assessment
*SWBAT break *SWBAT review - Introduce 2 *SWBAT review 2
an array into factors and digit times 1 digit times 1
parts to find the products as they digit digit
product are given a multiplication multiplication
represented by number and an using baby food when given a
the array by index card- jar activity: problem on an
using Page 1 in students will estimate the index card to
the create a brace number of solve- Students
Investigations map identifying candies in one will be grouped
Workbook p. 1 & all factors baby food jar. according to the
2 (head partners There are 3 jars, mini-assessment
or shoulder *SWBAT move in so how would I
partners) small groups to figure out how Individual:
*TE pages 26-31 review voc. and many candies in SWBAT complete
concepts: all? Do s digit by the DIB quiz
*SWBAT identify 1 digit for reviewing
factors of 12, 24, Independent estimated concepts from
36, 40 or any Group: SWBAT amount (round the week
other two digit play the to r\nearest 10)
number the Investigations and by actual Teacher 1:
teacher would Game- Factor amount. Do SWBAT complete
like to use. The Pairs another the “Moo-
number will be example. The tiplication” Tic
written in a Teacher 1: group that Tac Toe review
brace map and SWBAT review estimates the sheet
students will multiples, closest gets to
work together to factors and split the candy. Teacher 2:
identify factors arrays with word SWBAT discuss
after the teacher problems using strategies for
demonstrates Investigations *SWBAT use solving problems
the activity with Workbook p. 10 estimation to with 2-digit
the class solve 2 digit x 1 factors-
Teacher 2: digit problems Investigations
For review: SWBAT complete after reading Handbook p. 40-
Turtle book can the Factor “Advice from 43 and dry erase
be used to Multiple Chart Morris the Wise boards
review factor activity One” p. 24
and product Investigations TE
Pages 124-126 p. 69-70 *SWBAT play a
multiplication
*SWBAT review game on
Complete page iknowthat.com
29 and 35 from
the
Homework
/enrichment
book
*SWBAT look in
Investigations
handbook
Page 16-23 for
vocabulary and
concepts
Focus Area:
Benchmark Textbook Factor Pairs
Assessment & Investigation Game,
Scan Tron handbook Investigations
Pages 29, 35, Workbook, Chart
Investigations Paper
Workbook
Check facts Mini
Check DIB Assessment-
\Workbook pages Index Card,

Enrichment/Rem Enrichment/Rem Enrichment/Rem Enrichment/Rem Enrichment/Reme
ediation ediation ediation ediation diation
Students will See Grouping See Grouping
meet in small Activity and Activity and mini-
groups as mini-assessment assessment
needed to above above
complete the
Benchmark
assessment
SWBAT play a
multiplication
game from the
website
iknowthat.com
DIB/ Facts DIB/ Facts DIB/ Facts DIB/ Facts
Practice Practice Practice Practice
Weekly Lesson Plans for ELA Topic/Unit Writing a Personal Narrative
* = Required
*Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:
Writing: ELA4W2a,b ELA4W2h ELA4W1b ELA4W4b
ELA4W2
Establishes Provides a sense Revises
Establishes plot, context, of closure to the Writes text of
setting, and significance of writing appropriate
significance of events, develops length
events reader interest
Creates an
organizing
structure and
gives a sense of
closure to the
writing
Characteristics
of a personal
narrative
What are the How can I write How can I write a What steps How can
characteristics an opening closing should I follow to rereading my
of a personal paragraph that paragraph that write a first writing help me
narrative that captures the leaves my reader draft? make changes?
meets or interest of my satisfied?
exceeds reader?
standards?
Walk Through Spelling Pretest Check Writing Check Writing Check Writing Check Writing
Practice 1 Practice 2 Practice 3 Practice 4
Mini-Lesson:
Discuss the Mini-Lesson: Mini-Lesson: Mini-lesson: Spelling Test for
characteristics of Techniques that Choose a picture Discuss the rules students who did
an effective will hook your book or short story for writing a first not make 100 on
personal narrative. readers. Introduce to read aloud to draft (what to do pretest
Display the rubric the techniques on the students and about skipping
and discuss with a tree map. Read explain that the lines, spelling, Mini-lesson:
the students. Give each example and book has a making Discuss that as
students three place on the tree wonderful ending. paragraphs, etc.) writers one of the
pieces of writing in map. Students Before the end of Model writing a best things we can
groups and have should try one of the story, simply first draft using the do is to read our
them identify these in their piece stop reading and flow map. writing out loud
which they think of writing. close the book. and make
meets, does not When students Small Groups: corrections of
meet, or exceeds. Small Groups: protest, explain Group 1: Play things that sound
Students will score Group 1: Work on that this is often singular / funny. Model doing
their goal writing writing openings how their stories phttp://www.quia.c this with a teacher
from 2 weeks ago and name the end. Work om/jg/333551.htmll created piece.
and score it using technique used. together to write ural game on Quia. Explain that when
the fourth grade an appropriate students finish
rubric. Group 2: Review ending to the story. Students will write their first draft they
singular and plural Then share the real forms of words on should read it out
Share what they nouns with ending. dry erase boards. loud to themselves
discovered. Powerpoint. and make
Students write Students will write Group 2: Write corrections with a
answers on dry an ending to their first draft red pen.
erase boards. story.
http://classroom.jc- Switch after 10 Students will
schools.net/la/activ Teacher will pull minutes complete first draft
ities/PluralSing- those students who and read it out loud
Nouns.ppt#256,1,P are struggling to with a red pen in
lural and Singular form complete hand.
Nouns paragraphs.
Teacher will pull
Switch after 10 Sharing: Have those students who
minutes several students are struggling to
share their put together
Sharing: Students endings. paragraphs into a
share openings and draft.
classmates guess
which category it
fits under. Sharing: Share one
thing you changed.
Focus Area:
Notebook Paper Chart Paper with Student Flow Chart Paper Chart paper and
Student Writing tree map Maps Markers markers
samples Techniquest that Short picture Computer and Spelling list
Narrative Rubric Will Hook Your book projector Writing
Writing Readers sheet Chart Paper and Dry erase boards Notebooks
Notebooks Large Post-its Markers and markers Red Pens
and flow maps Flow Maps
Powerpoint on Notebook Paper
computer Pencil
Dry erase boards
and markers
Student Flow
Maps

Teacher Teacher Teacher Teacher
Observation Observation Observation Observation
First Draft Student Student Endings Revisions Made
Openings
Teacher will pull Teacher will pull
those students who those students who
are struggling to are struggling to
form complete put together
paragraphs. paragraphs into a
draft.

Review singular Group 1: Play
and plural nouns singular /
with Powerpoint. phttp://www.quia.c
Students write om/jg/333551.htmll
answers on dry ural game on Quia.
erase boards.
http://classroom.jc-
schools.net/la/activ
ities/PluralSing-
Nouns.ppt#256,1,P
lural and Singular
Nouns

Writing Practice Writing Practice Writing Practice Writing Practice
1 2 3 4
Spelling Menu Spelling Menu Spelling Menu Spelling Menu
Singular / Plural
Nouns worksheet
Weekly Lesson Plans for___A & E Topic/Unit____Fairy Tales

* = Required
*Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:
ELA4R1h ELA4R1b ELA4R1g
*Listed *Listed *Listed *Listed
Subject/Time: Element(s): Element(s): Element(s): Element(s):
Identifies Identifies and Identifies
themes and analyzes the similarities and
lessons in fairy elements of differences
tales character, plot,
or setting
What are the How can I How can I
characteristics identify the compare and
of a fairy tale? story elements contrast the
in a fairy tale? story elements
of fairy tales?
*Procedure: *Procedure: *Procedure: *Procedure:
Walk Through Review the Distribute project Class Works Review project Media Center
characteristics of instructions and expectations and
fairy tales with rubric and discuss. rubric.
students using the
PowerPoint. Review the Students will
http://jeffcoweb.jeff characteristics of complete double
co.k12.co.us/isu/lib an effective double bubble maps.
rary/documents/Fol bubble map.
ktalesandfairytales. Share double
ppt Students will bubble maps wit h
continue reading the class.
Read aloud With fairy tales with
Love, Little Red their partner and
Hen by Alma Flor fill out a story map
Ada and discuss / for each book.
list the various
fairy tales As students finish
mentioned in the they will create a
story. double bubble map
for their two fairy
Explain that this tales.
week the students
will be comparing
and contrasting
two fairy tales.
Students will be
assigned a partner.
Each pair will be
given two fairy
tales to read. Pairs
will be made based
on students’ ability
levels.
One group will
work with the
teacher to read
aloud the two fairy
tales.
Focus Area:
Materials: Materials: Materials: Materials:
Copy of With Copies of enough Copies of enough
Love, Little Red fairy tales for fairy tales for
Hen by Alma Flor partners and partners and
Ada teacher group. teacher group.
Copies of enough White paper and White paper and

fairy tales for markers markers
partners and
teacher group. Chart Paper and Chart Paper and
Markers Markers
Rubrics Rubrics
Evaluation: Evaluation: Evaluation: Evaluation:
Teacher Teacher Teacher
Observation of Observation Observation
Discussion
Double Bubble Double Bubble
Students Students Students
partnered partnered partnered
together based together based together based
on their ability on their ability on their ability
level. level. level.
Struggling Struggling Struggling

readers will work readers will work readers will work
with teacher. with teacher to with teacher to
complete story complete story
and double and double
bubble map. bubble map.
Review the
characteristics of
fairy tales with
students using the
PowerPoint.
http://jeffcoweb.jeff
co.k12.co.us/isu/lib
rary/documents/Fol
ktalesandfairytales.
ppt
Copies of enough
fairy tales for
partners and
teacher group.

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Weekly Lesson Plans for___Reading Topic/Unit Three Little Cyberpigs

Ticket Out the

Technology Technology Technology Technology Technology

Weekly Lesson Plans for_August 23-27 Topic/UnitSOCIAL STUDIES_

* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:

Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:

Technology Technology Technology Technology Technology

Homework: Homework: Homework: Homework: Homework:

Weekly Lesson Plans for_A & E Topic/Unit__Fairy Tales

Copies of enough White paper and White paper and

Struggling Struggling Struggling

Homework: Homework: Homework: Homework: Homework:

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