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Laine  Causey
4th Grade Teacher
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Lesson Plans 

4th Grade Lesson Plans September 16-20


CCRS Language and Writing Standards: 

1. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

2. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a `range of discipline-specific tasks, purposes, and audiences. [W.4.10]

CCRS Reading Standards:

[RI.4.3] Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 

[RL.4.2] Determine a theme of a story, drama, or poem from details in the text; summarize the text. 

CCRS Math Standards:

CCRS Standards:

4.OA.A.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

4.OA.A.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

CCRS Social Studies/Standards:

Science: Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

Social Studies: Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps.


Spelling Words:Sweet, Each, Three, Least, Freedom, Season, Indeed, Hollow, Grown, Eagle



Vocabulary Words:badger, bank, bristled, jointed, ruffled, patched, rushes

WIDA Standards:

  • Emergent bilinguals communicate for Social and Instructional purposes within the school setting.

  • English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts.

  • English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics.

  • English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.

  • English language learners communicate information, ideas and concepts necessary for academic success in the content area of social studies.

Technology Enhancements:

Google Forms, Google Classroom, Math on Spot, MegaMind, Scantron

Instruction

Monday

Tuesday

Wednesday

Thursday

Friday

I can statements:

I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5.  I can write out a multiplication problem using numbers and symbols to match a story that I am told.

I can use multiplication and division to solve word problems.  I can use drawings and equations with symbols to solve the problems that I write.

I can multiply a number that is up to four digits by a one-digit number.  I can multiply a two-digit number by another two-digit number. I can show my work using numbers and symbols, arrays, and area models.

I can solve problems with more than one step using addition, subtraction, multiplication, and division.  I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem.  I can tell you if my answer is reasonable and explain my reasoning.

I can identify and write plural nouns correctly using the appropriate rules.

I can identify characters, setting and plot in a story.

I can write a paragraph correctly with a topic sentence and details.

I can identify events on a timeline.

I can identify the 3 forms of energy.


Reading and Language Benchmark 

I can statements:

I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5.  I can write out a multiplication problem using numbers and symbols to match a story that I am told.

I can use multiplication and division to solve word problems.  I can use drawings and equations with symbols to solve the problems that I write.

I can multiply a number that is up to four digits by a one-digit number.  I can multiply a two-digit number by another two-digit number. I can show my work using numbers and symbols, arrays, and area models.

I can solve problems with more than one step using addition, subtraction, multiplication, and division.  I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem.  I can tell you if my answer is reasonable and explain my reasoning.

I can identify and write plural nouns correctly using the appropriate rules.

I can identify characters, setting and plot in a story.

I can write a paragraph correctly with a topic sentence and details.

I can identify events on a timeline.

I can identify the 3 forms of energy.

Math Benchmark

 I can statements:

I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5.  I can write out a multiplication problem using numbers and symbols to match a story that I am told.

I can use multiplication and division to solve word problems.  I can use drawings and equations with symbols to solve the problems that I write.

I can multiply a number that is up to four digits by a one-digit number.  I can multiply a two-digit number by another two-digit number. I can show my work using numbers and symbols, arrays, and area models.

I can solve problems with more than one step using addition, subtraction, multiplication, and division.  I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem.  I can tell you if my answer is reasonable and explain my reasoning.

I can identify and write plural nouns correctly using the appropriate rules.

I can identify characters, setting and plot in a story.

I can write a paragraph correctly with a topic sentence and details.

I can identify events on a timeline.

I can identify the 3 forms of energy.

No Writing BM

I can statements:

I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5.  I can write out a multiplication problem using numbers and symbols to match a story that I am told.

I can use multiplication and division to solve word problems.  I can use drawings and equations with symbols to solve the problems that I write.

I can multiply a number that is up to four digits by a one-digit number.  I can multiply a two-digit number by another two-digit number. I can show my work using numbers and symbols, arrays, and area models.

I can solve problems with more than one step using addition, subtraction, multiplication, and division.  I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem.  I can tell you if my answer is reasonable and explain my reasoning.

I can identify and write plural nouns correctly using the appropriate rules.

I can identify characters, setting and plot in a story.

I can write a paragraph correctly with a topic sentence and details.

I can identify events on a timeline.

I can identify the 3 forms of energy.

Early Dismissal for Homecoming...Please leave enough time for math test.

I can statements:

I can show you that 5 x 7 = 35 means that 35 is 5 times as many as 7 and/or 7 times as many as 5.  I can write out a multiplication problem using numbers and symbols to match a story that I am told.

I can use multiplication and division to solve word problems.  I can use drawings and equations with symbols to solve the problems that I write.

I can multiply a number that is up to four digits by a one-digit number.  I can multiply a two-digit number by another two-digit number. I can show my work using numbers and symbols, arrays, and area models.

I can solve problems with more than one step using addition, subtraction, multiplication, and division.  I can tell you what the remainders mean in my answers. I can use a letter to represent an unknown value in a math problem.  I can tell you if my answer is reasonable and explain my reasoning.

I can identify and write plural nouns correctly using the appropriate rules.

I can identify characters, setting and plot in a story.

I can write a paragraph correctly with a topic sentence and details.

I can identify events on a timeline.

I can identify the 3 forms of energy.

Language Skill/ Activity:

Plural Noun Study Guide


Regular Plural Nouns Powerpoint 


Writing Skill/Activity:Anchor chart for Hamburger Paragraph


Hamburger paragraphs (download as a powerpoint) 

Language Skill/ Activity:

Regular Plural Nouns Notebook Activity 




Writing Skill/Activity:


You do: Model how to write a narrative paragraph with a topic sentence, details, and a conclusion sentence.

Example you can use: Red topic sentence, green details and explanations, blue conclusion sentence.

     We went to Tiki Tiki restaurant for my mom’s birthday.  It was a special place because it was decorated like Hawaii. First, I got fruit juice in a real pineapple cup.  It was delicious! Next, I tried a lot of Hawaiian food from the huge buffet. I liked the pulled pork, the purple potatoes, and the rice.  Finally, there was a show with hula and fire dancers. It was so exciting! I was a little afraid of the fire dancers. As you can see, I had a great time at the Tiki Tiki restaurant and hope I can go again soon.


We do: Model how to write a narrative paragraph as a whole group.  


Language Skill/ Activity:

Regular Plural Nouns Writing Powerpoint 




Writing Skill/Activity:


We do: Model how to write a narrative paragraph as a whole group. 

Language Skill/ Activity:

Regular Plural Nouns Task Cards 




Writing Skill/Activity:


We do: Model how to write a narrative paragraph as a whole group. 

Language Skill/ Activity:

Regular Plural Nouns Assessment as ACTIVITY GRADE 



Writing Skill/Activity:


None half day


Reading Whole Group


Phonics Skill:

word endings -ing (T.E. page 82c-82d) 



Reading Street Lesson:

Go over Benchmark Review

If time complete Day 1 

-Review story elements (T.E. 79c-81) 

-Introduce vocabulary (T.E. 81a)

-Introduce Spelling (long e, long o) 

Extra Resources: 

Plot, setting, and character worksheet-copy in folder



Reading Whole Group


Phonics Skill:

Review word endings -ing (T.E. 109i) 


Reading Street Lesson:


 Reading Benchmark

If time complete Day 2

-Introduce text 

-Discuss Story Elements 



Extra Resources: 

Topeka Tess -copy in folder


Reading Whole Group


Phonics Skill:

Review Word endings -ing



Reading Street Lesson:

Complete Day 3

-Continue reading text

-Discuss Story Elements



Extra Resources: 

Subway Ride- copy in folder

Literary Elements Worksheet

Reading Whole Group


Phonics Skill:

Review Word endings -ing


Reading Street Lesson:

Review Story elements (T.E. 109h) 


Extra Resources- 

Plot, setting, and character worksheet-copy in folder

Wish Comes True

Reading Whole Group


Phonics Skill:

Review the word ending -ing



Reading Street Lesson:


Activity Grade 

Assign:

Unit 1, Week 3, Weekly Test, Weekly Test 3 Online



Reading Small Groups

 

Teacher Table 1:

Review for  Benchmark


Teacher Table 2:

Review for benchmark



Teacher Table 3:

Review for Benchmark



Reading Small Groups


Teacher Table 1:

Review for  Benchmark


Teacher Table 2:

Review for benchmark



Teacher Table 3:

Review for Benchmark




Reading Small Groups


Teacher Table 1:

Analyze Levelized Text (Volcano Adventure) 


Teacher Table 2:

Analyze Levelized Text ( Volcano Adventure) 


Teacher Table 3:

Analyze Level Text(Volcano Adventure)





Reading Small Groups


Teacher Table 1:

Analyze Levelized Text (Setting Worksheet 1) Review phonics Skill


Teacher Table 2:

Analyze Levelized Text (Setting Worksheet 1) Review Phonics Skills 



Teacher Table 3:

Analyze Levelized Text (Setting Worksheet 1) Review Phonics Skills 


Reading Small Groups


Teacher Table 1:

Analyze Levelized Text (Setting Worksheet 2) 


Teacher Table 2:

Analyze Levelized Text ( Setting Worksheet 2) 


Teacher Table 3:

Analyze LevelizeText(Setting Worksheet 2) 


Stations:


Spelling/Phonics/Phonemic Awareness:

SPELLING


Writing:

Writing Station 


Comprehension/Fluency:


SI-At the Fair 

OL- Snakes

A- Lucky Dog


Comprehension


Word Work:

Word Work/Vocabulary

Stations:


Spelling/Phonics/Phonemic Awareness:

SPELLING


Writing:

Writing Station 


Comprehension/Fluency:


SI-At the Fair 

OL- Snakes

A- Lucky Dog


Comprehension


Word Work:

Word Work/Vocabulary

Stations:


Spelling/Phonics/Phonemic Awareness:

SPELLING


Writing:

Writing Station 


Comprehension/Fluency:


SI-At the Fair 

OL- Snakes

A- Lucky Dog


Comprehension


Word Work:

Word Work/Vocabulary

Stations:


Spelling/Phonics/Phonemic Awareness:

SPELLING


Writing:

Writing Station 


Comprehension/Fluency:


SI-At the Fair 

OL- Snakes

A- Lucky Dog


Comprehension


Word Work:

Word Work/Vocabulary

Stations:


Spelling/Phonics/Phonemic Awareness:

SPELLING


Writing:



Comprehension/Fluency:


SI-At the Fair 

OL- Snakes

A- Lucky Dog


Comprehension


Word Work:

Word Work/Vocabulary

Tier II Reading:

Practice story elements using levelized text and fluency review 


Tier III Reading:

Intensive Reading Practice Fluency and Phonics/Edgenuity Theme or Main Idea


Tier II Reading:

Practice story elements using levelized text and fluency review 


Tier III Reading:

Intensive Reading Practice Fluency and Phonics/Edgenuity Theme or Main Idea




Tier II Reading:

Use theme organizer to identify plot of a text


Tier III Reading:

Intensive Reading Practice theme/Edgenuity Theme or Main Idea




Tier II Reading:

Practice dictation and fluency review 


Tier III Reading:

Intensive Reading Practice theme/Edgenuity Theme or Main Idea



Tier II Reading:

Review theme and phonics to practice fluency


Tier III Reading:

Review strategies for fluency and phonics/Edgenuity Theme or Main Idea



GO Math Whole Group:

Lesson 2.6

Use expanded form to multiply a multi-digit number by a 1-digit number.

**Go ahead and post a copy of the review sheet on Living Tree or whatever you use to communicate.  Explain that it isn’t necessary to complete it at home, but some parents like to get a head start. I’ve shared it with you via Google Drive.  Search Mid-Chapter 2 Checkpoint.


Do first half of Benchmark Review Sheet



Math Centers:

Replay Multiplication Mania from last week

Xtra Math







GO Math Whole Group:

Lesson 2.6 Practice & Homework page as ACTIVITY GRADE (Omit #7 so grade is out of 6 problems...yes, count #1 as a problem in their grade)


Accommodated version: Do all problems, but use multiplication facts sheet and read the word problems.  Maybe help them set up the expanded form if they need that help.


Lesson 2.7

Use place value and partial products to multiply a multi-digit number by a 1-digit number.


Do second half of Benchmark Review Sheet


Math Centers:

Sums of Differences 

Xtra Math


GO Math Whole Group:

1st Nine Weeks Math Benchmark (Test Code - AF393)





















Math Centers:

Sums of Differences 

Multiplication flashcards




GO Math Whole Group:

Complete Mid-Chapter 2 Checkpoint as Review Sheet (See your Ch 2 cover from your packet for 4 questions that students should add to the review sheet.)

















Math Centers:

Rewatch Math on the Spot videos for 2.1-2.7

GO Math Whole Group:

Mid-Chapter Test (Test code AC302)





















Math Centers:

No math centers for ½ day

Tier II Math:

Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2 



Tier III Math:

GoMath Intensive Intervention SE G4 Skills 13 - 28  (on resources page) OR GoMath Strategic Intervention



Tier II Math:

Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2 



Tier III Math:

GoMath Intensive Intervention SE G4 Skills 13 - 28  (on resources page) OR GoMath Strategic Intervention

Tier II Math:

Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2 



Tier III Math:

GoMath Intensive Intervention SE G4 Skills 13 - 28  (on resources page) OR GoMath Strategic Intervention

Tier II Math:

Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2 



Tier III Math:

GoMath Intensive Intervention SE G4 Skills 13 - 28  (on resources page) OR GoMath Strategic Intervention

Tier II Math:

Complete On Your Own at teacher table using manipulatives when possible, then complete the Tier 2 short lesson in Tier 2 for GoMath Chapter 2 



Tier III Math:

GoMath Intensive Intervention SE G4 Skills 13 - 28  (on resources page) OR GoMath Strategic Intervention

Social Studies Lesson:

Chapter 2 Activity 3: Map of the Indian Nations Activity Grade

Begin Chapter 3

*Read and discuss pages 70-75 

*Discuss questions on page 75

*Discuss vocabulary words (words in bold)


Science: 


  • Send home Review sheet for test. 

  • Science Starter: Think of a time when the power went out. What all quit working?

  • Complete the reading on page 9. Allow students to write down vocabulary into their Science Notebook. 

  • Allow students to complete the “Electricty and Circuts” graph worksheet on page 10. Answers are on page 11. 

Social Studies Lesson:


Chapter 3
*Read pages 76-81

*Talk about maps on pages 78-79






Science: 


  • Science Starter: Name four things that run off electricity.

  • Allow students to complete page 25 and 26 into their science notebook. 



Social Studies Lesson:


Chapter 3

*Read pages 82-91

*Discuss questions on page 91






Science: 


ACTIVITY GRADE 

  • Science Starter: What happens if you take a piece of train track out when a train is running?

  • Students will complete the experiment on pages 28-33.

  • Materials needed are in the foss kits. 

  • Grade is for participation and to make sure they completed page 33.


Social Studies Lesson:


Chapter 3 

*Read pages 92-101

*Discuss questions on page 101






Science: 


  • Science Starter: Does electricity always need a circuit?

  • Review the study guide with students. 

  • TEST Science Test 1  Be sure to make a copy of google form just for your students 


Social Studies Lesson:


Chapter 3

***Early Dismissal for Homecoming

**If there is any time, use it to catch up on Chapter 3 reading



 

Science: 


  • Science Starter: Where do you think the electricity that powers the school comes from?

  • Have students make a claim based on what they have learned through this lesson. They can cite information from their reading, labs, interactive science notebook, and internet research.

  • Worksheet on page 42.


Weekly Activity Grades/Assessments


Reading:Activity Grade (Assign:Unit 1, Week 3, Weekly Test, Weekly Test 3 Online)



Language:Activity Grade (Regular Plural Nouns Assessment)


Math: Lesson 2.6 Practice & Homework page as ACTIVITY GRADE on Tuesday, Math Benchmark on Wednesday, Mid-Chapter 2 Test on Friday


Social Studies/Science:  Science Activity Grade pg 33 Circuit Lab, Forms of energy assessment on Thursday, September 17th

Alabama History: Activity Grade (Map Skills Review) Wed. 9-18/Test Grade (Chapters 2 and 3) Friday, 9/20