Sept. 20-24

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading

RL:  4.3         RI:    RF: 

 

I am learning to: describe how a character’s thoughts, words, and/or actions affect the sequence of events in a story. 

 

Texts:  

Pink and Say

Thundercake

Airmail to the Moon

 

Activities: 

Use a mentor text to review how a character’s thoughts, words, and/or actions affect the sequence of events in a story.  After reading, work in small groups to create a timeline of events~ discuss as a whole group.  

 

Centers/Stations

Task Cards

Click here

RL:             RI: 4.3

RF:

I am learning to: explain the events in an informational text based on details from the story. 

 

Texts:  

Amelia Earhart

George Washington

Abraham Lincoln

 

Activities:

Use an informational text to explain the sequence of events in the story.  

Have students work in groups again to create a timeline of the order of events.  Share each group's timeline with the class.  Discuss the difference between the timeline of a fictional text and an informational text. 

 

Centers/Stations

RL:             RI: 4.3 

RF:

I am learning to: 

examine the relationship between cause and effect of a historical event.

  

Texts:  

Night of the Grizzlies- Storyworks 

 

Activities: 

 

Introduce and read the passage “Night of the Grizzlies” and complete the cause and effect activity (Causes of a Crisis).  Incorporating sequence of events.  




 

Centers/Stations 

RL:             RI:  4.3 

RF:

I am learning to find the “right there” answers and to dig deeper into the text to get a better understanding.

 

Texts:  

Night of the Grizzlies- Storyworks

 

Activities: 

-Reread “Night of the Grizzlies”

-Think about it, with guided response writing.  

 

Centers/Stations 

RL:           RI: 4.3

RF:

I am learning to:  organize and write a response based on what I read in a text.

 

Texts:  

Night of the Grizzlies- Storyworks

 

Activities

-Reread “Night of the Grizzlies”

-Assessment and Written Response (“NIght of the Grizzlies” Quiz)

 

Centers/Stations 

Writing

Standard # 4L4.1a

I am learning to identify nouns, adjectives, and verbs.

 

Activity: Spiral review slide deck of nouns, adjectives and action verbs

 

Slide deck review

Standard # 4L4.1a

I am learning to substitute synonyms to enhance my writing. 

 

Activity: Post this sentence:  The dog went through the door.

Have your children number from 1-15.  Have your children work to try to list at least 15 different verbs to replace “went.”  Remind your students that they may use verbs that describe how the dog moves or how the dog sounds.

Standard # 4L4.1a

I am learning to  identify and use action verbs, linking verbs and helping verbs.

 

Activity: Slide deck introduction and practice for action, helping and linking verbs.

 

Extra: Activity: helping verbs video introduction

click here

Standard # 4L4.1b

 I am learning to form and use simple verb tenses.

 

Activity: Simple Verb Tense Ready Toolbox Lesson 2 Prerequisite lesson.



 

Activity: helping verbs video introduction

click here

Standard # 4L4.1b

I am learning to form and use progressive verb tenses.

 

Activity: Progressive Verb Tense Ready Common Core pages 466-467

Math-IM

Standard #: 4.NF.A.1

I am learning to: identify equivalent fractions

Unit: 2

Lesson: 7

Standard #:   4.NF.A.1

I am learning to: explain how I know that two fractions are equivalent.

Unit: 2

Lesson: 8

Standard #:   4.NF.A.1

I am learning to: explain how I know that two fractions are equivalent.

Unit: 2

Lesson: 9

Standard #:    4.NF.A.1

I am learning to: find equivalent fractions without using diagrams.

Unit: 2

Lesson: 10

Standard #:    4.NF.A.1

I am learning to: find equivalent fractions by working with numerators and denominators.

Unit: 2

Lesson: 11

Science

Stemscope

Bundle:    3 Scope 3

 

Standard #: 4-PS3-1 

Lesson: Students will complete an investigation of phenomena and APK.

 

I am learning to: explain the relationship between the speed of an object and the amount of energy it releases..

 

Engage       Explore

Explain       Elaborate

Evaluate

Standard #:  4-PS3-1 

 

Lesson:   Scientific Investigation: Racing for Distance

 

I am learning to: explain the relationship between the speed of an object and the amount of energy it releases.

 

Engage        Explore

Explain        Elaborate

Evaluate

Standard #: 4-PS3-1 

 

Lesson: Stemscopedia and Mystery Science Anchor Phenomena

 

I am learning to: explain the relationship between the speed of an object and the amount of energy it releases.

 

Engage        Explore

Explain       Elaborate

Evaluate

Standard #: 4-PS3-1 

 

Lesson: Mystery Science- Energy and Speed

 

I am learning to: explain the relationship between the speed of an object and the amount of energy it releases.

 

Engage       Explore

Explain       Elaborate

Evaluate

Standard #: 4-PS3-1 

 

Lesson: Stemscopes Activity 2- Creepy Crawlers

 

I am learning to: explain the relationship between the speed of an object and the amount of energy it releases.

 

Engage         Explore

Explain         Elaborate

Evaluate

Social Studies

ESS KY

Standard: 

 

I am learning to: understand what freedom means.

 

Content Reader: 

 

Student Inquiry Book:

 

Document Analysis: 

 

Activity: Build Background for “What Freedom Means: essay

Watch video on YouTube “What Freedom Means”

Discuss/brainstorm with students on Chart Paper. 

 

Read Aloud

What it Means to Be American

 

Songs about America

The Star Spangled Banner

Standard: 

 

I am learning to: identify the meaning of freedom.

 

Content Reader: 

 

Student Inquiry Book:

 

Document Analysis: 

 

Activity: Students will begin to brainstorm what freedom is.

click here for link to lesson

 

Play the song “American Oxygen” by Rhianna.  Discuss other things that could be added to the FREEDOM chart.  

Look at chart~ do some ideas go together?  Talk with students about all of the different things that freedom means to them.  Organize the details/ideas into groups.  Have students begin thinking which “groups” mean the most to them.  Have them write in journals which ideas they feel the most strongly about that they would like to include in their essay.  

Standard: 

 

I am learning to: organize my thoughts and produce a written essay.

 

Content Reader: 

 

Student Inquiry Book:

 

Document Analysis: 

 

Activity: 

“What Freedom Means to Me” Essay

 

Talk with students about how important the beginning of a writing piece is… MUST grab the audience’s attention.  Show examples of great attention-getters (April’s examples).  Now connect this to the Freedom topic~ what are some ideas on how to really engage the audience into the idea of Freedom?  Brainstorm ideas whole class.   Talk with students/model what goes in a lead paragraph.   

Standard: 

 

I am learning to: write an essay.

 

Content Reader:

 

Student Inquiry Book:

 

Document Analysis: 

 

Activity:

cont. essays

 

Review examples of leads from yesterday.  Review what makes a good lead for the audience.  Have students begin drafting their own leads for their essays.  If time, have some students share with the whole class.  Revise how to make the leads better.  

Standard:  

 

I am learning to: write an essay.

 

Content Reader:

 

Student Inquiry Book: 

Document Analysis:



 

Activity: 

cont. essays

 

Begin working on the body paragraphs.  Show different graphic organizers of how students can organize their ideas into paragraphs.  Refer back to the class chart and information in their writing journals.  What big 3 ideas do they feel passionately about regarding freedom?  Model how to write a body paragraph with a topic sentence (again, grabbing the reader’s attention), detail sentences, and a closing sentence.  Have students begin to write their body paragraphs for their 3 topics.