Oct. 25-30

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading

RL:   4.2      RI: 4.    

RF:

RL 4.2 Analyze how the theme is reflected, and cite relevant implicit and explicit evidence from the text, including but not limited to poems, stories and dramas. 

 

I am learning to determine the theme or a story. ( by looking at  character change)

 

Texts:  

Mentor Text with great lesson

RCC Lesson 9 p. 134, 135

 

Activities:

  1.  
 

Centers/Stations 

RL:     4.2   RI: 

RF:

 

I am learning to determine the theme or a story. ( by looking at  character change)

 

Texts: 

Storyworks: Wind with worksheet on theme 

 

Activities:

1)Read or listen to story 

2) Students work in groups to analyze the character and how she changes

3) Explore as a whole group what the girl and her mom learn in the story

4) Use that lesson to determine the theme

 

Discuss: What happens (evidence ) in the story to support the theme.



 

RL:     4.2     RI: 

RF:

 

I am learning to find evidence to support the theme of the story. 

 

Texts

 

Activities:

Engage:




 

Centers/Stations

RL:     4.2   RI:     RF:

 

I am learning to find evidence to support the theme of the story. 

 

Texts:  

 

Activities: 

 

Gallery Walk: 

3 Stations with stories, students find theme and evidence. 

Click here for resource

 

 


 

RL:  4.2   RI:  4.2    RF: 

 

I am learning to determine the theme of a text and explain how it is supported by evidence. .

 

Texts: Fiction Mentor Text




 

Quick check for standard rl4.2

 

click for link

 

Centers/Stations:

Writing

W.3.3, W. 3.5

I am learning to create a skeleton of plot events for a narrative. 

 

Activity:

Refer back to the anchor chart created the day before.  Discuss with students that all narratives have a Lesson Learned from the experience (like the narrative ideas!).  

 

Begin generating skeletons with students for narratives.  Whole class work together on these two skeletons:

1. Purpose:  If you know it’s a bad idea, don’t do it. 

Specific Idea:  I couldn’t turn down the dare.  I was determined to ride my brother’s bike down the hill. 

 

Create skeletons with students on these topics. 

Have students # their papers 1-7.  (or use index cards~ with graphic organizers?) #7 will be the Conclusion/Lesson Learned.  

#1 will be the beginning. 

 

1. Beginning

2. What happened next?

3. Then what happened? 

4. . What happened before the most EXCITING part?

5. The MOST EXCITING part!

6. What happened right after the most exciting part?

7. Conclusion/Lesson Learned




 

W.3.3, W. 3.5

I am learning to create a skeleton of plot events for a narrative. 

 

Activity: 

 

Continue working on Skeletons with students whole group.  Work on the 2nd example by Angela Helterbrand. 

 

2. Purpose:  Sometimes worrying about an experience is worse than living through it. 

Specific Idea:  I worried for weeks about riding the roller coaster.  I was scared about what might happen. 

 

Have students # their papers 1-7.  (or use index cards~ with graphic organizers?) #7 will be the Conclusion/Lesson Learned.  

#1 will be the beginning. 

 

1. Beginning

2. What happened next?

3. Then what happened? 

4. . What happened before the most EXCITING part?

5. The MOST EXCITING part!

6. What happened right after the most exciting part?

7. Conclusion/Lesson Learned


 

W.3.3, W. 3.5

I am learning to create a skeleton of plot events for a narrative. 

 

Activity: 

Review the narrative skeletons created yesterday.  Have students create a skeleton in pairs/groups today with this prompt:

Purpose:  Appearances can be deceiving. 

Specific Idea:  I thought I had caught the biggest fish and won the contest! 

 

Students in pairs/groups will number their papers 1-7.  Help them with #1 and #7, and review what each of the other parts should be. 

 

1. I had picked out a spot where I knew big fish hung out. 

2. What happened next? 

3. Then what happened? 

4. What happened before the most EXCITING part?

5. The MOST EXCITING part!

6. What happened right after the most exciting part?

7. Things are not always as they seem. 

 

Have students complete parts #2-6 and then share with the class.  

W.3.3, W. 3.5

I am learning to write details about an event that occurs in a narrative.

 

Activity: 

From one of the narrative skeletons created with the class, pick one of the plot events from the list and do an interactive writing with students. Students write with the teacher to generate ideas.  Write (together) as much as possible about the one event.  

 

 

W.3.3, W. 3.5

I am learning to write details about an event that occurs in a narrative. 

 

Activity:

In pairs/groups, have students pick a different plot event from the story to generate ideas and details.  Share whole class.  

 

 



 

Math-IM

Unit 2 Summative Assessment

Standard: 4.NF.B.4

 

I am building background to prepare for the upcoming unit

 

Activity:

Unit 3 Pretest and Pre-unit practice Problems*

Pre-Unit Practice Problems

 

Centers: focus on multiplication strategies



 

Standard #: 4.NF.B.4 

 

I am learning to explain a fraction as a multiple of a unit fraction.

 

Activity: Unit 3, Lesson 1

L1 - Slide Deck

L1 - Student Tasks*

 

Cooldown: Cool Down*

 

Centers:

Rolling for Fractions (3–5), Stage 1: Equivalent Fractions (Supporting)

Compare (1–5), Stage 5: Fractions (Supporting)



 

Standard #:  4.NF.B.4

 

I am learning to multiply a fraction by a whole number using a visual model.

 

Activity: unit 3, lesson 2

 L2 - Slide Deck

L2 - Student Tasks*

Expression and Diagrams-Card Sort (groups of 2)

 

Cool Down*

 

Centers: Rolling for Fractions (3–5), Stage 1: Equivalent Fractions (Supporting)

Compare (1–5), Stage 5: Fractions (Supporting)

Standard #:  4.NF.B.4

 

I am learning to recognize patterns in multiplication of a fraction by a whole number

 

Unit: 3, lesson 3

 

Activity: 

L3 - Slide Deck

L3 - Student Tasks*

paper

 

Cool Down*

 

Centers:

 Rolling for Fractions (3–5), Stage 1: Equivalent Fractions (Supporting)

Compare (1–5), Stage 5: Fractions (Supporting)

Science

Stemscope

Standard #: 4-PS4-1, 4-PS4.A.2

Bundle:  4 (Communicating Using Wave Energy)  Scope 1 (Motion of Waves)

 

I am learning to: develop a model on how waves can cause objects to move.

 

Investigative phenoma from Stemscopes. (*Need a Slinky for the Hook)

Assessing Prior Knowledge-- Motion of Waves

Vocabulary:  

Sound Energy

Waves

Motion

Model

“Watching the Waves” (Science from 4th grade~ Digital Copy, p. 114)

 

Engage       Explore

Explain       Elaborate

Evaluate

Standard #: 4-PS4-1, 4-PS4.A.2



 

I am learning to: develop a model on how waves can cause objects to move.

 

1. Explore 1 Activity Stemscopes:  Disturbing Water

2. Science from 4th grade, p. 115 on waves

 

Engage        Explore

Explain        Elaborate

Evaluate

Standard #: 4-PS4-1, 4-PS4.A.2



 

I am learning to: develop a model on how waves can cause objects to move.

 

1. CER from Stemscopes

2. Science for 4th grade, p. 116 

 

Engage        Explore

Explain       Elaborate

Evaluate

Standard #:  4-PS4-1, 4-PS4.A.2

 

I am learning to: develop a model on how waves can cause objects to move.

 

1. How Do Sounds Vary? (DSM, p. 13, Part A) 

2. Science for 4th grade, p. 117

 

Engage       Explore

Explain       Elaborate

Evaluate

Standard #:  4-PS4-1, 4-PS4.A.2

 

I am learning to: develop a model on how waves can cause objects to move.

 

1. How Do Sounds Vary? (DSM, p. 13, Part B)

2. Science for 4th grade, p. 118

 

Engage         Explore

Explain         Elaborate

Evaluate

Social Studies

ESS KY

Standard: 4G.KGE.1



 

Activity:

Primary Source Analysis: Slavery in the Colonies





 

Standard: 4G.HI.1



 

Activity:

Wrap up Primary source and Racing to Colonize Quiz


 

Standard: 

4.g.HE.1 and 

 

Activity:

Work or Starve: Primary Source Activity


 


 

Standard:

4.g.HE.1

 

Activity:

Work or Starve: Fluency Activity (ask and answer questions.

 

 

Standard:  

Halloween Party

 

Activity: