Oct. 11-15

 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading

RL:         RI: 4.2     

RF:

Ri.4.2 Analyze how the central ideas are reflected in a text, and cite relevant implicit and explicit evidence from the text.

 

I am learning to find the biggest, most important idea about a topic and details that tell more about the idea.    

 

Texts:  

RCC Lesson 1, page 10-11

 

Activities:

                          

  1. Get started: Describe how you cross a street in 3 steps. Share group ideas where each member shares a step

  2. Introducing the learning target and why we are learning it. (It will help us better understand an informational text. Revisit key details of how to cross the street.

  3. Read (pg 10), read aloud, then have students read and find the main idea, underline it. 

  4. Think (complete chart with a partner

  5. Talk with your partner 

 

Centers/Stations 

RL:        RI: 4.2

RF:

I am learning to find the biggest, most important idea about the topic and details that tell more about the idea.   

 

Texts:  

RCC page 12-13

 

Activities:

1)Create an anchor chart about central idea and key details

2) 3 Reads

  • read independently, mark any words you don't know

  • Pay attention to what you read, annotate each paragraph by underlining key details and writing the big idea in the margin 

3) Explore: set purpose for reading and read 3rd time looking for main idea

4)Think: Partners complete chart on page 13

 

Centers/Stations 

  1. Meet with teacher (I am learning to distinguish between a topic and a main idea) 8.16 in Reading Strategies book


 

RL:          RI: 4.2

RF:

 

I am learning to use the title and subheadings to identify the main idea

 

Texts: Non-fiction mentor text: 

RCC: Lending an Ear, page 14. 15, 17

 

Activities:

Engage: Sort words into three categories. Discuss title and details.

 

 Read aloud  mentor text and discuss main idea and key details from the story. Focus on the how the title and subheadings help you identify the main idea.

 

Centers/Stations

RL:        RI:   4.2   RF:

 

I am learning to distinguish between the main idea and key details.

 

Texts:  

 

Activities: On my own:  students read a passage and use the scaffold to identify the main idea and the key details.

 

Gallery Walk: Groups of 2 or 3 will travel to 5 paragraphs and on a sticky note leave the main idea and key details for each paragraph.

 

 


 

RL:     RI:  4.2    RF: 

 

I am learning to determine the main idea of a text and explain how it is supported by key details.

 

Texts: Non Fiction Mentor Text

 

Activities: Read aloud, students will work in groups to identify the main idea of the story and key details completing a graphic organizer on chart paper.

 

Quick check for standard ri4.2

 

click for link

 

Centers/Stations:

Writing

Standard #  

I am learning to: express my emotions about feeling happy through writing.  

 

Activity: Happy

Play songs:

“Happy” by Ferrell Williams and “Party in the USA” by Miley Cyrus.  

Have students think about the emotion of feeling happy.  

 

Read the poems “My Grandpa” and “Be Glad Your Nose is on Your Face” .  

 

Brainstorm with students about the word “happy”.  

 

Have students write a paragraph in their writing journals about a time they felt happy. 


 

Standard # 

I am learning to: I am learning to express my emotions about feeling angry through writing.  

 

Activity: Angry

Play songs:  “Fire Away” by Chris Stapleton OR “Apologize” by One Republic and “I Don’t Want to Be” by Gavin DeGraw. 

 

Read poems “The Bad-Mood Bug”, “Anger”, and “Mad Song”.  

 

Brainstorm with students about the word “angry”.

 

Have students write a paragraph in their writing journals about a time they felt angry. 

Standard: 

 

I am learning to:

 

Activity: Afraid

Play songs:  “Sara Beth” by Rascal Flatts and “Feed Jake” by Pirates of the Mississippi. 

 

Read the poem “Life Doesn’t Frighten Me At All”.  

 

Brainstorm with students about the word “afriad”.

 

Have students write a paragraph in their writing journals about a time they felt scared. 

Standard # 

 

I am learning to:

 

Activity: Sad

Play songs:  and “When I Get Where I’m Going” by Dolly Parton and Brad Paisley and “Everybody Hurts” by R.E.M. 

 

Read poems “When Hanna Moved Away” and “Moving”.  

 

Brainstorm with students about the word “sad”.

 

Have students write a paragraph in their writing journals about a time they felt sad. 

Standard # 

I am learning to: 

 

Activity: Thankful

Play songs: “Hindman” by Sundy Best and “Piece by Piece” by Kelly Clarkson. 

 

Read poems “Blessings” and “We Never Thank the Sun”.  

 

Brainstorm with students about the word “thankful”.

 

Have students write a paragraph in their writing journals about a time they felt thankful. 

Math-IM

Standard #: 4.NF.A.2

 

I am learning to compare fractions 

 

Unit: 2

Lesson: 12

Standard #:   4.NF.A.2

 

I am learning to compare fractions by writing an equivalent fraction.

 

Unit:2

Lesson: 13

Standard #:  4.NF.A.2

 

I am learning to solve fraction comparison problems.

 

Unit: 2

Lesson: 14

Standard #:  4.NF.A.2

 

I am learning to compare fractions by writing equivalent fractions with the same denominator.

 

Unit: 2

Lesson: 15

Standard #:  4.NF.A.2

 

I am learning to order fractions.

 

Unit: 2

Lesson: 16

Science

Stemscope

Bundle:   3 Scope 4 Using Stored Energy

 

Standard #: 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

 

Lesson:  APK and Investigate Phenomena

 

I am learning to: analyze how energy can be stored and used again.

 

Engage       Explore

Explain       Elaborate

Evaluate

Standard #: 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

 

Lesson:   History of Transportation

 

I am learning to: analyze how energy can be stored and used again.

 

Engage        Explore

Explain        Elaborate

Evaluate

Standard #:4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

 

Lesson:  History of Transportation CER

 

I am learning to: analyze how energy can be stored and used again.

 

Engage        Explore

Explain       Elaborate

Evaluate

Standard #: 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

 

Lesson: Stemscopedia

 

I am learning to: analyze how energy can be stored and used again.

 

Engage       Explore

Explain       Elaborate

Evaluate

Standard #: 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

 

Lesson: Picture Vocabulary

and Concept Attainment Quiz

 

I am learning to: analyze how energy can be stored and used again.

 

Engage         Explore

Explain         Elaborate

Evaluate

Social Studies

ESS KY

Standard: Trace the routes of early explorers and describe the cultural, economic, and geographic effects of the early explorations of the Americas.

 

I am learning to: analyze and annotate a primary source. 



 

Activity:

 

Students will examine and annotate a woodcut print of King Ferdinand and Christopher Columbus.



 

Standard: Trace the routes of early explorers and describe the cultural, economic, and geographic effects of the early explorations of the Americas.

 

I am learning to: explore text to find information to compare the Old World to the New World.

 

Activity:

 

Students will skim sections of the text to find information about the relationship between the Old World and the New World.

Standard: Trace the routes of early explorers and describe the cultural, economic, and geographic effects of the early explorations of the Americas.

 

I am learning to:  examine the relationships between different ideas in a text.

 

Activity:


Students will read, Racing To Colonize The New World.  While reading students will examine the relationships between ideas in the text.  



 

Standard: Trace the routes of early explorers and describe the cultural, economic, and geographic effects of the early explorations of the Americas.

 

I am learning to: write an informative newspaper article. 

 

Activity:

 

Students will write an informative newspaper article about the New World, using information from the text.  

Standard:  Trace the routes of early explorers and describe the cultural, economic, and geographic effects of the early explorations of the Americas.

 

I am learning to: apply information about colonizing the New World.



 

Activity:

 

Students will complete a multiple choice assessment over, Racing To Colonize The New World, and writing a compare and contrast paragraph.